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Cope with stress and stay well

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The world as we know it has changed and we are living in unprecedented and uncertain times. COVID Coach is designed to help you build resilience, manage stress, and increase your well-being during this crisis. The app is free, secure, and helps connect you to important resources for coping and adapting during the COVID-19 pandemic. Customized tools are available to help you cope with stress, stay well, stay safe, stay healthy, stay connected, and navigate parenting, care-giving, and working from home while social distancing, quarantined, or sheltered in place. You can track your mood, visualize your progress, and find resources to seek additional help and support. No account or password is required and user data is not collected.

COVID Coach was made by the mobile mental health team of the National Center for PTSD, Dissemination & Training Division.

* Introductory walkthrough added
* Staying Balanced topics added for healthcare workers

A necessity for our new normal

As a counseling student intern, I plan on recommending this app to all my clients. I just started using it and love how it tracks everything we would be working on during sessions.

Great resources

As a therapist , I love this app! The interventions are grounded in best practices and it is really easy to use :-) great for anyone going through this pandemic

Amazing App

The is such a great app if you are going through a lot of stress

Information

Seller

US Department of Veterans Affairs (VA)

Compatibility

Requires iOS 11.0 or later. Compatible with iPhone, iPad, and iPod touch.

Copyright

© 2020 US Department of Veterans Affairs

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎The world as we know it has changed and we are living in unprecedented and uncertain times. COVID Coach is designed to help you build resilience, manage stress, and increase your well-being during this crisis. The app is free, secure, and helps connect you to important resources for coping and adapt...

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Game-based learning may be a new consideration for behaviour analysts, and some additional resources and relevant research are included below for the curious reader. Before you jump into this guide and those readings, we want to offer our interpretation of how this guide could be helpful.

Most behaviour analysts may be familiar with incidental teaching, where teaching occurs during natural, everyday routines or events. Further, many behaviour analysts have likely embedded or contrived situations within routines where learning could occur. If you are not familiar with these procedures, we invite you to read Charlop-Christy's "How to do Incidental Teaching" and other related books and articles listed below.

Game-based learning is simply an embedded teaching procedure, where we create an interactive activity---or game---for participants to play and sometimes encounter teachable moments. With each game included in this guide, our first goal was to identify what rules made games a reinforcing activity; this is what we called an expanded rule. We also generated a list of embedded rules that could be used to add learning opportunities to games. We started from the ground-up to create games for teaching (i.e., game-based learning), whereas another option is to patch game elements into teaching methods (i.e., gamification).

Because game-based learning starts with playing games, players should contact some type of reinforcer as an outcome of playing. Like any other game, those reinforcers could be simply 'winning', it could also include solving a puzzle, creating or building something new, cooperation to achieve a desired outcome, or simply social interactions of value. Whatever the reinforcer is, it is important to note that a goal of game-based learning is to gather a collection of games that kids want to play because of their paired access to those reinforcers.

With a handy list of games or conditioned reinforcers, behaviour analysts are in the unique position to assist families and educators in applying these games to the benefit of the learner. This could include assisting teams in embedding targets within the games, or determining ways to use these games as reinforcers within an educational setting, contingent on academic achievement.

Behaviour analysts are also uniquely skilled at identifying pre-requisite skills and matching modifications to learners with different skill profiles or "behavioural repertoires". Behaviour analysts who employ game-based learning should be depended on to identify how games could be used to teach. Even for learners who cannot talk, there are ways that games can be implemented.

Consider for example a scavenger hunt. Learners who cannot read or talk could still participate using a visual prompt that lists visual representations of each item. The task for the 'hunter' is to then match those items to the visual prompt. Of course, some early learners may still struggle with this task, in which case a behaviour analysts could make the task more salient by implementing positional prompts (e.g., starting with the items very close to the visual prompt and in line-of-sight, and systematically moving them to hidden locations), gestural prompts, (e.g., pointing to the item on the list and its corresponding 'hidden' location) and/or model prompts (e.g., the staff modeling the skill with their own list, either live or in a video model).

For behaviour analysts, their greatest hurdle to implementing game-based learning may be in honing their creativity. What we have modeled in The Playbook is how to use the themes of play activities to contrive establishing operations for teaching. For example, in Target Toss, the players could throw from a location that is closer to the target, but to do so, they must first answer a question. By creatively threading the game theme into embedded rules, behaviour analysts can help parents and educators find crafty ways to increase value for practicing new skills.

Through the process of writing these games, we have identified a few ideas for how behaviour analysts can design their own games. First and foremost, start playing games yourself. Second, think inside the box---try making a game out of a handful of odd household items and see where you land. Third, explain the game to yourself or others; if creativity is an intraverbal response, this may generate more ideas. Fourth, read about gamification and embedded teaching. Fifth, play-test your games with family, friends, and/or your own kids to determine what works. Finally, be prepared to tinker with the game or potentially abandon it if better game ideas arise. Although this list is not exhaustive, we hope this helps as a starting point for creating your own custom curricula for your learners.

The easiest task for behaviour analysts will be wrapping data collection into these activities. We provide a starting point with the Scorecard that can be found on this page. Please feel free to adapt the datasheet to suit the needs of your practice and the targets you set for your learners.

Last, we wish to offer some ideas for how game-based learning could be helpful in practice. At the time of writing this guide, telehealth is an option for continuing services while we are practicing social distancing, and perhaps one way to start telehealth services is by coaching parents to condition reinforcers, perhaps by playing some games listed here. Second, teaching play and game design to frontline staff may be a great starting point for trainees. Third, consider the possibility of substituting traditional formats of presenting instructions at the table and employing game-based instruction to condition the table-top as a space for fun, not just learning. Finally, when you try game-based learning, focus first on fun. Once you have conditioned the game as a reinforcer, the teachable opportunities will come.

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Game-based learning may be a new consideration for behaviour analysts, and some additional resources and relevant research are included below for the curious reader. Before you jump into this guide and those readings, we want to offer our interpretation of how this guide could be helpful.

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Managing emotions, connect values, utilize mindfulness, and develop healthy relationships through ACT

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Managing emotions, connect values, utilize mindfulness, and develop healthy relationships through ACT

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DNA-v is the new developmental model acceptance and commitment therapy (ACT) and positive psychology to help adolescents manage emotions, connect with their values, utilize mindfulness, and develop healthy relationships.

Download all of the free resources here:

Downloadable session by session protocol:

Downloadable worksheets:
The Thriving Adolescent (book): Get out of your mind and into your life for teens (book):
Downloadable cards and therapy tools:

Downloadable video/audio:

*The Thriving Adolescent, page number

Downloadable mindfulness exercises:

DNA-v for kids under 12

More free downloads created by our friends:

From Get out of your mind and into your life for teens: Audio files of Jess' and Sam's stories - Recorded by Kylie Smith at University of Canberra:

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DNA-v is the new developmental model acceptance and commitment therapy (ACT) and positive psychology to help adolescents manage emotions, connect with their values, utilize mindfulness, and develop healthy relationships.

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Token Boards - Picture Reinforcers & Large Tokens from Educate Autism.pdf

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Rules for distance learning group hang out

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Rules for distance learning group hang out

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Free Parent Resource_ Self & Match for Home.pdf

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You must live in an area where Comcast Internet Service is available. To check if your address is eligible for service click here.

You may qualify if you:

Qualify for programs like the National School Lunch Program, housing assistance, Medicaid, SNAP, SSI, and others.

Live in an area where Comcast Internet service is available

Have not had Comcast Internet in the last 90 days

Households who owe money to Comcast may still qualify if approved by 12/31/20

Signing up is easy and fast from your mobile device, apply now.

No action is required for existing customers. We've automatically increased Internet speeds for the Internet Essentials service from 15/2 Mbps to 25/3 Mbps for all new and existing customers, which will be the speed of the service going forward. In this way, we will ensure that Internet Essentials customers will be able to use their Internet service for all their increased needs as a result of this health crisis.

If you are eligible for Internet Essentials, apply and are approved by December 31, 2020, you will automatically receive the two-month free promotion. After the promotion, regular rates apply. Internet Essentials current rate is $9.95 per month plus tax unless you disconnect your service.

Due to the Coronavirus emergency, households with outstanding debt owed to Comcast may be eligible for Internet Essentials. We are waiving this qualification if you apply and are approved by 12/31/20. After 12/31/20, standard eligibility rules apply. This means any low-income household that is not a current Xfinity customer or that has not subscribed to Xfinity Internet services within the last 90 days, but owes the company for a back due bill that is less than a year old (for Xfinity TV, Xfinity Internet, Xfinity Home, or Internet Essentials), will now be eligible to apply for Internet Essentials.

Signing up is easy and fastest from your mobile device, go to: https://apply.internetessentials.com/

If you selected a self-installation kit, please allow 5-7 days to receive your kit.

Yes, you can disconnect Internet Essentials service at any time. If you are a new customer and are approved by December 31, 2020, you will receive two months free. After which, you can either cancel the service (which you can do at any time) or keep it as a regular paying Internet Essentials customer for $9.95 per month plus tax. Because there is no contract, a customer can disconnect their Internet Essentials service at any time without penalty.

We appreciate you being an Internet Essentials customer. Though we can't offer you two months of free service, we are always looking for new ways to increase the value of your service and ensure that you have the tools you need to use the Internet successfully. It's our priority that you stay connected to the Internet at home during this difficult time.

1. We're automatically raising the speeds for all Internet Essentials customers at no additional cost to you, going from 15/2 to 25/3. This will remain the base speed of your service moving forward.

2. All of our 19 million Xfinity WiFi hotspots across the country will be available to you for free during this time, beyond the 40 hours that you already have. We want to ensure that you can use those hotspots for as long as you need to be connected.

3. We're pausing our data plan so you can use your service as much as you need to during this time. With so many people working and educating from home, we want our customers to be able to access the Internet and stay connected without thinking about data plans. If you have kids, we want you to know that they can study, stream, and learn virtually, as much as they need to while schools are closed.

4. We will not disconnect your internet service or charge late fees if you can't pay your bills during this time period. Contact us and let us know you can't pay your bill, and our teams will offer flexible payment options and can help you find other solutions.

Comcast is doing everything we can to help people stay connected during this extraordinary time. It's vital for all families to stay connected to the Internet - for education, work, and health reasons. That's why we're happy to offer you a number of great valued packages to make sure you have the resources you need to be safe and connected. Please visit https://www.xfinity.com/learn/offers

For a full list of most commonly asked questions please visit Get Help.

Offer ends December 31, 2020. Restrictions apply. Limited to Internet Essentials service from Comcast for new residential customers meeting certain eligibility criteria. Offer limited to two months of complimentary Internet Essentials service (taxes excluded). After promotion, regular rates apply. Internet Essentials current rate is $9.95/mo. (subject to change).Taxes extra. Pricing subject to change. Advertised price applies to a single outlet. Actual speeds may vary and are not guaranteed. For factors affecting speed visit w ww.xfinity.com/networkmanagement .

If a customer is determined to be no longer eligible for the Internet Essentials program, regular rates will apply to the selected Internet service. Subject to Internet Essentials program terms and conditions. May not be combined with other offers. Call 1-855-846-8376 for restrictions and complete details. © 2020 Comcast. All rights reserved.

If you had scheduled an appointment for an Xfinity tech to install Internet Essentials services, please know there have been some changes to our process due to COVID-19.

We are following the advice of our government and public health officials. To limit close contact with others as much as possible, for everyone's safety, we will be dropping off your equipment at your door. This will include everything you need, including the equipment that was ordered and any cords and cables.

The video below will walk you through the installation process.

You may qualify for Internet Essentials if:

You are eligible for public assistance programs such as the National School Lunch Program, Housing Assistance, Medicaid, SNAP, SSI and others.

You live in an area where Comcast Internet service is available.

You are not an existing Xfinity Internet customer and have not subscribed to Comcast Internet within the last 90 days.

You have no outstanding debt to Comcast that is less than one year old. Households with outstanding debt more than one year old may still be eligible.*

*Due to the Coronavirus emergency, households with outstanding debt owed to Comcast may be eligible for Internet Essentials. We are waiving this qualification if you apply and are approved by 12/31/20. After 12/31/20, standard eligibility rules apply.

Signing up is easy and fast from your mobile device. You may be instantly approved!

We'll review your completed application and let you know through SMS, email or snail mail if you are approved. If we need documents the fastest way to submit is to take a picture with your phone and upload right in the application!

If approved, you could have a home Internet connection in 5-7 business days. Use the step-by-step guide included with your Internet equipment (which includes a modem and WiFi router) to set up your service.

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You must live in an area where Comcast Internet Service is available. To check if your address is eligible for service click here. You may qualify if you: Qualify for programs like the National School Lunch Program, housing assistance, Medicaid, SNAP, SSI, and others.

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Introducing 'Parenting in a Pandemic'

Episode 1: There's no playbook for parenting in a pandemic

If you're parenting in a pandemic, this is a podcast for you. Founder of the Triple P - Positive Parenting Program and world-leading child and family psychology expert, Professor Matthew Sanders is helping parents around the world overcome the challenges of these exceptional times. He's here to answer your questions and give you practical strategies to use in your household. Make sure you like and subscribe wherever you get your podcasts to never miss an episode of Parenting in a Pandemic.

Episode 2: Creating routine and predictability in uncertain times

It's not uncommon for parents to be feeling completely out of control as we try and negotiate this new world order. Professor Matt Sanders is back to answer your questions and help you focus on what you can do to maintain a sense of predictability and control in your household.

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Introducing 'Parenting in a Pandemic' If you're parenting in a pandemic, this is a podcast for you. Founder of the Triple P - Positive Parenting Program and world-leading child and family psychology expert, Professor Matthew Sanders is helping parents around the world overcome the challenges of these exceptional times.

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Parents, I know this is not easy. I spend a lot of my time working with parents - and now all of that work is happening from home while my 3 kids are all home. Consulting with parents often involves talking, offering suggestions, problem solving, hearing their struggles, teaching and training. I love what I do, it's not an easy job, but when I leave my office, put on my mommy hat and enter the world of parenting during a pandemic, it's even harder. I recently had a moment when I was in a session with a parent, offering some behavior strategies while at the same time I could hear my 3 kids yelling at each other at full volume on the floor right above me (thank God for a noise-cancelling headset). The sibling fighting in our house has been through the roof. In hindsight I probably should have paused my session to go help my kids through that difficult moment but I didn't. To be honest, it was much easier to be the one making suggestions rather than putting them in practice. But our humility in this experience is the great equalizer - it connects us to one another. No one has this figured out, no one is perfectly fine. We are collectively struggling through a crisis with no clear ending.

So much of parental wisdom is learned in hindsight and when we get to the other side of this we will have learned so much. But it's not going to be easy.

Nothing about this is easy. None of us were prepared for this. I've been consulting with families for a long time and suddenly it's a new game with new rules. I've even had the experience of being a stay-at-home mom and homeschooling my kids several years ago, but this is different. Suddenly, we are all in survival mode - parenting through a crisis.

This is impossible.
My mind reminds me of this often, yet somehow I'm doing it. We all are. I have days that I'm overwhelmed with stress and then I have days I am so incredibly amazed at how resilient we all are. It is impossible. And we are doing it.

I've begun a running list of the most important reminders for myself and the parents I consult with during this time. Here it is:
Embrace Flexibility

Throughout history the organisms that survive are the ones who are flexible and adaptable. Psychological Flexibility is the goal for ourselves and our kids.

Create flexible schedules and routines- if a schedule creates more stress then it defeats its purpose. Loosely create a plan for the day and then adapt as needed.

Notice when you are approaching a situation with rigidity and see if you can consider being 10% more flexible.

Increase the Positives

Everyone does better when there are more positive interactions than negative (research shows 5:1 ratio is ideal).

Find ways to create those positive connections; Making your kid smile and laugh might be more important than making them do that math worksheet.

Set aside Special Time for 15 minutes a day; 1:1 undivided attention (noncontingent reinforcement); follow their lead, join their world, don't give demands.

Shift Academic Expectations

This is not homeschooling. This is learning at home during a world-wide pandemic.

School work tasks are not worth creating a battle ground in your home. Hold those school/academic plans loosely.

Encourage self-initiated learning. Look for the opportune moments to teach something rather than trying to force a lesson. Let them follow their curiosity. Focus on life skills and activities of daily living.

Some academic skills may regress and that's ok.

In the long run it's going to be more beneficial to prioritize your child's mental health during this time over academics. Practicing coping skills and mindfulness will give them live-long skills for other challenges they will inevitably face.

Use Behavior Strategies based on Science Set Realistic and Values-based Goals

Pick one small thing you can do today that is important to you.

Connect to your values - what do you want your life to be about?

Hold your values in mind when you make those daily goals - they are the fuel to keep you going.

Practice Mindfulness and Self-care

Come back to the present moment again and again - Notice it with kindness and curiosity. Pick a daily activity (e.g.,washing hands) and practice noticing the moment during that activity.

When you are caught up in your mind (perhaps worrying about the future) you will be more reactionary. Coming back to the moment helps you pause and choose how you want to react to your child rather than the knee jerk reaction.

Notice those stories your mind tells you and which ones you tend to get stuck on. Notice when you get hooked on a thought. Remind yourself it was simply a thought. If it was not useful, let it go. Notice that you can have the thought; I can't do this, it is impossible, while still doing it.

Identify which worries or concerns are things within your control and which ones are outside of your control.

Notice your body. Where do you hold tension in your body when you're feeling stressed?

Exercise - one of the best things to do right now! Walk, Run, Dance

Connect with others - call your friends, video chat. We need human connection.

Self- compassion - think of a time when someone performed a loving gesture to you or showed you kindness or took good care of you. Now look at yourself with those same eyes. Notice yourself with kindness.

Connect to gratitude - we always have something to be grateful for even in the midst of distress. Fill your thoughts with thankfulness.

I know this is not easy parents and no one can do it all. Do what you can today and let the rest go. Get some sleep tonight and do it again tomorrow. There is strength in our connection and shared experience; strength in our humility; strength in our shared humanity. We are in this together.

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Parents, I know this is not easy. I spend a lot of my time working with parents - and now all of that work is happening from home while my 3 kids are all home. Consulting with parents often involves talking, offering suggestions, problem solving, hearing their struggles, teaching and training.

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As many of our clinicians mobilize to provide teletherapy and long distance learning, SPG has compiled online resources and tools that we have found beneficial in facilitating better communication and understanding between parents, staff and other members of the IEP team. Please continue to check back for updates.

Please click here for details on providing teletherapy services for your District "

TELETHERAPY RESOURCES

Multidisciplinary

Weekly Activity Calendar - English " and Spanish "

How to Provide Teletherapy for Students with Complex Needs - Video Tutorial "

How to Balance Synchronous and Asynchronous Teletherapy - Video Tutorial "
CA Department of Education Distance Learning Innovations "

Speech / AAC

Distance Learning and Clinical Supervision FAQs (as of 5/18/2020) "
AAC Prompt Hierarchy "

How To Administer AAC Evaluation Genie for Teletherapy - Video Tutorial "

What is Core Vocabulary? "

OT / PT

School-based Perspectives for Physical Therapists during COVID-19 "

Milestones: Fine Motor/Gross Motor Skills "
Pediatric Occupational Therapy Services: Resource Guide for Families During COVID-19 "
School-Based and Early Intervention Occupational Therapy Services - Decision Guide for COVID-19 "

Psych

Executive Functioning Tips for Distance Learning "

Trauma Informed Tips for Educating Through Coronavirus "

Superhero Emotion Detective "

Positive Self-Talk Worksheet "

Kindness Cards "

Behavior

Distance Learning Success "
PBS for Families: Precorrection " (Spanish version ")
PBS for Families: Choice " (Spanish version ")
PBS for Families: Token Economy " (Spanish version ")
PBS for Families: Specific Praise " (Spanish version ")
PBS for Families: Error Correction " (Spanish version ")

TELETHERAPY / DISTANCE LEARNING LINKS & GUIDES

A Comprehensive Library of Multidisciplinary Resources "

NPI Instructions "

Telepractice Trainings Available "

Telepractice Considerations "

Using Google Meets "

12 Teletherapy Engagement Tips for Students with Complex Needs "

Deciding Which Teletherapy Model is Appropriate "

Related Service Teletherapy Models "

Video Conferencing Etiquette "

SPG DISTRICT REMOTE TRAININGS

SPG would like to share these functional and relevant trainings created by our multidisciplinary teams. We are happy to offer all the below listed, pre-recorded titles, on a complimentary basis for the duration of the school closure period.

Contact Koren Fereira at koren.fereira@speechpath.com for directives on how your staff can access the recorded training link(s). Selected trainings of two or more hours are being offered remotely via live GoToMeeting.

Bookshare Overview for Students with Learning Disabilities, Vision Impairments, and Physical Disabilities - new!

Bookshare Overview for Students with Learning Disabilities, Vision Impairments, and Physical Disabilities - new!

Presented by SPG AAC Clinical Supervisors (1 hr)

Audience - Teachers, Families Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

Using Effective Behavior Management

Using Effective Behavior Management

Presented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisors (3 hrs)

Audience - SLPs This presentation outlines ways to prevent and manage problem behaviors so that classrooms will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they arrive, and how to maximize learning time on task. Low effort, high impact strategies will be covered and modeled.

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The Speech Pathology Group | Distance Learning District Resources

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As many of our clinicians mobilize to provide teletherapy and long distance learning, SPG has compiled online resources and tools that we have found beneficial in facilitating better communication and understanding between parents, staff and other members of the IEP team. Please continue to check back for updates.

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Register below for FREE workshops

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Winter
Webinar Series

Our free, 30-minute training webinars offer ABA support to caregivers of children with autism and professionals in the field. We'll share strategies designed to help families with distance learning, creating structure, managing challenging behaviors, and more.

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Our free, 30-minute training webinars offer ABA support to caregivers of children with autism and professionals in the field. We'll share strategies designed to help families with distance learning, creating structure, managing challenging behaviors, and more.

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Supporting Individuals with Autism through Uncertain Times

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Supporting Individuals with Autism through Uncertain Times

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Supporting Individuals with Autism through Uncertian Times Full Packet

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My story about Pandemics and the Coronavirus by Carol Gray

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My story about Pandemics and the Coronavirus by Carol Gray

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https://lnkd.in/gRwQCA9

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ABA to the Rescue - Virtual Workshop Series

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CARD Albany now offers distance education opportunities for professionals and parents on topics related to autism at no cost.

CTLE, NASP, and Social Work continuing education credits are available for a fee.

Sessions are offered at no cost and each lasts about 60-90 minutes. Each session includes lectures, multimedia examples, case studies and/or research studies. A pre- and post-test will be administered for each session in an attempt to collect data on the impact of the training on participant knowledge and learning. Sessions have been archived and can be viewed at any time following registration and pre-test completion.

To register, please click the title of the session you would like to view and fill out the registration form. After you submit your registration, you will receive an email with the pre-test and video link.

CTLE, NASP, and Social Work credits (optional and for select sessions) can be purchased as part of the registration processes using a credit card or PayPal account. Please return your completed CTLE and NASP form to us via email to jworlock@albany.edu or fax to 518-442-4834.

Available Sessions:
Autism Spectrum Disorder: A Brief Overview - Paraprofessional Series Session 1 Register Online! Learning Objectives Thinking Differently: Keys to Understanding Students with ASD - Paraprofessional Series Session 2 Register Online! - 1.5 CTLE and NASP Units Available/ 1 SW Unit Available* Learning Objectives Helping Students with ASD Overcome Challenging Behavior - Paraprofessional Series Session 3 Register Online! - 1 CTLE, NASP, and SW Unit Available* Learning Objectives Creating Visual and Environmental Classroom Supports for Students with ASD - Paraprofessional Series Session 4 Register Online! - 1 CTLE, NASP, and SW Unit Available* Learning Objectives Role of the Paraprofessional - Paraprofessional Series Session 5 Register Online! - 1 CTLE, NASP, and SW Unit Available* Learning Objectives - 1 CTLE, NASP, and SW Unit Available* Promoting Successful Transitions from Secondary School to Post-Secondary School or Employment for Individuals with ASD Register Online!- 1 CTLE, NASP, and SW Unit Available* Learning Objectives: Using Power Cards and Social Behavior Mapping to Support Pro-Social Behavior Register Online!- 1 CTLE, NASP, and SW Unit Available* Learning Objectives: Executive Functioning Strategies to Keep Individuals with ASD Organized and On-Target Register Online!- 1 CTLE, NASP, and SW Unit Available* Learning Objectives: Learning Better Ways to Cope: Teaching Individuals with ASD Skills to Replace Challenging Behaviors Register Online!- 1 CTLE, NASP, and SW Unit Available* Learning Objectives: Replacing Challenging Behaviors and Improving Quality of Life With Functional Communication Training Register Online!- 1 CTLE, NASP, and SW Unit Available* Learning Objectives: Strategies to Motivate Individuals with ASD in the Classroom and at Home Register Online! Learning Objectives: Self-Care for Caregiver of Individuals with Autism Spectrum Disorder Register Online! - 1 NASP and SW Unit Available* Learning Objectives: Autism Spectrum Disorder: Implications for Grief and Loss Register Online!- 1 NASP and SW Unit Available* Learning Objectives: - 1 CTLE, NASP, and SW Unit Available*

Understand the unique needs for support in the educational environments of students with ASD

Increase awareness of the general activities as outlined by NYS Education Department regulations for teaching assistants and teacher aides

Increase understanding of evidence-based strategies for supporting students with ASD in educational environments

Recognize the importance of increasing independence and self-advocacy skills in students with ASD

Continuing Education Units are available for a $5 fee

If possible, please use a personal email address. If you are using an email linked to a public school system's server, the firewall may block your access.

If you have any questions, please contact Jane Ann Worlock at:

jworlock@albany.edu or (518) 442-4822

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CARD Albany now offers distance education opportunities for professionals and parents on topics related to autism at no cost. CTLE, NASP, and Social Work continuing education credits are available for a fee. Sessions are offered at no cost and each lasts about 60-90 minutes. Each session includes lectures, multimedia examples, case studies and/or research studies.

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Behavior Strategies for Home-Based Learning

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Behavior Strategies for Home-Based Learning

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Behavioral Strategies For Home Based Learning Shared Version

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High Functioning Autism & Asperger Syndrome

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ABA Autism Training - Chapter 3 - Prompting

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This video defines and gives some examples of different types of prompts including physical, modelling, gestural, visual, positional, and verbal prompts. The video also includes a discussion of prompt hierarchies as well as prompt fading. The Autism Intervention Training Video Series was designed for individuals in the beginning stages of learning how to conduct Applied Behavioural Analysis with children with Autism Spectrum Disorders.

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ABA Autism Training - Chapter 2 - Reinforcement

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Positive reinforcement is generally the most effective behavior management strategy in dealing with challenging behaviors of children with autism or Asperger's syndrome. It can also be used to help autistic children to learn new behaviors, from life skills through to alternatives to repetitive behaviors.

Positive reinforcement underlies the majority of all human behavior. We act in certain ways to obtain desirable consequences, whether it is going to work to get our paychecks, or treating others nicely in the hope they will do the same to us.

Positive reinforcement is an incentive given to a child who complies with some request for behavior change. The aim is to increase the chances the child will respond with the changed behavior. Positive reinforcement is given immediately after the desired behavior has occurred so that it will shape the child's future behavior.

The difference between reinforcement and bribery

The difference between reinforcement and bribery is that reinforcement comes after a task is completed whereas bribery is offered before. That is not to say that you can't show your child the reinforcer he or she is working for during trials. In this case, it would be a visual cue. If you offered a treat before even making a request, you would be using bribery.

choosing positive reinforcers

When choosing reinforcers for people, remember that each individual will respond to different things.

* Looking at what has motivated the child in the past
* asking the child what they like and dislike
* Look at their deprivation state - what do they want, that they cannot easily get?
* Try to make sure the reinforcer is practical, ethical and valid for the behavior being targeted.

Some examples of positive reinforcement include:

* Preferred activities (e.g., specific job; coffee with a friend; concert; sporting event)
* Free time
* Verbal praise
* Food-related activities (special treats - not food they have the right to access anyway)
* Desired objects (if affordable)
* Privileges (e.g., team leader for a day or week; certificate; badge; choice of outing)
* Tokens (e.g.: a special trip when the child earns five gold stars on the fridge).

You can also give your child positive attention by:

* Leaning toward and/or looking at your child
* Smiling
* Making a comment; asking a question
* Conversation with your child
* Joining in an activity.

points to consider

Timing is critical to the effectiveness of positive reinforcement. It is important for an individual to feel that the goal is achievable and that reinforcement is attainable.

It is also important that the reinforcer is not something the child already has free access to. When setting amounts of positive reinforcement, do not give as much as the child would want given free access, as this would leave them nothing to work towards. Ensure the reinforcer can be continual and enhanced. A visual system can work well with autistic children, where they can see their progress as well e.g. ticks on a behavior chart.

RULES FOR USING POSITIVE REINFORCEMENT

* When starting out, you will reward the child every time the target behavior occurs

* Quickly fade reinforcers by offering less and less as the desired behavior emerges
* Always pair edible, social or toy reinforcers with verbal praise

* Eventually you will be giving only verbal praise and your child will learn your pleasure is a reinforcer

* Make sure you model the desired behavior (e.g. Don't lose your temper if dealing with tantrums)

* Keep your requests for the desired behavior concise and clear.

Free Access Rule

The maximum amount of reinforcement made available during intervention must be less than what the person would seek, given "free access". No more than 80% of desired access should be given or else the reinforcer will reach satiation levels and no longer be effective.

The 50% Rule

This is used when calculating how long to wait between giving reinforcers. It is recommended that you work out the average length of time between incidences of the behavior, and halve it. For example:

If the behavior is currently occurring once per week, divide 7 days by 2, equaling 3½ days. The individual would receive positive reinforcement every 3½ days if the behavior were not displayed.

Delivery Style

Be aware of the child's possible reactions to reinforcement. Some children are not used to positive attention and may find it so uncomfortable that they resort back to their undesired behaviors in order to receive a known response. There may be a need to be discrete, perhaps allowing the child to overhear you praising them to another person.

Contracts

A written contract may be used if the child has the ability to understand it. If used, ensure that the contract specifies all of the criteria and is signed by all parties.

For example, "If I ---------, by ---------, then -----------."

This kind of visual backup can be very useful for autistic children who may have trouble with verbal information only.

Set your child up for success

When your child is having a difficult day, be sure to end on a positive note. You can do this by requesting a skill the child has already mastered, then deliver some nice verbal praise. These mastered skills have a high probability your child will get them right - thereby giving you a chance to reinforce the behavior.

Click here for the full range of Asperger's and autism fact sheets at www.autism-help.org
This article adapted with permission from www.biaq.com.au and remains under their copyright

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Autism, PDD-NOS & Asperger's fact sheets | Using positive reinforcement for behavior management of children with Asperger's syndrome or Autism

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Positive reinforcement is generally the most effective behavior management strategy in dealing with challenging behaviors of children with autism or Asperger's syndrome. It can also be used to help autistic children to learn new behaviors, from life skills through to alternatives to repetitive behaviors. Positive reinforcement underlies the majority of all human behavior.

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101 Reinforcement Ideas for Students with Autism

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It can be difficult to motivate those students that don't seem to have that drive for learning on their own. This article provides 101 reinforcement ideas for students with autism. We include a variety of ideas from categories including food, activities, sensory, attention, electronics, and toys.

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OK, it's that time of year again. We are coming off a long (and for some extended) break from winter and now we have until mid-semester, in most districts, before our next break of spring break. And you may have reached a point where students' motivation is starting to wane. It might be that they are getting tired of the things we have been using as reinforcers. I know that is the case for some of the students I work with and we are starting to have to get creative and mix it up a bit to get them moving forward again. We have to get creative and think outside the box! So I thought I would share some strategies I've used and some of the more interesting ideas some of our teams have brainstormed about recently.

First, don't limit what you think might be a reinforcer.

Understand that a reinforcer is anything (activity or item) that increases the frequency of the behavior (skill) that it follows in the future. So, as I always say-just because you like it doesn't mean it's a reinforcer. Many of the students I work with have some unusual things that actually serve as reinforcers-some of which are not things we want to be reinforcers. I worked with a student whose behavior and correct responding were primarily reinforced by being allowed to play with tape. He was a preschooler and playing with tape wasn't really his most age-appropriate activity. So, when we determined it was the stickiness he liked, we found lots of toys that were sticky to use with him. I had another student whose skills increased if a correct response resulted in being allowed to bang things on the table or drop items in a coffee can and listening to the noise it made.

Second, don't limit yourself to items.

We tend to think of "reinforcers" as items. Allowing a student to earn tokens toward an activity can often increase correct responding. And again, don't think that the activity has to be something we would find motivating. For instance, I might work for a preferred activity like an opportunity to use the computer or read a book. However, I have a student who would work for the opportunity to run on the track (wouldn't be my choice!). Consider too how you can make activities interesting by having people involved in the activity. For instance, is there something he could do with a peer or with a special adult that would be reinforcing. One of the best reinforcers we had for an elementary student I worked with was the opportunity to help the custodian buff the floors. I've had other kids who are reinforced by earning the opportunity to vacuum (and yes, I did always wish they could be reinforced at my house with that!). Another student was reinforced by running calendar time, doing announcements, or the opportunity to decorate the classroom. For ideas of what might be interesting, check out Dr. Laura Riffel's page on reinforcement for her lists of potential things to try. I have a student that we brainstormed having him earn the opportunity to learn to be a stand up comedian. I've had another who worked for the opportunity to have lunch with the PE coach and another who earned he opportunity to be the weatherman on Friday's on the school closed-circuit news program.

Third, there is no magic reinforcer that is "the answer."

I really wish there was, and for some students you may find one that works for them at first. However, even for those students, the novelty will wear off. So, you have to have as many ideas as possible and keep adding new ones. Give choices of reinforcers as a way to keep them fresh. You need to keep changing things up. And that's where the freebie comes into play. A while back I created some Surprise Helper QR code cards that could be used to keep reinforcers fresh. In that copy, you get text of what the reinforcer is. I recently updated them in a different product, that you can download here, that uses a voice to tell the student what he or she earned. It just makes it a bit more interesting because they get a surprise. There are 20 cards....the students will just need to be able to use an iPad or other smart phone/iPod device with a QR Scanner to use them.

So, those are just some thoughts for reinforcers and shaking them up. You may want to check out a post I did a couple of years ago on reinforcement that has links to preference assessment forms and tools. It also includes a great link to a Dr. Laura Riffel's list of free reinforcers for a variety of situations. I also did a post in the Top 12 Tools of the Autism Classroom that included reinforcers. Finally, I also did a post on A Special Sparkle on how to keep reinforcement fresh.

Until next time,

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Get Creative With Your Reinforcement [freebie!]

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OK, it's that time of year again. We are coming off a long (and for some extended) break from winter and now we have until mid-semester, in most districts, before our next break of spring break. And you may have reached a point where students' motivation is starting to wane.

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5-Minute Meditation You Can Do Anywhere | Goodful

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So there's a pandemic brewing outside, you're working from home for the foreseeable future, and your kids' school has been cancelled for, at the very least, the next few weeks. A natural question many parents might have is: How on earth can we make this work?

A ton of parents, the world over, are now in the position where they effectively have to homeschool their kids, in most cases while dealing with their own adult responsibilities. That's a daunting task, but there are ways to make it work. Well, try to make it work. And the most important component, experts say, is a schedule.

Watch: What is social distancing? Story continues after video.

And plenty of parents are taking matters into their own hands, including HuffPost Canada's editor-in-chief Andree Lau.

Facing 3 weeks at home together, we set up a schedule for the kids. Partly for my sanity, but it's helped ease a lot of their anxiety - routines are reassuring. (Weekends are still for fun!) Here's a copy if you need ideas: pic.twitter.com/YFLufZfyIs
- Andree Lau (@alau2) March 14, 2020

Another that's been circulating around online, nicknamed the "COVID-19 Daily Schedule," was created by photographer Jessica McHale.

″Made this schedule to keep myself and my family sane through the unprecedented weeks ahead," she wrote on Facebook. "Funny how everything works - it's gotten picked up by behavior groups, doctors, teachers, and has been shared more than 10k times that I know of. I feel like I just got an official mom trophy 😂"

Another parent shared their options for kids aged three to seven:

Writer and artist Sarah Lazarovic made this creatively oriented schedule for herself, her husband and their two kids, ages six and nine.

If you're trying to figure out how to create a schedule for your kid, here are some tips.

Set a routine

Setting up expectations in the same way teachers do can be beneficial to kids and can help establish structure, said Melanie Auerbach, director of student support at D.C.'s Sheridan School, to The Washington Post. So having rules, like telling them they need to get dressed every day (no pyjamas!) and that they need to respect your authority in a school setting can help make it easier for everyone.

So many educational resources online

There are a ton of online educational resources for kids of all ages, including Khan Academy, Belouga, National Geographic Kids and Learning Ladders. And author Nir Eyal's free schedule building tool is very helpful.

Generally speaking, sticking to a schedule that's relatively similar to the one they have at school is probably a good bet, according to Time Magazine. If they're getting up at the same time they usually do, and having lunch at the same time they usually do, it will feel more like their regular school life.

Use the info you already have about your kids

As a parent, you have an advantage on teachers, because of how much you already know about your kids. Think about how and when they learn best. Are they most alert in the morning, or do they work best in the afternoon? Is there anything specific that really motivates them to work hard? That's all useful info to put into your schedule.

And while parents are clearly in charge of the schedule, it's also a good idea to give kids some input, too. Spending a little more time on the subjects they're most interested in can keep them engaged, and offer a ton of educational and social benefits.

Build in breaks, recess, and lunch

Kids need breaks. Make sure to factor in down time, alone time, and outdoor play (if possible) so that kids can recharge, chill out, and have fun. It's also a good idea to build in a lunch break where they're not working.

Be realistic

This is an unprecedented situation, and most parents don't have experience doing this. So give yourself a break if you don't stick precisely to your schedule.

Make it fun

There are actually some benefits to spending all this time together. Auerbach suggests finding ways to get creative with learning, like getting kids to put on plays, teach their parents some of their favourite subjects, or put their math skills to use while cooking. Lots of things that aren't explicitly academic can be learning opportunities, like taking a walk and looking at the trees and flowers.

Alexandra Stockwell, who homeschools her four kids, recommends taking some quarantine time to do family activities you might otherwise not have time for, like making home videos or writing letters of support to seniors living in isolation.

Some more tips and resources

Make sure you talk to your kids about what's going on. They might not fully understand what the coronavirus is, but they're definitely picking up on some of the stress and anxiety floating around, and might have heard some misinformation from their friends. Make sure to talk to them about what's happening in an age-appropriate way, and really listen to their concerns.

Look for summer reading lists. Many schools, libraries, book store or other online resources can suggest books for your child's age group.

Check out your province's ministry of education website. They can likely provide you with some info about what's going on and the education priorities for your child's grade, and may also have some local tips for parents in your area.

Check out this endless list of resources. There are dozens and dozens of educational tool online, many of which are free or are offering discounted rates during the outbreak. Check out Amazing Educational Resources, which is updated with new links every few hours.

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How To Create A Schedule For Kids Home From School

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So there's a pandemic brewing outside, you're working from home for the foreseeable future, and your kids' school has been cancelled for, at the very least, the next few weeks. A natural question many parents might have is: How on earth can we make this work?

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New lunchboxes, clean tennis shoes, and crayons that are still pointy - these are the things that so many families are thinking about as they head back to school. However, for a parent of a student with autism, the experience may be vastly different.

Instead of being consumed with thoughts of back-to-school shopping and preparing the most amazing Bento box that has ever been pinned on Pinterest, your thoughts may sound more like this:

Will my son tolerate the noise in the cafeteria?

What if my daughter is bullied on the playground?

Will my child have an adult help them transition from the bus to the classroom?

How will the teacher handle 22 other children while still meeting my child's needs?

School Strategies

Here are a few basic strategies that educators can use to optimize their students' success. Parents, please consider sharing these ideas with your children's teachers or asking that they be incorporated into your child's Individualized Education Program (IEP).
Get to know your student!
In addition to reviewing the IEP, behavior support plan, 504 Plan, or other relevant documents, try to find time to communicate with those closest to the student: parents, previous educators, behavior analysts, and paraprofessionals, etc. More often than not, they can provide the most useful information. More importantly, carefully observe the student. Familiarize yourself with their likes and dislikes, take note of nonverbal cues that may indicate their needs, and allow them to get to know you in return.
Provide opportunities for breaks.
Provide ample opportunities for an individual with autism to take a break. Depending on the student, they may need a movement break, or alternatively, a quiet break to regroup. First, identify locations where the student can take breaks. Perhaps you have a quiet corner of the classroom where the child can sit on a beanbag and use headphones. Maybe they can go to the OT room or special education room as needed for some quiet time. If a movement break is needed, the student could take supervised walks around the hallway, be allowed to stand or walk about in the back of the room, sit on a physioball during instruction, bounce their legs on a therapy band tied to the legs of their chair, or fidget with fine-motor toys such as stress balls or putty.
Use visual supports.
Visual supports can take many forms. Some of the most common visual supports used in school include a daily schedule, a calendar, a list of rules and expectations, behavior charts, hand signals from the teacher, tape on the floor indicating where to line up before transitions, graphic organizers, alphabet strips, and number lines. While these supports are useful for all learners, they may need to be modified to meet the needs of an individual with autism. For example, the student may require a daily schedule made of pictures rather than words, or have a list of rules that reflect their own individualized behavior expectations.
Plan with the student's strengths in mind.
The school routines of students with autism can vary significantly depending on their individual needs. When designing the student's daily schedule, consider their strengths and weaknesses before making any decisions. For example, if the student demonstrates a strength in structured, predictable lessons, but engages in challenging behavior during unstructured activities, you may consider scheduling inclusion opportunities during math or reading blocks rather than during recess or physical education. Or, if the student communicates a dislike for a particular activity, you might consider only requiring them to attend for a short amount of time.
Aid transitions.
Any effective teacher keeps a close eye on the clock throughout the school day. However, if there is a student with autism in your class, you might want to begin preparing for transitions a bit earlier than usual. Provide verbal warnings leading up to the end of an activity, for example at 10 minutes, 5 minutes, 2 minutes, etc. Purchase a visual timer for the classroom. Communicate a concrete end to an activity, for example: "First we'll do 10 math problems, and then lunch." If transitioning between environments during loud, busy periods such as lunch or dismissal causes your student to escalate, allow them to transition before or after everyone else to lessen the likelihood of challenging behavior.
Preferential seating
Be thoughtful about where to seat the student. This may be a process of trial and error. Is the student highly distractible? Seat them facing away from the window, or away from the door where they may be distracted by other students walking by. Does your student need frequent movement breaks or exhibit challenging behavior? Seat them where the door is easily accessible. Is your student independent in such a way that they do not require 1:1 support? Seat them close to the teacher for quick and easy redirection.
Collaborate! Collaborate! Collaborate!
Collaboration and communication are key! Try to meet regularly with your colleagues and the student's family to share observations and ideas, discuss challenges, and make sure everyone is on the same page. Create a system of communicating with the family; this may take the form of a brief phone call, email, or a daily log that travels to and from school.

Though returning to school can be stressful, the good news is that with a little planning and thoughtfulness, a successful transition can be achieved!

For more tips to help your child succeed in school, please see our website.
Amanda Stred, M.S.Ed., BCBA, is a member of ASNC's Clinical Department in the Wilmington Region and can be reached at astred@autismsociety-nc.org. ASNC's Clinical Department staff is composed of PhD and master's-level licensed psychologists, Board Certified Behavior Analysts, and former special education teachers. We provide individualized intensive consultation using evidence-based practices to support children and adults across the spectrum in home, school, employment, residential and other community-based contexts. We also deliver workshops to professionals on a wide range of topics including but not limited to, strategies to prevent and respond to challenging behaviors, best practices in early intervention, functional communication training, and evidence-based practices in instruction for K-12 students with autism. To find out more, contact us at 919-390-7242 or clinical@autismsociety-nc.org.
Tags: ASNC, autism, autism asperger parenting tips, autism behavior, autism communication, autism education, autism society north carolina, autism society of NC, Autism Society of North Carolina, Autism spectrum, Autism Spectrum Disorder, autism support, special education

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Strategies to Support Students with Autism | Autism Society of NC

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New lunchboxes, clean tennis shoes, and crayons that are still pointy - these are the things that so many families are thinking about as they head back to school. However, for a parent of a student with autism, the experience may be vastly different.

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As the new coronavirus spreads, schools across the country are closing their doors and encouraging parents to help kids complete schoolwork at home until risk of catching or spreading COVID-19 have passed.

For parents, the question is, how? TODAY Parents sought advice from homeschooling parents on how to teach kids at home.

Fox Sports reporter and host of the "Players with Lindsay Czarniak" podcast Lindsay Czarniak, wife of TODAY co-anchor Craig Melvin, shared one of her survival techniques on Instagram this week: a hand-written schedule outlining her kids' "school" day at home.

"This was more for me than the kids but with a couple weeks of hunkering down ahead for them I followed the advice one of my son's teachers shared," Czarniak wrote in her post, joking that "Recess/PE was waaay too long but I had a meeting."

Journalist and college professor Alissa Wilkinson solicited help from homeschooling parents on Twitter, asking for advice for "people who are going to be trying to 'do school' at home for the next month," and received suggestions ranging from knocking out difficult subjects first thing in the morning to making sure to get up and get dressed before starting schoolwork to optimize success.

For parents who, like these moms, are asking, "What do I do now?" we talked to moms who homeschool and rounded up 12 tips for homeschooling your kids - even if just temporarily - during the coronavirus pandemic.

Heather Bowen, a mom of two from Myrtle Beach, South Carolina, says when facing an unexpected homeschool situation, family planning is key.

"Talk to your children about this 'new normal,' and communicate with them that while they may be at home, there are still assignments that must be completed in a timely manner," said Bowen, who blogs about homeschooling her daughters, Shaylie, 15, and Nevaeh, 14, at Mom for all Seasons. "Since your child is coming from a structured school environment, I would definitely continue on with providing structure for both them and you."

Bowen says it's important to have set hours for school, meals, chores and other daily activities.

Maria Chamberlain, a mom of seven who has been homeschooling for 29 years, agrees.

"Many routine activities are now disrupted, and that's going to be an emotional process for everyone," Chamberlain told TODAY Parents. "Kids are going to be disappointed, as are parents, not to have their normal routine."

Chamberlain, who lives in Strafford, New Hampshire, suggests talking together as a family about the coronavirus outbreak and how it's affecting everyone.

"Then, decide on a schedule together as a team," said Chamberlain. "Let the kids help plan it and it will run smoother."

"I would highly suggest that you reach out to your local school district and determine what resources, in terms of curriculum, online learning platforms, supplies, etc., are available to you," Bowen suggested. "Talk to your child's teacher and find out exactly what is expected from them in terms of assignments and school work during this time."

Leah Duke, a Montana mom of three who has been homeschooling since 2004, says it's important to remember that each child learns differently and may perform better in a different work environment.

"Help them create their own work space - at the kitchen table, on their bed, in a comfy chair in the living room - and know that you may find a rotation works well for different subjects, especially for those students accustomed to visiting a different classroom and teacher for math, English and electives," said Duke.

"Some students are self-motivated," said Duke. "But some may need time limits or incentives like, 'You need to finish ABC before you can XYZ.' Not every student is a morning person, but it's much easier to accomplish what you need to first thing, before the whole day slips by, so that's a great case for building incentives into your new routine - just as we encourage our children to eat their vegetables before they can have a slice of cake."

Bowen suggests incentives like time with electronics or playtime once schoolwork is complete, and suggests making expectations clear to kids so there's no confusion about what they need to get finished to earn their reward.

"For younger children, a dry erase board, where you can list out all assignments and chores for the day and then check them off as they go, may be most effective," added Bowen.

Amber Mathison, founder of ABC's to ACT's, an online educational resource for parents, teachers and homeschoolers, says downtime is just as helpful in getting through the school day as a schedule.

"Whether it's while they're changing classes or while they're waiting for other students to finish their work, your child has several moments of downtime throughout a normal school day," said Mathison. "Remember to give them the same while they're at home. Believe me, when you're struggling through a math assignment, a quick 15-minute break can do wonders for both your patience and their ability to get through the material."

Florida mom Wendy Moores has been homeschooling her daughters, Melody and Anika, since they were in fifth grade. Today, Moores' daughters are in college and asked to continue homeschooling for their collegiate years.

Moores says everything is an opportunity to learn, and being at home with your kids gives you the chance to try some outside-the-box ways to absorb information.

"Grocery shopping can be lessons on everything from color, shape and sizes for the young ones to multiplication and percentages for your older ones," said Moores. "Taking a long walk can be a lesson in botany or biology. And those experiences that you seek out become field trips that will be a blast and something special because you are schooling your children."

Moores also recommends taking lessons outdoors.

"There were days that my daughters and I were crawling up the walls, said Moores, "so we did our spelling practice out on the driveway with chalk and we gathered rocks in our yard to practice math."

"At the end of the day, it doesn't really matter all that much if they finished their math work before their science," said Mathison. "Let them decide which subject they'd like to dive into first, or better yet, grab a spiral notebook or a piece of paper and simply write out the assignments they need to finish for the day. Let them work through the list in whatever order they'd like, checking them off as they go."

Moores said in her eight years of homeschooling, she's learned the importance of taking time to make a plan of her own for how she will handle the flow of her days.

"You need to do your homework so you can show them how to do theirs," said Moores. "Schedule out lessons and read their textbooks before they do. Have a good lesson planner as a scheduling tool - that's a must."

Erica Arndt, who blogs at Confessions of a Homeschooler, said one key to her success as a home educator is a daily meeting.

"I find it helpful to have a 10-15 minute daily wrap-up meeting at the end of the school day to go over my children's work," said Arndt, who has been homeschooling her 17-, 15-, 14- and 11-year-old children since they were in preschool. "They each pick a time slot and I sit down with them one-on-one. We discuss any questions that they had, check to make sure everything was completed and grade anything that needs grading."

"Daily meetings help me stay on top of grading so I am not overwhelmed," the Colorado mom continued. "And, it helps my children get a clear sense of accomplishment for today and know what will be required tomorrow."

"You've been thrown into a situation that is unfamiliar and somewhat scary," said Mathison. "Your 'school day' will not be perfect, and that's OK. Just try to remember that you're both adjusting to something new and there will be some bumps along the way."

"This may be an unexpected occurrence," added Moores, "but I would be so bold as to say that it will be the blessing you never thought you wanted."
Related video:

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Schools closed for coronavirus? Here's how to teach kids at home

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As the new coronavirus spreads, schools across the country are closing their doors and encouraging parents to help kids complete schoolwork at home until risk of catching or spreading COVID-19 have passed. For parents, the question is, how? TODAY Parents sought advice from homeschooling parents on how to teach kids at home.

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91 Free Educational Websites for Kids + Companies Offering Free Lesson Plans for Kids

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Today we have an updated version of our massive resource of free educational websites and companies offering free learning opportunities for kids. Over

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by: Andrew Willis

Posted: / Updated:

This image released by Scholastic Entertainment shows a scene from the reboot of "Clifford the Big Red Dog." The new show offers more diversity among the human characters and puts Clifford's beloved 7-year-old owner, Emily Elizabeth, front and center in his Birdwell Island adventures. (Scholastic Entertainment via AP)

TAMPA (WFLA) - The public educational company Scholastic came up with a way to keep kids busy and learning while school closures keep them home during coronavirus pandemic.
RELATED: List of statewide school closures across the US
Scholastic set up a 'Learn From Home' website with four categories: PreK and Kindergarten, Grades 1 and 2, Grades 3-5, and Grades 6+. Each section is already equipped with one week of content for students with 15 additional days on the way.

Each day of content is filled with exciting articles and stories, videos, and fun learning challenges. The students can even go on virtual field trips or meet best-selling authors.
Click here to visit the website.
The website provides up to three hours' worth of content each day and can be completed on any device.

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Scholastic releases free daily courses for kids stuck home amid coronavirus school closures

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TAMPA (WFLA) - The public educational company Scholastic came up with a way to keep kids busy and learning while school closures keep them home during coronavirus pandemic. Scholastic set up a 'Learn From Home' website with four categories: PreK and Kindergarten, Grades 1 and 2, Grades 3-5, and Grades 6+.

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