• Connect with other parents of children with disabilities
• Be patient; learning may come slower for your child
• Encourage independence and responsibility

• Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.
• Students may benefit from using assistive technology.
• Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead
• Use clear, succinct, straightforward language.
• Reinforce learning by using real-life examples and environments.

• Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.
• Students may benefit from using assistive technology.
• Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead
• Use clear, succinct, straightforward language.
• Reinforce learning by using real-life examples and environments.

• Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.
• Students may benefit from using assistive technology.
• Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead
• Use clear, succinct, straightforward language.
• Reinforce learning by using real-life examples and environments.

-Speech-To-Text Services (STTS)  (1) (2)

• 
  AT for behavior/Emotional Nicole Snyder. (n.d.). Assistive Technology. https://assistedtechnology.weebly.com/at-for-behavioremotional-nicole-snyder.html
  
  

• Manager. (2018, February 19). Strategies for teaching students with intellectual disabilities. TherapyTravelers. https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
  
  

• Morin, A. (2019, August 5). What is response to intervention (RTI)? Understood - For learning and thinking differences. https://www.understood.org/articles/en/understanding-response-to-intervention?utm_source=google-search-grant&utm_medium=paid&utm_campaign=evrgrn-may20-fm&gclid=CjwKCAjwzOqKBhAWEiwArQGwaAaEsU9cJrLkM9_SvQVrHXFcWAFCXlqCzBjYhFsYnzET4PIASElj1hoC4CMQAvD_BwE

• Social anxiety. (2021, March 2). CCI - Anxiety, Depression, Bipolar & Eating Disorders - Perth. https://www.cci.health.wa.gov.au/Resources/Looking-After-Yourself/Social-Anxiety
  
  
• Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved 10./8/21 from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4

• Reynolds, T. (n.d.). Gulf bend MHMR center. Gulf Bend MHMR Center. https://www.gulfbend.org/poc/view_doc.php?type=doc&id=10365&cn=208
  
  

• WatchMinder. (n.d.). WatchMinder - ADD & ADHD Vibrating Watch & Reminder System - Invented by a Psychologist. https://watchminder.com/
  
  

• 
  What are emotional disturbances in special education? (2016, May 25). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
  
  

• Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. https://www.ldatschool.ca/assistive-technology/
  
  

• AT can be used with emotional disturbances to reduce triggers. This can range and vary according to each student's specific triggers. For some students, this can include using Visuwords, which is a free online dictionary that allows students to understand a word's meanings and comprehend its association with other words and concepts (Receptive). Another AT strategy for reading could be using Wikipedia's "simple English" feature which states information in simple, easy-to-understand sentences. 

• According to Assistedtechnology.com one example of AT "software such as boardmaker can be used to create schedules, stories, and sequencing charts to help students with transitions or understanding".

• A website for a vibrating claims to assist students with special needs, such as emotional disturbances: "The WatchMinder is an ideal assistive tool for behavior modification and self-monitoring. The WatchMinder’s unique training mode allows the user to set up discreet reminders on fixed intervals throughout one’s day."

• Games such as those highlighted in the above video can help individuals learn Social Emotional Learning (SEL) and are a fun, interactive way for them to do so

• Power cards and Social Stories help students with emotional disturbances learn how to recognize situations that might have possible triggers. It has simple sentences with clear messages of positive reinforcement which also explain how their peers might feel or think in this situation which vastly scaffolds the SEL comprehension of their actions and their consequences in a social dynamic.

• Thought diary which helps connect triggers to (re)actions followed by exercise in which they must detail "factual evidence for my hot thought" and "factual evidence for my not thought", weekly schedule organizers to help students plan out their academic goals in alignment with their mental health exercises and pleasurable activities, worksheets detailing difficult social scenarios so that students can practice SEL and make connections from actions to their own reactions to their mental health reinforcements, and many more. These exercises are all from a free online resource here and cited in my Annotations blurb.

• Feelings charts to help the student determine their emotions as they are happening.

• Professionals collaborating with each other to better recognize what the students' triggers are

• Stress-reducing AT measures could include fidget spinners, squishy balls, even items that could help the student with their own personal triggers such as binder clips which help the student turn pages, highlighter strips to help student focus on important information (reading), sticky notes to help them remember certain details or pages (reading), and color-coding notebooks to help the student remember its purpose and function.

• Facial expressions
• Body language
• Gestures
• Drawing
• Sign language
• Non-electronic communication boards

• Text-to-Speech APPS and devices
• Electronic communication boards