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Visual Support Resources for Home, School & Community

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Visual Support Resources for Home, School & Community

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"This collection of visual supports and other resources provides examples of various strategies that can be used to support students with Autism Spectrum Disorder, as well as others with and without disabilities. These visuals and strategies can be used in a variety of settings, including at school and in the community. Families will find many of these resources helpful to use to assist their son/daughter at home. This collection includes supports for both children and adults."

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This collection of visual supports and other resources provides examples of strategies that can be used to support students on the autism spectrum and others who might struggle in school. These visuals and strategies can be used in various settings, including schools and the community. Families will also find many of these resources helpful for their family members at home. The collection includes supports for both children and adults.

These visual supports can be printed and are ready to use. They can also be used as an example to be modified to fit the individual needs of a person. Some of these examples demonstrate how a strategy may be used at school or home, such as a schedule, work system, or structured task.

For more visual supports and resources:
Follow us on Pinterest at https://www.pinterest.com/IRCAIU/

If you have further questions about this collection or a specific visual support, please contact Amy Gaffney, Education Consultant, at amgaffne@iu.edu or (812) 855-6508.

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This section provides accessible visual supports that are ready to print or can be individualized for a student or adult.

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"Visual supports can be used to communicate with people on the autism spectrum. They are adaptable, portable and can be used in most situations. Visual supports can help to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and anxiety, and provide opportunities to interact with others. They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be. Find out about the different types and uses of visual supports and where to find resources. See some examples and read our top tips."

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Visual supports can be used to communicate with people on the autism spectrum. They are adaptable, portable and can be used in most situations.

Visual supports can help to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and anxiety, and provide opportunities to interact with others. They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Find out about the different types and uses of visual supports and where to find resources. See some examples and read our top tips.

Types of visual support

A wide range of items can be used as visual supports. For example:

tactile symbols/objects of reference, eg swimming trunks, packaging, food labels

photographs

short videos

miniatures of real objects

coloured pictures

plain squares of coloured card

line drawings

symbols

written words.

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, eg:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Top tips

Make visual supports portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports.

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg a visual timetable could be made in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start off with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Find resources

You can make, download or buy printed pictures, or you can use an app.

ASD Visual Aids

Autism app reviews

Books Beyond Words story app

Colour coding for learners with autism, Adele Devine

Colourful semantics
Tom Tag versatile picture schedules
Microsoft Word

PECS - Picture Exchange Communication System

Symbol world

The Internet Picture Dictionary

Therapy box

Tom Orr Accessibility by Design

Visual Autism Resources

Widget Health
The Play Doctors
More information
Communication tips
Research Autism's evaluation of PECS

Social stories and comic strip conversations

Using technology

Visual supports for people with autism: a guide for parents and professionals, Marlene Cohen and Peter Gerhardt, 2016

Last reviewed June 2019

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Visual supports can be used to communicate with people on the autism spectrum. They are adaptable, portable and can be used in most situations. Visual supports can help to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and anxiety, and provide opportunities to interact with others.

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Our world is in a communication crisis.

Kids spend astounding amounts of time on their electronic devices and with this shift, they are losing their skills in how to communicate their needs-with their own voices.

Picture the kids you know having no access to wi-fi. There might be a revolt when you start to ask them to communicate with you without a phone or device.

With the availability of alternative sources of social support (Leung, 2007), reaching kids in a one-to-one setting is difficult. The skill of self-expression in real life and face-to-face interaction has far-reaching implications.

Improving communication skills in children of all ages today could benefit generations to come, salvaging the power of verbal communication in a world buzzing with technological alternatives.

Before you continue, we thought you might like to download our three Positive Communication Exercises (PDF) for free. These science-based tools will help you and those you work with build better social skills and better connect with others.

What are Communication Activities, Exercises, and Games?

Certain activities, exercises, and games can teach children to communicate better. In most settings, adults decide the communication style and social norms. The rules of etiquette are also decided by adults.

These days, it is revolutionary to teach communication skills in "kid terms" with room to advance the skills as children develop. Imagine a world where every adult practiced their face-to-face communication.

The following are effective communication fundamentals (Stanfield, 2017):

1. Empathy;

2. Conversation skills;

3. Established listening and speaking procedures;

4. Respectful vocabulary;

5. The power of the pause;

6. Practice speaking and listening in natural settings;

7. Introspection;

8. Turn-taking.

Any activities, exercises, and games that include these fundamentals can improve skills in communication. Interactive games encourage kids to express their needs. Plus, when kids see these activities as fun and engaging, the more likely they are to participate.

The Importance of Teaching Kids Communication Skills

There are profound psychological implications for underdeveloped communication skills. Conversely, more effective communication skills result in a higher quality of life.

Communicating well enables people to know and ask for what they need, and can result in higher self-efficacy (Nørgaard, Ammentorp, Ohm Kyvik, & Kofoed, 2012). With higher self-efficacy, there are lower instances of violence (Khoury-Kassabri, 2012), bullying (Clark & Bussey, 2020), and self-destructive behaviors (Forman & Kalafat, 1998).

Research with people who are hearing impaired revealed the impact on feelings of loneliness and depression (Knutson & Lansing, 1990). Now, the same effect is showing for children who are not severely hearing impaired.

When there is difficulty in basic communication, there is a barrier to a fundamental human need, thus resulting in emotional and psychological problems. We are hard-wired to connect and belong with other humans (Ryan & Deci, 2000).

For example, when a toddler cannot communicate their needs, a tantrum might follow. When a pre-teen child cannot effectively communicate, frustration might ensue. When a teenager cannot effectively communicate, a perfect storm might occur. And when adults cannot understand and state their needs, lives can fall apart.

Everyone benefits from practicing good communication. Right now, children are in desperate need of effectively communicating with their peers and with adults.

Good communication is a habit, and it needs to start young.

Effective communication skills equip children with the ability to have their needs met. As children age, their skills need to increase as difficult situations occur. In school and social settings, a child's peers play a significant role in how these skills develop.

Communication Skills in Children. Image by Bessi from Pixabay.

Any parent of a teen is aware of how these skills are a part of a teenager-parent relationship. Modeling appropriate communication skills is a great way to show children (and teenagers) how people use kind communication to get "what they want."

Basic communication skills are needed for basic survival. Something as basic as eye contact can be difficult to maintain for many children, even though it is the most critical part of nonverbal communication (Zeki, 2009). Looking people in the eye is a skill. It takes practice to understand the importance of eye contact for the development of good manners and social connection.

So how do we begin teaching kids communication skills? Every setting offers learning opportunities. When children know how to listen and respond, they also develop deeper understandings of empathy and compassion.

When kids communicate well, they are more likely to recognize and pursue opportunities with confidence and self-efficacy (Nørgaard et al., 2012).

You can practice life-changing skills starting with these simple exercises below.

5 Tips on How to Teach Communication Skills to Children

Every day, if you work with kids or have them yourself, you model how to ask for what you need. Even simple moments where you ask a coworker for a pencil can be goldmines of modeling.

Here are five specific tips.

1. Be a Model

The old adage, " Do as I say, not as I do " rears its head once again. Kids are more likely to do "as you do" regardless of what you say. Parents who model good communication have children who are-shocker-better at communicating with others.

It is important to note that sometimes, difficulty in communication may have underlying factors such as the presence of autism, attention disorders, or auditory disability.

2. Create a Framework for Communication Procedures

Teaching children how and when to communicate is a foundational skill. Chronic interrupting and volume control are disruptions to communication everywhere, not just for children. Set boundaries for kids to know when it is appropriate to interject with their opinion. Positively reinforce kids or students who follow the known expectations.

Regardless of the framework specifics, teach kids how to get your attention-without inappropriate disruption.

3. Don't Embarrass Children by Correcting Them in Public

Shame is powerful, and can negatively influence a desire to learn for anyone. Kids will make mistakes in their communication, as do adults. That two-year-old who called a stranger "fat" needs to understand why that is inappropriate, but they do not need to be corrected in front of everyone.

Gently correcting errors in private is a basic principle of positive discipline, and it helps promote a growth mindset where children feel safe. If a child is embarrassed in public, they will make fewer communication attempts in the future, or worse, continue the act for attention.

4. Teach Empathy

Empathy is an important topic for children in every aspect of life. The ability to see someone else's point of view creates space for mutual understanding and concern for the pain of others. An empathic listener is a skilled listener. It is crucial to value and praise the students who show care for other's feelings, as this promotes a culture of empathy.

5. Show the Power of the Pause

The power of mindful communication is very important. Kids are especially unskilled with controlling their impulsive behavior, as are many adults. Simply teaching kids to think about the impact of their words and any other decision-making overall, can help kids reflect before they act.

It is equally important to value the pauses between statements and encourage a culture of pausing to also create space for others to speak who may need more processing time.

How to Spot Communication Difficulties in All Ages

Spotting difficulties in communication is important. Infants as young as 0-7 months who don't babble might show signs of communication difficulties. Early intervention can help with cognitive and social growth.

Apprehension in oral communication also can lead to difficulties in psychological well-being (McCrosky, 1977). There is an increasing rate of anxiety with regard to communication skills in children. A child suffering from Communication Apprehension will even avoid situations where oral communication is needed, just to avoid the pain and anxiety associated with that communication.

A great deal of research has been done in the development of emotional intelligence and its relationship to effective communication skills (Irvin & Richardson, 2002). Higher test scores exist in individuals with higher reported rates of emotional intelligence, this adds value to the need for improving skills as early as possible. Development of social and communication skills is important for kids, especially those entering Middle School.

While these present as difficulties, they are not in most cases complete barriers to effective communication. Altering skills to fit the obstacle in effective communication is paramount to a child's success.

Infants and Communication Skills. Image by Lisa Runnels from Pixaby.

This is not to downplay the importance that a spectrum disorder, an attention disorder, or an auditory difficulty may play in communication in children. Children with these obstacles may find more difficulty with social communication than their peers due to their struggle with effective communication.

Current research is trying to link other obstacles children may have with these developmental differences.

Here are some concrete ways to spot difficulties in communication:

Immature language;

Speech that is difficult to understand;

Struggling to talk and or listen in conversation;

Avoidance of verbal communication.

6 Games and Exercises for Toddlers and Preschoolers in Kindergarten

Most of these games do not take long, and the skills they teach are foundational to future lessons.

1. Guess the Object

This is a fun game for kids to practice the power of description. Cut a hole in a box that is large enough for their hands. Make sure that they understand that they're not allowed to peak into the hole. Place an object in the box. Have the child describe what the object feels like. Have the class take turns guessing what it might be.

2. Show and Tell

Many kids love to share at this age. Devoting time for children to share things is an encouraging way for them to hone their communication skills. Encourage classmates to think of questions about what their classmate has shared, as a way to develop active listening skills.

3. Feelings Corner

Many times, children at this age have trouble communicating how they are feeling. Emotions can be so abstract; they may not yet have the skills to recognize them at first. Have a designated area for kids to express these feelings, where a printout of an emotions wheel is on display. Have matching emojis that the child can silently hand to their teacher.

Create space during the day for the teacher to address these feelings with any participants. This creates a place for trust and understanding in an age group prone to outbursts when feeling misunderstood or wronged.

4. Turn-Taking

Taking turns in speaking is much like sharing a favored toy, and children need to learn the skill. An engaging exercise for this age group is color circle time. Each child gets a turn in the center of the circle speaking about a chosen subject.

For instance, the color yellow. The child would get 15 seconds to list all of the yellows he or she sees in the room. Then that child names another color for the next child in the center. Before the next turn, each new participant says two things that they heard from the previous sharer.

5. Picture-Telling

Have a variety of pictures for each child. Give each a time limit and let them describe what they see in story form. During this exercise, they are processing visual cues and utilizing their ability to speak them to the classroom. The other children practice their listening skills.

6. Finish-the-Nursery-Rhyme Story

Children need to be familiar with the particular nursery rhymes for this activity to be fun. Help kids imagine and express alternative endings to nursery rhymes in a fun and creative way. Have each kid add to the shared ending and as a class, develop alternative endings to various nursery rhyme stories.

Storytelling is a rich way to practice listening and communication.

A Look at Communication in the Classroom

Classrooms are not for the faint of heart. Teachers deserve the credit for establishing the parameters for their students to learn basic communication. What a teacher tolerates and encourages from their students is one way that children absorb communication habits.

Kids are clever. They know what they can "get away with," and they look to adult figures for examples of how to speak and act. Thus, classroom parameters are paramount, especially when students get to "make the rules" too. Adults always make the rules, but when students help with the process, they are likely to exhibit more buy-in.

Criticism and judgment from classmates should be avoided in classroom culture as much as possible. These issues must be addressed, while also recognizing students practicing clear and kind communication.

The language and tone used in classrooms are important. Teachers who berate and shame kids may speak of frustration with unhappy and critical students.

Kids are smart-they respond to respect.

As the leader in the classroom, teachers are in a position to influence positive language and tone. Congruent communication is one way for teachers to demonstrate skills in the classroom (Brown, 2005). The role of active listening and body language among adolescents can help create an atmosphere of trust and mutual understanding between teacher and students.

Empathetic listening by the teacher creates a connection with the students that allows them to feel "heard."

Social interaction among peers is also important in the growth of communication skills. The more inclusive the focus of a classroom, the more growth each student will experience.

We are hard-wired to cooperate with others. Fostering positive interactions will benefit the entire culture of the classroom, as well as teach children skills that will serve them throughout life.

4 Ways Students Can Improve Communication Skills

Practice makes improvement-not perfection. Once kids are aware of these skills, the practice is available in every interaction.

1. Active listening skills through reinforcement

2. Group projects with collaboration

3. Know the benefit of open-ended questions

4. Developing empathy

6 Communication Games and Activities for Elementary Students

Telephone is a common "playground game," and also a powerful metaphor for teaching miscommunications and the practice of sharing information. The rest of the games, like Telephone, are also quite fun.

1. Telephone

Have students gather together in a circle. The instructor will whisper one short topic, sentence, or phrase into the ear of the student next to them. This phrase will be whispered into the ear of each student around the circle until arriving back at the instructor, who will then compare the original sentence to the one that it became.

2. Emotional Charades

Write-out scenarios that might provoke emotion in participants. The scenarios should be generally light emotions like forgetting your lunch, losing your phone, hearing a rumor about you, waiting for a bus, or forgetting your homework.

Each student then gets a scenario and acts it out with no speaking. After the scenario is guessed, discuss the emotional response. The more easily students can verbally express their emotions, the more easily a teacher can communicate with them and reference confusing feelings.

3. Audio Book Interaction

Scholastic has many interactive books available to students for free. The benefit of this interactive experience is for the student to align reading with speaking the words of the book.

4. Internet Resources

www.creatubbles.com is one website that unites students around the world and offers a platform to learn about creative and effective communication skills.

5. Role-Playing

This is a great way to expand empathy and perspective-taking. Setting goals for the roles is helpful, to guide the students toward vocabulary that will better facilitate cooperation.

For instance, assigning students as parents or teachers allows the kids to be creative in thinking of words that adults would use, and how it might feel to be in a situation from a view other than their own.

6. The Follow All Instructions Activity

Create a list of detailed instructions. The first instruction should be READ ALL INSTRUCTIONS FIRST. The last listed should be IGNORE ALL OTHER INSTRUCTIONS AND WRITE YOUR NAME ON THE TOP OF THIS PAPER.

The purpose of the activity is for students to communicate the importance of reading all instructions first before beginning any project. It offers a great conversation as well, for students of all ages.

7 Games and Activities for Middle and High School Students

So far we have covered a lot of games geared towards younger audiences, although they can be applied to older students too. Now we offer resources specifically for older students.

1. Famous Pairs

Create a list of well-known famous pairs. For instance, peanut butter and jelly, Romeo and Juliet, Superman and Lois Lane, etc. Each participant should receive a post-it-note with one half of a famous pair on their back.

Moving throughout the room, with only three questions per person, the participants try to figure out who the person is on their back.

Once the person has discovered who they are, they need to find their partner. If the other partner has not figured out his/her identity, they must not reveal themselves until they know.

2. The Best Parts of Our School

Many students are negative when it comes to their interpretation of school. In an effort to recognize what is good about your school, this activity is connective and a communication skills builder. This activity should be conducted over three days.

The first day is spent with each student listing 10 things that they consider the best parts of their school. The second day is spent in groups. The groups will create a coordinated list of agreed-upon best parts of their school. The third day is spent creating a class collective list after each group presents their best parts of their school ideas to the class.

3. The Enigmatic Self

We are often mysterious to others. This game promotes self-awareness about what you find mysterious about yourself. In this activity, students write down three things about themselves that no one else knows. In groups of 3 or 4 students, each read the mysterious aspects to each other.

Each group collects the mysteries. At a later time, each group reads the fact list and the remainder of the class tries to guess who the facts are from on the list. Encourage deep respect for these mysteries. Encourage students to celebrate the uniqueness of each other.

Classrooms with solid trust are often built on awareness and appreciation of each other.

4. Stand Up for Fillers

How many people use "like" or "um," or "uh" or "so," or "right" to fill a silent space? It is a nervous habit that is often rooted in the perceived discomfort of silence. This activity helps eliminate these fillers in conversation or in public speaking.

Each student is given a topic that they will speak about for 1-3 minutes (topic is not important; it should be simple). During their speaking time, the remainder of the class will stand when they hear any of these fillers occur in the speech.

The class is listening and the speaker is hyper-aware of the words that they use. It is a deliberate shock to the speaker to see the entire class stand when they hear these fillers and helps to be mindful about using precise vocabulary.

5. Blindfold Game

Create an obstacle course with everyday items in the classroom. Sort students into two groups. One person is blindfolded while the rest of the group decides how to communicate (from their seats) instructions on how to navigate through the course wearing a blindfold. Time each group and discuss which communication style was the most effective.

This activity builds trust and requires accurate communication to successfully navigate through the course. *Be sure to have at least one person to stand near the blindfolded student to help them stay safe during the course.

6. Drawn Understanding

Have two students sit back-to-back. One student has an object and the other has colored pencils and paper. The student with the object must describe it in as much detail as possible, without directly saying what it is.

The second student must draw the object as best they can, based on the communication of the student with the object.

7. Find It Together

Another blindfold is needed for this activity. Divide the group into pairs. One of the students is blindfolded. It is their job to retrieve specific objects from a designated circle. The other student guides their blindfolded partner to retrieve the correct object.

This game can get chaotic because of other blindfolded participants. It requires discussions after the activity, as well as voice recognition and teamwork. A closing discussion question could be something like, "How did people ignore the distractions of other sounds?" It can lead to great conversations on listening and volume control.

5 Communication Games and Activities for College Students

Students at the college level have likely developed some effective communication skills. At this level of education, there are still deep needs to practice communication-it is a skill that needs work.

1. The Guessing Game

This activity is a fun way to introduce and show the difference between closed and open questions. Split your class into two equal groups/teams. One person from each team will leave the room for a minute and think of a business object (any common business object that can be found in any office like a stapler, printer, etc.).

When each person returns, it's the team's task to ask him/her closed-ended questions only to try and guess the object. If needed, explain that closed-ended questions are those that can be answered only by a yes or no. Once any team finds the object, this means that they won this round. And they can go for another round.

After two or three rounds, end the game and lead a classroom discussion. Tell the group that it took a long time and effort to find out the object in each round, but what if they had no time and only one question to ask to find out the object: what would that question be?

The question would be "What is the object?" which is an open-ended question. Open-ended questions are an excellent way to save time and energy and help you get to the information you need fast.

However, closed questions can also be useful to confirm your understanding or to help you control the conversation with an overly talkative person/customer.

2. One Word Letters

Divide into pairs. Each team has one piece of paper and two pencils.

The instructor will start a clock (2-minute time limit). During the two minutes, the pair will write a single letter between them. Each of them will add only one word at a time.

The pair is to write as quickly as possible, not going back to re-read anything, but the last word added.

Letters and Communication Practice. Image Retrieved as Free Photo by Pixaby.

Grammar and spelling are unimportant. Punctuation is only added for sense in the letter. The letter may be written to anyone that the pair decides. It does not need to be a finished letter.

Once the time is up, the letter is read aloud to each other, or the group if classroom trust is solid.

Something interesting occurs when this activity is repeated. The original letters are nonsensical and amusing.

As the process is repeated, the pair's language begins to become more cohesive. It makes for a rich discussion.

3. Study Groups

Creating space for college students to manage a group culture is practice for future employment and collaborations. Study groups are one way to create the space for effective communication skills to be fostered.

Setting up the study groups for the class can form new bonds between students, and challenge them with handling situations that students might not naturally enter. The benefits of effective learning and the development of cooperative communication skills are far-reaching (Colbeck, Campbell, & Bjorklund, 2000).

4. Team Debate Projects

Collaboration is an important skill for students to have in the world of employment, opinions, and creating solutions. To understand any selected course material, have students argue a point against another within a mediated session.

There are many resources on how to facilitate team debates. Discuss the complications that may arise with debates, and how they can practice listening and being willing to change their mind if the argument is convincing.

5. Peer Mentoring

Leadership development requires advanced communication skills. A productive way to develop these skills is through the active engagement of peer mentorship programs. The give and take that exists within this relationship will fully develop skills in both parties.

Mentors benefit from the self-confidence boost that their guidance is needed, while mentees benefit from advice and a role model.

5 Nonverbal Communication Activities and Games

These games can all start or end with a discussion on what is more valuable in communication: nonverbal or verbal cues?

1. You Don't Say

Divide the group into smaller groups of 5-7 people. Write out a list of non-verbal behaviors.

Have the groups act out and interpret the meanings of these behaviors. This activity helps participants recognize nonverbal communication cues from others. Within their groups, have students display one of the nonverbal behaviors, while everyone else in the group shares or writes down what nonverbal message they are receiving.

Non-verbal behaviors can include:

Leaning back in a chair with arms crossed;

Leaning forward in a chair;

Smiling;

Frowning;

Yawning;

Nodding;

Resting chin in both hands;

Resting chin on knuckles;

Rubbing your temples;

Tapping fingers on the table;

Looking at your watch;

Staring around the room;

Ask the participants afterward to share their small-group findings. Ask the class if anyone has ever experienced a nonverbal cue that signaled to them much stronger than any words? Chances are that they have, and this provides context from their direct experience.

2. Picture Telling with Writing

To promote creative communication, this activity engages descriptive language and storytelling. Hold up a picture with people in it. Have the group write about what the people are doing and feeling in the picture.

With smaller children, the instructor can ask them to draw what happens next. This is a great form of imagination and emotional expression.

3. Mimes

Have a list of topic questions prepared. Divide groups into partners. Have one partner act out the answer to the topic question. The second partner guesses by writing what they believe the answer is on a piece of paper.

4. Movement Sticks

Hold two poles between the fingers of pairs. Together the pair will adjust to the movement of the poles. This is a fun and interactive way to attune body language.

5. Mirrors

Divide the group into pairs. Have one partner be chosen as a leader. The other will follow the facial expressions and body language of the leader. This works on eye contact and emotional awareness, along with improvement in awareness of body language cues.

Switch the leader with the follower for the second round. Ask the class if they preferred to follow or lead, and why?

5 Active Listening Games and Exercises

These games have been around for decades and are still fantastic for teaching active listening skills. Everyone knows the directions, and most people enjoy playing.

1. Red Light, Green Light

2. Simon Says

3. Musical Chairs

4. Popcorn Storytelling

This game is fun for all ages. Have the group sit in a circle. Give the group a starting sentence. For instance, "Once upon a time, a tiny gray elephant...." Have each participant add to the story based on what the previous participant has added to the story. It is a great demonstration of utilizing active listening.

5. What's My Favorite Movie?

Have each participant describe their favorite movie to a partner. Then, in pairs ask them to repeat their partner's favorite movie. Only those who have actively listened will be able to accurately repeat the favorites. It's tough when the game has many participants.

5 Assertive Communication Activities for Teens

Assertive communication is a healthy way to express one's needs. Being respectful and honest may still cause discomfort, and negotiating that discomfort is a critical skill. The following are activities that can help teens to develop these vital communication skills.

1. Emotion Awareness

Being attuned to our own emotional needs is the foundation of understanding why we are happy or frustrated with others. Many teens have trouble putting words to how they are feeling, and that is often a matter of knowing how to identify complex emotions.

In this activity, provide each participant with a sheet of various emojis. Take the group through various emotion-invoking scenarios. Have them keep track and label the emotions that popped up for them. Being able to name emotions as they are cued is a first step in improving emotional intelligence, and also relaxes the amygdala from over-firing.

2. Fists

Divide the group into pairs. The pair will get two different sets of instructions.

Person 1 instructions will read: Person 2 will make a fist. You MUST get that fist open.
Person 2 instructions will read: Person 1 is going to attempt to get you to open your fist. You must NOT open your fist unless he/she asks you politely and assertively.

Most people will try to pry the fist open. It is an opportunity to efficiently explain assertive communication. Knowing the power of good communication skills is important in building them properly.

Discuss with the students how the directions influenced their actions. Did they consider a peaceful way of asking? Why or why not? What communication role-models do movies and media offer?

3. Situation Samples

Have a list of scenarios where assertive communication would be the most effective. Offer the teens an opportunity to practice responses to the situations. Have them demonstrate aggressive, passive, and then assertive styles.

When they know the difference, the better they may practice it in real life scenarios.

Some sample scenarios could be:

You are standing in line at the check-out and two salespeople are engrossed in a deep conversation ignoring you.

Your teacher graded a paper that you feel should have received a higher mark.

Someone calls you a name that is hurtful.

Go through various options for responses and get the teens brainstorming.

4. Eye Contact Circle

This nonverbal skill is essential in assertive communication. A creative way to build this skill is with this circle. Create a circle with group participants. Each participant will answer the same question (ie: what is your favorite ice cream flavor) and after answering must find mutual eye contact with someone across the circle.

Once this eye contact is made, the participant must call out their partner's name and slowly switch places with them, while maintaining that eye contact. Eye contact is one of the basic principles of communication and trusting others.

5. Role-playing

Put the group into pairs and have them play different roles. Have the teens brainstorm scenarios from the past where they wish they had been more assertive. This also can be used in the workplace with employees, where people brainstorm in pairs.

This gives people the chance to learn from mistakes, and the empowerment to express their needs during the next uncomfortable situation. Have a list of possible scenarios ready, just in case the brainstorming doesn't produce enough opportunities to explore.

A Take-Home Message

Good communication is a skill that serves people in every area of life. Even the best communicators make mistakes, let alone those of us still learning how to improve. Imagine a world where everyone knew the emotion behind their message and tried to communicate with assertive kindness.

Equipping children with effective communication skills results in higher levels of emotional intelligence, higher test scores, lowering incidents of bullying, and improvements in overall mental well-being. There is so much to gain from practicing these skills.

With the omnipresence of technological advances, kids need to practice these face-to-face skills more than ever.

Building these skills in all age groups builds a society for empathy and emotional resilience. The more practice kids get in school and at home, the better these skills will become. Adults and kids alike have endless opportunities to change how they speak and address their shared needs.

We hope you enjoyed reading this article. Don't forget to download our three Positive Communication Exercises (PDF) for free.

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39 Communication Games and Activities for Kids and Students

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Communication activities for students and kids will improve communication skills in kids of all ages & benefit generations to come.

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List of both free and paid games and activities, designed by SLPs and teachers to support social communication and learning. Many great resources can be found on this site!

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Social Communication Games & Worksheets | Teachers Pay Teachers

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Browse social communication games resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Background

The Individuals with Disabilities Education Act, (IDEA), Part B, requires that an Individual Education Plan (IEP) be developed for every student who receives special education services. The IEP is a legal and binding document and must be followed as written. By law, IEPs must include:

present level of academic achievement and functional performance

statement of special education and related services as well as supplemental aids and services

measurable annual goals

how progress will be measured

modifications and accommodations that will promote progress toward goals

testing accommodations

transition planning to prepare for life after high school graduation

ASHA Issue Briefs

ASHA Publications

New Supreme Court Ruling Might Increase IEP Requirements, The ASHA Leader blog, March 24, 2017

From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial, SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13, 17-24

Collaboration Corner: Rethinking the IEP: Making Language the Foundation of Academics, The ASHA Leader blog, January 17, 2013

Collaboration Corner: Developing an IEP with C.A.R.E., The ASHA Leader blog, January 21, 2014

Five Tips to Avoid IEP Legal Troubles, The ASHA Leader, August 2012, Vol. 17

The IEP Teachable Moment, The ASHA Leader, November 2015

State Resources

Related Resources

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iep; individualized education program; goals; schools; documentation

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Individualized Education Program (IEP) Guidance

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The Individuals with Disabilities Education Act, (IDEA), Part B, requires that an Individual Education Plan (IEP) be developed for every student who receives special education services. The IEP is a legal and binding document and must be followed as written.

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Spotlight On: Racial and Ethnic Differences in Children Identified with Autism Spectrum Disorder (ASD)

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Spotlight On: Racial and Ethnic Differences in Children Identified with Autism Spectrum Disorder (ASD)

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"ADDM reports have consistently noted that more white children are identified with ASD than black or Hispanic children. Previous studies have shown that stigma, lack of access to healthcare services due to non-citizenship or low-income, and non-English primary language are potential barriers to identification of children with ASD especially among Hispanic children. A difference in identifying black and Hispanic children with ASD relative to white children means these children may not be getting the services they need to reach their full potential."

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Centers for Disease Control and Prevention

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community report from the autism and developmental disabilities monitoring (addm) network

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Racial and Ethnic Differences in Children Identified with ASD

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ADDM reports have consistently noted that more white children are identified with ASD than black or Hispanic children. Previous studies have shown that stigma, lack of access to healthcare services due to non-citizenship or low-income, and non-English primary language are potential barriers to identification of children with ASD especially among Hispanic children.

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The parent/primary caregiver interview is s necessary part of any quality evaluation. The interview is used to gain information used in several parts of the evaluation.

Approximately 90% of parents/caregivers will be reliable informants on their child's development. On occasion, when the evaluator has reason to believe that that parent is not a reliable source of information about the child's development, that should be noted within the evaluation. However, in the majority of cases, research has shown that the parent can give us some of the most important pieces of information that will ultimately guide the evaluator and administrators in making a determination of disability ( Restrepo, 1998).

The Primary Caregiver Interview provides the critical information on the child's communication skills across communicative contexts and partners. It also provides information about the child's cultural background, exposure to various dialects and languages, as well as his or her experiences with literacy and play. This way, the evaluator can keep in mind the child's prior knowledge and previous experiences and has a context from which to judge the child's skills. Every primary caregiver should be asked the following questions:
1. What exposure has your child had to different languages or dialects?

A child's language may be evidence of a language disorder or second language acquisition, which may include a silent period, subtractive bilingualism, correct dialect forms, code-switching and/or language transfer,etc.

EXAMPLE: Only Spanish is spoken at home. J did not respond to English. He and his mother are monolingual/Spanish speakers, and they speak the standard Mexican dialect of Spanish.

2. What is the highest educational level of the mother or primary caregiver?

Research shows that a child's vocabulary and literacy achievement is positively correlated with her or his mother's educational level because the Mother's educational level corresponds to socio-economic status and SES corresponds to performance on vocabulary, language, and FSIQ and VIQ tests (Pruitt, Oetting, & Hegarty, 2011).

EXAMPLE: J lives with his mother and 14 month old sister. His parents are separated, but his father visits approximately two times a week. His mother completed sixth grade and his father graduated from high school in Mexico. Both parents emigrated from Mexico two years ago.
3. Have there been any significant changes in the family structure recently?

Serious disruptions in the child's life, such as the birth of a sibling, a death in the family, a serious illness, or parental divorce, can have an impact on his or her development and interactions with others.
4. Is there a family history of speech, language, and/or academic problems?

Research indicates that a genetic basis exists for many communication disorders (Restrepo, 1998).

EXAMPLE: According to the mother, C's sister did not talk or walk until she was six years old. No one in her family knew why. Other than this sister, there is no history of speech-language problems or academic problems in either the mother's or father's family.

5. How does the child's speech and language development compare to his/her siblings at the same age or to peers in the child's speech community?

This is one of the most important questions to ask. In order to determine a disability, we must be comparing the child to his or her peers. We would not expect a child growing up in Japan to speak Standard American English. We would expect him or her to speak Japanese, the language of his community. So why would we expect a child growing up in New York City, within a diverse cultural and linguistic community to have the same language skills as a Standard American English speaking, middle class child from Illinois?

EXAMPLE: Henry's foster father agreed that Henry's language is not age-appropriate compared to other 3;5 year olds and to his own eight year old son when he was Henry's age. The father also noted that when Henry came to their home, he spoke less than he does now. In the 6 weeks that he has been with this family, Henry has begun talking a great deal.

EXAMPLE: The mother reported that J plays with other Spanish-speaking children his age and appears to understand what they are saying without difficulties.

6. Was the child's performance during the evaluation representative of how he usually acts?

A child may not want to "perform" for a stranger, seated at a tiny table in a small room with boring spiral-bound manuals full of pictures of watches and rubber ducks. In mainstream American culture, children are expected to interact and converse with known adults and even unknown adults (e.g., doctors, parent's friends, neighbors). However, other cultures expect other behaviors from their children. Some cultures expect children to be quiet and obedient. A quiet child that doesn't engage adults around him may not be an example of a child with a possible speech and language disability, but a well behaved and well raised child.
7. What does your child do that makes you know (s)he is smart? Describe your child's strengths and weaknesses.

This question provides insight into the child's abilities. It also provides insight into the parent's reliability as a reporter. This information can be especially useful when the child is a multiply disabled child or an adolescent.
8. What progress or regression has happened over the past 6 months?

Often children make significant progress between the time they are referred for the evaluation and the time evaluation actually happens.
9. Ask caregiver to bring in 10 examples of student's best communications and where it breaks down between the time you schedule the evaluation and you see the student.
Parents and caregivers don't usually bring 10 examples, but they do often bring 4 or 5. The evaluator may not, and likely will not, see the child's strongest communication skills in an unnatural setting (e.g., the SLP's office) with an unknown adult (e.g., the evaluator). Utterances provided by the parent or primary caregiver can give information about the child's best communication in a more natural context. Additionally, the utterances can be used to help illustrate holograms within the evaluation.
Resources: The Critical Questions Critical Questions for the Parent Interview Part 1 Critical Questions for the Parent Interview Part 2 Critical Questions 1-4 Critical Questions 5 & 6 Critical Questions 7-9 Why is the Parent Interview so Important? Difference, Disorder or Gap: A School Age Disability Evaluation References:
Pruitt, S., Oetting, J. & Hegarty, M. (2011). Passive Participle Marking by African American English-Speaking children reared in Poverty. Journal of Speech, Language, and Hearing Research, 54, 598-607.

Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.

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Understanding Assessment: Assessment Materials - Parent Interviews

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The parent/primary caregiver interview is s necessary part of any quality evaluation. The interview is used to gain information used in several parts of the evaluation. Approximately 90% of parents/caregivers will be reliable informants on their child's development.

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Children's Speech and Language Case History Form and Questionnaire

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Children's Speech and Language Case History Form and Questionnaire

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International Classification of Functioning, Disability and Health (ICF)

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International Classification of Functioning, Disability and Health (ICF)

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"The International Classification of Functioning, Disability and Health, known more commonly as ICF, is a classification of health and health-related domains. As the functioning and disability of an individual occurs in a context, ICF also includes a list of environmental factors."

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International Classification of Functioning, Disability and Health (ICF)

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International Classification of Functioning, Disability and Health (ICF)

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Checklist of Communicative Functions and Means

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Checklist of Communicative Functions and Means

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Children who are not yet using much speech often communicate in many other ways. This checklist is useful in determining how and when your child communicates. Each "Communicative Function" or reason for communicating may be expressed using any number of "Communicative Means" or ways to communicate through actions and behaviour.

Communicative Functions (Reasons to Communicate)

The Communicative Functions (reasons to communicate) are divided into the following categories:

Behavioural Regulation: actions used to get, or refuse, something (e.g., child asks for a toy airplane by pointing to it)

Social Interaction: actions used to get another's attention (e.g., child waves to say "Hello")

Joint Attention: actions used to direct another's attention to share information (e.g., child points to an airplane in the sky to show it to you)

Communicative Means (Ways to Communicate)

The Communicative Means (ways to communicate) are divided into two sections called Pre-verbal and Verbal. The following is a brief description of each way or action listed in the checklist.

Pre-verbal (ways of communicating other than using words)

Physical Manipulation - touching, trying to operate a toy

Giving - giving an item to another person for a specific purpose (e.g., to request help with activating the item, or to express an interest in it)

Pointing - pointing to an item for a specific purpose

Showing - showing the item, but not giving it

Gaze Shift - looking briefly in the direction of an item out of interest

Proximity - moving closer to the item out of interest, or away from it in protest

Head Nod/Head Shake - indicating interest in an object through nodding, or protesting by shaking head

Facial Expression - smiling, frowning, etc.

Self-Injury - hitting, biting, banging self

Aggression - hitting, biting, punching, kicking, scratching others

Tantrum - screaming, throwing self down on floor

Crying/Whining - to make needs known

Vocalizing - any speech-like sounds that are not full words

Other - word approximations such as "bu-bu" for "bubble"

Verbal (ways of communicating using words)

Immediate Echo - child repeats what is heard immediately after hearing it

Delayed Echo - child repeats what was heard earlier in the day or on a previous day

Creative One-word - uses a single word not in imitation of something heard, (e.g., saying the word "milk" can be to request it, to comment on seeing or having it, or to ask if that is what is in a cup)

Creative Multi-word - uses two or more words not in imitation of something heard

How to use the checklist

To use the checklist, simply go through each Communicative Function and check off the Communicative Means that apply. For example, if your child requests objects by pointing, looking, and moving closer to them, you would check off all three of these pre-verbal means in the "request object" row.

Here's an example:

Once you have completed the checklist, you will see which ways are most often used by your child to communicate. You may also notice ways and reasons for communicating that need work. For example, the child in the above checklist communicates gesturally (e.g., pointing, eye gazing, and proximity) to request objects. Therefore, communication goals for him could include using head nod or vocalizing to request objects. We always want to expand both the ways and reasons that your child communicates. Remember that once you know how your child communicates, it is easier to figure out what the next step should be.

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How to use the "Checklist of Communicative Functions and Means"

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Children who are not yet using much speech often communicate in many other ways. This checklist is useful in determining how and when your child communicates. Each "Communicative Function" or reason for communicating may be expressed using any number of "Communicative Means" or ways to communicate through actions and behaviour.

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Children's Communication Checklist (CCC)
Test of Problem Solving (TOPS)

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The Test of Narrative Language (TNL)
The Narrative Assessment Profile

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Choosing Appropriate Therapy & Teaching Targets

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Choosing Appropriate Therapy & Teaching Targets

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GOAL 1

By [date], during a shared family routine, [student] will independently initiate at least one interaction with a parent(s) by making comments or requests using any modality, with minimal to no supports as measured by family or SLP observation.

GOAL 2

By [date],  [student] will incorporate at least 1 communication repair strategy with his/her peers during a classroom activity, with minimal supports and using any modality, measured by teacher observation.

GOAL 3
By [date], [student] will independently ask his/her peers a minimum of 3 different questions with minimal to no supports, across 4 consecutive group speech therapy sessions, as measured by SLP observation.

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Sample Activities

Activity 1: Shared Book Reading for Group Therapy with AAC Students

Intervention will take place in small group therapy sessions, with the speech-language pathologist (SLP) and roughly 2-3 children. These children participating in therapy will also be AAC users, whom communicate using aided and or unaided methods of communication.

During this intervention, the theme will be “Fruit,” and the SLP will target this goal through the use of shared book reading. The “Fruit” theme was selected to provide [student] and peers a common topic to discuss. With the theme, [student] will have opportunities to come up with specific contributions related to the theme. The SLP will  engage [student] and the other children in conversations about the book, relate topics in the book to their own life experiences, and model appropriate language.

The SLP will read The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear. Throughout, [student] will be provided with opportunities to communicate with other children in group session by making on-topic contributions related to the book and/or theme, through aided or unaided means. SLP will guide the children throughout shared book reading by incorporating models, scaffolding techniques, and response choices on the AAC.

Activity 2: Practicing Greetings with an AAC Student

Intervention will take place in a small group therapy session, with the speech-language pathologist (SLP) and roughly 2-3 other children present. Session will begin with 5-10 minutes of greeting one another using AAC devices. Having regular times in each session to greet others at the start of therapy will give [students] consistent practice, which may increase his/her comfort and knowledge of the controls available in the AAC device. The clinician will also participate in this activity using a personal AAC to interact with and provide a helpful model to [students].

Greet [student] first and then encourage him/her to greet you back. When [student] makes the greeting, make sure that s/he has peer’s attention. Show [student] how to get peer’s attention by either tapping them, saying his/her name, and looking at them. Also, remind [student] that s/he should look directly at friend’s face before and after talking to them with AAC, explaining that “it is important our friends know we are talking to them.” After [student] properly grabs your attention, prompt [student] to greet you back using his/her AAC, where s/he must say, “Good morning, Teacher!”

Encourage [student] to do the same with peers by telling him/her to greet at least one other peer in therapy. Tell [student] to use AAC and say, “good morning _________” (fill in the blank with the name of his peer).

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Resource Guide for Families of Children with Autism Spectrum Disorders

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Resource Guide for Families of Children with Autism Spectrum Disorders

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Have questions about the transition from IFSP to IEP? What do all these things in my child's IEP mean? What programs should I look into as my child transitions into preschool? - Direct these and any other questions you have to Gatepath's Family Resource Center. You can set up an appointment and have your questions answered by others who have gone through similar experiences. They have much wisdom and resources to share!

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Resources for parent training from the Parent Training Institute of San Francisco

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You are the reason that the Parent Training Institute exists.

Below are answers to some questions that families may have about the Triple P parenting classes sponsored by the Parent Training Institute. If you do not find the answer you need here, please contact Reneka Gaines at 415-255-3412 and she will be happy to help you.

Triple P Parenting recognizes that parents are the experts about their children. In all Triple P classes, it is YOU, the parent, who will decide the goals you would like to set for your child and yourself, and YOU who will select the parenting strategies to try at home with your child to achieve those goals.

Triple P will introduce you to 17 strategies to help you achieve your parenting goals, improve your relationship with your child, and confidently manage child misbehavior. Some of the specific ways these strategies may be useful to you and your family are by helping you to:
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Improve your interactions with your child through use of special time and praise

Be clear and confident when talking with your child

Develop realistic and age-appropriate expectations for your child's behavior

Monitor your child's behavior and set goals for behaviors that you would like to see more of, as well as those you would like to decrease.

Encourage desirable child behaviors through positive reinforcement

Manage child misbehavior using effective, non-punitive strategies

Control your anger when your child misbehaves or pushes your buttons

Manage your stress

Prevent child behavior problems at times when your child may be most at risk of misbehaving (for example, at restaurants, in the supermarket, waiting in a waiting room or line)

Triple P parenting classes are intended for parents and caregivers of children ages 2-12. The classes are appropriate for almost anyone caring for a child: birth parents, foster parents, guardians, relative caregivers, and babysitters. They are also approved by the Human Services Agency (HSA) for parents needing to fulfill a parent education case plan requirement.

As of March 2020, we are in the process of developing ways to ensure all parents can receive Triple P from their homes. Please check back by mid-April for an update on how to access Triple P and other parenting supports.

Triple P classes in San Francisco are available in English, Spanish, Cantonese, Mandarin, and Arabic.

Yes, always - and it is always free of charge to parents.

Yes, a hot meal is always provided to you and your children at Triple P parenting classes.

All Triple P classes in San Francisco can receive funding from the PTI to help families with transportation if they need it. The group facilitators should offer you this assistance, but if they do not, just ask them and it will be provided to you.

Triple P Group + Pathways classes are comprised of 11-13 weekly 2 hour sessions. You will need to complete 75% of the content-focused sessions (e.g., not counting graduation) in order to graduate.

The PTI is committed to providing San Franciso's families with parenting supports that are accessible, respectful, and helpful. To ensure that all parents attending Triple P classes are aware of the supports available to them (such as free childcare and transportation), a 1-page PTI Promise to Parents is given to each parent at the first class session. Here are the Spanish and Chinese versions.

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Parent Training Institute-SF - Welcome Families!

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You are the reason that the Parent Training Institute exists. Below are answers to some questions that families may have about the Triple P parenting classes sponsored by the Parent Training Institute. If you do not find the answer you need here, please co

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"We provide and maintain up-to-date information and resources to assist families so they can make informed choices for their children, and to educate professionals and the wider community in order to promote inclusion and understanding."

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Ed Pye and Bob Harris had a 50 year marriage and created a The Pye Harris Legacy Project to do good work in the community: helping LGBT kids, children with disabilities, and environmental programs. The Pye Harris project is proud to help support the development of the website for Support for Families of Children with Disabilities.

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This is a selection of resources for autistic and/or disabled people and their family members during the COVID-19 pandemic. Feel free to suggest more options in the comments.

COVID-19 Information including Plain Language, Easy Read format, and Social Stories Resources

Animated COVID19 explainer for people with developmental disabilities (Oregon Office of Developmental Disabilities Services)
youtu.be/MJ8eeC-tVD4

Autism and the Corona virus (Dr. Peter Vermeulen)
petervermeulenblog.wordpress.com/2020/03/16/autism-and-the-corona-virus-20-tips

CDC's COVID-19 Information For People With Disabilities:
www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-with-disabilities.html

COVID-19: Advice and resources for autistic people during the pandemic (ASIAM.ie)
asiam.ie/autism-and-covid19-healthcare-information

One Autistic's Guide to Thriving During Social Isolation / Social Distancing (Marie Porter)

The "Now, Next, Later" autistic-specific planning strategy (Jamie and Lion)
twitter.com/spacedoutsmiles/status/1241518988045230084?s=20
Thoughts from a Quarantined Autistic (Autistically Alex)
autisticallyalex.com/2020/03/20/quarantined-autistic
Social Stories explaining COVID-19 to people with developmental disabilities

We are Heroes: A Plain Language Guide about Covid-19 (A4A Ontario)
What You Need to Know About COVID-19: A Plain Language Video (ASAN and Rooted in Rights)
youtu.be/TrSd9OvmoNU

General COVID-19 information

California Regional Centers information:
mailchi.mp/arcanet/coronavirus-info-from-your-regional-center

Coronavirus (COVID-19) Information (CDC)
www.cdc.gov/coronavirus/2019-ncov/index.html

COVID-19 Tracker (Autistic Self Advocacy Network)
autisticadvocacy.org/covid19

The COVID Tracking Project
covidtracking.com

How the Virus Got Out (New York Times)
www.nytimes.com/interactive/2020/03/22/world/coronavirus-spread.html

World Health Organization, including daily updates:
www.who.int/emergencies/diseases/novel-coronavirus-2019

Advocacy and Rights Resources

Coronavirus: How These Disabled Activists Are Taking Matters Into Their Own (Sanitized) Hands (KQED)
www.kqed.org/news/11806414/coronavirus-how-these-disabled-activists-are-taking-matters-into-their-own-sanitized-hands

Council of Parent Attorneys and Advocates (COPAA)
www.copaa.org

COVID-19 Advocacy and Resources (DREDF)
dredf.org/covid-19-advocacy-and-resources

COVID-19 Communication Rights Toolkit (Communication First)
communicationfirst.org/covid-19

COVID-19 Disability Community Wide Resources (Partnership for Inclusive Disaster Strategies)
tinyurl.com/COVIDisabilityResources
Disaster Hotline (800) 626-4959
info@disasterstrategies.org

COVID-19 Resources (Center for Public Representation)
www.centerforpublicrep.org/covid-19

COVID-19 Resources (The Arc)
thearc.org/covid

Disability Demands
www.disabilitydemands.org

Doctors Should Not Abandon the Principle of Nondiscrimination (Ari Ne'eman, New York Times)
www.nytimes.com/2020/03/23/opinion/coronavirus-ventilators-triage-disability.html

How People of Color Can Advocate for Themselves During Emergency Room Visits (ZORA)
zora.medium.com/how-to-advocate-for-yourself-during-an-emergency-room-visit-23e9ca20549d

How to Make Your Virtual Meetings and Events Accessible to the Disability Community (Rooted in Rights)
rootedinrights.org/how-to-make-your-virtual-meetings-and-events-accessible-to-the-disability-community

Justice Means a Disability Justice Means a Disability-centered approach to COVID-19 (SinsInvalid)
www.sinsinvalid.org/news-1/2020/3/19/social-distancing-and-crip-survival-a-disability-centered-response-to-covid-19

LGBTQ community and COVID-19 (Dorchester Reporter)

Preventing Discrimination in the Treatment of COVID-19 Patients: The Illegality of Medical Rationing on the Basis of Disability (DREDF)
dredf.org/the-illegality-of-medical-rationing-on-the-basis-of-disability

Classroom, Homeschool, and Life-Long Learning

Audible's Stories collection, with selection from Littlest Learners to Teens, is making free audiobooks available "as long as schools are closed":
stories.audible.com/start-listen

California State Parks Virtual Field Trips
ports.parks.ca.gov

California Academy of Sciences At Home
www.calacademy.org/academy-at-home

Educating All Learners Alliance
www.educatingalllearners.org
Education Companies Offering Free Subscriptions due to School Closings, from Amazing Educational Resources (note that we have not vetted all the sites listed, so proceed with thoughtfulness):
www.amazingeducationalresources.com

Free live online classes to support public school families affected by closures in the wake of COVID-19 (Outschool)
blog.outschool.com/free-online-classes-for-public-school-students-affected-by-closures

How Students Around The World Are Learning and Staying Positive (UNICEF)

www.voicesofyouth.org/campaign/studying-home-due-coronavirus-how-young-people-around-world-are-keeping-their-mood
How Stuff Works
howstuffworks.com

Learn ASL (American Sign Language) Online, from Meriah Nichols
www.meriahnichols.com/learn-asl-online

PV Story Time: Children's Books Read Aloud
www.youtube.com/channel/UCzKJ21dDMsbY7IB7apLZPZQ

Donations, Relief, and Supports

Blood Donation FAQ (Stanford Blood Centers)

COVID-19 Solidarity Response Fund (WHO)
covid19responsefund.org

Domestic Violence Hotline
www.thehotline.org

Emergency Funds for Freelancers, Creatives Losing Income During Coronavirus (KQED)
www.kqed.org/arts/13876893/emergency-funds-for-freelancers-creatives-losing-income-during-coronavirus

Food Relief and Donations (Boys and Girls Club)
www.bgca.org/news-stories/2020/March/BGCs-nationwide-feed-in-need-communities-during-COVID-19-crisis

Food Pantries and COVID-19 (Kelly's Kitchen)
www.kellys-kitchen.org/post/food-pantries-and-coronavirus

Relief Funds for Undocumented Workers in California
tinyurl.com/CAUndocumentedRelief

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This is a selection of resources for autistic and/or disabled people and their family members during the COVID-19 pandemic.

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Check out this recreational resource guide that displays programs available to all children in the San Francisco Bay Area. Many of these programs have been adapted for children with specific physical and or developmental needs.

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I am the proud mother of Hannah. My daughter was diagnosed with autism when she was just 2 years old. The great news is that we had time to get early intervention and that has made a remarkable difference in her young life. With many great therapy options and people guiding us, our path became a bit easier, more focused and less lonely. We were building a great community of professionals to help our daughter get to where she is today.

I'm not going to kid you, many days this journey is exhausting and frustrating. Then I step back and watch this amazing little girl who is happy, social, caring, lovable, funny, curious and feisty. I am blessed and privileged to be her mother. As I became more comfortable with where she is in life, I began to search further, finding a support group, and have met many wonderful people. I created the website 'Shaping Her World With Autism' where I began to heal, help others, and put more focus on to my daughter and her needs. Now I have created the S.T.A.R. Soccer team which allows my daughter to be included in a sport she enjoys and for my husband and I to meet new parents that are dealing with similar situations.

If you're a parent who is just learning about autism and trying to figure out how to manage your world, here are my personal tips that have helped me on this journey:

WHERE TO START
Shaping Her World With Autism

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Bay Area Autism Tool Kit - Ronnie's Awesome List

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I am the proud mother of Hannah. My daughter was diagnosed with autism when she was just 2 years old. The great news is that we had time to get early intervention and that has made a remarkable difference in her young life.

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Joni and Friends Family Retreats offer a safe and accepting environment where you will fellowship with other families who face similar challenges, build lasting memories, and renew your hope in God. Each camp or conference center has its own unique facilities, so Family Retreat is packed with exciting adventures for the whole family.

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Golden Gate Regional Center pamphlets available in multiple languages!

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Golden Gate Regional Center has created a variety of literature to aid individuals and families who are receiving or who may be interested in receiving services from the regional center. Much of that literature is available below, sorted by the language or languages in which each publication is available.
English

Arabic

Chinese

Spanish

Vietnamese

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Golden Gate Regional Center has created a variety of literature to aid individuals and families who are receiving or who may be interested in receiving services from the regional center. Much of that literature is available below, sorted by the language or languages in which each publication is available.

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"In reality high-functioning and low-functioning are not real labels, having no definition, no skill set lists, and no diagnostic criteria. Yet these words are often used to determine opportunities that will be denied or extended to an autistic and in assigning the correct amount of personal responsibility and blame to an autistic for the way his autism plays out in everyday life."

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High-Functioning or Low-Functioning? by Judy Endow, MSW

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High-Functioning or Low-Functioning? by Judy Endow, MSW

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Where the Vocabulary of Autism is Failing

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Where the Vocabulary of Autism is Failing

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"Terms like “low-functioning” are short on nuance and long on stigma."

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Julia Yellow / Spectrum

Alex Garish knows how to make a dramatic entrance. The 11-year-old glides into the dining room of her family's home in northwestern Montreal, arms outstretched like a plane, making a soft whooshing sound. She dips and turns abruptly before coming in for a smooth landing on the wicker chair in front of the family computer. With a few flicks of her fingers, she launches an animated video about circles, squares, and other geometric shapes, and is immediately engrossed. Now and then, she turns to glance furtively over her shoulder at a visitor, seated at a table behind her.

Alex was diagnosed with autism at age 2 and didn't talk until she was over 4. Today, she speaks only in simple two- to three-word sentences. Standardized tests reveal that she is mildly cognitively impaired. She has trouble bathing and using the toilet by herself. She cannot tell time, and needs help crossing the street. When she is upset, she throws violent tantrums, often hurling objects across the room or flinging herself onto the floor.

On the other side of the St. Lawrence river in Montreal lives John Walsh, a 13-year-old boy who was diagnosed with autism at age 3 and, like Alex, was slow to develop speech. (John's mother, Mary Walsh, asked that we not use their real names, as John does not acknowledge that he has autism.) But unlike Alex, John shows no signs of cognitive impairment. At his school, a mainstream one for typically developing children, he excels at reading and math. He uses public transportation on his own and can even give strangers directions on the city's complex subway system. John easily carries on conversations, though he tends to take things literally, and certain phrases, such as 'catch the bus,' trip him up.

Alex's parents describe her as 'low-functioning,' whereas John's describe him as 'high-functioning.' But these labels can be misleading.

"Parents often ask around the time of diagnosis, 'Where on the spectrum is my child; is he at the high or low end?'" says Tony Charman, professor of clinical child psychology at King's College London. "You sort of do know what they're asking, but you don't [really know]. Are they asking about 'autism severity'? Are they asking about functioning or everyday adaptation?"

Despite her difficulties with language and cognition, for example, Alex does just fine with many parts of everyday life. Most weekdays, she goes to a school for children with autism or other special needs. As soon as she gets home each day, she darts up the stairs to her room and quickly changes into play clothes without any help. She keeps her room neat and organized. Dozens of her original drawings cover the walls of her bedroom. She rattles off the full names of her favorite composers: Wolfgang Amadeus Mozart, Johann Sebastian Bach and Ludwig van Beethoven. When she senses that her younger brother is hurt, she rushes to his side, carrying a makeshift doctor's kit to try to fix whatever ails him.

Alex often leads the other children in her class in their dance routines, and her mother, Wendy Garish, boasts that a teacher calls Alex one of the best dancers in the class. Alex has even forged friendships with a few others in her class, and has lunch every Wednesday with a boy she particularly likes. "They love each other," Wendy says. "When they walk together, she grabs his hand."

By contrast, although John does well in school and excels at many aspects of daily life, he seems to struggle in ways that are not immediately obvious. He has no friends and has trouble interpreting other people's facial expressions and recognizing emotions from the tone of a person's voice. During gym class, he walks the lines of the gymnasium floor rather than playing games with others. He can be inflexible, one of the hallmarks of autism. For example, he wears only a certain colored shirt on each day of the week: blue on Mondays and orange on Fridays. But his school requires students to wear only black and white, a policy that at first caused him tremendous anxiety. Until he got used to the rule, John would cope by wearing his colored shirt underneath his black-and-white uniform, which he peeled off as soon as he got home.

It's clear that Alex and John each function well in certain areas of life and struggle in others; each has an idiosyncratic patchwork of skills and challenges. Their stories illustrate a problem that has plagued autism research for decades: What, exactly, do the terms high- and low-functioning mean and to whom do they apply?

An ongoing study in Canada may be able to help answer this question. Since 2004, a team of researchers at five universities has been tracking more than 400 children with autism, including Alex and John, since they received their autism diagnoses. They are characterizing the children by their developmental trajectories-how their symptoms and abilities in multiple domains change over years and even decades. The long-term study may help explain why these two children diverged in their skills despite starting out with similar ones at the time of diagnosis. It may also explain how the traditional labels need to evolve to accurately describe children with autism.

Other teams are developing multidimensional techniques for measuring how well a person with autism functions in different aspects of daily life-from communicating with others to the ability to participate in a community. These new tools may provide a common language, so that researchers, clinicians and families can more easily understand one another. They may point the way toward personalized treatment by pinpointing individual deficits. But beyond those practical goals, they may also provide a dramatically richer, more holistic sense of what it is like to be a person with autism.

* * *

In studies of autism, the term 'high-functioning' is often used to describe a person with autism who scores above 70 or 80 on intelligence quotient (IQ) tests. Scientists sometimes exclude those who score below this cutoff from their autism research because the participants may have difficulty following instructions or completing the study.

But relying on IQ is a crude approach, says Peter Szatmari, the chief of the Child and Youth Mental Health Collaborative at the Center for Addiction and Mental Health and the Hospital for Sick Children in Toronto, who leads the long-term Canadian study. "It's not a measure of functioning; it's a measure of whether or not they've got intellectual disability," he says. "It doesn't reflect how kids with autism do in the real world."

Some researchers instead use symptom severity as a metric: For example, they might label as low-functioning a child who frequently avoids interacting with others and flaps his hands a lot or shows other repetitive behaviors and restricted interests.

Meanwhile, parents of children with autism often judge functioning using criteria such as how well their child talks, or how easily he or she participates in activities. Parents sometimes resort to using terms such as low-functioning as a shorthand to indicate a child who has some impairments, without having to spell out exactly what those impairments might be, says Catherine Lord, director of the Center for Autism and the Developing Brain at New York-Presbyterian Hospital. "Sometimes in the press, the focus is so much on the people with autism who can speak for themselves, and who do very exciting things, so the families want to be clear this is not the child that they have."

But the label can trap children in a category that is often stigmatizing. "The term 'low-functioning' is just awful," Lord says. "It doesn't mean that they can't do things-it just means they need more support." (In the U.S., the diagnostic manual rates autism severity by the level of support an individual needs, rather than by her abilities.)

Even being tagged as high-functioning can have unfortunate consequences. Any person, regardless of whether they have autism, functions better in some areas of life than in others, whether that's making and keeping friends, learning and remembering information, taking care of themselves, communicating, solving problems or paying attention. Saying a person with autism is high-functioning implies they are competent in all of these areas, but that's simply not true, Charman says. "Someone could be very bright on an IQ test but be very socially impaired and have enormous problems in forming relationships or managing within the environment because of sensory sensitivities or high levels of anxiety."

In practical terms, either label can be limiting: It might prevent one child from participating in activities she wants to do, or exclude another from getting the services he needs.

But simply abandoning labels altogether isn't an alternative. Researchers need some sort of language to describe the different manifestations of autism, says Lord. "The trouble is, as human beings, we like abbreviated terms," Lord says. "But it would be nice to have something other than 'high-functioning' and 'low-functioning.'"

* * *

Szatmari's study may provide some alternatives. The idea for the study germinated in the 1990s, long before Alex and John were even born. Szatmari and his colleagues wanted to design and conduct a study that would address the research priority of the broader autism community, which includes parents, clinicians and policymakers. They surveyed the community to assess priorities, and the most popular suggestion came as a surprise.

"I thought it would be a study on what's the most effective form of early intervention, or what's the best treatment," Szatmari says. Instead, the question that came up most frequently was: 'What factors are associated with a good outcome?' In other words, what determines how well a person with autism will function in life?

To answer the question, Szatmari and his team launched the Pathways in Autism Spectrum Disorders study to track children diagnosed with autism between the ages of 2 and 4. Because few researchers agree on what a good outcome looks like in people with autism, the team decided at the outset not to focus on any single domain, instead tracking the children in a variety of areas.

"There are many different kinds of so-called 'good outcomes,'" says Mayada Elsabbagh, assistant professor of psychiatry at McGill University in Montreal, who works with Szatmari on the study. "Our challenge is how to capture as many as possible in domains we already understand and believe are relevant."

Four times during the first four years and roughly every two years thereafter, the researchers have measured the children's cognitive abilities, language skills, and severity of autism symptoms with standardized tests. Parents and caregivers complete questionnaires that ask about their own stress levels and coping methods and their child's daily living skills, behaviors, symptoms and treatments.

One goal of the study is simply to describe how the children's symptoms, skills and abilities change as they grow up, and to determine whether they fall into subgroups based on these trajectories. Another aim is to figure out whether certain characteristics at baseline-such as IQ score, language ability, gender, or age at diagnosis-can predict how a child will change over time.

Already, the initial phase of the study has brought new insights about how symptom severity and daily living skills may change in the children from the time of diagnosis up to age 6. (The second phase, for which the researchers finished collecting data last year, looks at how the children functioned up until 11 to 12 years of age; a third phase aims to follow the children until they are 18.) After analyzing four years' worth of data, Szatmari and his colleagues reported last year that they could divide the children into two groups based on the severity of their symptoms, including social and communicative impairments, repetitive behaviors, and restricted interests. Most of the children had severe symptoms at the time of diagnosis and changed little as they grew up. A smaller group, 11 percent, began with relatively mild autism symptoms that improved over time.

Next, the team looked at skills of daily living, also known as adaptive functioning-how well the children communicate and interact, whether they can make a phone call or use the Internet, their ability to eat, dress, bathe, and brush their teeth, and how well they understand concepts such as time and money. One group, including 29 percent of the children, had the poorest daily living skills, which worsened with time. A second group-half of the children-had moderate functioning levels that remained stable. The third and smallest group of the children had the strongest abilities at diagnosis and improved with age.

Surprisingly, the researchers found little overlap between the two sets of groups. The children with the most severe symptoms did not necessarily belong to the group with the poorest daily living skills, suggesting that symptom severity has little to do with performing everyday tasks.

This finding reflects what parents often report: Some children with autism, like Alex, might have narrow interests and struggle to talk, but they still manage to take care of daily tasks. It also reaffirms that one single measure of functioning cannot predict how well a child performs in other areas.

Some clinicians look to the severity of autism symptoms to determine which children with autism need treatment the most, and might use it to gauge whether a treatment is effective. Szatmari says his study calls these practices into question. "We should be focusing on how they are functioning and doing in the real world and if their symptoms get in the way of that, okay, but if they don't get in the way of that, then don't worry about it."

Not everyone is convinced that symptom severity and daily living skills are totally independent of each other, however. Lord says Szatmari and his colleagues controlled for differences in language ability and age when they measured symptom severity, but only controlled for age when assessing daily living skills. That means they cannot directly compare the two types of scores, she says. (Szatmari says the children started out with similar language abilities at the start of the study, but he did not comment on how language differences later in life could affect the findings.)

In any case, by demonstrating the inherently dynamic nature of autism, Szatmari's findings point to the weakness in using the same label to describe a child throughout her life. Most studies that brand children with autism as high- or low-functioning do so based on IQ as measured at a single point in time. But "kids can change with respect to their baseline, and they can also even change in terms of how they compare to other kids," says Lonnie Zwaigenbaum, the co-director of the Autism Research Center at the University of Alberta, who works with Szatmari on the study. Because of this, it may be inappropriate to judge the functioning level of a child with autism based on a single measure early in childhood.

With data from only the first phase of the study analyzed, it's too soon to say which factors in early childhood predict how a child will fare over time. So far, the researchers have reported that the boys in the group tend to have stable autism symptoms throughout childhood, whereas the girls tend to start out with mild symptoms and improve with age. What's more, the children who were diagnosed early or who had a high baseline IQ or good early language skills seem to also have good daily living skills that improve over time.

In Alex's case, for example, her communication and social skills have improved dramatically over the past three years, says Wendy, her mother. Alex's parents are growing more confident in her ability to fend for herself around the home, too. Alex still needs help bathing and using the bathroom, but she has few difficulties picking out and putting on her clothes, brushing her teeth, putting herself to bed and feeding herself prepared foods.

One night in February, for example, Wendy put a plate of chocolate chip cookies on the table, and Alex immediately bounded over to investigate. She held a cookie to her nose and inhaled deeply. A look of disgust flashed across her round face, and she dropped the cookie back onto the plate, spun around, and strode out of the room. She began rummaging around in the freezer, then returned to the dining room carefully tearing off the wrapper of an ice cream sandwich. It seemed pretty clear that she knew it was time for family dessert and had figured out a way to participate even though she didn't want what everyone else was having.

Still, Alex's parents worry that her 'low-functioning' label might be hindering her development. Alex enjoys swimming, for example, but her parents say they have seen advertisements for swim lessons that can accommodate only high-functioning children with autism.

"She can swim-she might swim even better than your high-functioning kids," says her father, Peter Garish. "It's only because they're worried that low-functioning means more attention has to be given to them. They're automatically equating low-functioning with not being able to do the same things."

* * *

Last summer, Szatmari's team secured funding to continue following the children until the age of 18. As the researchers gear up to assess children who are moving into adolescence, they are thinking about environmental influences that may shape how a person with autism fares in life. They are exploring how factors such as entering high school, socioeconomic status, ethnicity, use of support services, and parental mental health influence functioning over time. "A lot of studies in autism are very focused on the individual kid with autism and their symptoms, IQ, and language-variables that are inside the kid," Szatmari says. "We have a more holistic view."

So far, the researchers have focused on abilities they can quantify: symptom severity, IQ, skills and behaviors. Elsabbagh has plans to explore more intangible measures.

ASD Voices, a subproject of Pathways, aims to collect the children's first-person perspectives on their hopes and dreams, interests, feelings and thoughts. The details are being worked out, but the team plans to interview those children who can communicate in words and, for those who cannot, offer alternative modes of expression such as drawing and photography. The researchers' goal is to learn what each child considers to be a 'good outcome' and compare that with the types of outcomes studies traditionally measure. The people best able to describe what a good outcome looks like would be the kids themselves, Elsabbagh says.

Other teams are also exploring methods to probe functioning beyond binary high/low measurements. For example, researchers at the Karolinska Institute in Sweden are developing a standardized test to capture a comprehensive profile of functioning in children with autism.

The team's work draws on the International Classification of Functioning, Disability and Health (ICF), a massive tool developed by the World Health Organization to assess how any health condition affects daily functioning. The ICF measures people on a scale from 0 to 9 for more than 1,400 items spanning how severely a health condition affects their body and their ability to fulfill everyday activities, as well as how environmental factors - such as relationships and access to support services - improve or worsen their daily life.

Because the ICF is so exhaustive, it is impractical for scientists to use it regularly. To make it more useful, the Karolinska team, led by neuropsychiatrist Sven Bölte, is whittling down the items to form so-called ICF Core Sets for Autism Spectrum Disorder, looking specifically at brain function, communication, social skills and relationships. Bölte says anyone will be able to use these core sets to create an inventory of the strengths and limitations of a person with autism, rather than combine measures from a mishmash of diverse tests.

Another team, at McMaster University in Hamilton, Canada, is devising a method for classifying children with autism based on how well they communicate in everyday life. This approach builds on a tool for classifying motor function in children with cerebral palsy developed 20 years ago.

The method focuses on social communication because interviews with a group of autism experts indicated that this domain of functioning is the most important in developing a classification system, but researchers could develop similar schemes for other areas of functioning, says Briano Di Rezze, the assistant professor of rehabilitation science at McMaster University, who leads the project. The classification system uses five short paragraphs to describe levels of ability. For example, level 5, the lowest, describes a child who rarely interacts with others and talks only to himself, indicating that he doesn't grasp the point of communication, whereas a child at level 1 can participate in conversations and relate to others.

Di Rezze says the system should be quick and easy for anyone to use, giving researchers, teachers and parents of children with autism a common language to talk about how a child is functioning. If a teacher rates a child differently than the child's parents do, that might open the door to talking about the differences between home and school. "Maybe there's something that's happening in school that we can address to help," Di Rezze says.

Each of the new tools might allow doctors to pinpoint a child's specific support needs. Each also focuses on what people with autism can do rather than on what they cannot, notes Zwaigenbaum. "I do think that's still a major advance from how we've historically defined functioning in autism," he says.

This shift in focus may also reduce the stigma of autism and help doctors build rapport with families. "The medical and health system is set up to address medical issues, and so it's hard for parents to talk about what their kids are good at because they're so focused on deficits," Di Rezze says. "When we introduce this idea of strengths, it's refreshing to them."

Indeed, the parents say this new emphasis on abilities is welcome.

John's mother, Mary, is encouraged by how much her son has changed since his diagnosis. John may go to college, and maybe one day even become a lawyer. But above all else, she says, she wants him to be happy and feel connected to society.

She sees his restricted interests less as a limitation that needs to be fixed and more as a quirky asset, to the point that his lack of friends no longer concerns her. "That does not bother him, so why should it bother me?" she says. "Just because my son is into clocks, metros, politics, and different kinds of aircraft doesn't mean he needs to be cured of that; isn't it neat that some people have these bizarre focuses?"

Alex's parents also say that focusing on her strengths, and her progress during the past few years, helps them to remain optimistic even though they have no idea exactly what the future holds for her.

They fear Alex will be taken advantage of and that it is unlikely she will ever live on her own. Still, she has made so much progress over the past three years, Wendy says, that she hopes Alex will one day hold a simple job-perhaps one that makes use of her computing skills-that gives her some sense of accomplishment. "I'd be very happy with that, just so she's part of society."
This post appears courtesy of Spectrum.

We want to hear what you think about this article. Submit a letter to the editor or write to letters@theatlantic.com.

Nicholette Zeliadt is a staff writer for Spectrum. Her work has appeared in Scientific American and The Scientist.

Spectrum publishes news and analysis of advances in autism research. It is an editorially independent publication funded by the Simons Foundation Autism Research Initiative.

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Where the Vocabulary of Autism is Failing

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Alex Garish knows how to make a dramatic entrance. The 11-year-old glides into the dining room of her family's home in northwestern Montreal, arms outstretched like a plane, making a soft whooshing sound. She dips and turns abruptly before coming in for a smooth landing on the wicker chair in front of the family computer.

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Take a look at some of these films about children with autism. We get a wonderful glimpse into their daily lives through these films. Hope they are enriching, touching and thought-provoking, as we consider how we can best serve others!

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties.

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3 shows and movies about autism | Autism Speaks

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals.

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In Asian communities, raising a child with autism can be a lonely, difficult road

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In Asian communities, raising a child with autism can be a lonely, difficult road

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An honest blog. "I’ve found there are very few options for the Asian families seeking help when it comes to autism spectrum disorder in their own community (in the same language, with the same cultural background). Hopefully this project can shed some light on the weakest links in community support and point to potential improvements down the road."

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In Asian families, raising a child with autism spectrum disorder means not only piles of bills, long wait-lists and underfunded programs, but also a life of double isolation.

"We didn't see anything wrong with Ethan," Kai-lan, whose 3-year-old son was in the same child day-care center my daughter attends, said to me when she was told that her son was advised to have the autism screening test. "We don't need to worry about him crying or running around. He is a very good and quiet boy. "

But the day-care center teacher, Miss Dorothy, voiced the other side of the story. "Ethan doesn't play with others. He is sitting by the table all day playing whatever people put in his hand. He sometimes reacts to teachers but he doesn't speak words other than 'ma-ma' and 'na-na'(grandma)."

A week later, after Kai-lan brought her boy to a screening, they disappeared from the day-care center. Miss Dorothy told me that Ethan was confirmed as having early-stage ASD.

I haven't seen the boy since, but I did once run into Kai-Lan in a "GongSuo" (community center) in Lower Manhattan's Chinatown. She was there asking for help. Kai-lan apparently didn't want to talk to me, especially when I asked how Ethan was. She quickly replied: "He's good." Mr. Chow, the senior consultant in the community center, later told me that Kai-lan and her husband found it very difficult to accept that their child has autism and they were afraid of being isolated by the community. Actually, some of their relatives and friends stopped talking to them or started to blame them when they learned about their kid's situation. Mr. Chow referred Kai-lan to a program offered by Chinese Christian Herald Crusades, a Christian church based in the Chinese community. That is the only available program to them that supports families with autistic children in New York City.

Kai-lan's story is common in the Chinese community. Children with autism spectrum disorder remains invisible. Parents who have a child with mental health problems often go to see their doctors with guilt and shame, thinking their children's illness is their own fault. This feeling from the parents actually creates a double isolation for a child on the autism spectrum.

Another factor that causes the double isolation has to do with cultural differences, including language barriers. It would be easier for Kai-lan and her families to find help if they spoke fluent English. According to a study done by the Coalition of Asian American Children and Families, Asian Pacific Americans in New York City have the highest rate of linguistic isolation. Adults in those families depend on family members under 14 to translate for them. It can be really hard for parents to understand and gain information about autism spectrum disorder. On the other hand, due to cultural differences, some of the early signs of autism spectrum disorder, such as delayed speech and lining up toys or other objects, can be interpreted as "being quiet" or "being tidy," which are characteristics highly valued by Asian parents. Does the current standard of milestone checklists suit Asian children? How do we help Asian parents spot early signs of autism? How to raise awareness of autism in Asian Community, break down the stigma around it, and make sure that such families get enough support?

The 2015 National Health Journalism Fellowship gives me the chance to explore the issue and find answers to these problems.

During my project, I hope to reach out to families raising children on the autism spectrum, learn about their daily life, their worries and their needs. Personal stories with true details can illustrate what the disorder really means to the child, the family members and the people around them, and also raise awareness of autism-related disorders in the Asian Community.

Secondly, I want to explore how cultural differences factor into the diagnosis of autism spectrum disorder, especially in the early phases. Unlike some other diseases, it cannot be diagnosed by a blood test or brain scan; it is diagnosed by a specialist who talks to parents worrying about their kids. I am making a list of experts and doctors that I plan to interview; they are not only specialized in autism spectrum disorder, but also familiar with the Asian community. I would love to hear about their stories in diagnosing and treating the disorder among children of immigrant families.

Besides parents and specialists, early learning facilities and daycare center teachers also play an important role in spotting early signs of autism in children. In some cases, I've found they are the first ones to point out the early signs to the parents. The daycare center teachers and early education experts are the third group of people that I plan on interviewing for their perspectives.

Finally, I would love to touch on how the Asian community supports families dealing with autism. Chinese Christian Herald Crusades runs the Autism Family Support Program, in which volunteers provide childcare to diagnosed children. Korean Community Service of Metropolitan New York, the first community-based social service agency targeting the Korean population, launched an autism hotline in July 2014. I plan to connect with these organizations and learn about how the programs are working.

But based on my research, I've found there are very few options for the Asian families seeking help when it comes to autism spectrum disorder in their own community (in the same language, with the same cultural background). Hopefully this project can shed some light on the weakest links in community support and point to potential improvements down the road.
[Photo by AngelsWings via Flickr.]

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In Asian communities, raising a child with autism can be a lonely, difficult road

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In Asian families, raising a child with autism spectrum disorder means not only piles of bills, long wait-lists and underfunded programs, but also a life of double isolation. What might be done to offer such families more support and services?

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There are so many wonderful summer camps out there supporting children and families affected by special needs. Check out the resource guide here!

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"Located in Burlingame, Grins ‘n’ Giggles is a party place for children of all abilities ages two to five.   The new social enterprise will operate at the nonprofit’s Learning Links Preschool in the McCarthy Center for Children & Families.  The party space was designed with specialized indoor and outdoor play structures to accommodate children with special needs and disabilities and is available year-round, rain or shine.

Parents and caregivers can work directly with party planners to customize their child’s party to the unique needs of the child and their guests. One of the elements of Grins ‘n’ Giggles that sets it apart from most party venues is that the parties are hosted by early childhood educators who will help parents have a fun-filled day of activities, which could include face painting, art projects, bounce house jumping, parachute games, and guided play." (taken from website below)

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By City Moms Blog Guest Contributor on February 3, 2019 in Children with Special Needs, Community & Non-Profits
https://midpeninsula.citymomsblog.com/?p=5440&preview=1&_ppp=0fa8e57f22
Gatepath, a nonprofit serving individuals with developmental disabilities and their families for more than 98 years, has launched a new social enterprise, Grins 'n' Giggles.

Located in Burlingame, Grins 'n' Giggles is a party place for children of all abilities ages two to five. The new social enterprise will operate at the nonprofit's Learning Links Preschool in the McCarthy Center for Children & Families. The party space was designed with specialized indoor and outdoor play structures to accommodate children with special needs and disabilities and is available year-round, rain or shine.

Parents and caregivers can work directly with party planners to customize their child's party to the unique needs of the child and their guests. One of the elements of Grins 'n' Giggles that sets it apart from most party venues is that the parties are hosted by early childhood educators who will help parents have a fun-filled day of activities, which could include face painting, art projects, bounce house jumping, parachute games, and guided play.

"The staff went out of their way to make sure all of my son's and other party attendees needs were met," said Andrea Chamberlin, who was one of the first to host her son's party at Grins 'n' Giggles. "The sensory-friendly activities were well planned, the snacks were just right, the decorations were above and beyond, and the time capsule was a great surprise."

Andrea went on to say that all of the parents said their children had a wonderful experience and that it would be a party remembered for years to come.

Party packages and parent's night out are offered on most weekends. Learn more about our $50 off grand opening special offer that runs through February 2019 and host your child's special day with Grins 'n' Giggles by visiting GrinsNGiggles.org.
About Gatepath
Gatepath has been a cornerstone of our community for more than 98 years, providing support services to individuals with special needs and developmental disabilities in the greater Bay Area. Our mission is to empower people with special needs to achieve their full potential through innovative, inclusive programs and community partnerships. With educational, therapeutic, vocational and family support services, we are distinctive in providing support to an individual throughout his or her lifetime. We collaborate with businesses, third party providers, local nonprofits and various organizations to bring the highest quality services to the children, youth and adults in our programs. Together, we are creating a world where people of all abilities are fully accepted, respect and included in all aspects of life - in the classroom, the workplace and in our communities.

For more information, visit Gatepath.org. Our local online resource center is available at Smcfrc.org where families can connect to invaluable resources and support services.

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The First Inclusive Party Place for Kids with Special Needs Is Here!

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By City Moms Blog Guest Contributor on February 3, 2019 in Children with Special Needs, Community & Non-Profits https://midpeninsula.citymomsblog.com/?p=5440&preview=1&_ppp=0fa8e57f22 Gatepath, a nonprofit serving individuals with developmental disabilities and their families for more than 98 years, has launched a new social enterprise, Grins 'n' Giggles.

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Churches all around the nation host "Night to Shine"--an annual prom available to children with special needs. It is a really fun night, where children get dressed up and dance the night away with other children and volunteers.

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