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June 12, 2024: Autism: An Overview & Supports

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June 12, 2024: Autism: An Overview & Supports

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Join Jillian Guevara, M.Ed., BCBA, at Redwood Coast Regional Center for a discussion on how to learn foundational knowledge about autism spectrum disorder (ASD) and strategies for effectively supporting individuals with autism.

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Helping a child with autism deal with disaster

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Helping a child with autism deal with disaster

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After natural disasters, children are likely very frightened and may need help better understanding what happened.

Individuals with ASD tend to be inquisitive, seeking to learn more about topics they are interested in. They may start talking a lot about floods, other natural disasters, death and tragedy. Here are some suggestions to help in processing information for children on the spectrum.

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Helping a Child with Autism Deal with Disaster | Autism Speaks

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Adapted from an article by Dr. Peter Faustino and Dr. Andrew Livanis

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This link will provide you access to social stories for being prepared for a fire, earthquake, thunder and lightening storm, power outage, extreme heat, and winter weather. Social stories are excellent tools for helping children with autism and other developmental disabilities prepare for, and understand, complicated and confusing situations.

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This collection of social stories was developed to explain how to prepare for natural catastrophes that could happen in Pennsylvania. Some of the emergencies covered here are snow and ice, fires, flooding, thunder and lightning, extreme heat and power outages.

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Increasing Social Emotional Development & Self Awareness for Young Children and thier Caregivers presented for the RCRC Parent Academy. 

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Increasing Social Emotional Development & Self Awareness for Young Children and their Caregivers

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Increasing Social Emotional Development & Self Awareness for Young Children and their Caregivers

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This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Increasing Social Emotional Development & Self Awareness for Young Children and their Caregivers

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Tips for Enjoying the Holidays with Your Child with Special Needs, presented by Denise Keller, MA, BCBA

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Tips for Enjoying the Holidays with Your Child with Special Needs, presented by Denise Keller, MA, BCBA

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fTips for Enjoying the Holidays with Your Child with Special Needs, presented for the RCRC Parent Academy Helping Series.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Tips for Enjoying the Holidays with Your Child with Special Needs

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Using Signs as a Bridge to Communication - The benefits of signing to increase communication for all children 0-5 years old

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Using Signs as a Bridge to Communication - The benefits of signing to increase communication for all children 0-5 years old

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RCRC is pleased to offer “Using Signs as a Bridge to Communication: The Benefits of Signing to Increase Communication for ALL Children 0-5 Years Old.” Communicating wants, needs, thoughts, and feelings is vital for every child – and many parents express how frustrated their child can become when they don’t understand and can’t express themselves. Presenter Meghan Cendejas, RCRC Deaf and Hard of Hearing Specialist will share how learning to sign can increase communication access for all children and their families, including Deaf, Hard of Hearing, Nonverbal, and Language Delayed. The presenters will teach key signs that can “build bridges” to increasing communication skills and reducing barriers to understanding.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.
Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Using Signs as a Bridge to Communication

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Building Healthy Families: Addressing Parental Needs to Help Young Children Thrive - A Person Centered Approach

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Building Healthy Families: Addressing Parental Needs to Help Young Children Thrive - A Person Centered Approach

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Building Up Families for Success, presented by Barbara Sprout, Psy.D.

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Strap on Your Sensory Goggles presented by RL Therapy Group

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Strap on Your Sensory Goggles presented by RL Therapy Group

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Strap on Your Sensory Goggles presented by RL Therapy Group for the RCRC Parent Academy.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Strap on Your Sensory Goggles: How to meet your child's sensory needs

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Behavior as a Form of Communication presented by Jillian Guevara, BCBA

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Behavior as a Form of Communication presented by Jillian Guevara, BCBA

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Behavior as a Form of Communication presented by Jillian Guevara, BCBA for the RCRC Parent Academy Helping Series.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Let's Learn About Movement presented by RL Therapy Group

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Let's Learn About Movement presented by RL Therapy Group

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Let's Learn About Movement presented by RL Therapy for the RCRC Parent Academy Helping Series.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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Creating Moments of Joint Attention: Getting the Most out of Interactions with Your Child

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Creating Moments of Joint Attention: Getting the Most out of Interactions with Your Child

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Creating Moments of Joint Attention: Getting the Most out of Interactions with Your Child presented by Wendy White, Psy.D. for the RCRC Parent Academy.

This presentation is brought to you by the Redwood Coast Regional Center and funded through the Mental Health Services Act (MHSA) FAST grant in partnership with the California Department of Developmental Services.

Redwood Coast Regional Center is solely responsible for the content of the presentation. The Department of Developmental Services has not developed, reviewed, endorsed or approved the contents.

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June 7, 2023 - RCRC Parent Academy - What About Me? Let's Talk About Siblings

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June 7, 2023 - RCRC Parent Academy - What About Me? Let's Talk About Siblings

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6-7-2023 RCRC Parent Academy-Let's Talk About Siblings

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Emergency Prepardeness - What's the Plan?

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Emergency Prepardeness - What's the Plan?

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One Team – One Goal [RC staff as a whole] 

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One Team – One Goal [RC staff as a whole] 

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06052023 Supporting Communication at Home using AAC

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June 5, 2023-Using Communication at Home using AAC

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June 5, 2023-Using Communication at Home using AAC

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06052023 Supporting Communicatin at Home using AAC

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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May 17, 2023 RCRC Parent Academy-Tips and Strategies; Promotoing Speech and Language Development

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May 17, 2023 RCRC Parent Academy-Tips and Strategies; Promotoing Speech and Language Development

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How to Manage the Impact of a Child with a Disability on Siblings

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How to Manage the Impact of a Child with a Disability on Siblings

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Manage the Impact of Child with a Disability on Siblings

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May 10, 2023 RCRC Parent Academy-The Importance of Early Intervention in Children with ASD and other Developmental Disabilities

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May 10, 2023 RCRC Parent Academy-The Importance of Early Intervention in Children with ASD and other Developmental Disabilities

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5-10-2023 RCRC Parent Academy Importance of Early Intervention- reschedule

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May 17, 2023 RCRC Parent Academy-Tips and Strategies; Promoting Speech and Language Development

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May 17, 2023 RCRC Parent Academy-Tips and Strategies; Promoting Speech and Language Development

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June 7, 2022- RCRC Parent Academy-"What About Me? Lets Talk About Siblings"

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June 7, 2022- RCRC Parent Academy-"What About Me? Lets Talk About Siblings"

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October 28, 2020-RCRC Parent Academy-Visual Supports for Home

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October 28, 2020-RCRC Parent Academy-Visual Supports for Home

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November 30, 2020-RCRC Parent Academy: Tools For Building Coping Skills

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November 30, 2020-RCRC Parent Academy: Tools For Building Coping Skills

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12-10-2020 RCRC Parent Academy- Tools for Building Coping Skills

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4-24-2023-Honoring All Voices: Exploring Respect, Fairness, and Inclusion in Lake County.

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4-24-2023-Honoring All Voices: Exploring Respect, Fairness, and Inclusion in Lake County.

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A community Visioning forum for all Lake County residents

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April 19,2023-RCRC Parent Academy: The Importance of Early Intervention for Children with ASD and other Developmental Disabilities

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April 19,2023-RCRC Parent Academy: The Importance of Early Intervention for Children with ASD and other Developmental Disabilities

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04192023 RCRC Parent Academy-The Importance of Early Intervention

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Easterseals: Make the First 5 Count: 5 key growth areas most important to a child’s development  

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Easterseals: Make the First 5 Count: 5 key growth areas most important to a child’s development  

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At Easterseals, we provide valuable child development services to help guide all parents through these early years. We know during this time, a child's brain develops connections that serve as the basis for language, reasoning, problem solving, social skills and emotional well-being.

As an expert partner in your child's well-being, we've enlisted the help of five active animals who represent each of the key growth areas most important to a child's development:

Build strong relationships with your kids to make them feel safe to develop trust, explore, and learn. Healthy social and emotional development lets children cope with emotions and frustrations and navigate peer relationships.

Allow kids opportunities to explore and problem solve from an early age so they can begin to understand the world around them.

Smile, talk, read and listen to your kids every chance you can to encourage language and reading development.

Act silly, play and interact with your kids. These experiences help guide social, emotional, language, physical and intellectual maturity.

Encourage kids to move-movements both big and small are important for physical growth.

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Define Five key childhood development areas

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At Easterseals, we provide valuable child development services to help guide all parents through these early years. We know during this time, a child's brain develops connections that serve as the basis for language, reasoning, problem solving, social skills and emotional well-being.

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Easterseals-Siblings on Brothers and Sisters with Disabilities

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Easterseals-Siblings on Brothers and Sisters with Disabilities

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Siblings On Their Brothers and Sisters Who Have Disabilities

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Advocating for full equity, inclusion, and access

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The Continuum of Care Reform (CCR) is dedicated to meeting the range of intellectual and developmental disabilities and mental health needs of youth in foster care. This website shares the resources and tools available to support effective care. CCR believes that by working together across systems and agencies we are better able to understand and meet the needs of communities, families and youth.

Meeting the needs of foster youth with intellectual and developmental disabilities, mental health and specialized needs requires interagency teamwork. To address the need for interagency work, the state is implementing System of Care in all counties and fostering enhanced connections for state agencies. That System of Care is built on the state's Integrated Core Practice Model (ICPM). The ICPM contains practices, values and principles which, when used consistently by system partners and community providers, leads to better care and enhanced coordination of services.

CASE CONSULTATIONS:

Announcement: The System of Care Branch is offering Case Consultations with Dr. Haleigh Scott, a Specialist in Trauma Informed Treatments and Interventions, for Those Working with Youth with Co-Occurring Mental Health Conditions and Intellectual and Developmental Disabilities (I/DDs).

Do you need support for a youth that is expressing distressed or challenging behaviors that may impact stability? Does the Child and Family Team (CFT) want to stabilize and preserve placement for the youth in a family based setting or Short-Term Residential Therapeutic Program (STRTP)?

Your Multi-Disciplinary Team Can Receive:

Recommendations on therapy models, services and supports for youth with co-occurring trauma or mental health challenges and I/DD;

Individual and team coaching to strengthen direct therapeutic trauma informed services to the youth and family;

Strengthened care/transition plans via troubleshooting barriers to care; and,

Strengthened communication and collaboration within the system of care to better meet the needs of the youth and family.

Requirements for Case Consultation Eligibility:

1. Youth is in foster care or at risk of entering foster care; and,

2. Has a developmental disability, including intellectual disability or autism, with mild to moderate trauma, mental health challenges and/or expression of distressed behaviors; and,

3. Has current mental health, behavioral, developmental, and educational assessments complete and available for review.

Please contact CCR@dss.ca.gov to request support

See flyer for more information: Dr. Scott flyer

TRAININGS:

New Training Announcement Coming Soon!

Kickoff Webinar Hosted by CDSS with Dr. Haleigh Scott.

Watch Kickoff Recordings Here

SYSTEM OF CARE RESOURCES

As a resource to state, county, and local staff, the system profiles below provide an overview of the services offered by our various systems that all serve children and youth with I/DD.

This is the compendium of resources available to children and youth served by our various systems. The system profile links below outline how eligibility is determined, what the denial appeal processes entail, how the system interacts with other systems or programs, how information is shared, and how referrals are made.

System Profile Links:

DISCLAIMER

CDSS is not responsible for the content of any outside sites through any external links provided and such links are not an endorsement of the external site as to its quality, accuracy or completeness in any other way.

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The Continuum of Care Reform (CCR) is dedicated to meeting the range of intellectual and developmental disabilities and mental health needs of youth in foster care. This website shares the resources and tools available to support effective care.

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Real Stories from People Living with Cerebral Palsy

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Real Stories from People Living with Cerebral Palsy

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Centers for Disease Control and Prevention

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Cynthia's Story

"Is this hopeless?" Cynthia Frisina Gray asked upon learning about her daughter's diagnosis of cerebral palsy in 2001. Cynthia knew there was a possibility that Cathryn could have problems-she was born prematurely-but she never imagined the difficulties that lay ahead.

Though she seemed fine at first, after several months, Cynthia began to notice that sometimes Cathryn seemed very floppy, almost like a rag doll. Other times, she seemed to stiffen. "I knew she wasn't hitting the same growth and motor milestones like my older daughter," said Cynthia.

Several doctor's appointments later, she finally received a diagnosis of cerebral palsy. Cynthia immediately went to the Internet searching for anything and everything about cerebral palsy. She felt frustrated by the limited information she could find that specifically addressed the needs of parents.

Cynthia expressed her frustrations to Cathryn's orthopedic surgeon, who connected Cynthia with another parent of a child with cerebral palsy: Anna Marie Champion. Cynthia and Anna Marie set out to understand how they could help educate other families about prevention and treatment. But they weren't sure where to start. They read about spina bifida, a disabling birth defect of the spine, and about the discovery that folic acid can help reduce it. "That's what we want-our 'folic acid'-something that could help prevent cerebral palsy," Cynthia said. "We found out that we can't prevent and treat cerebral palsy without understanding the root causes of it." Tracking the number of children with cerebral palsy is the first step to understanding the characteristics and finding the root causes.

"Watching Cathryn go through the pain of two major orthopedic surgeries at such a young age is hard, but we know it's necessary to help her walk," said Cynthia. Today, Cathryn is thriving but her mother knows there will be many challenges ahead. "Like all parents, I hope and dream about my daughter going to college and having a fulfilling life," said Cynthia. "I also hope that one day we know what causes cerebral palsy so that we can help others."

CDC would like to thank Cynthia and Reaching for the Starsexternal icon external icon for sharing this personal story.
If you would like to share your personal story, please contact us at cdcinfo@cdc.gov

Page last reviewed:

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data and statistics about cerebral palsy

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Cynthia's Story "Is this hopeless?" Cynthia Frisina Gray asked upon learning about her daughter's diagnosis of cerebral palsy in 2001. Cynthia knew there was a possibility that Cathryn could have problems-she was born prematurely-but she never imagined the difficulties that lay ahead.

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Centers for Disease Control and Prevention

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Cerebral palsy (CP) is a group of disorders that affect a person's ability to move and maintain balance and posture. CP is the most common motor disability in childhood. CDC estimates that an average of 1 in 345 children in the U.S. have CP.

How much do you know about cerebral palsy? Take this quiz to find out.

Children reach milestones in how they play, learn, speak, behave, and move. CDC has checklists to help parents and others track a child's development.

Concerned about your child's physical development but not sure what to do?
Try this tool for parents.

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data and statistics about cerebral palsy

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Learn More About Cerebral Palsy (CP) | CDC

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Cerebral palsy (CP) is a group of disorders that affect a person's ability to move and maintain balance and posture. CP is the most common motor disability in childhood. CDC estimates that an average of 1 in 323 children in the U.S. have CP.

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What Parents of Children with Epilepsy Can Do

It can be hard to figure out the best way to care for your child's epilepsy. CDC has tools and resources to help you manage your child's epilepsy and help them live a healthier life.

Sometimes listening is the best form of support. Talk to your child regularly about their seizures, their feelings about having epilepsy, and if they feel safe and supported at school.

Help your child understand epilepsy with CDC's Body and Mind (BAM) website. CDC's BAM website teaches children aged 9 to 12 years what a seizure looks like, reviews facts about epilepsy, addresses epilepsy stigma, and covers seizure first aid.

Get ideas on how to explain epilepsy and talk to your children from the Epilepsy Foundation.

The teenaged years can bring extra challenges for children with epilepsy. Learn how you can support your teen during their transition to adulthood.

CDC's You Are Not Alone Parent Toolkit helps parents deal with issues that may come up during the teen years for their children with epilepsy, such as driving and learning how to manage epilepsy independently.

Prepare for your child's transition from pediatric to adult health care systems. Find practical tips, tools, and videos on the Child Neurology Foundation's Transition of Care webpage.

Learn more about teens with epilepsy from the Epilepsy Foundation.

Find social support and professional help for managing your child's epilepsy.

Visit our Find Support page to find free resources, such as

A 24/7 toll-free information helpline.

An online community forum.

Patient assistance programs for paying for medicine.

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parents. parents of children with epilepsy

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It can be hard to figure out the best way to care for your child's epilepsy. CDC has tools and resources to help you manage your child's epilepsy and help them live a healthier life. Sometimes listening is the best form of support.

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Resource Guide | Support Program for Parents of Teens with Epilepsy | CDC

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You Are Not Alone is a toolkit developed specifically for parents of teens who have epilepsy. You Are Not Alone resource guide provides epilepsy support resources.

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April 8, 2023 in Lakeport-Celebrating Autism with Support, Acceptance, and Inclusion

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April 8, 2023 in Lakeport-Celebrating Autism with Support, Acceptance, and Inclusion

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To view the video of Creating Moments of Joint Attention_  Getting the Most Out of Interactions with Your Child access this link:  https://youtu.be/n0ey1sC7sMU

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March 22, 2023 - RCRC Creating Moments of Joint Attention:  Getting the Most Out of Interactions with Your Child 

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March 22, 2023 - RCRC Creating Moments of Joint Attention:  Getting the Most Out of Interactions with Your Child 

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Creating Moments of Joint Attention_  Getting the Most Out of Interactions with Your Child

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RCRC Parent Academy Spring-Summer Series 2023 Save the Date

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RCRC Parent Academy Spring-Summer Series 2023 Save the Date

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Save the date Parent Academy Spring - Summer 2023

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March 23, 2023 RCRC Parent Academy-Creating Moments of Joint Attention: Getting the Most Out of Interactions with Your Child

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March 23, 2023 RCRC Parent Academy-Creating Moments of Joint Attention: Getting the Most Out of Interactions with Your Child

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03232023 Parent Academy Creating Moments of Joint Attention

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RCRC Parent Academy Winter-Spring 2023            Save the Date!

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RCRC Parent Academy Winter-Spring 2023            Save the Date!

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RCRC Parent Academy Summer Series 2021     Save the Date!  

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RCRC Parent Academy Summer Series 2021     Save the Date!  

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Fall 2021 SCHEDULE:  RCRC PARENT ACADEMY HELPING TOOLS SERIES FOR FAMILIES OF CHILDREN 0-5            

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Fall 2021 SCHEDULE:  RCRC PARENT ACADEMY HELPING TOOLS SERIES FOR FAMILIES OF CHILDREN 0-5            

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December 30, 2020 RCRC Parent Academy-Special Education Basics for Parents

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December 30, 2020 RCRC Parent Academy-Special Education Basics for Parents

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12-30-2020 Special Education Basics for Parents-flyer (2)

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February 24, 2021 RCRC Parent Academy-The Importance of Play: Supporting Your Child's Development Through Fun Games and Activities

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February 24, 2021 RCRC Parent Academy-The Importance of Play: Supporting Your Child's Development Through Fun Games and Activities

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2242021 Play for SE development Parent Academy

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March 24, 2021 RCRC Parent Academy-Teamwork: Tools for Effective Communication and Collaboration

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March 24, 2021 RCRC Parent Academy-Teamwork: Tools for Effective Communication and Collaboration

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3242102 Tools for effective communication flyer

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April 28, 2021- RCRC Parent Academy for Dads-Stand by Me: A Father's Role in Supporting Healthy Development of Their Child with a Disability

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April 28, 2021- RCRC Parent Academy for Dads-Stand by Me: A Father's Role in Supporting Healthy Development of Their Child with a Disability

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April 28, 2021-Evidence Based Practices for Essential Skills and Navigating the Resources

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April 28, 2021-Evidence Based Practices for Essential Skills and Navigating the Resources

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May 26, 2021 RCRC Parent Academy-Behavior Basics for Parents of Young Children

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May 26, 2021 RCRC Parent Academy-Behavior Basics for Parents of Young Children

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May 2021 Behavior Basics-Tools for Parents of Young Children

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June 23, 2021 RCRC Parent Academy-Prompting for Success: Using Effective Prompting to Support Your Child's Learning and Development

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June 23, 2021 RCRC Parent Academy-Prompting for Success: Using Effective Prompting to Support Your Child's Learning and Development

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December 12, 2021 RCRC Parent Academy-Tips for Enjoying the Holidays with your Child with Special Needs

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December 12, 2021 RCRC Parent Academy-Tips for Enjoying the Holidays with your Child with Special Needs

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12-15-21 Tips for Enjoying the Holidays v2 ENG

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November 17, 2021 RCRC Parent Academy-How to Build Self-Control in Your Child

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November 17, 2021 RCRC Parent Academy-How to Build Self-Control in Your Child

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11-17-21 Building self-control  ESNORCAL  V2

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October 27, 2021 RCRC Parent Academy-An Introduction to Your Local Family Resource Center

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October 27, 2021 RCRC Parent Academy-An Introduction to Your Local Family Resource Center

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Save the Date-RCRC Parent Academies-Spring 2021 Schedule

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Save the Date-RCRC Parent Academies-Spring 2021 Schedule

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July 28, 2021 RCRC Parent Academy-Prompting for Success: Using Effective Prompting to Support Your Childs Learning and Development

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July 28, 2021 RCRC Parent Academy-Prompting for Success: Using Effective Prompting to Support Your Childs Learning and Development

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August 25, 2021 RCRC Parent Academy-Promoting your Child's Development through Everyday Routines and Activities

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August 25, 2021 RCRC Parent Academy-Promoting your Child's Development through Everyday Routines and Activities

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August 2021 Promoting your Child's Development .docx

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September 22, 2021 RCRC Parent Academy- How to Build New Behavior One Step at a Time: Using Shaping Techniques to Increase Communication and Cooperation

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September 22, 2021 RCRC Parent Academy- How to Build New Behavior One Step at a Time: Using Shaping Techniques to Increase Communication and Cooperation

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October 28, 2020 RCRC Parent:- Visual Tools and Strategies for Home

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October 28, 2020 RCRC Parent:- Visual Tools and Strategies for Home

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10-28-2020 RCRC Parent Academy-Visual Tools and Strategies for Home

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November 30th, 2020-RCRC Parent Academy: Tools for Building Coping Skills

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November 30th, 2020-RCRC Parent Academy: Tools for Building Coping Skills

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11302020 Parent Academy Tools for Building Coping Skills-Eng

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Assistive Technology for Communication Roadmap

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Assistive Technology for Communication Roadmap

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Augmentative Communications Road Map (1)

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The Assistive Technology Project: Cincinnati Children's Hospital

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The Assistive Technology Project: Cincinnati Children's Hospital

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AAC, which stands for augmentative and alternative communication, is a way for people to communicate when they do not have the physical ability to use verbal speech or writing.

AAC systems are designed to help people express their thoughts, needs and ideas. AAC is used by those with a wide range of speech and language impairments due to conditions such cerebral palsy, autism, spinal muscular atrophy and head injuries. AAC can range from a simple set of picture symbols on a communication board to a computer system that is programmed to speak with words or messages.

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Augmentative and Alternative Communication | Assistive Technology Education

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AAC, which stands for augmentative and alternative communication, is a way for people to communicate when they do not have the physical ability to use verbal speech or writing. AAC systems are designed to help people express their thoughts, needs and ideas.

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Augmentative and Alternative Communication (AAC) from American Speech-Language-Hearing Association (ASHA)

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Augmentative and Alternative Communication (AAC) from American Speech-Language-Hearing Association (ASHA)

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"Making effective communication, a human right, accessible and achievable for all."

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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SignSchool | Learn American Sign Language Online

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There has never been an easier way to learn American Sign Language online. Sign up and start learning ASL today!

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Sign Language: explore, discover, and learn

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Sign Language: explore, discover, and learn

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The sign language site is one of few most reliable resources and references highly recommended by Deaf native signers, including ASL instructors.

"Even though I'm Deaf with ASL as my native language, I still use Handspeak a lot in the last few years for reference. I also frequently recommended this website to hearings/ASL students I met. It's amazing how you contributed so much, so I just want to let you know how much I appreciate that. -- Theo, 2020."

"This website is AWESOME! I always refer it to my students. -- Denise (Deaf ASL instructor), 2021"

"This website is a godsend. Your work is amazing and I just wanted to thank you. Without it, learning ASL would have been much harder. -- Le, 2021"

"I just wanted to let you know that you are the reason I've been getting A's in my ASL classes and to say thank you. I use your website multiple times a day, and it has fleshed out so much information about the language of ASL and the Deaf community. You have truly made a difference in my life!" -- Angie DiNardo, February 4, 2022.

Thank you Handspeak!! You were an invaluable resource for me during my interpreter education program. I came to the conclusion that your dictionary of signs were one of the best and I relied on it immensely.

"I have been struggling to figure out signs for my class. It was really beginning to wear down on me and I was getting nervous about how the rest of the semester will go. A problem that was haunting me was found in short order using the sign and contextual reference from the assignment. THANK YOU!!!! You have blessed me for sure! -- Nita"

"THANK YOU SO MUCH. This site is amazing. I am just learning ASL, and I keep this tab open on my computer and check in several times a day to form words and sentences. Very blessed for this incredible project of yours. -- A.S."

"Your website has helped me to learn ASL and about Deaf culture, both when I studied in University and now as I continue to practice and learn. I just wanted to express that I am so grateful for you and for handspeak.com- you are wonderful, thank you for creating this project!! -- Kat"

"Your website is a blessing! I often refer my ASL students to the tutorials on this site as an extracurricular resource when they needed help. -- a certified ASL instructor and Deaf native signer."

"... thank you for making such an important and useful resource for those of us on the path to fluency in the language and art of American Sign Language. Your Handspeak website has provided me with countless hours of invaluable insight and dare I say entertainment. You're a beautiful person, and your work is thoroughly appreciated." -- Patrick Ryan (Minnesota), 2015.

"Handspeak is such a great online ASL lexicon, and it is very helpful. My TA's recommended it over other online ASL dictionaries. Thank you again! -- J.Y., 2017"

"Our daughter is so much happier that she can tell us what she wants and needs. Much less crying, much more laughing! Thank you for this site, the best of its kind on the web."

"We use the site in our homeschooling, as a second language, for our 9-year-old child who does really well with homeschooling. He's exceptionally bright, very active, inquisitive and challenging. Your site has captured his interest and he is intrigued."

"I scuba dive, and being able to use sign language while diving would expand the experience greatly. -- L. Niles"

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Sign Language resources online including ASL dictionary, tutorials, grammar, sentences, alphabet, Deaf culture, baby signing, and more.

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January 21, 2021-RCRC Parent Academy: Tools for Supporting Social-Emotional Development, Learning, and Well-Being during Covid-19 and Beyond

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January 21, 2021-RCRC Parent Academy: Tools for Supporting Social-Emotional Development, Learning, and Well-Being during Covid-19 and Beyond

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1-27-2021 SE-devlopment and well-being flyer R2

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February 22, 2023-RCRC Parent Academy-Using Signs as a Bridge to Communication

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February 22, 2023-RCRC Parent Academy-Using Signs as a Bridge to Communication

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RCRC is pleased to offer “Using Signs as a Bridge to Communication: The Benefits of Signing to Increase Communication for ALL Children 0-5 Years Old.” Communicating wants, needs, thoughts, and feelings is vital for every child – and many parents express how frustrated their child can become when they don’t understand and can’t express themselves. Presenter Meghan Cendejas, RCRC Deaf and Hard of Hearing Specialist will share how learning to sign can increase communication access for all children and their families, including Deaf, Hard of Hearing, Nonverbal, and Language Delayed. The presenters will teach key signs that can “build bridges” to increasing communication skills and reducing barriers to understanding.

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02222023 Using Signs as a Bridge to Communication-Eng

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August 24, 2022-RL Therapies presents: Tantrum Translation

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August 24, 2022-RL Therapies presents: Tantrum Translation

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September 21, 2022-RL Therapies presents: Picky Eating Solved; Eating, isn't it supposed to be easy? 

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September 21, 2022-RL Therapies presents: Picky Eating Solved; Eating, isn't it supposed to be easy? 

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11.29.2022: Find Your Family Screenplay-Manage Screens with Ease

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11.29.2022: Find Your Family Screenplay-Manage Screens with Ease

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11.29.2022 Find Your Family Screenplay-Manage Sreens with Ease

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Infant Early Childhood Mental Health (IECMH) Grant

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Infant Early Childhood Mental Health (IECMH) Grant

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Infant and Early Childhood Mental grants are authorized under the 21st Century Cures Act, Section 10006 which added Section 399Z-2 to the Public Health Service Act (PDF | 966 KB).

The purpose of this program is to improve outcomes for children, from birth up to 12 years of age, by developing, maintaining, or enhancing infant and early childhood mental health promotion, intervention, and treatment services.

Project Goals

Develop sustainable programs serving children at significant risk of developing, showing early signs of, or having been diagnosed with a mental illness, including serious emotional disturbance (SED) and/or symptoms that may be indicative of developing SED in children

Provide multigenerational therapy and other services that strengthen positive caregiving relationships

Provide access to a full range of infant and early childhood services

Build workforce capacity for individuals serving children from birth to age 12 years

Fill service gaps in systems of early childhood mental health care by providing evidence-based mental health promotion, prevention, early intervention, and treatment interventions

Successes of IECMH 2019-2021

Trained 9,991 members of the mental health workforce

17,346 young children and caregivers screened for mental health or related interventions

7,399 young children and caregivers referred for mental health and related services

9,457 young children and caregivers provided evidence-based mental health and related services

Current and Prior Grantees
Program Staff
Brooke Sims, M.S., Public Health Advisor
Nancy Kelly, M.S. Ed., Branch Chief, Mental Health Promotion
Captain Maryann Robinson as Acting Division Director

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Infant Early Childhood Mental Health (IECMH) Grant Program

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Infant and Early Childhood Mental grants are authorized under the 21st Century Cures Act, Section 10006 which added Section 399Z-2 to the Public Health Service Act (PDF | 966 KB). The purpose of this program is to improve outcomes for children, from birth up to 12 years of age, by developing, maintaining, or enhancing infant and early childhood mental health promotion, intervention, and treatment services.

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A resource for parenting education and resources, developmental screenings, a resource navigator and more!!!

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Commission Meetings

The next regular meeting of the First 5 Lake Commission will be held on August, 25, 2021 at 2:00pm via Zoom. Agenda and meeting documents will be posted 72 hours in advance.
View 2021-22 Meeting Documents

Number Story

ACEs are Adverse Childhood Experiences. ACES can cause potential lifelong effects. Learning more about your ACEs score can help you heal and learn more about preventing ACEs in future generations.
Explore Your Number Story

Lake Family Magazine

This local positive parenting guide is available free to you online! Printed copies will be available in June of 2021.
VIEW ONLINE IN ENGLISH VER ONLINE EN ESPAÑOL

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Commission Meetings The next regular meeting of the First 5 Lake Commission will be held on August, 25, 2021 at 2:00pm via Zoom. Agenda and meeting documents will be posted 72 hours in advance. View 2021-22 Meeting Documents Number Story ACEs are Adverse Childhood Experiences. ACES can cause potential lifelong effects.

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January 25th, 2023 Parent Academy - Strap on your Sensory Goggles! How to meet your child's sensory needs

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January 25th, 2023 Parent Academy - Strap on your Sensory Goggles! How to meet your child's sensory needs

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Strap on your Sensory Goggles! _How to meet your child’s sensory needs_English

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February 22, 2023-RCRC Parent Academy: Using Signs as a Bridge to Communication

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February 22, 2023-RCRC Parent Academy: Using Signs as a Bridge to Communication

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2-22-2023 Parent Academy-signing as bridge to communication-eng

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January 25, 2023-RCRC Parent Academy: Stap on Your Sensory Goggles!

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January 25, 2023-RCRC Parent Academy: Stap on Your Sensory Goggles!

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12-14-2022 RCRC Parent Academy-Behavior as a Form of Communication

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12-14-2022 RCRC Parent Academy-Behavior as a Form of Communication

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12142022-RCRC Parent Academy-Behavior as a Form of Communication-HO

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December 14, 2022-RCRC Parent Academy: Behavior as a Form of Communication

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December 14, 2022-RCRC Parent Academy: Behavior as a Form of Communication

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12-14-2022 RCRC Parent Academy-Behavior as a Form of Communication-ENG (1)

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November 16th 2022-Tips for Enjoying the Holidays with Your Child with Special Needs

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November 16th 2022-Tips for Enjoying the Holidays with Your Child with Special Needs

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Tips for enjoying the holidays with your child with special needs-2022 V1.1

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November 16, 2022-RCRC Parent Academy: Tips for Enjoying the Holidays with Your Child with Special needs

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November 16, 2022-RCRC Parent Academy: Tips for Enjoying the Holidays with Your Child with Special needs

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11-16-2022 RCRC Parent Academy-Tips for the Holidays

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October 26, 2022 RCRC Parent Academy: Let's Learn About Movement

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October 26, 2022 RCRC Parent Academy: Let's Learn About Movement

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Let’s Learn About Movement - RCRC - 10-2022 Presentation

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October 26, 2022-RCRC Parent Academy: Let's Learn About Movement!

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October 26, 2022-RCRC Parent Academy: Let's Learn About Movement!

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This presentation by Carrie Griep, a licensed Physical Therapist and Doctor of Physical Therapy will cover age-appropriate skills and gross motor milestones for children 0-5 and provide insight on ways to include these activities in your daily routine.  Carrie will share and demonstrate fun daily activities to benefit child and family.

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October 26 2022 Parent Academy-Learn About Movement

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September 28, 2022 RCRC Parent Academy: Social Narratives

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September 28, 2022 RCRC Parent Academy: Social Narratives

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September 28, 2022-RCRC Parent Academy: Social Narratives

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September 28, 2022-RCRC Parent Academy: Social Narratives

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09282022 Parent Academy-Social Narratives R

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Fine motor skill development: 2 to 5 year old

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What are fine motor skills?

Generally thought of as the movement and use of hands and upper extremities, fine motor skills include reaching, grasping and manipulating objects with your hand. Fine motor skills are used throughout childhood and adult years.

This is a list of fine motor skills children should demonstrate between the ages of 2 and 5 years.

2-3 years old

Likes to draw; holds crayon with fingers

Able to imitate designs like a circle or a cross

2 years old

Has hand control to build block towers

Can string beads on a shoelace

3 years old

Able to make a Cheerio or macaroni necklace

Beginning with scissor skills

4 years

Scissor skills show improvement - Able to cut simple shapes

Able to do simple puzzles (6-10 pieces)

5 years

Able to draw, paint and color (can draw a person with all body parts)

Learning printing & cursive handwriting

Can button and unbutton

Develops good finger skills

Able to place small objects (e.g., 1/4 inch beads) in a bottle quickly

Starting to work with other mediums for art like clay, paper mache, etc.

Likes video games and computer activities

What if I am concerned about my child's fine motor skill development?
This information is a general guide to help you determine if your child is progressing at the rate expected for his or her age. Please keep in mind that each child is unique and develops skills at their own rate. If you are concerned about your child's development, a physician or pediatric therapist may be able to assist with an evaluation.
To make an appointment with a pediatric therapist, call one of these locations:
Note: Occupational Therapy addresses problems related to cognitive, daily living, motor, sensory processing, social and visual/perceptual skill development. Information provided by Sallie Tidman, OT/L, Director of Therapy Services, and Melanie Koch, Occupational Therapist.

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Fine motor skill development: 2 to 5 year olds

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Generally thought of as the movement and use of hands and upper extremities, fine motor skills include reaching, grasping and manipulating objects with your hand. Fine motor skills are used throughout childhood and adult years.

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What are fine motor skills?

Generally thought of as the movement and use of hands and upper extremities, fine motor skills include reaching, grasping and manipulating objects with your hands. Fine motor skills also involve vision, specifically visual motor skills, often referred to hand-eye coordination. Visual-motor skills are needed to coordinate hands, legs, and the rest of the body.

The difference between gross and fine motor skills pertains to the muscles being used. Gross motor skills refer to the large muscles and fine motor skills refer to the smaller muscles. Babies and toddlers need a lot of playtime and practice to develop those small muscles needed for fine motor control. Learn more about all developmental milestones by age.

Developmental milestones: Activities for infants and toddlers to build fine motor skills

This is a list of fine motor skills children should demonstrate between the ages of 0-2 years.

0-3 months

Brings hands to mouth

Moves arms

May swing arms at toys

Hands start to open more

3-6 months

Holds small object in hand (without thumb tucked in hand)

Holds hands together

Reaches for toys with both arms

Pushes up on arms when on tummy

Briefly holds a toy like a rattle

Follows objects with eyes in all directions

6-9 months

Shakes and bangs rattles

Brings toys to mouth

Uses a raking grasp

Transfers objects from one hand to the other

Keeps hands open and relaxed most of the time

Starting to have the ability to pick up small foods like Cheerios

9-12 months

Able to release an object voluntarily

Gives toy to a caregiver when asked

Bangs two toys together

Turns pages of a book a few pages at a time

Begins to put objects into a container

Points to objects

Stacks 2 blocks

12-18 months

Claps hands together

Puts objects and toys into containers

Waves goodbye

Uses both hands to play

Can isolate index finger with other fingers closed

Scribbles with a crayon

Beginning to use a spoon and cup

18-24 months

Can build a block tower using 3-4 blocks

Puts rings on a ring stacker

Turns pages of a book one at a time

Begins holding crayons with finger tips and thumb

2 to 5 years

Additional ways to help infants develop fine motor skills

You can help your infant develop MOTOR SKILLS by:

"Tummy Time"... An important concept in motor skills development for children ages 0-2 years is what is known as "prone skills." Prone refers to lying on your stomach; many therapists call this "tummy time." A young baby needs to spend playtime in "prone." Tummy time helps develop postural control and strength to provide stability for hands and fingers. This core stability helps support the development of fine motor skills. Foundational fine motor skills are developed through gross motor skills such as playing in prone, rolling over, sitting up, and crawling.

A 3-6-month-old learns to push up on their elbows in prone and eventually is able to push up onto their hands. These activities are the beginnings of shoulder stability and arch development in the hands, which are used later on for strength and coordination activities, such as pitching a ball, or precise activities, such as writing with a pencil.

Tummy time also allows for floor time and limits time spent in equipment such as bouncers, infant seats, or swings.

As the development of vision and the sense of touch is important to the development of motor skills, children need to be able to see and feel what is in their hands in order to interact with or manipulate objects.
Learn more about how tummy time can help your baby
Help your infant develop VISUAL SKILLS by:

Getting close... Young babies like to look at faces. A parent's face is very expressive and possesses contrast which encourages babies to focus and use their visual skills. Position your face about 12" from your baby's face. Sing, talk and make silly faces!

Choosing color... As babies get to be 3-6 months old they begin to enjoy objects with increasing color. Three-month-olds often like "cool colors"- lemon yellow, sky blue and lime green. Six-month-olds are getting ready for brighter colors - hot pink, red and orange.

Exposing your baby to different and enriching visual environments... If you usually have an infant seat in the den, try other rooms so your baby can have different views. If you often carry your baby in a cradle hold through the house, alternate and carry your baby at your shoulder level so he/she can view the world with an upright head posture.

Incorporate multiple senses...When interacting with your baby remember all the senses: touch (tactile), movement (vestibular), body awareness (proprioceptive), sight, smell, hearing, and taste. Play mats with different textures and touch and feel books offer different tactile experiences. Rocking, swaying, and gentle bouncing provide varied movement experiences. As mentioned earlier using toys with different colors and playing in different environments offers different visual experiences. Using lightly scented lotions or letting you baby smell garden herbs can stimulate sense of smell. Listening to music and playing with instruments are good ways to provide auditory input. Once your baby is eating a variety of solid foods, at around five to six months of age, experimenting with a variety of tastes, textures, and colors is a great way to broaden her culinary (and sensory) horizons.

Positioning... Our senses of vision, hearing, touch, taste and smell are all developing in a young infant. We also have a "positional sense"; this helps us to define if our body is moving, and where we are in space (sitting up or lying on our stomach). This positional sense is why babies like to be rocked. To help them have an enriched environment, alternate rocking with swaying, try different rocking chairs, and change the baby's position - swaddled in a blanket, upright on your shoulder, or lying on their stomach across your lap. Go for walks with your baby in a baby-wearing carrier or backpack for stimulation.

Massaging... For development of touch sense or tactile awareness, provide your infant with massage to arms, legs and trunk. You can use baby lotion or oils if you like. Many YMCAs and other organizations offer classes for infant massage. This activity is great for bonding time with your child.

How to improve your child's fine motor skills

If your child is regularly missing development milestones, occupational therapy addresses challenges related to cognitive, daily living, motor, sensory processing, social and visual/perceptual skill development.

Occupational therapists at CHoR can provide a comprehensive examination of your child's strength, balance, coordination and fine motor skills in order to determine barriers to safe body movement. We provide therapeutic activities that are engaging and specific to a child's age, cognitive status, ability level and interests. We strive to help a child and his or her family succeed through developing strategies unique to a child's specific needs and abilities.
To make an appointment with a pediatric therapist, call one of these locations: Information provided by Sallie Tidman, OT/L, Director of Therapy Services, and occupational therapist's Katie Bobbit, Megan Stratton, and Melanie Koch

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Fine motor skills include reaching, grasping and manipulating objects with your hands. This is a list of fine motor skills children should demonstrate between the ages of 0-2 years.

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Gross motor skills involve the larger muscles in the arms, legs and torso. Here are gross motor skill development guidelines for children ages 0 to 5 years.

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August 28, 2022 RCRC Parent Academy: Music Therapy for Children with Developmental Disabilities

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August 28, 2022 RCRC Parent Academy: Music Therapy for Children with Developmental Disabilities

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08242022 RCRC Parent Academy-Music Therapy for Children w DD

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Sibling Support Project, the first national program in the U.S. dedicated entirely to recognizing and promoting the important roles that siblings of children (and adults) with disabilities play in their families and communities, and to creating opportunities for brothers and sisters of all ages to receive the information and resources they need to support their families and themselves.

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Online Sibshop Facilitator Training Founded in 1990, the Sibling Support Project is the first national program dedicated to the life-long and ever-changing concerns of millions of brothers and sisters of people with special health, developmental, and mental health concerns. We are proud to

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Why Tuning in to Your Child is So Important

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Why Tuning in to Your Child is So Important

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Joint Attention_ Why Tuning in to Your Child is So Important - BabySparks

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At a glance

Fine motor skills are the ability to make movements using the small muscles in our hands and wrists.

People use fine motor skills to do many school- and work-related tasks.

There are things you can do at home to help improve fine motor skills.

Fine motor skills are the ability to make movements using the small muscles in our hands and wrists. We rely on these skills to do key tasks in school, at work, and in everyday life.

These small movements come so naturally to most people that we usually don't think about them. But fine motor skills are complex. They involve a coordinated effort between the brain and muscles. They're built on the gross motor skills that let us make bigger movements, like running or jumping.

Here are some examples of when we use fine motor skills:

Holding a pen or pencil

Drawing pictures and writing neatly

Using a keyboard

Using scissors, rulers, and other tools

People also need fine motor skills to do daily tasks like getting dressed and brushing their teeth.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Keri Wilmot has worked with children, teens, and young adults for more than 20 years in a wide range of pediatric settings. Her teenage son has been diagnosed with ADHD.

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Fine motor skills are abilities that involve the small muscles in our hands and wrists. Learn more about fine motor skills.

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Gross motor skills are abilities that involve the large muscles of the arms, legs, and torso. Learn more about gross motor skills.

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August 24, 2022-RCRC Parent Academy: Music Tx for Children with Developmental Disabilities

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August 24, 2022-RCRC Parent Academy: Music Tx for Children with Developmental Disabilities

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08242022 Parent Academy flyer-Music Tx-Eng

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July 27, 2022-RCRC Parent Academy: Cues for How Your Child with Autism Communicates

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July 27, 2022-RCRC Parent Academy: Cues for How Your Child with Autism Communicates

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Tunes for Tots!  Beginning July 27th 2022

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Tunes for Tots!  Beginning July 27th 2022

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Join RL Therapy Group Music Therapist Heather Gindle for learning through song with you toddler (0-36)!

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Summer 2022 Parent Academy Save the Date-Eng