Raising a Child with Autism: One Mother’s Journey MP PowerPoint Presentation.pdf · Overview of...
Transcript of Raising a Child with Autism: One Mother’s Journey MP PowerPoint Presentation.pdf · Overview of...
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Raising a Child with Autism: Raising a Child with Autism: One MotherOne Mother’’s Journeys Journey
With Helpful Lessons for OthersWith Helpful Lessons for Others
Masters Project Presentation Masters Project Presentation by Tamara F. Phillips February 6by Tamara F. Phillips February 6thth, 2010, 2010
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Overview of PresentationOverview of Presentation
Description of Autism Description of Autism The day to day emotional challenges of The day to day emotional challenges of parents raising children diagnosed with parents raising children diagnosed with autism: My Personal Journeyautism: My Personal JourneyImpact on parent functioning: The losses Impact on parent functioning: The losses and gainsand gainsChronic stressors: Daily and futureChronic stressors: Daily and futureCoping mechanisms: Positive and negativeCoping mechanisms: Positive and negative
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Does Anyone Know How Prevalent Autism Does Anyone Know How Prevalent Autism Spectrum Disorder is in America Today?Spectrum Disorder is in America Today?
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ASD Prevalence in AmericaASD Prevalence in America
According to the CDC in a 2009 report:According to the CDC in a 2009 report:
1 in 110 American children 1 in 110 American children 1 in 70 American boys 1 in 70 American boys
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Understanding the LabelsUnderstanding the Labels
Pervasive developmental disorders (PDD) 299Pervasive developmental disorders (PDD) 299299.00 Autism299.00 Autism299.80 Asperger syndrome299.80 Asperger syndrome299.80 Rett syndrome299.80 Rett syndrome299.10 Childhood disintegrative disorder299.10 Childhood disintegrative disorder299.80 Pervasive developmental disorder not 299.80 Pervasive developmental disorder not
otherwise specified (PDDotherwise specified (PDD--NOS)NOS)
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Definition of AutismDefinition of Autism
Autism is a developmental disability that is Autism is a developmental disability that is diagnosed based on three areas of disorder (as diagnosed based on three areas of disorder (as opposed to simply delay). These areas are opposed to simply delay). These areas are defined by the American psychiatric association defined by the American psychiatric association in the DSMin the DSM--IV as:IV as:
1.1. Qualitative impairment in social interactionQualitative impairment in social interaction2.2. Qualitative impairment in communicationQualitative impairment in communication3. Restricted, repetitive, and stereotyped 3. Restricted, repetitive, and stereotyped
patterns of behavior, interests, and activities.patterns of behavior, interests, and activities.
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Additional CharacteristicsAdditional Characteristics
Repeated body movements: hand flappingRepeated body movements: hand flappingUnusual responses to people: Unusual responses to people: like an objectlike an object
Resistance to change in Routine: PatternsResistance to change in Routine: PatternsCognitive levels vary Cognitive levels vary Physical symptoms: Physical symptoms: Immune system, Immune system, digestive problems, Sensory systemdigestive problems, Sensory system
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autism
Typical development
Developmental delay
Motor IQ lang.comp lang.expr social memory
120
100
80
60
Patterns of Development
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Characteristics of ASDCharacteristics of ASD
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Sensory Diet Sensory Diet Foods that are calmingFoods that are calmingWarmWarmSmoothSmoothSweetSweet
Foods that are alertingFoods that are alertingColdColdSour/tartSour/tartSpicySpicyMintyMintyCrunchyCrunchyChewyChewySaltySaltyCrunchyCrunchy--pretzelspretzelsChewyChewy--tubingtubingSuckingSucking--water bottlewater bottleBitingBiting--apple, carrotapple, carrotPullingPulling--licorice stringslicorice stringsFruit roll upsFruit roll upsSaltySalty--chips, popcornchips, popcornBlowingBlowing--through a strawthrough a strawSweetSweet--candy or dried fruitcandy or dried fruitSourSour--candy or picklecandy or pickleSpicySpicy--cinnamon or salsacinnamon or salsaLickingLicking--lollipop orlollipop orPopsiclePopsicleGumGum
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Stay AlertStay AlertSensory Diet Sensory Diet –– Tactile ActivitiesTactile Activities
Sensory Bins Sensory Bins –– rice, beans, corn, sand, cotton balls, rice, beans, corn, sand, cotton balls, waterwater““BrushingBrushing””HugsHugsDeep pressure Deep pressure Shaving creamShaving creamLotionLotionBall pitBall pitFidgetsFidgets
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Areas of Intense InterestAreas of Intense Interest
Examples: Examples: Trains Trains Maps Maps Sports facts Sports facts ToiletsToiletsATM machines ATM machines The number PiThe number PiRoller coastersRoller coasters
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Who Is This?Who Is This?(Example of restricted, repetitive interests)(Example of restricted, repetitive interests)
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Dante BascoDante Basco
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Obsessions and FantasiesObsessions and Fantasies
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From Bad to Worse!From Bad to Worse!
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Circles Program for Boundary AwarenessCircles Program for Boundary Awareness(Impaired social Interaction)(Impaired social Interaction)
Purple Circle: SelfPurple Circle: SelfBlue Circle: Hugs are usually ok, sometimes a kiss on Blue Circle: Hugs are usually ok, sometimes a kiss on the cheek (Family and very close Family Friends)the cheek (Family and very close Family Friends)Green Circle: I can give side hugs to these people (Close Green Circle: I can give side hugs to these people (Close staff, Friends I know really, really well).staff, Friends I know really, really well).Yellow Circle: I see these people a lot. I can give them Yellow Circle: I see these people a lot. I can give them a High 5 or a hand shake.a High 5 or a hand shake.Orange Circle: I donOrange Circle: I don’’t see these people very often. I t see these people very often. I can wave or say hello when I see them. This could be can wave or say hello when I see them. This could be the mail carrier or worker in the store.the mail carrier or worker in the store.Red Circle: These people are strangers and I donRed Circle: These people are strangers and I don’’t know t know them at all. Most of the time I do not talk to strangers them at all. Most of the time I do not talk to strangers about anything.about anything.
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Current Treatment OptionsCurrent Treatment OptionsAre ChildAre Child FocusedFocused
Applied Behavior Analysis (ABA)Applied Behavior Analysis (ABA)Relationship Development Intervention Relationship Development Intervention (RDI)(RDI)FloortimeFloortimeBioBio--medical treatmentmedical treatmentPharmacology Pharmacology OthersOthers
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Meds and SupplementsMeds and Supplements
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What Happens After the DiagnosisWhat Happens After the Diagnosis
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How ASD Impacts ParentsHow ASD Impacts Parents
Current treatment options focus on the Current treatment options focus on the diagnosed childdiagnosed childParents lack understanding of their own feelings Parents lack understanding of their own feelings Individuals may experience different feelings Individuals may experience different feelings from spousefrom spouseIsolate and drift apartIsolate and drift apartParents experience increased and chronic stressParents experience increased and chronic stressCouples experience increased marital discordCouples experience increased marital discord
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Common FeelingsCommon Feelingsexperienced by parentsexperienced by parents
Exhaustion: Lack sleep, emotionally spentExhaustion: Lack sleep, emotionally spentOverwhelmed: Too many responsibilitiesOverwhelmed: Too many responsibilitiesInadequate: About own skillsInadequate: About own skillsHopeless: Will things ever get better?Hopeless: Will things ever get better?Resentful: Of those who have typical childrenResentful: Of those who have typical childrenFearful: For child about future or in communityFearful: For child about future or in communityAnger: Masking another feelingAnger: Masking another feelingGrief: Extreme sadness, Difficulty copingGrief: Extreme sadness, Difficulty copingBlame: Self for childBlame: Self for child’’s disabilitys disabilityGuilt: Did I do something wrong?Guilt: Did I do something wrong?Abandonment: Emotionally or physically isolatedAbandonment: Emotionally or physically isolatedLonely: Lack of understanding from others or few friendsLonely: Lack of understanding from others or few friendsDisappointmentDisappointmentEmbarrassmentEmbarrassmentJudged Judged
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Rollercoaster of feelingsRollercoaster of feelings
Grief is often chronic and repetitiveGrief is often chronic and repetitiveFeelings may resurface both at predictable Feelings may resurface both at predictable and unpredictable times, often around life and unpredictable times, often around life cycle events or milestonescycle events or milestonesIt is healthy to acknowledge these feelings It is healthy to acknowledge these feelings when they arise when they arise Spouses have different responses to loss Spouses have different responses to loss
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Rollercoaster of FeelingsRollercoaster of Feelings
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Grief and LossGrief and Loss
Grief: Our reaction to lossGrief: Our reaction to lossPsychological Psychological BehavioralBehavioralSocial Social Physical Physical
Loss: Deprivation or ceasing to have something Loss: Deprivation or ceasing to have something that we formerly possessed or were attached tothat we formerly possessed or were attached toLoss of DreamsLoss of Dreams
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Loss of DreamsLoss of Dreams
A symbolic loss of something intangibleA symbolic loss of something intangibleThe degree of personal investment placed The degree of personal investment placed in a dream that subsequently gets in a dream that subsequently gets shattered correlates with the severity of shattered correlates with the severity of the grief experienced.the grief experienced.Feelings commonly go unrecognized Feelings commonly go unrecognized
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Autism Every Day VideoAutism Every Day Video
Autism Every DayMinutes: 7:00
http://www.youtube.com/watch?v=FDMMwG7RrFQ
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Positive Coping StrategiesPositive Coping Strategies
Reframing personal goals and expectationsReframing personal goals and expectationsIncreasing knowledge about ASD Increasing knowledge about ASD Large social support networkLarge social support networkEngaging in regular activity based interaction with childEngaging in regular activity based interaction with childRediscovering important things in lifeRediscovering important things in lifePrayerPrayerExerciseExerciseFinding a creative outletFinding a creative outletTaking a break or getting respiteTaking a break or getting respiteUse of humorUse of humorDevelop positive Personality Traits: increased tolerance, Develop positive Personality Traits: increased tolerance, patience, and openpatience, and open--mindednessmindedness
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Finding HumorFinding Humor““QuotesQuotes””
““Hey Mom, you wore that shirt Hey Mom, you wore that shirt when you were pregnant, when you were pregnant, because I remember being behind because I remember being behind it!it!””
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““Ok, Mom, whatever you want, Ok, Mom, whatever you want, dude!dude!””
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Negative Coping StrategiesNegative Coping Strategiesof parents and othersof parents and others
Escaping or AvoidingEscaping or AvoidingHoping for miracles, fantasiesHoping for miracles, fantasiesOvereatingOvereatingWorkaholicWorkaholicDrug usageDrug usageAvoiding othersAvoiding others
Distancing:Distancing:Pretending nothing happenedPretending nothing happenedTrying to forgetTrying to forgetMaking light of situationMaking light of situation
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What Causes Parental Stress?What Causes Parental Stress?
Characteristic behaviors of childCharacteristic behaviors of childIntensity of needIntensity of needPerceived inadequacies in quality of Perceived inadequacies in quality of support service support service Finances: Autism is VERY expensiveFinances: Autism is VERY expensiveLack of clear and consistent information Lack of clear and consistent information about how to help childabout how to help child
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Child Behavior that negatively Child Behavior that negatively Impacts ParentsImpacts Parents
Behavior that is outside the norm, dangerous, or Behavior that is outside the norm, dangerous, or developmentally below chronological agedevelopmentally below chronological ageDeficits in communication and socializationDeficits in communication and socializationUneven affectUneven affectAggressionAggressionNonNon--compliancecomplianceDeficits in functional living skillsDeficits in functional living skills
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Stressors affect Our Lives in a Stressors affect Our Lives in a variety of waysvariety of ways
Decreased social life (couple and family)Decreased social life (couple and family)Restricted recreational opportunitiesRestricted recreational opportunitiesIncreased isolation (individual and family)Increased isolation (individual and family)Increased marital discord Increased marital discord Increased mental and physical health Increased mental and physical health problems (mothers often more depressed)problems (mothers often more depressed)Priority and attention given to ASDPriority and attention given to ASD
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Examples of Stress:Examples of Stress:Vacation StressVacation Stress
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““I want an edible souvenir!I want an edible souvenir!””
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Example of Stress:Example of Stress:Financial ConcernsFinancial Concerns
Autism is expensiveAutism is expensive
Often only one parent is employed due to Often only one parent is employed due to care needs of childcare needs of child
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Example of Stress:Example of Stress:Intensity of NeedIntensity of Need
Increased responsibilitiesIncreased responsibilitiesIncreased number of hours spent with Increased number of hours spent with childchildProlonged Infancy stage Prolonged Infancy stage Leads to Sacrificing employment, Leads to Sacrificing employment, education opportunities, or personal goalseducation opportunities, or personal goalsOften leads to social isolation for parentsOften leads to social isolation for parents
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Changing Our EnvironmentChanging Our Environment
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Example of Stressor:Example of Stressor:Inadequate Support ServicesInadequate Support Services
Inadequate environment Inadequate environment Lack of program choiceLack of program choiceUnder stimulating programmingUnder stimulating programmingLack of intervention aimed at increasing Lack of intervention aimed at increasing new skills and independencenew skills and independencePoorly educated staffPoorly educated staff
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““Now, I donNow, I don’’t know what it should t know what it should be rated: Itbe rated: It’’s like Before Christ s like Before Christ ----Before PG 13!Before PG 13!””
(regarding the rating of an older PG (regarding the rating of an older PG rated movie)rated movie)
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IsolationIsolation
Families living with ASD are often more Families living with ASD are often more isolated due to their circumstances isolated due to their circumstances Out of necessity, parents often over Out of necessity, parents often over --
focus on autism which may be focus on autism which may be misunderstood by othersmisunderstood by othersIndividuals with ASD are frequently Individuals with ASD are frequently
isolated and have difficulty making and isolated and have difficulty making and keeping friendskeeping friends
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Program to Combat Isolation and Program to Combat Isolation and LonelinessLoneliness
Every child needs a circle
of friends,Every parent
needs a circle of support,
Every family needs to be
part of a community.
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““Kinga, your rib is like a harp!Kinga, your rib is like a harp!””
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Marriage ProblemsMarriage ProblemsDue to:Due to:
Increased marital discordIncreased marital discordEmotional IsolationEmotional IsolationPrioritization of child over relationshipPrioritization of child over relationshipLack of meaningful communicationLack of meaningful communication
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Couples are disconnected on an emotional Couples are disconnected on an emotional and intimate level and live with daily and intimate level and live with daily adversityadversity
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VideoVideo
Emotional Aspects of AutismEmotional Aspects of AutismThe Today Show; Minutes: 6:50The Today Show; Minutes: 6:50LowLow | | MediumMedium | | HighHigh
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What Helps Decrease Stress?What Helps Decrease Stress?
Perceiving parenting as effectivePerceiving parenting as effectiveQuality support servicesQuality support servicesRedefining ideal about personal fulfillmentRedefining ideal about personal fulfillmentRedefining goalsRedefining goalsPlacing less emphasis on opinions of Placing less emphasis on opinions of othersothersSharing responsibilities between parentsSharing responsibilities between parents
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ResiliencyResiliency
Some people are more resilient and may not be Some people are more resilient and may not be vulnerable to depression even when stressedvulnerable to depression even when stressedDifferences in coping mechanisms prior to ASD Differences in coping mechanisms prior to ASD impacts ability to deal with stressimpacts ability to deal with stressIndividuals who are more resilient get to the Individuals who are more resilient get to the root of the problem root of the problem Understand that problems will pass and have Understand that problems will pass and have confidence in their problem solving abilitiesconfidence in their problem solving abilities
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Looking for InspirationLooking for Inspiration
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Strengths Strengths
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““II’’m combining Jewish culture m combining Jewish culture with my cleaning!with my cleaning!””
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““I have more acne than I can I have more acne than I can afford!afford!””
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““Can you act like a Jewish person Can you act like a Jewish person since you are living with me?since you are living with me?””
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My Personal Coping Strategy: My Personal Coping Strategy:
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CoCo--Founding a Charter SchoolFounding a Charter School
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MissionMission
TheThe missionmission of Lionsgate Academyof Lionsgate Academyis to provide a transitionis to provide a transition--oriented and oriented and personalized learning program focusing personalized learning program focusing on secondary higheron secondary higher--functioning students functioning students on the autism spectrum, that supports on the autism spectrum, that supports their full potential, participation, and selftheir full potential, participation, and self--determination within their school, family determination within their school, family and community. and community.
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Lionsgate HistoryLionsgate History
Bernadette Groh, RN, and Tamara Phillips, Bernadette Groh, RN, and Tamara Phillips, both mothers of a child with autism saw a both mothers of a child with autism saw a need for different programmingneed for different programmingThere was no public school model so new There was no public school model so new ground had to be forged for the designground had to be forged for the designDecided on a charter as the best way to Decided on a charter as the best way to serve the communityserve the communityGrassroots origins but expanded to include Grassroots origins but expanded to include many professionals and educators involved many professionals and educators involved in serving the students with autismin serving the students with autism
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TuitionTuition--free public school, open to allfree public school, open to all
Funded by state and federal government, as Funded by state and federal government, as well as foundations, grants and giftswell as foundations, grants and gifts
Independent school managed by a school board Independent school managed by a school board elected by parents, teachers and staffelected by parents, teachers and staff
Mission driven and focused on a particular Mission driven and focused on a particular approach to educationapproach to educationChoice school for familiesChoice school for families
Accountable for student achievementAccountable for student achievement
What is a Charter What is a Charter School?School?
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Requirements for a Requirements for a CharterCharter
Receive state approval through rigorous Receive state approval through rigorous application training and process over two yearsapplication training and process over two years
Demonstrate that school meets an educational, Demonstrate that school meets an educational, community and market needcommunity and market need
Obtain sponsor to oversee fiscal responsibility Obtain sponsor to oversee fiscal responsibility and academic quality: Adler Graduate Schooland academic quality: Adler Graduate School
Currently 152 Charter Schools in Minnesota Currently 152 Charter Schools in Minnesota serving over 33,000 studentsserving over 33,000 students
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Our Core ValuesOur Core Values
That every child with exceptionalities receive That every child with exceptionalities receive individualized services and supports from competent individualized services and supports from competent and caring professionalsand caring professionalsThat special and general educators will teach under That special and general educators will teach under conditions that support successconditions that support successTo ensure that all students attending Lionsgate To ensure that all students attending Lionsgate Academy will achieve high and challenging learning Academy will achieve high and challenging learning outcomesoutcomes
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What Lionsgate Can DoWhat Lionsgate Can Do
StrengthStrength--based assessmentbased assessmentTransition programming (adulthood preparation)Transition programming (adulthood preparation)Standards Based IEPStandards Based IEP’’ssCompliance state and national educational standardsCompliance state and national educational standards
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Better OutcomesBetter Outcomes
Dedication to lifeDedication to life--long learninglong learningTransition skills; functional living and academicsTransition skills; functional living and academicsSupportive environments for students & familiesSupportive environments for students & familiesCompassionate and well educated staff dedicated to Compassionate and well educated staff dedicated to understanding the disorderunderstanding the disorderOngoing best practices researchOngoing best practices researchFamily involvement on a variety of levelsFamily involvement on a variety of levelsAccess to the artsAccess to the artsAccess to social outlet for all studentsAccess to social outlet for all students
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Methods UtilizedMethods Utilized
Sensory Integration Therapy (direct & Sensory Integration Therapy (direct & embedded)embedded)Speech TherapySpeech TherapyOccupational TherapyOccupational TherapyVisual strategies and supportsVisual strategies and supports
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Social SkillsSocial Skills
Social skills training embedded in all programmingSocial skills training embedded in all programming
Utilizes both formal instruction and teachable Utilizes both formal instruction and teachable momentsmoments
Skill areas targeted include understanding basic Skill areas targeted include understanding basic social rules and mores, conversation, organization, social rules and mores, conversation, organization, friendships, and other relational practicesfriendships, and other relational practices
Positive behavioral supportsPositive behavioral supports
Staff trained in best practice models to ensure skills Staff trained in best practice models to ensure skills integration and assessment throughout the dayintegration and assessment throughout the day
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Lionsgate Academy VideoLionsgate Academy Video
Lionsgate videosLionsgate videoswww.lionsgateacademy.orgwww.lionsgateacademy.org
http://www.kare11.com/news/local/morninghttp://www.kare11.com/news/local/mornings/sunrise_article.aspx?storyid=530001&cats/sunrise_article.aspx?storyid=530001&catid=16id=16
Minutes: 4:41 Minutes: 4:41
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““DonDon’’t sing it Pal, save your opera t sing it Pal, save your opera for somewhere else!for somewhere else!””
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ResourcesResources
Presenter: Tamara PhillipsPresenter: Tamara PhillipsContact info: Contact info: [email protected]@tamaraphillips.us