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Collaboration with teachers, DIS providers, admin, etc

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Collaboration with teachers, DIS providers, admin, etc

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Genevieve, a new teacher in the toddler room at Caring Connections early childhood center, is excited to meet her coworkers and the children in her classroom. Genevieve's first day is fun, yet exhausting, and she loves interacting with the children. Over the next several weeks, Genevieve spends time getting to know the children and their families. She enjoys learning about each child's personality and their favorite activities.

Alex is a 2-year-old in Genevieve's class. Alex currently receives early intervention services due to concerns with his communication and social and emotional development. Alex's family has shared his Individualized Family Service Plan (IFSP) with Joy, the director of Caring Connections, and Genevieve has reviewed it. Still, she has several questions, including how to help Alex play with his peers and communicate when he is upset. Dani, a speech-language pathologist, works with Alex every Thursday at the center, and Maura is an occupational therapist who sees Alex at home on Monday evenings. Genevieve knows that Alex's family has a social worker as part of the team, but she doesn't know when they meet.

Genevieve wants to support Alex's participation in the classroom. She wants to work with the specialists, but she isn't sure where to begin. She talks with Joy, and they decide to ask Alex's parents, Audrey and Xavier, if they can schedule a meeting.

Today's inclusive early childhood settings provide robust programs for all early learners, including those with disabilities or developmental delays, such as in the areas of motor, communication, or social and emotional development. Yet often, the families of these early learners worry that their children's needs may not be met in an inclusive setting. Based on our combined 80-plus years as early interventionists, early childhood special educators, social workers, preschool teachers, professional development providers, and researchers, this article will provide an overview of early intervention services in a variety of settings. These strategies are intended to support novice teachers, preservice teachers, and any educator who seeks foundational, research-supported practices for working with infants and toddlers who have a delay or disability. Following Genevieve, Alex, and others from the opening vignette, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.

An Overview of Early Intervention and Team Members

Early intervention is a federally supported program for families who have a child under 36 months of age with a developmental delay or disability (Individuals with Disabilities Education Act 2004). Early intervention may not always look the same across states, but there are some common characteristics:

A service coordinator is responsible for ensuring that each eligible child receives all the services listed on their Individualized Family Service Plan (IFSP).

The IFSP includes the child's developmental levels, family-identified outcomes, the services for which the child is eligible that will assist with meeting those outcomes, and the service providers who will support the family.

Early interventionists form a team to support the family in meeting IFSP outcomes. (See "Who is on My Team, and What Do They Do?" below for information about potential team members.)

In some states, one team member is assigned as the primary person to work with a family, with guidance and contributions from other team members. In other states, multiple team members work with the child and family on a regular basis. Regardless of the service model, early interventionists work around a child's daily and weekly routines, both at home and in the community. They partner with the family and with community entities to support the family in meeting IFSP outcomes (Pletcher & Younggren 2013). For example, an IFSP outcome could include being able to express wants and needs verbally or by using an alternative communication system, or it could include being able to participate in mealtime routines with the family. Each IFSP will list child- and family-specific strategies to help meet the outcomes; strategies will not be the same for different families even if the overarching outcome is similar.

Inclusive Settings for Young Children

Inclusive settings are those that include children with and without disabilities. Children with developmental delays or disabilities participate in many inclusive community activities, such as early learning programs, park district programs, and library story times. The defining features of inclusive programs for young children include access to community settings, full and active participation in the activities within those environments, and administrative supports necessary for participation (DEC/NAEYC 2009). Strong and consistent collaboration among educators, early interventionists, and family members is necessary for high-quality inclusion (NPDCI 2009). Therefore, effective strategies for teaming and collaboration are essential.

While early childhood educators have the willingness to support young children with disabilities, they and their programs may not have the knowledge, past experiences, or sufficient means to individualize instruction (Yu 2019). For example, although this trend is changing to include more extensive coursework, in the past, educator preparation programs may have included just one or two courses in special education, often at an introductory level (Rakap et al. 2017). Having access to consultation and other resources helps educators view inclusion more positively, and it also creates positive experiences for the child (Knoche et al. 2006; Huang & Diamond 2009; Muccio et al. 2014). Opportunities for collaboration among professionals within the field are as necessary as the collaboration between those professionals and the family.

For example, to ensure that Alex fully engages in Genevieve's classroom, ongoing and individualized assistance is essential. This will be provided by Alex's family, his early intervention team, and Genevieve. Additionally, as the center director, Joy can offer the time and resources for Genevieve to participate in professional development and to plan, consult, and reflect with other members of Alex's team.

Elements of Effective Communication and Collaboration

Early childhood educators in both center- and home-based settings can team with early interventionists. Indeed, participating as a team member on a child's IFSP is a vital step toward effective collaboration. For a child with a disability to succeed in an inclusive classroom, continual communication and regular meetings are critical. When all the members of a team-including the family-work together, individualized services are consistent across multiple settings. Children who receive supports in multiple settings have interconnected opportunities to practice and make progress on skills that enhance their engagement in everyday routines and learning experiences (McWilliam 2011). Each member of the team plays a role in collaboration and communication so that a child experiences appropriate adaptations and strategies for positive learning and growth to occur (Murata & Tan 2009; Vakil et al. 2009; Hart Barnett & O'shaugnessy 2015).

Strategies for Effective Communication and Collaboration

Because of the number of individuals on an IFSP team, efficient communication can seem overwhelming or difficult to achieve. Five key strategies can overcome these challenges and foster effective communication, which can in turn lead to fruitful collaboration. These factors are: defining roles, exchanging information across settings after gaining consent, utilizing communication logs, scheduling meetings, and gathering and using data.

Defining Roles

Genevieve knows that Alex and his family are supported by several professionals, but she is not sure about each person's unique role and focus with Alex. Genevieve is particularly confused with outcomes related to Alex's social and emotional development. She would like clarification on the strategies that Maura suggests and how these are similar to or different from the information Tyra, the social worker, is sharing with Alex's family. Also, Genevieve is unsure of what interaction Sonia, the service coordinator, has with the rest of the team. As Genevieve reviews Alex's IFSP, she makes notes of questions that she will ask Audrey and Xavier when she has the opportunity to discuss the plan and people involved.

Everyone working on a team has a role, but this may not be readily evident. Some roles are clear, such as the speech-language pathologist who is responsible for providing strategies, activities, and materials to promote language and communication. Other roles, such as social work or occupational therapy, may be unclear, so establishing responsibilities in the initial stages of an IFSP prevents confusion and ensures that follow-through occurs in all areas.

Exchanging information

When Genevieve first meets with Alex's family, she asks them to complete the necessary consent forms for her center. She also asks the family to sign consents with all of Alex's early interventionists so she can discuss Alex's goals and progress with everyone on the team. She shares with the family information about the daily class schedule and ideas that she has to help Alex feel part of the classroom. She mentions that there may occasionally be classroom visitors and asks for input from Alex's parents on how to make sure Alex is comfortable with new people. Genevieve also informs Audrey and Xavier that Joy is very supportive and has provided her with information and resources. Additionally, she plans to take a short class on inclusion and hopes to learn more about supporting children with developmental delays.

Once she obtains consent and has the appropriate contact information, she asks each team member questions, such as their preferred means of communication, the frequency with which they would like to communicate, and the best times of day to communicate via phone, email, or in person. During these conversations, Genevieve also inquires about service delivery and gathers more information related to Alex's development. She'll use this information to plan activities in the classroom.

Because Genevieve is relatively unfamiliar with the IFSP process, she asks questions related to it. Genevieve notices that a particular strategy listed on the IFSP-providing Alex a quiet space with no distractions-will not work in the classroom setting, so she invites Maura, the occupational therapist, to observe. Together, they brainstorm alternative strategies and ideas. These include having soothing and familiar objects available for Alex and rearranging the classroom so he has a space he can safely go to when he is overwhelmed. Both Genevieve and Maura feel like this visit in the classroom created an opportunity for more meaningful collaboration to occur, and Alex's parents are excited to learn about the conversation between the two. They support the strategies identified through this collaboration.

Effective communication depends upon having consent to share information among members of the IFSP team and other important adults in the child's daily life. Early interventionists and educators must receive consent from the child's legal guardian for this to happen. It is important to understand which consent forms are necessary within an organization, and also to learn what consent forms are needed from other providers on the team. Many times, a release of information needs to be completed for all team members who plan to communicate. If parental consent to share information is difficult to obtain, team members should listen to the family's concerns and have an open conversation about why consent to exchanging this information will help the child. Often, concerns are alleviated by explaining who will have access to what types of information and how it will be used. Parents should know that they can revoke consent at any time.

Once consent forms have been signed, team members should identify the best way to communicate with each other. (See "Conversation Starters for Professionals and Families" above for some sample conversation starters to use when gathering information from families and other team members.) With that information, each team member can regularly call, text, or email each other. They also can observe how the child learns and interacts with others in a variety of settings. Because each team member is working toward the same goals and outcomes-but providing different services to reach these goals-all team members can seek understanding about service delivery and the child's needs, strengths, interests, and other assets shown in different contexts or settings.

Using Communication Logs

Alex has a large team, and Genevieve finds herself communicating with many different people. She recalls that Alex's parents expressed a preference for communication to be on paper. It allows them to write information more easily, rather than having to remember to log into a website with a digital notebook. So Genevieve uses a paper notebook to begin a communication log. After each conversation with a team member, she documents the date, time, and person she spoke with, along with a brief summary of the discussion. The communication log is stored in Alex's backpack in his cubby.

Genevieve herself comes to rely on the communication log as a reference for her notes and ongoing planning. Other team members use it to catch up on what has happened during the day at the center. Tyra (the social worker) usually sees Alex and his family at home but she occasionally visits Caring Connections to assist Alex there. When she does, she communicates face-to-face with Genevieve as well as in the notebook. Alex's parents also contribute to the conversation by writing in the log so that the other team members know what is working well at home and in community settings. Joy helps in these efforts by providing Genevieve time during the day to write in the notebook and read what others wrote.

Because teams include multiple members, a clear and agreed-upon communication strategy encourages all team members to contribute and stay informed. It also ensures that the sole responsibility for sharing information does not rest on just one person, particularly the parent. This communication system can be physical (a spiral notebook) or digital (a shared document on a password-protected account). The primary considerations are ease of use and privacy. (See "Sample Communication Log" below for an example of a communication log used with multiple team members.)

Scheduling Regular Meetings with All Team Members

Alex's family or any team member may request an IFSP meeting to discuss concerns. These may include, but are not limited to, a drastic change in Alex's behavior or functioning, a need to revise IFSP outcomes, a lack of communication with specific providers, or ineffective collaboration among all providers. After Genevieve's first IFSP meeting with Alex's team, she feels that she understands the early intervention process better, including why the specific outcomes were chosen for him. She is also able to meet and ask questions of the social worker, Tyra, and service coordinator, Sonia. Genevieve is excited to share her observations of Alex's language, emotional, and social skills in the classroom, such as when he attempted to comfort a peer who fell on the playground. The other team members appreciate her input.

While communication among the family, early learning program, and early intervention providers should occur on a regular basis, convening a formal IFSP meeting offers the time and space for everyone to meet together. During an initial IFSP meeting, introductions are vital, and this is an ideal time to decide on preferred methods of communication, as highlighted earlier. Meetings to review and revise the IFSP goals and outcomes are typically held every six months, but they can be requested at any other time (IDEA 2004). The IFSP meeting is where family-centered functional outcomes are determined; therefore, all team members should be present and asked for input during this meeting. With parental consent, early childhood educators can be present at the IFSP meeting. They have essential information regarding the child's skills, strengths, and areas of concern in the classroom and with peers. If an outcome listed on the IFSP is no longer appropriate, a meeting can be convened to revise the IFSP.

Gathering and Using Data

Initially, Genevieve is concerned with the amount of time it will take her to collect data related to Alex's outcomes. She wants to find ways to authentically collect data within her setting. For example, Alex has outcomes related to participating in parallel play during structured and unstructured play time in familiar settings. He also has outcomes related to identifying basic emotions (happy, sad, angry, etc.) when looking at books or playing.

Genevieve and Tyra work together to create a data sheet for the target behaviors so that any adult in the classroom can easily and quickly fill it out. With these sheets available, Genevieve has data by the end of each day on Alex's play, social, emotional, and communication behaviors related to his outcomes.

Within the home setting, Tyra works with Alex's family to further support their development of positive, nurturing, and responsive parenting practices to help increase Alex's emotion regulation. The family is also encouraged to openly validate Alex's experiences and label his emotions throughout the day. During each session, Tyra, Audrey, and Xavier discuss the priority for the week and how they will keep data. Some weeks, Audrey and Xavier write a brief note at the end of each day related to how Alex responded to stressful or new situations. Other weeks, they keep track of how many times Alex was able to identify emotions in books that they read each day. Audrey and Xavier share this information with the rest of the team in the communication notebook.

Because each team member collects and shares data about Alex's outcomes, this information can be used to compare his behaviors across settings and to help inform service delivery.

Family-identified outcomes are a key component of the IFSP document. As such, everyone on a child's team works toward meeting these specified goals, and collecting data across settings is critical. Such information helps to guide service delivery, to demonstrate that the child is making progress toward their IFSP goals and outcomes, and to determine how a child is responding to interventions. Educators readily acknowledge the importance of data, but even for those with years of experience, the process of data collection can be difficult: There may be insufficient time to collect it. Recording sheets and systems may not be appropriate for the child's goals or easy to use. Team members may collect data inconsistently with each other. (Browley & Stormont 2014; Zweig et al. 2015; Ruble et al. 2018).

Owing to the many different ways to take data, each team member should communicate early on about effective ways to gather data for their settings and purposes. Within an early childhood setting, educators can use anecdotal notes, running records, rating scales, or frequency counts (Classen & Cheatham 2015; Bates et al. 2019; Love et al. 2019). Teams should decide on the best mechanism for collecting and sharing data that will be easy, useful, and lead to information about progress toward identified outcomes. (See "Sample Data Collection Sheet" above for an example of a data recording sheet created for use in an early learning setting.)

All Team Members Have a Voice

Many effective strategies can be used when educating and caring for infants and toddlers with delays or disabilities in a variety of inclusive settings. Optimal teaming relies on shared responsibility among early interventionists, early childhood educators, administrators, and families. All team members should reach out to one another in order to appropriately support the child across daily routines and activities. (See "Resources for Professionals and Families" below for a list of resources.) All team members have a voice; when in doubt, reach out!

As Genevieve's year draws to a close, she marvels at the progress Alex has made. His communication skills are improving; he routinely engages in parallel play; he has even started identifying specific emotions and interacting more regularly with one or two particular friends from class. Alex's team continues gathering data and meeting regularly. His family remains an involved, integral part of his team.

Genevieve recalls how uncertain she was when the year began. As a new teacher, she doubted her classroom expertise and underestimated the value her voice and observations would have amid a much more experienced group of professionals. Now, she sees the integral role she played in Alex's progress. Thanks to the team's collaboration and the ongoing and consistent communication among all of its members, she ends the year knowing that she is armed with tools and support that will guide her in shaping the lives and outcomes of future students.

Resources for Professionals and Families

Policy and Position Statements

Videos and Training Materials

References

Bates, C.C., S.M. Schenck, & H.J. Hoover. 2019. "Anecdotal Records: Practical Strategies for Taking Meaningful Notes." Young Children 74 (3) 14-19.

Browley, S., & M.A. Stormont. 2014. "Investigating Reported Data Practices in Early Childhood: An Exploratory Study." Journal of Positive Behavior Intervention 16:102-111.

Classen, A., & G.A. Cheatham. 2015. "Systematic Monitoring of Young Children's Social-Emotional Competence and Challenging Behaviors." Young Exceptional Children 18(2): 29-47.

DEC (Division for Early Childhood), & NAEYC (National Association for the Education of Young Children). 2009. Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Position statement.Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute.

Hart Barnett, J.E., & O'shaughnessy, K. 2015. "Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum." Early Childhood Education Journal 43: 467-472.

Huang, H., & K.E. Diamond. 2009. "Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children." International Journal of Disability, Development and Education 56: 169-182.

Individuals with Disabilities Education Act. 2004. 20 U.S.C. § 1400.

Knoche, L., C.A. Peterson, C.P. Edwards, & H. Jeon. 2006. "Child Care for Children With and Without Disabilities: The Provider, Observer, and Parent Perspectives." Early Childhood Research Quarterly 21: 93-109.

Love, H. R., E. Horn, & Z. An. 2019. "Teaching Observational Data Collection to Early Childhood Preservice Educators." Teacher Education and Special Education 42: 297-319.

McWilliam, R.A. 2011. "The Top 10 Mistakes in Early Intervention in Natural Environments - and the Solutions." ZERO TO THREE 31 (4):11-16.

Muccio, L. S., J.K. Kidd, C.S. White, & M.S. Burns. 2014. "Head Start Instructional Professionals' Inclusion Perceptions and Practices." Topics in Early Childhood Special Education 34: 40-48.

Murata, N.M., & C.A. Tan. 2009. "Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays." Early Childhood Education Journal 36:483-489.

NPDCI (National Professional Development Center on Inclusion). 2009. Research Synthesis Points on Early Childhood Inclusion. Summary. Chapel Hill: NPDCI.

Odom, S.L., J. Vitztum, M. Wolery, J. Lieber, S. Sandall, M.J. Hanson, P. Beckman, I. Schwartz, & E. Horn. 2004. "Preschool Inclusion in the United States: A Review of Research from an Ecological Systems Perspective." Research in Special Educational Needs 4: 17-49.

Pletcher, L.C., & N.O. Younggren. 2013. The Early Intervention Workbook: Essential Practices for Quality Services. Baltimore: Brookes Publishing

Rakap, S., O. Cig, & A. Parlak‐Rakap. 2017. Journal of Research in Special Educational Needs 17 (2).

Ruble, L.A., J.H. McGrew, W.H. Wong, & K.N. Missall. 2018. "Special Education Teachers' Perceptions and Intentions Toward Data Collection." Journal of Early Intervention 40:177-191.

Vakil, S., E. Welton, B. O'Connor, & L.S. Kline. 2009. "Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom." Early Childhood Education Journal 36: 321-326.

Woods, J.J., & D.P. Lindeman. 2008. "Gathering and Giving Information with Families." Infants & Young Children 21 (4): 272-284.

Yu, S. 2019. "Head Start Teachers' Attitudes and Perceived Competence Toward Inclusion." Journal of Early Intervention 41:30-43.

Zweig, J., C.W. Irwin, J.F. Kook, & J. Cox. 2015. Data Collection and Use in Early Childhood Education Programs: Evidence from the Northeast Region (REL 2015-084). Report. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.

Photographs: © Getty Images

Copyright © 2021 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.

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When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings

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In this article, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.

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iCan Dream Center | Chicago South Suburban Special Education

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Play is an important part of development for all children. It allows them to explore the world around them, communicate with others, share, problem-solve, and develop many other foundational skills. Language is one of the skills children learn during play. There are strategies we can use to support language growth during play and facilitate learning opportunities. These learning opportunities do not require expensive materials or training and may even be part of a child's play routine already. They can be implemented across activities, settings (e.g., classroom, home, playground), and individuals (e.g., caregivers, teachers, siblings).

Some strategies to support communication include:

Responding to each of the child's communication attempts both verbal and nonverbal

Child: *points*

Parent: "ooo bear!" *gives teddy bear*

Modeling new grammar and vocabulary by expanding on the child's speech:

Child: "car"

Parent/caregiver/support staff: "Ooo, yes! Big car!"

Singing songs

Reading books

Asking questions

Pointing to words as they are read

Talking about book topics

Practicing turn-taking

Stating whose turn it is when playing with toys (e.g., "Mommy's turn!" "Now it's your turn!")

Playing organized games such as board games

Gesturing or making a facial expression to facilitate the child's response during conversation

Self-Talk and parallel talk
Talks about what you are doing and/or what the child is doing during play (e.g., "I'm making a yummy pizza! Now I'm going to cut it! Ooo so yummy!")

Incorporating these strategies into play activities can support a child's understanding and use of new language. One study found that reading books aloud and storytelling led to children's increased interest in signs, symbols, pictures and letters, and a widened understanding of vocabulary, language, and language concepts (Brodin & Renblad, 2020). These strategies have also been found to support the play skills of children with a diagnosed language delay (Sualy et al., 2011). While these strategies can be used to support children with language difficulties, all children can benefit from these learning opportunities.

References

Brodin, J., & Renblad, K. (2020). Improvement of preschool children's speech and language skills. Early Child Development and Care, 190(14), 2205-2213.

Sualy, A., Yount, S., Kelly-Vance, L., & Ryalls, B. (2011). Using a play intervention to improve the play skills of children with a language delay. International Journal of Psychology: A Biopsychosocial Approach/Tarptautinis Psichologijos Zurnalas: Biopsichosocialinis Poziuris, (9).

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Supporting Communication Through Play - iCan Dream Center | Chicago South Suburban Special Education

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Play is an important part of development for all children. It allows them to explore the world around them, communicate with others, share, problem-solve, and develop many other foundational skills. Language is one of the skills children learn during play. There are strategies we can use to support language growth during play and facilitate learning opportunities.

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Strategies to support communication and language

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Strategies to support communication and language

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Learn about communication and language disorders in young children, and access evidence-based strategies and resources that can assist in creating an inclusive environment for children who might require support with communication in early childhood education and care settings

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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See the Assessment section of the Autism Spectrum Disorders Evidence Map for pertinent scientific evidence, expert opinion, and client/caregiver perspective. Interdisciplinary collaboration and family involvement are essential in assessing and diagnosing ASD. The SLP is a key member of an interdisciplinary team that includes the child's pediatrician, a pediatric neurologist, and a developmental pediatrician.

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HiMama Blog - Resources for Daycare Centers

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HiMama recently chatted with Dr. Cara Goodwin, Clinical Psychologist and owner of Parenting Translator, on the different ways educators and parents can not only support children with developmental delays and autism but how to recognize the signs early.

Dr. Goodwin mentions that early intervention is the most effective thing we can do to help children reach their highest potential. Early identification is super important and if you start seeing subtle differences in social interactions, lack of eye contact, lack of smiling in response to your smile etc. and by taking action quickly to help support these children, they'll fare better than if you were to wait.

Dr. Goodwin says at first, a parent or educator may notice subtle in infancy in their communication and gestures such as nodding and pointing. Later on in young childhood, a parent or educator may notice differences in words and communication. "When you start seeing differences, sooner they can be identified and sooner we can start an intervention."

She lists out some strategies that families and educators can use with children who have been diagnosed or may have developmental delays:

Get down on their level when they're playing. This is how young children learn. She suggests staying in the "spotlight" (where children's eyes and face meet yours) where children can easily see you.

Present toys that may interest them. Pull at their natural motivation (cars, music, etc) use their interests to bring attention to your face.

Introduce gestures and communication. Children love to imitate, introduce gestures, and clear communication with them.

Imitate what they're doing. Vocalizations and gestures are a great way to gain a child's attention, it'll pull in their attention and reinforces what they're doing.

Getting back to a normal life may not be the best experience, some children have preferred being in virtual and being at school, being aware and sensitive that all these changes might be difficult for this group of children.
Dr. Cara Goodwin

Educators who are currently working in a classroom (in-person or virtual) may be overwhelmed trying to support the children's needs and take into consideration the children who have developmental delays. Dr. Goodwin lists out tips for educators who are trying to find the right balance when supporting all of their children and their needs:

Remember: Peer interactions are just as important as educator ones. Scaffolding interactions for children to help them enter and sustain play is a super crucial role educators can play in the classroom.

Consider pairing typically developing children with children with delays. Children love to imitate and children with autism and developmental delays may imitate the behaviours of those peers- a win-win!

Create visual aids. Clearly displaying the daily schedule (in the class and at home) can help children understand the routine and know what to expect during their day.

Stick to Routine. Children thrive on routine, by having a daily schedule and sticking to it as much as possible will help children with different abilities and needs. Now more than ever we're in need of a consistent routine!

Take breaks. Educators, children and families need breaks through out the day when learning. Move your body, focus your eyes on something besides and screen and, get some fresh air! This will help you and your children focus and perform better through out the day.

Curious to connect with Dr. Cara Goodwin? Check out her website and Instagram. In her podcast she mentions a 100 Day Tool Kit from Autism Speaks and the CDC website for Childhood Milestones.

Curious how as an educator we can help you document children's learning and development in the classroom? Let us help you out and get a quote for your classroom today!
Episode 244- Transcripts: Cara GOODWIN:
When your child is playing - and this will work for educators or parents - to get down into what we call the "spotlight" of their attention. So, if you imagine where their eyes are looking and when their face is looking as a spotlight, you want to try to stay in that spotlight, which can be difficult sometimes with children with autism.

Ron SPREEUWENBERG:

Cara, welcome to the Preschool Podcast!
GOODWIN:
Thank you, I'm so happy to be here!

SPREEUWENBERG:

We're delighted to have on the show today Dr. Cara Goodwin. She's a licensed clinical psychologist and we're going to be talking to her today about autism and developmental disabilities. Wonderful having you on the show. Let's start off learning a little bit about you, Cara. Who are you and why are we talking to you about these important subject matters today?
GOODWIN:
So, as you said, I am a licensed psychologist. And I am also a mother to three young children, which has given me a different kind of training than my professional training. And I have spent years doing therapy and assessments with children, particularly children with autism and developmental disabilities. And I've done a lot of research, as well. So, some neuroscience research and psychology research with children with autism and developmental disabilities.

And since having my second child, I decided to take some time off from my clinical practice and very quickly realized that I needed an intellectual outlet. And at the same time [I] realized there was a really [a] lack of resources, particularly about children's mental health, that is evidence-based.

So, during the pandemic, actually, I started a Instagram account that I called @ParentingTranslator and a website with the idea that I would have evidence-based resources for parents. I've registered it as a nonprofit so that in the process of that, of making sure that these resources can continue to be free to all parents and accessible because I think this is such an important resource that parents need now more than ever.

SPREEUWENBERG:

Yeah, that's cool. And I know that's something we talk about a lot on the Preschool Podcast, which is just the importance of using science and research to connect to what we're doing practically and pragmatically in the classroom and in our homes working with children. And I saw on your Parenting Translator website that research shows it can take 17 years for scientific findings to be put into practice. And so that's kind of cool. So, I guess you're kind of trying to, like, accelerate that time lag from research to practice?
GOODWIN:
Yes, exactly. As a researcher, we were working so hard to put out all these articles. And then when I became a parent and I talked to other parents, I realized that a lot of this information that researchers are working so hard to get out there is not really reaching the people who need it the most, which are the parents and the educators. So, really that's my mission of this project, is to bring that information to parents because if we waited 17 years, the job would be over. So, it needs to be a little bit quicker.

SPREEUWENBERG:

Totally. And another thing that has come up a lot in the Preschool Podcast - and also in some of my personal conversations with my friends and peers - is the idea of early identification. And I know that's something that you've looked at and studied a bit and is one of the challenges I think a lot of parents struggle with, with something like autism and different developmental disabilities. Can you tell us a little bit about that? And what are different things that we can do, whether that be in the classroom or at home, if we might have some concerns or if we feel like we are maybe seeing some signals? What can we do?
GOODWIN:
So, if you do start seeing... so, are you asking about autism specifically? Or developmental disabilities more generally?

SPREEUWENBERG:

Let's start with autism specifically.
GOODWIN:
Okay. Yes, so we know that early intervention is really the most effective thing we can do to help children to really reach their potential. So, early identification is really important to make sure we can get those interventions going as soon as possible.

So, if you do start seeing... with autism, you'll start seeing - and every child is different - but you'll usually start seeing some very subtle differences in social interaction. So, a lack of eye contact or not as much eye contact is as maybe you see with the children of the same age. You might see a lack of smiling in response to your smile. It'll be very subtle things at infancy.

And then as your child reaches [ages] one and two, you'll start seeing differences in communication. So, a lack of using gestures to communicate, like pointing or nodding their head Yes, shaking their head No. And then you'll see a difference in words as they get to be the age where you would expect them to begin using words to communicate.

And so when you start seeing these subtle differences, the sooner they can be identified, the better because then we can start intervention. And there are a lot of great interventions that parents can be trained to do and educators can be trained to do. And they can have a real impact on the child's outcome. So, the earlier you can get started with those interventions, the better.

SPREEUWENBERG:

So, let's talk a little bit about those early interventions, then. What are some of the strategies that we can use with children who we have identified or diagnosed with autism or developmental disability?
GOODWIN:
Yes, so that's simple. There's a lot of different techniques you can use. But a simple thing you can do is to get down on their level when they're playing. And we like, with really young kids, to embed learning and intervention into their play because that's how young children learn.

So, when your child is playing - and this will work for educators or parents - to get down into what we call the "spotlight" of their attention. So, if you imagine where their eyes are looking and when their face is looking as a spotlight, you want to try to stay in that spotlight, which can be difficult sometimes with children with autism.

And you want to present your toys to them that might interest them. So, you want to pull at their natural motivations. So, if you know they're really into cars, you're going to be playing with cars and using cars to kind of bring their attention to your face and to the social interaction. And that's when you can also introduce words and introduce other skills like gestures, like I talked about, like pointing and try to work on teaching them how to communicate.

Another way to grab their attention and their motivation is to imitate what they're doing - any vocalizations or gestures that they make. So, when you imitate a child, that's going to pull in their attention a little bit more and it also reinforces what they're doing. So, those are just some quick strategies. But there's a lot of different approaches you can use an early intervention.

And a great book that was written by one of my previous mentors is called An Early Start For Your Child With Autism [ Using Everyday Activities to Help Kids Connect, Communicate, and Learn, by Geraldine Dawson, Laurie A Vismara, PhD, and Sally J. Rogers, 2012]. And that can give you some easy strategies that you can use either as a parent or an educator to work with children who either are at risk for autism or have been diagnosed with autism.

SPREEUWENBERG:

Oh, great. Thanks for that recommendation. So, it sounds like it's helpful to be able to be working with a child more one-on-one when you have some of these developmental disabilities in your classroom. But also as an early-childhood educator or a teacher, you might have a whole classroom of children. So, any tips for educators out there who are trying to find that balance of providing that individual care for all the children in their classroom, but also dealing with the reality that there is only so many teachers for the children in the classroom and trying to meet the needs of all of those children?
GOODWIN:
Yeah, that's definitely a challenge. And in my therapy sessions, I've worked one-on-one with children. But I think in the classroom, it's important to remember that the peer interactions are just as important as the interaction with the teacher, if not more important. So, to help scaffold some peer interactions for children so that really they can learn from those interactions, as well. And that's why, particularly if you have some typically developing peers in the classroom, that can be really helpful to pair the typically developing peers with the child with autism to help develop their skills. And they may imitate the social behaviors that they see of the typically developing peers. They may be more likely to imitate those behaviors than they would be the teacher's behavior.

SPREEUWENBERG:

Yeah, that makes sense. And we're living in this world with COVID-19, which has resulted in a lot of folks having to use Zoom [online video conferencing] or different other softwares for digital learning, which just creates even more complexity on this issue. And it's come up on the Podcast before, where we're all thinking about how difficult this time is right now. And then we think about parents who have children with autism or developmental disabilities and it must be so much harder. So, any tips or thoughts for those parents out there that are dealing with this situation specifically?
GOODWIN:
Yes. I mean, this is such a challenging time. Parents have not been trained to provide services for children with autism or developmental disabilities. There are professions out there where you have to have years of training and licensure to be able to provide this. And so parents are being really put in an impossible situation.

I think, as much as possible what I would recommend to parents is to try to stick to a school routine as much as they can with virtual school. So, go through the same routine you would go through at school - getting dressed, have breakfast - and make it visual for your child.

So, if you have a white board or even just a big piece of paper, write out what the schedule is going to be every day. And don't worry about if your child can't read the words, you can draw little pictures. And even just having the different items on the schedule is helpful, even if you are not an artist and can't really draw pictures. So, having some sort of visual schedule can be really helpful.

Having environmental supports at home that can help children to focus on the virtual school and to feel like it is a different environment than being at home. So, if you can have a place where your child only sits to do school work and that is their school place. And if you have to, you can use like a cardboard box or something to kind of set up a cubicle. But have a separate place that they know, "When I'm in this chair, this is my school time."

You can also make sure you take a lot of breaks because I think children, in particular with virtual school, need even more breaks, especially for movement. And to even just give your eyes a break from the strain of trying to focus on a computer for that long, I think is really important.

SPREEUWENBERG:

Yeah, those all make a lot of sense. So, thinking about the environment and the schedules and the routines and the visual aspect, as well. I know somebody who's actually created an app for helping parents with children with autism for the schedules and routines. And that is an important part of that.

This is a lot of great information for our listeners. Before we wrap up this conversation, what are sort of like the top tips or takeaways that you would like our listeners to walk away from this podcast with, based on your experience and learnings as a clinical psychologist and in the work that you've done and learnings you've had, I guess both as a psychologist and your professional work and also with your three kids at home where maybe you've been able to apply some of these things?
GOODWIN:
I think the most important thing I feel like right now with the pandemic going on, it's just I have so much compassion for parents and educators that are helping children with autism and developmental disabilities because I think it's such a challenging time. There's so much going on within the family that could be adding additional stress. There's so much going on. A lot of schools have gone in-person and gone out.

And it's just so stressful, particularly children with autism have difficulty with uncertainty and with change. And we all know how uncertain these times have been. And it's just been so hard for these children and these families.

So, I think the most important thing I would want to say as a psychologist is that parents give themselves a lot of self-compassion during this time and educators as well, that you may not get accomplished everything on your child's IEP [individualized education plan]. And it may not be the most productive school year ever.

And I think it might be helpful for parents and educators to maybe choose three priorities that are really their top goals that they would like to achieve for the year and focus on those, rather than worrying about, "How are we going to meet all of these goals, given everything that's going on?"

And connect with other parents and other educators who are in the same situation however you can, even though right now, it's probably virtually. But if you can do like a Google Classroom [online video conferencing] with other parents that are in your same situation or other teachers and share strategies and try to form a community that way. Because we all still need that sense of community and that social interaction, even if we are in this situation that we're in.

SPREEUWENBERG:

Yeah, those are great points and I couldn't agree more. We're also trying to think about 2021 on the Preschool Podcast with hope, optimism and positivity. What are you looking forward to in 2021, Cara?
GOODWIN:
Oh, I'm very much looking forward to life getting back to normal. And I hope that everybody can get vaccinated as soon as possible and everybody who wants to can. And that we can get back to a somewhat normal life.

And I think it will also be important, thinking about kids with autism and developmental disabilities, to remember that getting back to a normal life may not be entirely positive for them the way it is for some of us. So, making sure we are sensitive to that, that there may be some children with autism that have preferred being in virtual school and have preferred being home. And even if they do see the change as positive, change is difficult for this population. So, just being aware of that and sensitive to that, that all these changes might be might be difficult for this group of children.

SPREEUWENBERG:

Right, that's a really good point and not something that I had thought of. Cara, before we wrap things up, if our listeners want to get in touch with you or learn more about your work, where can they go to get more information?
GOODWIN:
So, my website is www.ParentingTranslator.com. And I have a lot of free resources on my website. I'm working on a few... I have two evidence-based guides on there right now and I'm working on a few more. And I've got a lot of blog posts that provide a lot of information on the science behind some hot topics in child development and child mental health. On my Instagram, I also do several posts a week providing some evidence-based information as it relates to children. And that's @ParentingTranslater on Instagram.

SPREEUWENBERG:

Great. And any other resources that you might recommend to our listeners? I know you mentioned the book, An Early Start For Your Child With Autism. Anything else you might recommend for folks?
GOODWIN:
Yes. So, that the Autism Speaks [www.AutismSpeaks.org] website is an amazing resource. They have toolkits that you can download. In particular, the One Hundred Day tool kit is really useful. It's what you can do in the first hundred days after you get a diagnosis of autism because it's an extremely overwhelming time for all for parents. But they have a lot of a lot of different toolkits as it relates to autism.

That other resource I would recommend, if you are concerned that your child has to have a developmental disability, is the CDC [Centers for Disease Control and Prevention] website, www.CDC.gov. They have milestones that you would expect at each age. And that can be very useful. And you can go through and see which milestones your child may or may not have met and ask your pediatrician about any concerns that you have.

SPREEUWENBERG:

Those are great resources, thanks for sharing. And Cara, thank you so much for joining us on the Preschool Podcast. Been great having you as a guest. And thank you for sharing all this knowledge and these resources with our audience today!
GOODWIN:
Yes, yes, I'm so happy to. Thank you so much!

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Supporting Children with Developmental Delays and Autism

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HiMama recently chatted with Dr. Cara Goodwin, Clinical Psychologist and owner of Parenting Translator, on the different ways educators and parents can not only support children with developmental delays and autism but how to recognize the signs early. Dr. Goodwin mentions that early intervention is the most effective thing we can do to help children reach their highest potential.

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Evidence-based Practices for Early Childhood Classrooms

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Evidence-based Practices for Early Childhood Classrooms

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What are assistive devices?

The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily. With the development of digital and wireless technologies, more and more devices are becoming available to help people with hearing, voice, speech, and language disorders communicate more meaningfully and participate more fully in their daily lives.

What types of assistive devices are available?

Health professionals use a variety of names to describe assistive devices:

Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there's a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

What types of assistive listening devices are available?

Several types of ALDs are available to improve sound transmission for people with hearing loss. Some are designed for large facilities such as classrooms, theaters, places of worship, and airports. Other types are intended for personal use in small settings and for one-on-one conversations. All can be used with or without hearing aids or a cochlear implant. ALD systems for large facilities include hearing loop systems, frequency-modulated (FM) systems, and infrared systems.

Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

Amplified sound travels through the loop and creates an electromagnetic field that is picked up directly by a hearing loop receiver or a telecoil (see sidebar), a miniature wireless receiver that is built into many hearing aids and cochlear implants. To pick up the signal, a listener must be wearing the receiver and be within or near the loop. Because the sound is picked up directly by the receiver, the sound is much clearer, without as much of the competing background noise associated with many listening environments. Some loop systems are portable, making it possible for people with hearing loss to improve their listening environments, as needed, as they proceed with their daily activities. A hearing loop can be connected to a public address system, a television, or any other audio source. For those who don't have hearing aids with embedded telecoils, portable loop receivers are also available.

What's a telecoil?

A telecoil, also called a t-coil, is a coil of wire that is installed inside many hearing aids and cochlear implants to act as a miniature wireless receiver. It was originally designed to make sounds clearer to a listener over the telephone. It also is used with a variety of other assistive listening devices, such as hearing loop (or induction loop) systems, FM systems, infrared systems, and personal amplifiers.

The telecoil works by receiving an electromagnetic signal from the hearing loop and then turning it back into sound within the hearing aid or cochlear implant. This process eliminates much of the distracting background noise and delivers sound customized for one's own need. For people who are hard-of-hearing who do not have a telecoil-equipped hearing aid or cochlear implant, loop receivers with headsets can provide similar benefits but without the customized or "corrected sound" feature that matches one's hearing loss pattern.

Many cochlear implants have a telecoil built into the sound processor, or can use an external telecoil accessory with both hearing aid compatible telephones and public loop systems. A simple switch or programming maneuver performed by the user activates this function.

See the NIDCD fact sheet Hearing Aids for more information.

FM systems use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel. People who have a telecoil inside their hearing aid or cochlear implant may also wear a wire around the neck (called a neckloop) or behind their aid or implant (called a silhouette inductor) to convert the signal into magnetic signals that can be picked up directly by the telecoil. FM systems can transmit signals up to 300 feet and are able to be used in many public places. However, because radio signals are able to penetrate walls, listeners in one room may need to listen to a different channel than those in another room to avoid receiving mixed signals. Personal FM systems operate in the same way as larger scale systems and can be used to help people with hearing loss to follow one-on-one conversations.

Infrared systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound. As with FM systems, people whose hearing aids or cochlear implants have a telecoil may also wear a neckloop or silhouette inductor to convert the infrared signal into a magnetic signal, which can be picked up through their telecoil. Unlike induction loop or FM systems, the infrared signal cannot pass through walls, making it particularly useful in courtrooms, where confidential information is often discussed, and in buildings where competing signals can be a problem, such as classrooms or movie theaters. However, infrared systems cannot be used in environments with too many competing light sources, such as outdoors or in strongly lit rooms.

Personal amplifiers are useful in places in which the above systems are unavailable or when watching TV, being outdoors, or traveling in a car. About the size of a cell phone, these devices increase sound levels and reduce background noise for a listener. Some have directional microphones that can be angled toward a speaker or other source of sound. As with other ALDs, the amplified sound can be picked up by a receiver that the listener is wearing, either as a headset or as earbuds.

What types of augmentative and alternative communication devices are available for communicating face-to-face?

The simplest AAC device is a picture board or touch screen that uses pictures or symbols of typical items and activities that make up a person's daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person's age, education, occupation, and interests.

Keyboards, touch screens, and sometimes a person's limited speech may be used to communicate desired words. Some devices employ a text display. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

Speech-generating devices go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available.

What augmentative and alternative communication devices are available for communicating by telephone?

For many years, people with hearing loss have used text telephone or telecommunications devices, called TTY or TDD machines, to communicate by phone. This same technology also benefits people with speech difficulties. A TTY machine consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate. (See Telecommunications Relay Services for more information.) Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what's spoken into type for the person with hearing loss.

With today's new electronic communication devices, however, TTY machines have almost become a thing of the past. People can place phone calls through the telecommunications relay service using almost any device with a keypad, including a laptop, personal digital assistant, and cell phone. Text messaging has also become a popular method of communication, skipping the relay service altogether.

Another system uses voice recognition software and an extensive library of video clips depicting American Sign Language to translate a signer's words into text or computer-generated speech in real time. It is also able to translate spoken words back into sign language or text.

Finally, for people with mild to moderate hearing loss, captioned telephones allow you to carry on a spoken conversation, while providing a transcript of the other person's words on a readout panel or computer screen as back-up.

What types of alerting devices are available?

Alerting or alarm devices use sound, light, vibrations, or a combination of these techniques to let someone know when a particular event is occurring. Clocks and wake-up alarm systems allow a person to choose to wake up to flashing lights, horns, or a gentle shaking.

Visual alert signalers monitor a variety of household devices and other sounds, such as doorbells and telephones. When the phone rings, the visual alert signaler will be activated and will vibrate or flash a light to let people know. In addition, remote receivers placed around the house can alert a person from any room. Portable vibrating pagers can let parents and caretakers know when a baby is crying. Some baby monitoring devices analyze a baby's cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy.

What research is being conducted on assistive technology?

The National Institute on Deafness and Other Communication Disorders (NIDCD) funds research into several areas of assistive technology, such as those described below.

Improved devices for people with hearing loss
NIDCD-funded researchers are developing devices that help people with varying degrees of hearing loss communicate with others. One team has developed a portable device in which two or more users type messages to each other that can be displayed simultaneously in real time. Another team is designing an ALD that amplifies and enhances speech for a group of individuals who are conversing in a noisy environment.

Improved devices for nonspeaking people

More natural synthesized speech
NIDCD-sponsored scientists are also developing a personalized text-to-speech synthesis system that synthesizes speech that is more intelligible and natural sounding to be incorporated in speech-generating devices. Individuals who are at risk of losing their speaking ability can prerecord their own speech, which is then converted into their personal synthetic voice.

Brain-computer interface research
A relatively new and exciting area of study is called brain-computer interface research. NIDCD-funded scientists are studying how neural signals in a person's brain can be translated by a computer to help someone communicate. For example, people with amyotrophic lateral sclerosis (ALS, or Lou Gehrig's disease) or brainstem stroke lose their ability to move their arms, legs, or body. They can also become locked-in, where they are not able to express words, even though they are able to think and reason normally. By implanting electrodes on the brain's motor cortex, some researchers are studying how a person who is locked-in can control communication software and type out words simply by imagining the movement of his or her hand. Other researchers are attempting to develop a prosthetic device that will be able to translate a person's thoughts into synthesized words and sentences. Another group is developing a wireless device that monitors brain activity that is triggered by visual stimulation. In this way, people who are locked-in can call for help during an emergency by staring at a designated spot on the device

Where can I get more information?

The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on assistive devices:

For more information, contact us at:

NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
Email: nidcdinfo@nidcd.nih.gov

NIH Publication No. 11-7672
December 2011

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Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders

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What are assistive devices? The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate.

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If the request for assistive devices is granted, it will be provided free of charge, or expenses will be reimbursed according to the program terms established by the Ministère de la Santé et des Services sociaux (MSSS) or the Régie de l'assurance maladie du Québec (RAMQ).

All equipment allocated must be insured by the user. It must be returned when the person is no longer using it or if he or she dies.

You must replace the assistive device loaned to you at your own expense if it has been:

Stolen

Lost

Modified

Damaged due to negligence or misuse

Broken as a result of a fire or vandalism

A loaned assistive device can be replaced at no cost when an important change affects:

the medical condition, such as a deterioration in the person's health status requiring the use of another type of device;

the physical condition, such as weight gain that prevents the person from using the loaned device properly;

characteristics of the assistive device:

normal wear (the device must be used for a certain time);

the cost of repair exceeds the maximum amount allowed.

However, it is not possible to change the loaned assistive device to get a better performing one. The evolution of technology is not a valid reason to request replacement of an assistive device.

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Assistive Devices Programs for Persons with a Physical or Intellectual Disability or an Autism Spectrum Disorder (ASD)

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If the request for assistive devices is granted, it will be provided free of charge, or expenses will be reimbursed according to the program terms established by the Ministère de la Santé et des Services sociaux (MSSS) or the Régie de l'assurance maladie du Québec (RAMQ).

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Search our vast selection of special needs mobility aids, from pediatric gait trainers to walkers and crutches and increase independence or injury recovery.

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Children with autism have different needs than other, non-disabled children. In some cases, the autistic child may also have physical disabilities, in addition to the expected social, situational and sensory difficulties. Adaptive equipment is anything that can be used to help your autistic child function more effectively. It may include anything from special cups or straws to PECS or items to help stop "stimming" (self-stimulation).

ref:ehow.com

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Adaptive Equipment for Autistic Children - enabled.in

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Children with autism have different needs than other, non-disabled children. In some cases, the autistic child may also have physical disabilities, in addition to the expected social, situational and sensory difficulties. Adaptive equipment is anything that can be used to help your autistic child function more effectively.

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Steph Reed

Hi I'm Steph Reed, an Autism Specialist Teacher and Consultant. I teach schools, service and families practical ways to meet the needs of autistic children, to maximise their outcomes.

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Sensory equipment to support autistic children - Autism Spectrum Teacher

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Steph Reed Hi I'm Steph Reed, an Autism Specialist Teacher and Consultant. I teach schools, service and families practical ways to meet the needs of autistic children, to maximise their outcomes.

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TouchChat HD is an augmentative and alternative communication (AAC) assistive technology tool that can be used by individuals who struggle to communicate verbally.

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Our AAC app family has two new members supporting children and parents on their AAC journey.

Built from the ground up with an easy-to-use layout, step-by-step guidance and support, you can easily make communication with AAC a part of your everyday life.

Try AssistiveWare Proloquo and Proloquo Coach free of charge for one month.

You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

It's also one of the few AAC apps designed to support all users, from beginning to advanced. Completely customizable and designed for a range of fine-motor and visual skills, the app's versatility makes it useful for non-speaking people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

Grow and develop

Communicate with ease

Core words stay in the same place throughout the vocabulary to aid motor planning.

Customizable folder organization. You can also create your own folders easily, based on thematic templates.

Designed for a range of fine-motor and visual skills with options like 23 pre-programmed grid sizes and accessibility settings which support scanning and Apple's VoiceOver.

Use it your way

"
The app continues to grow with us, and each update brings only greater utility and reward. Rupert is seventeen now, and I can't see us ever using any other communication format.

Proloquo2Go lets you be you. Choose from 100 voices, ranging from friendly adult voices to genuine children's voices and bilingual voices. The voices are created using real recorded speech, making them feel surprisingly natural. For some languages, you even have multiple options.

Exploring insurance options for Proloquo2Go? We've got you covered.

Our partner, AbleNet, specializes in guiding people through the insurance process for AAC apps and devices. AbleNet works with ALL speech-language pathologists, regardless of their experience with speech devices.

Visit AbleNet's site or contact our support team and get Proloquo2Go the hassle-free way.

Proloquo2Go

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Make every environment set up for quick access to AAC. These printable communication boards are handy to use across different environments. This is very helpful when the device is not available. Using core word boards means you can make AAC always available.
Quick communication boards (new!)
More words to communicate with. Read how to use the Quick communication boards.
Core word boards

Gateway to Language & Learning is an efficient core word vocabulary offering user vocabularies for children, teens, and adults.

Proloquo2Go has the CrescendoTM core word vocabulary built-in. The Gateway to Language and Learning© vocabulary is available as an in-app purchase.

Learn more about Crescendo and Gateway

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

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US Department of Health & Human Services

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US Department of Health & Human Services

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Autism Spectrum Disorder (ASD) is a developmental disability. People with ASD may communicate and interact in ways that are different from most other people. ASD includes what the American Psychiatric Association used to call autistic disorder, Asperger syndrome, and pervasive developmental disorder not otherwise specified. ASD is called a "spectrum" disorder because people with ASD can have a range of strengths and challenges, and need more or less support for those challenges. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some children and adults with ASD need a lot of assistance in their daily lives; others need less.

General Information

Learn More about ASD

Signs

ASD begins before the age of three. For many parents, children with ASD appear to follow a typical developmental path until the age of two or three years. However, researchers who study early signs of ASD in the first 18 months of life have found some promising results, although no widely accepted screening tool exists yet for children that young. Providers need to continue to be alert to signs of ASD throughout the first three years of life, and to signs of undiagnosed ASD in all children, youth, and adults.

Learn more about signs of ASD

Screening & Diagnosis

Diagnosing ASD can be difficult since there is no medical test - like a blood test - to diagnose the condition. Instead, doctors must look at the child or adult's development and social behavior to make an assessment. Standardized screening and diagnostic tools are available for adults and children age three years and older.

Learn more about screening and diagnosis

Learn more about treatment

Causes & Prevalence

We do not yet understand all the causes of ASD. However, we have learned that there may be different factors that make a child more likely to have ASD, including genetic, biological, and environmental factors.

Learn more about causes, risk factors, and prevalence

Relationship of vaccines and autism

Research

Several government agencies are involved in activities related to autism research.

Publications

Report to Congress on Young Adults and Transitioning Youth with Autism Spectrum Disorder - Describes the characteristics of youth and young adults with autism spectrum disorder (ASD) and the challenges related to the transition from existing pediatric and school-based services to those services available during adulthood. Furthermore, it summarizes existing federal investments focused on the transition period from childhood to adulthood for individuals with ASD, and identifies gaps and recommendations for further consideration in federal research, programs, and services that support youth with ASD during this critical time period. The National Autism Coordinator, Dr. Thomas Novotny (Deputy Assistant Secretary for Health (Science and Medicine) on behalf of the Department of Health and Human Services developed the report in coordination with the Department of Education and in collaboration with the Departments of Transportation, Labor, and Housing and Urban Development. Additional input was provided by the Departments of Defense and Justice and the Social Security Administration.

Interagency Autism Coordinating Committee (IACC) Publications - The Combating Autism Act (CAA) of 2006 (Public Law 109-416), requires the Interagency Autism Coordinating Committee (IACC) to develop and annually update a Strategic Plan. The Strategic Plan is an advisory document to the U.S. Congress, the HHS Secretary, and the Director of NIH regarding the needs and opportunities for ASD research.

IACC Strategic Plan for Autism Spectrum Disorder (ASD) Research, 2012 Update

Report on State Services to Individuals with Autism Spectrum Disorders (ASD) - Centers for Medicare & Medicaid Services (CMS) ASD Services Project assess the implementation of evidence-based/promising practices through the lens of state experience. The report summarizes the current state of autism-related services in nine representative states: Arizona, California, Connecticut, Indiana, Maine, Missouri, New Mexico, Pennsylvania, and Wisconsin. It describes the types of services and their sources of funding, policy, staffing, and implementation issues that must be addressed to effectively serve people with ASD.

Therapies for Children With Autism Spectrum Disorders - Some medical and behavioral treatments show promise for reducing certain behaviors in children with ASDs, but more research is needed to assess the potential benefits and harms, according to a new report funded by HHS' Agency for Healthcare Research and Quality (AHRQ).

Organizations

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Autism - or more precisely the autism spectrum disorders (ASDs) - represents a broad group of developmental disorders characterized by impaired social interactions, problems with verbal and nonverbal communication, and repetitive behaviors, or severely limited activities and interests.

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Financial Planning Tool Kit

August 24, 2018
This section of the Autism Speaks Special Needs Financial Planning Tool Kit was prepared by Shirley Blaier-Stein, the author of Autism Mom: New Ways of Thinking, an attorney and an autism advocate.
Caring for children with autism can be overwhelming. There are so many needs and life is often chaotic, especially when severe behaviors are involved. I have met many parents who were desperate for help and support, yet were too overwhelmed with day-today life to be able to figure out their child's rights and their right for support.

There are roughly three avenues of support for our children, and it is our role as parents to advocate these three avenues tirelessly in order for our children to receive the maximum help.
The first avenue is the school program.
Different states and different towns and school districts offer different services, but under federal law, services should be based on a student's individualized needs. Unfortunately, the services offered are often dictated by the town's budget rather than the child's needs. That's when we parents come in and advocate. The difference that getting involved and advocating can do in getting your child the right program is vast. Do not hesitate to ask around in your community, talk to other parents, collect the most information, and use a professional when needed. It is usually worth the initial investment because your child has many years in school. You may need more help along the road, yet the initial creation of a good program is very important.
The second avenue for services is health-related therapies covered by health insurance.
Services such as speech therapy and occupational therapy are typically covered. In recent years, some states have adopted laws that mandate covering behavioral therapy for children with autism. Such therapy is need-based and must be assessed by a medical professional. Once your child gets approved, he/ she will receive hours of therapy that typically help tremendously.
The third avenue and the one I will focus on here is government entitlements. Sections include:

Medicaid Funding

Home and Community-based Services (the "Waiver")

State Department of Developmental Disabilities

Funding from the Social Security Agency

Other Entitlements

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Accessing Funding Through State and Federal Programs | Autism Speaks

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Financial Planning Tool Kit August 24, 2018 This section of the Autism Speaks Special Needs Financial Planning Tool Kit was prepared by Shirley Blaier-Stein, the author of Autism Mom: New Ways of Thinking, an attorney and an autism advocate. Caring for children with autism can be overwhelming.

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This list includes federal agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.
National Institutes of Health (NIH) Other Federal Agencies and Organizations

Administration for Children and Families (ACF)

Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).

Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.

Agency for Healthcare Research and Quality (AHRQ)

Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America's healthcare system through research, tools and training, and data. This center's mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.

Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.

Centers for Disease Control and Prevention (CDC)

Centers for Medicare and Medicaid Services (CMS)

Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children's Health Insurance Program, and health insurance policy standards. Autism services and supports are available through Medicaid.

Home and Community Based Services Home and Community-Based Services (HCBS) Waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.

Health Resources and Services Administration (HRSA)

Autism TheMaternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.

National Council on Disability (NCD)

Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.

Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.

U.S. Department of Defense (DOD)

U.S. Department of Education (ED)

Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services.

IDEA This website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).

The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.

The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.

U.S. Department of Housing and Urban Development (HUD)

U.S. Department of Labor

Office of Disability Employment Policy (ODEP) ODEP's mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. TheirAutism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.

U.S. Department of Transportation (DOT)

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Federal Agency Resources for Autism | IACC

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This list includes federal agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities. National Institutes of Health (NIH) Other Federal Agencies and Organizations Administration for Children and Families (ACF) Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities.

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Developmental Disabilities & Oral Health

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People with developmental disabilities often require a special approach to dental care. See helpful information and resources.

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Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Eunice Kennedy Shriver National Institute of Child Health and Human Development

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ASD is a complex developmental disorder that affects how a person behaves, interacts with others, communicates, and learns. NICHD is one of many federal agencies and NIH Institutes working to understand ASD. NICHD supports and conducts research on what causes autism, how best to detect signs of autism, how best to treat autism and its symptoms, and other topics.

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ACES offers autism treatments, such as ABA therapy, occupational and speech therapy, PECS, and pivotal response training, in Bakersfield, California. Call now.

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Mission Statement

Our mission is to empower individuals on the autism spectrum, or with other developmental disabilities, to achieve the highest quality of life.

Vision Statement

Our Vision is to be recognized as the leading agency in California that empowers individuals on the autism spectrum, or with other developmental disabilities, to achieve their full potential.

Core Values

Demonstrate integrity in all that we do.

Respect all individuals.

Strive for continuous improvement in the services we provide.

Utilize proven research-based interventions.

Expect and acknowledge excellent performance.

Encourage communication, teamwork and collaboration between all stakeholders.

Create a work environment where employees have fun and enjoy their work.

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Valley Achievement Center: Helping Individuals on the Autism Spectrum

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Our mission is to empower individuals on the autism spectrum, or with other developmental disabilities, to achieve the highest quality of life. Our Vision is to be recognized as the leading agency in California that empowers individuals on the autism spectrum, or with other developmental disabilities, to achieve their full potential.

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.