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https://www.barnesandnoble.com/w/sincerely-your-autistic-child-autistic-women-and-nonbinary-network/1137493064

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Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity|Paperback

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A diverse collection of autistic voices that highlights how parents can avoid common mistakes and misconceptions, and make their child feel truly accepted, valued, and celebrated for who they are.Most resources available for parents come from psychologists, educators, and doctors,…

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Understanding the spectrum - a comic strip explanation

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By Rebecca Burgess For printable PDF version in English click here. For version in Spanish click here. French version click here.

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https://www.netflix.com/title/81405327

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https://www.instagram.com/neurowild_/?hl=en

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https://www.autismlevelup.com/

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ND-friendly Updates to Whole Body Listening

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ND-friendly Updates to Whole Body Listening

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https://www.janinehalloran.com/podcast/calm-and-connected-episode-122

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In this episode I am joined by Speech Language Pathologist Elizabeth A. Sautter to talk about 'Whole body Listening Larry'. For our communities to evolve and grow, we have to constantly look at ourselves, the way we speak and how and what we teach children in schools about diversity. Not every brain is created biologically the same, so why do we think we could learn, listen, work or play the same way? I hope this episode opens your mind up to the positivity and brilliance that comes from people with neurodiverse brains.

The topics we cover in this episode are;

What is 'Whole body Listening Larry'?

How has 'Whole body Listening Larry' changed over the years?

What is on the new poster?

How Elizabeth was trained to be a Speech Language Pathologist

What masking can look like

How can a teacher deal with so many children with so many different needs?

What is neurodiversity?

What is neurodivergent?

Thoughts on the name 'ADHD'?

Elizabeth's coping skills

About The Guest - Elizabeth Sautter

Elizabeth A. Sautter, M.A., CCC-Speech Language Pathologist, is an international speaker, author, and trainer with expertise in social-emotional learning and executive functioning. She is a co-author of the original Whole Body Listening Larry series and poster. She collaborates on the Zones of Regulation curriculum as a presenter and co-author of Zones products, including children's books, card decks, and games. She has authored the parent activity book, Make Social and Emotional Learning Stick along with two card decks for social-emotional support for parents. She has co-created an online course for parents and is passionate about supporting families (just like hers) with additional needs.

Get the Free Updated Version of the Whole Body Listening Poster at everydayregulation.com

Elizabeth's website: Elizabethsautter.com

Instagram: instagram.com/elizabeth.sautter

Facebook - https://www.facebook.com/ElizabethSautterMACCCSLP

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Updated Neurodiversity-Affirming Whole Body Listening Larry: An Interview with Elizabeth Sautter - Janine Halloran

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In this episode I am joined by Speech Language Pathologist Elizabeth A. Sautter to talk about 'Whole body Listening Larry'. For our communities to evolve and grow, we have to constantly look at ourselves, the way we speak and how and what we teach children in schools about diversity.

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https://www.the-neurodivergent-teacher.com/

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https://autisticadvocacy.org/

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ASAN November Newsletter Dear friend, As we've begun wrapping up the year, we're still hard at work here at ASAN! We've celebrated self-advocacy and looked back at the work we've done this year, and we've continued to work on the issues to come! Earlier this month, we celebrated ASAN's birthday at our 2023 ASAN Gala,...

Read More "

The Autistic Self Advocacy Network is a national grassroots disability rights organization run by and for Autistic Americans, advocating for systems change and ensuring that the voices of Autistic people are heard in policy debates and the halls of power. Our staff work to educate communities and improve public perceptions of autism. As a 501(c)(3)...

Read More "

ASAN October Newsletter Dear friend, It's the most boo-tiful time of year, but we're still fighting some of the scariest things our community deals with, like discriminatory health care systems, subminimum wage, and lack of supports. Here's what we've been working on this month. In September, the Department of Health and Human Services (HHS)...

Read More "

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https://www.barnesandnoble.com/w/why-johnny-doesnt-flap-clay-morton/1122037699

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Editorial Reviews

09/21/2015
An unnamed boy with autism describes his friend Johnny's unusual and sometimes perplexing behaviors: "Mom says it is because he is NT, or neurotypical. He doesn't have autism, so his brain works differently from mine, but that's ok." Johnny doesn't arrive precisely on time to visit, makes direct eye contact, "doesn't have a topic he knows everything about, like World War II or dinosaurs or forklifts," and "always wants to play with other kids." Merry's artwork is somewhat rudimentary (the boys' facial expressions scarcely change, even when the narrator is having a "meltdown," and there isn't much variation in the staging of the images). But the authors' subversion of expectations through the narration is effective and thought-provoking, and may well lead neurotypical readers to reconsider their own behaviors and judgments. Ages 5-9. (Oct.)

Publishers Weekly

The young narrator of this charming book helps readers understand why a neurotypical peer's behavior can be so confusing. Fun illustrations support the text, providing extra opportunities for discussion exploring the differences between NT and ASD behaviors, and that's more than OK. That's super duper!

Liane Holliday Willey

A delightful departure from the norm, Why Johnny Doesn't Flap flips the script and models empathy, acceptance, and compassion for that oddest of neurologies, the neurotypical. This irreverent subversion is a breath of fresh air, and reminds us that there's not a right way to have a brain, and that 'normal' is in the eye of the beholder. We're better off with a dose of the Mortons' wry perspective.

Julia Bascom

This is a wonderful wheeze! Johnny is neuro-typical, while the story teller is autistic. We see Johnny from his point of view, and to him, Johnny is a cause of bafflement... However, our narrator says his mum explains that everyone is different, and just because Johnny is different doesn't mean they can't be good friends. Which they are... The funny and clever thing about this approach is that the narrator seems to feel slightly superior to Johnny, and it is interesting and possibly unique in a picture book to show how autistic people look at those of us who don't share their outlook. A brilliant and highly original book with lovely warm illustrations.

healthybooks.org.uk - Healthy Books

12/01/2015
K-Gr 3-Books about disability are often told from the point of view of those without disabilities. By turning this traditional framing and structure on its head, the authors emphasize that differences can be subjective. The narrator, who has autism, matter-of-factly outlines the ways that his friend Johnny, who is neurotypical (NT), seems strange. For instance, Johnny looks right into people's eyes when talking to them and doesn't have meltdowns when faced with a change in schedule. Ultimately, the main character appreciates that being different isn't wrong, which helps him connect with his pal. The typed-style text and realistic, muted illustrations initially seem flat. However, considering the audience-those with autism who are learning about the behaviors of neurotypically developing peers-the design makes sense. The visuals paint the world as the protagonist sees it and are realistic in execution. The book has a minor flaw: the abbreviation of NT in the subtitle could be confusing. VERDICT It will take extra work for librarians to get this offering in the hands of the right readers, but its unique perspective and important message make it a worthwhile purchase.-Renee Grassi, Glen Ellyn Public Library, Glen Ellyn, IL

School Library Journal

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Why Johnny Doesn't Flap: NT is OK!|Hardcover

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Johnny is different. He is never exactly on time, he can't seem to stick to a routine and he often speaks in cryptic idioms. Johnny is neurotypical, but that's OK.A picture book with a difference, Why Johnny Doesn't Flap turns the tables on common depictions of neurological...

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https://www.instagram.com/hvppyhands/

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Autistic Women & Nonbinary Network (AWN)

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It's my favorite time of the year! Halloween is coming up soon, and for many Latine people like myself, it's also close to Day of the Dead (Día de los Muertos). I love this season of spirits, spooks, and sweets.

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Autistic Women & Nonbinary Network (AWN)

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https://theautisticadvocate.com/neurobears/

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Neurobears - Autism Training for Families

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NeuroBears is for autistic young people, and their families, who want to learn what it means to be Autistic in a really positive way.

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Dr. Edlyn Pena - Autism Self-Advocacy Research & Communication in Nonspeaking Folks

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Dr. Edlyn Pena - Autism Self-Advocacy Research & Communication in Nonspeaking Folks

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https://www.edlynpena.com/

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Dr. Edlyn Peña is an Associate Professor of Higher Education Leadership and Director of the Autism and Communication Center at California Lutheran University. She is the editor of the books, Communication Alternatives in Autism: Perspectives on Typing and Spelling for the Nonspeaking (2019) and Leaders Around Me: Autobiographies of Autistics who Type, Point, and Spell to Communicate (2019).

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https://eisforerin.com/2015/08/10/tendril-theory/

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I came up with "Tendril Theory" when someone in a support group asked for a good way to explain executive function, specifically the challenge of being interrupted or having to switch tasks suddenly, to a neurotypical person. The image and words came to me all at once. It took me a few weeks to sit down and draw it.

I think the reason this resonates with so many people is that a lot of different kinds of brains work in a similar way - not only for autistic people, but also people with ADHD, and neurotypical introverts. So if this doesn't describe you, it probably describes someone you know.

*Image is a comic titled "Why it's hard to switch tasks (Let's call it Tendril Theory)." Simple line drawings illustrate the following text:

When I'm focused on something / My mind sends out a million tendrils of thought / Expands into all of the thoughts & feelings / When I need to switch tasks / I must retract all of the tendrils of my mind / This takes some time / Eventually I can shift to the new task / But when I am interrupted or must switch abruptly / It feels like all of the tendrils are being ripped out / That's why I don't react well / Please just give me time / To switch tasks when I'm ready.

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I came up with "Tendril Theory" when someone in a support group asked for a good way to explain executive function, specifically the challenge of being interrupted or having to switch tasks suddenly, to a neurotypical person. The image and words came to me all at once.

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https://teachingisintellectual.com/

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Kulture City - Sensory Accessibility Nonprofit

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Kulture City - Sensory Accessibility Nonprofit

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https://www.kulturecity.org/

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https://autisticmama.com/25-awesome-things-about-autism/

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(Inside: Sometimes you get bogged down with negative thoughts about autism. Check out these 25 awesome things about autism for the encouragement you need! Plus get the FREE printable with 50+ awesome things about autism!)
When you get an autism diagnosis for your child, it's easy to get overwhelmed and caught up in the negativity.

" Your child will never talk... Your child will never have friends ..." etc.

First, that isn't really true... Check out this post with 5 crazy autism secrets and this post with autism misconceptions that even the experts believe for more information on that...

But I digress...

The point of this post is that for every "negative" aspect of autism, there is definitely a positive aspect. You just have to know where to look!

So I turned to those in the Embracing Autism Facebook Group, and I asked for some awesome things about autism.

I was BLOWN AWAY by the response.

So I compiled these 25 awesome things about autism that you can read whenever you need a pick-me-up!

But that's not all... I had WAY more awesome things than would fit in this blog post. So I put together a pretty epic printable for you with more than 50 awesome things about autism too!

25 Awesome Things About Autism

Read these when you're feeling down and need a quick pick me up, or when you just need to shift your mindset and remember the positives!

25 Things That Make Autism Awesome

When they flap with joy.

Their love of memory games.

Their hysterical honest comments.

Their ability to stun people with facts.

They can turn anything into a toy.

Their strong sense of self.

They think outside the box.

They physically light up when excited.

They have a greater sensory experience.

They notice patterns where others miss them.

Their love of straight lines and order.

They are accepting of everyone.

They can quote every line of a movie.

The joy of their special interests.

Their empathy for the oppressed.

Their adorable crazy hair.

They appreciate silly jokes.

Their near photographic memory.

Their eternally optimistic outlook.

Their stimming when they are happy.

They see the hidden things in life that neurotypicals miss.

Their pure love without rules.

Their ability to hyperfocus.

They don't stress about social rules.

Their unique perspective on life.

Your Free 50+ Awesome Things About Autism Printable!

Okay, so it's great to read a blog post with some awesome things about autism, but what about when you go back to real life?

That's exactly why I made the 50+ Awesome Things About Autism printable for you!

Print these out and keep them handy for whenever you need a pick-me-up.

Click on the image below and tell me a little bit about your situation, and you can download these printables.

Plus you'll get access to the entire resource library with tons of printables designed specifically for you!

Kaylene George is an autistic self-advocate, author, and mother of five, including one autistic child. She realized her own autism as an adult shortly after her son received his initial diagnosis. Suddenly the parts of her that seemed so "weird" to society had an answer. Since then, Kaylene has passionately shared about her experiences with autism from both sides of the great divide between parents and autistic self-advocates on AutisticMama.com.

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(Inside: Sometimes you get bogged down with negative thoughts about autism. Check out these 25 awesome things about autism for the encouragement you need! Plus get the FREE printable with 50+ awesome things about autism!) When you get an autism diagnosis for your child, it's easy to get overwhelmed and caught up in the negativity.

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https://autismandrace.com/

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All the weight of our dreams - On living racialized autism

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Dr. Mona Delahooke - Beyond Behaviors Approach

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Dr. Mona Delahooke - Beyond Behaviors Approach

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https://monadelahooke.com/

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Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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Mona Delahooke, PhD, is a clinical and consulting pediatric psychologist specializing in supporting children and families.

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https://therapistndc.org/

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Therapist Neurodiversity Collective is a therapy, education, and advocacy collaborative for SLPs, OTs, PTs, and licensed assistants.

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https://bookshop.org/p/books/demystifying-disability-what-to-know-what-to-say-and-how-to-be-an-ally-emily-ladau/15364182?ean=9781984858979

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Why Autism in Girls Is Still So Overlooked

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Why Autism in Girls Is Still So Overlooked

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https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/

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Many more boys than girls are diagnosed on the autism spectrum: more than four boys for every autistic girl, according to the latest numbers from the Centers for Disease Control. Researchers point to genetic differences. But clinicians and researchers have also come to realize that many "higher functioning" autistic girls are simply missed. They've been termed the "lost girls" or "hiding in plain sight" because they're overlooked or diagnosed late. They don't fit the stereotypes or their symptoms are misinterpreted as something else. And they may be better at hiding the signs, at least when they're young.

Even when girls' presentation is clearer, they can be overlooked. Take Melissa's two children. Both have an autism diagnosis. But while daughter Lisa's symptoms were much more obvious than son Justin's, the girl's were waved off for three years by a variety of clinicians.

"On paper," Melissa says, "she seemed to check all the boxes." Lisa had a significant language delay - she didn't speak in sentences until she was 4 - did no pretend play, and had several meltdowns each day. There were also other signs, like lining up her stuffed animals, spinning in circles, and constantly seeking sensory input. She was also unable to handle any change in routine.

Though Lisa's challenges qualified her for Early Intervention at 18 months, it wasn't until she was 6 that a developmental neurologist would diagnose her with autism.

Melissa's son was also diagnosed at 6 - but by the first clinician who saw him, despite the fact that his symptoms were far less obvious.

"The developmental pediatrician who saw Lisa didn't believe autism was common in girls. He came up with excuses for her behavior and reasons why she couldn't be on the spectrum," Melissa says. "At one point, we were even told that my daughter just had low self-esteem and that's why she didn't speak. And, of course, that her issues were just a parenting problem. We were never told those things about our son."

Autism is a developmental disorder that is marked by two unusual kinds of behaviors: deficits in communication and social skills, and restricted or repetitive behaviors. Children with autism also often have sensory processing issues. But here's the hitch, according to Susan F. Epstein, PhD, a clinical neuropsychologist. "The model that we have for a classic autism diagnosis has really turned out to be a male model. That's not to say that girls don't ever fit it, but girls tend to have a quieter presentation, with not necessarily as much of the repetitive and restricted behavior, or it shows up in a different way."

Stereotypes may get in the way of recognition. "So where the boys are looking at train schedules, girls might have excessive interest in horses or unicorns, which is not unexpected for girls," Dr. Epstein notes. "But the level of the interest might be missed and the level of oddity can be a little more damped down. It's not quite as obvious to an untrained eye." She adds that as the spectrum has grown, it's gotten harder to diagnose less-affected boys as well.

In fact, according to a 2005 study at Stanford University, autistic girls exhibit less repetitive and restricted behavior than boys do. The study also found brain differences between autistic boys and girls help explain this discrepancy.

Wendy Nash, MD, a child and adolescent psychiatrist, adds that girls are more likely to control their behavior in public, so teachers don't catch differences. "A lot of autistic girls get ruled out because they may share a smile or may have a bit better eye contact or they're more socially motivated. It can be a more subtle presentation," Dr. Nash explains. If girls are socially interested but odd, which is the case with the majority of these girls, she adds, "I think people give them a pass."

Dr. Epstein says there's another reason autistic girls are misdiagnosed, or diagnosed later than boys. Girls struggling with undiagnosed autism often develop depression, anxiety or poor self-esteem, and clinicians may not "really dig underneath to see the social dysfunction" caused by autism.

Dr. Nash adds that these girls can also be misdiagnosed with ADHD. "I see a lot of girls who are diagnosed with ADHD when they're young who actually meet the criteria for autism," she says. "There's hyperactivity without as much social impairment or a different kind of social impairment, so the autism is missed."

Another reason girls may not be diagnosed is because they're able to "pass."

"Girls tend to get by," Dr. Epstein says. "They might not understand what's going on but they'll try to just go along and imitate what they see. And they may get away with it to third grade or fifth grade, but once they get to junior high and high school, it shows as a problem."

This has been the case for Lisa, now 13. Melissa says of her daughter, "She is less mature than her typical peers, and girls are so intricate in how they behave socially. It's very difficult for her to maintain friendships because of this and, let me tell you, 13-year-old girls are not very accepting of someone different."

Dr. Epstein says undiagnosed autistic girls end up wondering "what's wrong" with them, which can lead to depression, anxiety and loss of self-esteem. They work so hard to fit in that it wears them out. "That's the thing about imitating," she says. "You don't necessarily 'get' it so you're just trying to do what people do. If you're just trying to mimic and you don't really understand, it makes it pretty rough."

Dr. Nash says less severe autism in girls is often first flagged because of these social issues, or the depression they generate. "In people we call mildly autistic, there are adolescent social problems or they're seeming hyperfocused on a topic and not participating in school to their potential or abilities," she says. "Depression can be more common among high-functioning kids on the spectrum. So they'll come in for something like depression or poor school performance. Then it becomes more clear to me that they have a restricted interest and social communication issues."

Another cost of being overlooked is missing out on early support for skill-building. "We talk about early intervention," Dr. Epstein says. "When the girls are identified late, they've missed out on a lot of social interventions that are much harder later. That's the danger for anybody who gets a late diagnosis."

Dr. Nash concurs, adding that they've missed opportunities to get the proper support in school as well as socially: "Academically, it's harder for them to focus on topics that are not of interest. That's true for people who have ADHD and even to a greater degree for kids who are on the autism spectrum."

Autistic girls may be bullied simply because they're "different." Also, Dr. Epstein says, because these girls miss social cues and want to be liked, their autism can leave them more naïve. This makes them easy prey for someone trying to take advantage of them, be it a bully or a sexual predator. "The girls may be wanting the interaction but not understanding what it's about, what the cues are," Dr. Epstein says. "It can be very easy for them to follow their hormones without an understanding of what the dangers are. And sometimes even if they have been taught, they need ongoing support to be able to maintain safety."

Melissa says this has been true with Lisa. "I've had to think about female issues at a much earlier age than I expected," she says. "We've already had an incident of her being inappropriately touched by a boy, for whom the excuse was made that because he's also disabled, he 'didn't understand what he was doing was wrong.'"

One of her daughter's greatest strengths is how accepting she is of others, Melissa adds. "She always finds the good in people, even when they are mean to her," she says. "But because she is so accepting and kind, others can easily take advantage of her, or bully her, and she won't say anything."

Dr. Nash notes that there's an area of study that's rethinking how to help girls on the spectrum: "There's expanding research on how boys and girls present differently and how our treatments may need to be specified a bit more for a girl's presentation vs. a boy's presentation."

But first the girls need to be identified - and accepted. This will require more awareness and sensitivity on the part of parents, teachers and clinicians.

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Why Many Autistic Girls Are Overlooked - Child Mind Institute

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Many more boys than girls are diagnosed on the autism spectrum: more than four boys for every autistic girl, according to the latest numbers from the Centers for Disease Control. Researchers point to genetic differences. But clinicians and researchers have also come to realize that many "higher functioning" autistic girls are simply missed.

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https://www.cpsconnection.com/

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Where has CPS been implemented?

In countless families, general and special education schools, group homes, inpatient psychiatry units, and residential and juvenile detention facilities, the CPS model has been shown to dramatically reduce concerning behavior and dramatically reduce or eliminate discipline referrals, detentions, suspensions, and the use of restraint and seclusion.

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In countless families, general and special education schools, group homes, inpatient psychiatry units, and residential and juvenile detention facilities, the CPS model has been shown to dramatically reduce concerning behavior and dramatically reduce or eliminate discipline referrals, detentions, suspensions, and the use of restraint and seclusion.

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https://www.theottoolbox.com/parent-toolbox/

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Welcome, Parents!

Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids!

As parents, you know how demanding and challenging parenting can be. Children develop at such different rates and no one child is like any other. Sometimes, having a better idea of how a child develops, and having tools in your back pocket that meet specific needs in the family can make all the difference. Learning at home (and building essential skills) can use free materials or items typically found in the home. Let's talk resources for parents!

Having a set of occupational therapy activities for the home can be pivotal in helping kids thrive as they get more practice and the family is fully "in" on achieving specific goals. This helps carryover of skills SO much easier for the child. On this page, you will find resources and tools to help kids thrive at home using OT home programs, tips and tools for achieving success with functional skills at home, and how to help kids succeed in developing skills.

Occupational therapists know all about connecting with parents and providing resources and tools to parents. Here, you will find ideas and activities that will help kids flourish! I've tried to put together items here that will meet the needs of parents. If you are looking for something specific, be sure to search in the search bar. You can also let me know if there is something specific you need. Chances, are, if you are looking for a certain item or information on a specific topic, than others are too!

Pediatric Occupational Therapy Tips for Parents

As a reminder, the information found on The OT Toolbox is not a means of intervention or a replacement for therapy. If you have any concerns about your child's development, contact a local occupational therapist who can perform an individualized evaluation and interventions.

TIPS for parents to help your child thrive in teletherapy

With therapy sessions now moved to online settings, and children receiving teletherapy as their source for occupational therapy intervention, you may be wondering HOW to help your child thrive in virtual therapy sessions. Here are common teletherapy activities that can serve as a starting point. Remember that occupational teletherapy is a virtual version of face-to-face occupational therapy sessions.

Here are tips that can make occupational therapy teletherapy a success for your little one.

Common red flags parents MIGHT see

Parents are many times looking for "red flags" or an indication that their suspicions are correct about a concern with development or function. You will find resources here on many different topics relating to red flags.

Here are clothing sensitivity red flags, or things to consider when kids are irritated by or hate certain types of clothing or fabrics.

Here are pencil grasp red flags, or considerations when a child holds their pencil incorrectly or can't seem to establish a functional pencil grasp.

Here are sensory processing red flags, or those gut feelings you have about sensory-related considerations you might have about your child.

Here is information on vision red flags and things you may be wondering about such as how vision might be impacting your child's ability to read, learn, or catch a ball.

Here is information on hand dominance, ambidexterity, or mixed dominance and what to consider if your child uses both hands for things like writing, playing, or sports.

There are also resources for advocacy and for helping to explain things like sensory processing disorder to others.

Finally, you will find many activities and ideas for playing with kids, and fun ways to work on specific areas through play!

Advice for New parents

There are many resources and tips here on The OT Toolbox related to new parenting and strategies to help babies and toddlers thrive.

Here are 5 things that occupational therapists wish parents knew about pencil grasp.

Here are ways to encourage floor play with babies and toddlers and why this is such an important play activity for young children.

Here are learning and play ideas for babies and toddlers.

Toys like blocks can build so many skills. Here is more about child development and playing with blocks.

Parent Resources on child Development

Here are resources and tips related to child development. These are the very things that therapists wish parents knew.
Development of eye-hand coordination Development of oral motor skills Visual motor integration developmental milestones Development of bilateral coordination and how this skill impacts feeding Executive Functioning Skill development Boost child development with rhyming games Scissor Skills development Grasp development Developmental progression of pre-writing lines
Parenting Books Recommended by Therapists

These are parenting books guided by development. They are book lists that build skills in children and are parenting resources to help kids thrive.
Executive functioning books for parents Books about primitive reflexes Kids crafts based on popular children's books
Parent Toolbox

Parent Resource Hub

Use the activity ideas on these pages to address a variety of needs and developmental areas. Activities can be added to home programing. Consult with your chi;ds occupational therapist for intervention strategies. The activities, tips, and ideas on this site are not a replacement for therapy. They are only intended as educational.
Handwriting Pencil Control Executive Functioning Skills Visual Motor Skills Mindfulness for Kids Bilateral Coordination Activities How to Teach Impulse Control Vestibular Activities Attention Activities Occupational Therapy Activities Scissor Skills Auditory Processing Activities Organization Activities Proprioception Activities Crafts for Kids Cooking with Kids Child Development Sensory Play Kindergarten Learn and Play Preschool Activities Toddler Activities

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Welcome, Parents! Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids! As parents, you know how demanding and challenging parenting can be.

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https://dranniesbookshelf.com/books/do-you-want-to-play/

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Recommended Age Range: Preschool through 2nd grade.

Publisher's Summary: "Do you want to play?" That's what Jamie, with her favourite yellow truck, asks new kid Dylan, who only seems to want to line up his cars. Can Jamie make a friend before Mommy comes to take her home? A heartwarming story of learning about others and finding new ways to have fun.

Dr. Annie's Takeaways

Recommended for: This book, written by an autistic author, is a celebration of parallel play and perspective taking, and it is excellent for the peers or siblings of autistic children who are minimally verbal and/or who prefer parallel play (i.e., playing side-by-side but independently) to cooperative play. This story models non-patronizing, inclusive play and encourages kids to learn to play in ways that are fun for everyone.

Would a child like it? Children who have the opportunity to play with autistic peers will likely enjoy this book. The upside down pages are fun and unique.

Story Quality: In a (small) sea of patronizing books about befriending autistic kids, this book stands out for not being patronizing at all. It celebrates parallel play (i.e., playing independently, next to one another) and reminds kids that this can be fun for everyone. The kids' relationship feels authentic, and the book is ultimately very sweet.

Illustrations: Pretty, textured illustrations with a bit of stylization. This book has several pages shown from the autistic boy's perspective which require the reader to flip the book upside down to read them. It's creative and unique, and it provides a fun, concrete reminder that a child can practice seeing things from their perspective and from another's.

Representation: Jamie is a White, non-autistic girl with curly red hair. She has a non-autistic friend who has light colored skin and straight black hair. Over the course of the book, Jamie learns how to play with Dylan, a White autistic boy with straight, brown hair. Dylan appears to be minimally verbal (he says "yes" at the end of the book) and prefers parallel play to cooperative play. The author, Daniel Share-Strom, is autistic.

Psychological Practices: This book reminds children that parallel play is inclusive and can be fun for everyone. Parallel play refers to kids enjoying each other's company but playing independently. It's often one of the first ways that kids start to play with each other before they start playing cooperatively, but it continues to be a valid type of play well into adulthood (picture the warm feeling of reading a book beside a loved one). In this story, Jamie is initially confused when Dylan doesn't respond postiively to her attempts to join his play (e.g., she asks Dylan if he wants to play and he doesn't respond; when she tries to join in by adding drivers to his cars, he frowns and swipes the drivers off). She and her friend Caroline have a revelation while swinging quietly together that sometimes it's fun to play quietly next to each other; they don't always need to be interacting. Jamie then tries again to play with Dylan in a way that works for both of them. She sits next to Dylan and plays with her truck the way she likes to (vrooming around a stick highway) while Dylan plays with his cars the way he likes to (by lining them up). At the end of the book, Jamie realizes she forgot her favorite yellow truck in the sandbox, and Dylan finds her and gives it to her. It's a poignant moment that makes the reader realize that Dylan was paying attention to her and cared that she was playing beside him. He speaks for the first time ("yes") when Jamie asks him if he'd like to play with her again.

Concerns: Not all children are able to respond "yes" when asked if they want to play. I would remind a child reading this book that there may be other types of "green lights" that show that another child wants to keep playing with them.

Watch a Read-Aloud: YouTube (not affiliated with Dr. Annie's Bookshelf)

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Do You Want to Play? | Dr. Annie's Bookshelf

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This book, written by an autistic author, is a celebration of parallel play and perspective taking, and it is excellent for the peers or siblings of autistic children who are minimally verbal and/or who prefer parallel play (i.e., playing side-by-side but independently) to cooperative play.

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Moving Away from Clip Charts for Behavior Management at School

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Moving Away from Clip Charts for Behavior Management at School

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https://www.parents.com/kids/education/kindergarten/why-classroom-clip-charts-do-more-harm-than-good/

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Every new school year, a variety of visual charts emerge in an effort to track students' behavioral progress. Clip charts, popular among these class-wide management systems, track children's behavior by moving each child's name up or down the chart throughout the day. When a child is good, their name is moved up associated with the words "Star" or "Great" on the cart, when the child is bad, their name will be clipped to the "

"Uh-Oh" or "Bad" section of the chart. The goal, of course, is to help children notice when their actions are in line with classroom expectations and when they have fallen off track.

Kindergarteners are the newest bunch of students to come face to face with these structured classroom behavior demands. When parents think of kindergarten, they usually picture their kids playing house and learning to cut with scissors in craft time. After all, studies show that five- and six-year-old children are developmentally wired to learn through play. But a push for earlier academic success leaves less time for play in the classroom.

As a child psychologist and the mother of a rising kindergartener, I'm concerned. I recently received this email from a kindergarten parent: My son is "scared to go to school because he's afraid he'll have his name moved down. I'm just not sure how to handle it. He's also telling me he's sad but he doesn't know why. I'm really starting to worry it's depression because of school."

Clip charts only work if a child has the skills to rectify their behavior. But what if they have never been to school before? What if it's hard for them to control their impulses? What if being noticed causes them anxiety? Some children will rise to the occasion when presented with a clip chart. Some will not be able to.

The Dangers of Clip Charts

According to experts, we need to be concerned. Clip charts "create more stress for all the children in the class who fear that they will see their status shift due to 'bad' behavior," says Dr. Mona Delahooke, child psychologist and author of Beyond Behaviors. Visual charts "impact the limbic system (i.e., our emotional system, and especially the autonomic nervous system) by attempting to incentivize positive behaviors," says Dr. Delahooke. "Instead, in many children it makes them feel less safe in the classroom by activating the 'fight or flight' pathway of the brain when a child fails to meet expectations."

Clip charts send children the message that at any given moment everyone in the classroom will notice their flaws. Students cannot learn in this heightened state of vigilance. Dr. Delahooke puts it this way: "For children who do not yet have efficient or predictable "top-down" control over their emotions and behaviors, these charts are not useful and can cause additional, needless stress for vulnerable children. Top-down control develops over many years and is a developmental process, so it can't be taught."

If your child's teacher is using a clip chart or other public behavioral system, and you are concerned that it is impacting your child's ability to learn, talk with them. This is what I want everyone to understand:

Clip Charts Don't Build Relationships, Teachers Do

While there is a need for classroom routines and rules to maintain order, setting classroom expectations begins with strong relationships. Clip charts drive a wedge of fear and doubt into the student-teacher relationship, which undermines all that the teacher is trying to achieve. For many students, we lose their trust via the clip chart and, therefore, risk losing their love of learning; in its place, we plant a fear of the classroom.

When teachers build a trusting relationship by finding a balance between firm limits and a loving connection, students feel supported. Portraying their commitment to keeping students safe while they fail and helping them learn from their mistakes reminds students that they are not alone.

The Importance of Private Feedback

Using a system to track progress is helpful, but it must be private. Can you imagine starting a new job and one of the first things explained to you is that your boss will be tracking your on-task behavior and your colleagues will receive notifications to show who is in the lead? This would raise your anxiety and likely distract you from actually staying on task. Yet, if your boss said that they were collecting data behind the scenes to increase work productivity and the two of you would review results together, this would seem much more reasonable, and much less anxiety-provoking.

The clip chart creates a "peer pressure" mentality aiming to improve student behavior. However, this framework is fundamentally flawed for young children. Public negative feedback is embarrassing and humiliating. Now, imagine that you are five years old and getting "clipped down" for something you haven't learned how to control yet. Add to it that you are not yet emotionally mature enough to handle the disappointment. You will likely worry about making mistakes, which leads to poor concentration, and ultimately your potential will crumble.

What about those who are "clipped up" you might ask? Even though it might feel good to get "clipped up," this sends the message to everyone else in the class that they are not "enough" and may create a backlash for the "good student." Guess what happens when the "good student" doesn't like this attention? He or she begins trying to "fly under the radar" and is likely not reaching their potential either.

When teachers track patterns of student behavior privately, they arm themselves with the knowledge to effectively teach the student a lagging skill without shining a spotlight on their flaws.

Clip Charts Don't Teach Skills, Teachers Do

What clip charts do teach is an awareness that a child is not as good or is better than the peer next to them. Do we really want to teach our young children to measure their success by comparison?

Furthermore, when children enter kindergarten, we often don't yet know which skills are in their control to change and which are not. When a child is "clipped down" for something that is out of their control, this will lead to sadness. It's akin to clipping a child down for not participating in recess when they have a broken leg. When the behavior feels out of their control yet they still feel the consequence, they will become anxious and defeated. Wouldn't you?

All behavior is communication. If something is hard for a child, they don't need a clip chart to tell them. They are likely already experiencing negative emotions about their inadequacy. What they do need is for their teacher to notice what is happening, strategize a solution, and show them a better way.

So, Why Are We Still Using Clip Charts?

Well, clip charts get fast results. In a profession where teachers are under-supported, fast results are tempting. Many teachers did not receive a course on social-emotional learning. "Most of my training came from experience as a classroom teacher, professional development, books, and other resources," said Roxann Sykes, 2019 Assistant Principal of the Year in Wake County Public School System in Raleigh, North Carolina.

So as we stand now, implementing effective, yet protective, behavior support depends on the local school district, the school, the principal, and the teacher seeking out training.

Long-term progress will need to stem from a change in teacher curriculum and more funding to teach social-emotional learning. "My hope is that University educational programs will include classes on neurodevelopment, and not simply behavioral interventions, because we now have such rich data from neuroscience that supports relational safety over compliance training," says Dr. Delahooke.

Once teachers are in the classroom, "more training is needed to help them understand how to address behaviors that interrupt teaching and learning in a positive way," says Sykes. "Removing students from the classroom is not the answer, but when there is so much pressure on student achievement, it becomes difficult to stop teaching to address and teach social and emotional skills. If we are able to do this, all students will benefit from building these skills. More restorative practices help to build community and positive relationships."

When children experience positive relationships in their school community, we create a spirit among youth to become individuals who want to contribute their skills to a local, national, and global community. Isn't that what we all want for our children's future?

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Why Classroom Clip Charts Do More Harm Than Good

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Every new school year, a variety of visual charts emerge in an effort to track students' behavioral progress. Clip charts, popular among these class-wide management systems, track children's behavior by moving each child's name up or down the chart throughout the day.

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Introvert Doodles: "I Want You To Know" Series

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Introvert Doodles: "I Want You To Know" Series

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https://introvertdoodles.com/tag/i-want-you-to-know/

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ARC Position on Self-Advocacy Rights of I/DD Folks

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ARC Position on Self-Advocacy Rights of I/DD Folks

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https://thearc.org/position-statements/self-advocacy/

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Self-Advocacy Position Statement | The Arc

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People with intellectual/developmental disabilities have the right to advocate for themselves, acting or speaking on their own behalf for personal and policy issues.

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https://secure.qgiv.com/for/dfjffai/

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Make life better for someone with autism - Donate Now!

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Make life better for someone with autism - Donate Now!

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https://lnk.bio/fidgets.and.fries

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I'm Tiffy, the voice behind Fidgets and Fries. I'm an Autistic mother, advocate, and storyteller who uses my personal experiences with Autism and parenting two Autistic boys to guid others on their journey. My activism is rooted in challenging the current perception of Autism as a lifelong burden, cultivating a community that explores the concept of Intersectionality, and inspiring thought leaders through storytelling, education, and critical discourse.

I am a dreamer by day and writer by night. I don't often like to write about myself but can be persuaded to do so every once in a while. I live in Texas with my husband, Hammy, our two boys, Aidan and Josiah, our dog Charlie and cat Pretzel.

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@fidgets.and.fries Lnk.Bio · link in bio

# data[].attributes.attachment_link.description
I'm Tiffy, the voice behind Fidgets and Fries. I'm an Autistic mother, advocate, and storyteller who uses my personal experiences with Autism and parenting two Autistic boys to guid others on their journey. My activism is rooted in challenging the current perception of Autism as a lifelong burden, cultivating a community that explores the concept of Intersectionality, and inspiring thought leaders through storytelling, education, and critical discourse.

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https://www.theexpertally.com/

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Autism IEP and Advocacy | Theexpertally.com

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The Expert Ally provides Autism IEPs and autism Special education consultation, autism parenting, autism advocacy, autism interventions, and autism education and training. www.theexpertally.com

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https://www.ukerusystems.com/

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Trauma Informed Care, Restraint Free Approach - Ukeru Systems®

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Ukeru Systems® is a national crisis intervention program to offer alternatives to the use of restraints/seclusion by using trauma-informed care/restraint reduction.

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https://2ecenter.org/

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The Bridges 2e Center is proud to offer multiple programs aimed at supporting parents of twice-exceptional children and at building the base of knowledge and expertise among today's 2e educators.
Read More

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The Bridges 2e Center is proud to offer multiple programs aimed at supporting parents of twice-exceptional children and at building the base of knowledge and expertise among today's 2e educators. Read More

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https://www.amazon.com/Neurotribes-Legacy-Autism-Future-Neurodiversity/dp/0399185615

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neurotribes: the legacy of autism and the future of neurodiversity

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family & relationships / autism spectrum disorders

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family & relationships/autism spectrum disorders

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psychology / psychopathology / autism spectrum disorders

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family & relationships / autism spectrum disorders

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family & relationships/autism spectrum disorders

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psychology / psychopathology / autism spectrum disorders

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Neurotribes: The Legacy of Autism and the Future of Neurodiversity

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Neurotribes: The Legacy of Autism and the Future of Neurodiversity [Silberman, Steve, Sacks, Oliver] on Amazon.com. *FREE* shipping on qualifying offers. Neurotribes: The Legacy of Autism and the Future of Neurodiversity