Holiday Gifts to Make with Your Child

The coronavirus pandemic influences our daily activities and life in a profound way. With the holidays upon us, many families want to create new ways to celebrate the season and honor family traditions. Involving your children in different activities can be a great way to create fun and engaging experiences, while fostering your child’s development of social skills, citizenship, sense of belonging, and contribution.

As you spend more time at home, try these crafts that you and your children can do together to celebrate the season or, even, start a new tradition.

Sand Art Menorah and Candles

Lighting candles on a menorah is one of the most treasured traditions of Hanukkah, also known as the festival of lights. After you make this,  encourage your child to gift it to a friend or family member on Hanukkah, or use it yourselves to make the holiday symbolic and memorable.

MATERIALS
  • One large glass jar

  • Sand of a few different colors

  • Small glass jars

  • Funnel

  • Silver straws or battery-operated tea lights

  • Scissors

  • Yellow grosgrain (or corded) ribbon

INSTRUCTION

Take eight small jars and one big jar. Use a funnel to fill the jars with colored sand. If you’d like, try pouring different colors into one jar to make layers. To create patterns, tilt the jar as you pour the sand or use a wooden popsicle stick to move the different colors around. Don’t forget to tap the jar after filling. Pick your favorite candles (such as birthday candles) to place in the jar. For younger children or children who may need additional supervision, silver straws, tea lights or battery-operated tea lights, are an excellent option.

Ink Blot Prints

Based on the famous Rorschach ink blog test, ink blot prints are tons of fun for kids to make and attempt to “read.” Help your children make prints to gift to someone they care about for New Year’s.

MATERIALS
  • Small paintbrushes

  • Medium weight art paper

  • Sponges in different shapes

  • Picture frame

  • Tempera paints

INSTRUCTIONS

Take a white piece of paper and fold it in half. Generously dab or pour paint on one side of the folded paper. Try using differently shaped sponges to dab designs onto the paper. Next, fold the other side of the paper and press down. Open the paper to see the design and let it dry. Then ask your child: what shapes or images can you make out in the design? Place the painting in a frame to display it around your home, or wrap it up and give it to a friend or loved one.

Sensory Bottles

These fun, imaginative bottles are perfect to make for each person at your holiday table or to send to family members. Best of all, your child can make each bottle unique and customize it for each recipient.

MATERIALS
  • Small bottle or jar

  • Hair gel or baby oil

  • Water

  • Glitter

  • Paper clips

  • Water beads (or buttons or other small objects)

  • Optional: Magnet, ribbon, permanent marker

INSTRUCTION

Take an empty bottle and pour in hair gel (or baby oil), water, and a little glitter. Add miniature objects, such as beads, buttons, figurines, and paper clips. Seal the bottle tightly and shake. To decorate the outside of the bottle, consider tying a ribbon around the neck or writing on the outside with permanent marker.

Once completed, your child can take a magnet alongside the exterior of the bottle to make the paper clips move. You can also turn the bottle in different directions to watch the objects slowly move around and settle.

Mini Clay Bowls

Unique clay bowls make a lovely Christmas Gift. After all, they’re great for storing everything from spare change and hair clips to buttons and safety pins. Kids love the squishy feel of clay—and take pride in making something useful for grown-ups.

MATERIALS
  • Wax paper

  • White air-dry clay

  • Water

  • Small rolling pin

  • Cooking oil

  • Non-washable ink pad

  • Chipboard letters or rubber letter stamps

  • Cotton swab

INSTRUCTIONS

Knead the clay for a few seconds to warm it up and loosen it. Flatten it on wax paper, maintaining at least a quarter-inch thickness. Wet the top of the clay with water to smooth the surface, and then let the clay sit for eight to 10 minutes.

Apply a small amount of cooking oil to the surface with your finger. Put the ink on your stamp and press it on the wet surface. To clean any unwanted oil or impression, use a cotton swab. Mold the corners to shape it into a bowl. Experiment with different shapes and sizes.  Leave the bowl on wax paper for three days to let it completely dry, and then wrap it up as a gift for family or friends.

Navigating Halloween 2020 for Kids with Special Needs

Halloween can require some extra planning and precautions when celebrating with children who have autism. UAB Medicine published an article stating that recent studies have suggested at least one in 20 children is affected by a sensory processing disorder, and these symptoms can become more pronounced at Halloween. The costumes, extra sugar, noises and disruption of routine can all be very triggering and may lead to some challenging behaviors. This year with the additional safety and health precautions due to Covid-19, certain areas are restricting the ways in which we can celebrate, but parents can still make this a memorable holiday for their kids.

PREPARE IN ADVANCE

Halloween won’t seem like such a disruption of routine to children if parents plan ahead of time and let their kids know what to expect. Parents should discuss costume ideas, if their child is interested in wearing one, and have them participate in the process of choosing or creating it. Families can also incorporate family friendly Halloween movies during the month of October to associate positivity with the concept, like trick or treating, dressing up and the spooky décor, before the actual holiday takes place. Children with autism are able to adapt to new scenarios more favorably when they are not caught off guard and have ample preparation.

TRY SENSORY ACTIVITIES

Sensory activities are very beneficial for children with autism as it helps to stimulate the brain, improves social and communicative skills, facilitates coordination, and can have a calming effect. Lemon Lime Adventures published quite a few sensory play ideas themed for Halloween that would allow for a fun and unique celebration. Decorate pumpkins, cookies, or your home in lieu of trick-or-treating. If your child is interested in costumes, try a family themed one that everyone can be involved in.

TAKE ADVANTAGE OF VIRTUAL APPS

Trick-or-treating is unlikely to happen in many parts of the US right now, so this year is a good opportunity to celebrate from home. There are numerous avenues to try, from online Halloween scavenger hunts, pumpkin carving competitions and virtual costume contests. Parents can incorporate Zoom, FaceTime or any number of remote apps that have risen in popularity this year. Click here for a full list of remote ways to celebrate Halloween with kids this year.

While the world continues to adjust to life during a pandemic, we are continuing to find ways to adapt traditions and holidays to this new virtual format. Children can have an especially hard time with the transition and keeping some traditions alive, even in a remote setting, can help them feel grounded during this time of uncertainty.

To All the Other Parents of Children With Special Needs: I Feel You

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This was a text from one of my mom-friends in the early days of our stay-at-home order.  It took me a second to register the meaning in this statement from someone who is my friend, my peer, who has children of the same age.  It felt so foreign, and I immediately thought, Time?!  What am I doing wrong?  (The answer is, of course, plenty, but let’s not get distracted here.)

The difference between my lovely (bored) friend and myself is that I am parenting a child with special needs.  I don’t have a child with autism; my oldest struggles with mental illness.  In regular times, it’s lonely, it’s difficult, and I feel like our family is indelibly different.  But in the midst of a pandemic…  Forget different, we are alien life forms on a different planet.  I get texts from my friends asking for validation that it is okay that they let their child skip an assignment today.   My first thought is, Girl, today I turned on closed captioning while the kids watched tv and I called it Reading All Day.  Facebook is full of pictures of the cleaned-out basements and fresh-baked sourdough done in my friends’ free time.  Again: Free time?!?  Like some of my friends who have kids with autism, my days are spent helping my child manage the basics of life: getting over the emotional hurdle of breakfast, running the marathon of 2 hours of home-schooling that feels like 12, spending an hour out of every three diffusing a meltdown.  Throughout it all, my husband and I are following a path that winds around the house like a trail of breadcrumbs, wiping and fixing the things that have been spilled and broken in his wake.  It is constant.  It is relentless.  There is no lunch break.  There is definitely no time to be cleaning out my basement.

I want to take a moment to share my awe of all single parents. The only reason I am able to still function at work is because of my husband’s support and participation.  (Seriously, single parents, I salute you and offer up all the hugs, kudos, props, and every other form of recognition.  If you are a single parent caring for a child with special needs during this pandemic, with all of the powers vested in me by the Mommy-Blogger-Gods, I decree that in your next life, you deserve to be lounging on a shady terrace in a tropical climate, being slowly fanned, while you sip a fruity drink with flowers in it.)  I do have a partner, so yes, there are moments when I can take a walk by myself, or shut myself in my room for a half hour.  But even this privilege feels trivial under the constant barrage of the immediate needs of my child.

So here’s what I want to say to my peeps out there, the parents who are following similar bread-crumb trails of disaster around their houses:

You know your kid. 

Some of us have chosen to have service providers in our homes, accepting the risks; some of us have moved to telehealth, but with fewer hours; some of us have had to discontinue services, for one or more of a million reasons.  These decisions impact our child and our families now, and in one way or another, their future.  More than ever before, we are in our heads, second-guessing the decisions we are making about our children’s services, or about how we are handling their days (too much routine, not enough routine).  Even the opinions of well-meaning friends and relatives who are not trying to be judgmental can seep in and sow seeds of doubt.  Here is a mantra to repeat to yourself: I know my kid better than anyone.  You are the only one in a position to know what is best for your child.  It’s important to listen to the opinions of some (professionals who know your child, for instance) and to absolutely ignore others (your nosey neighbor who’s “just seeing if everything is okay” when your kid is raging over, literally, spilled milk).  Remind yourself frequently that you are the expert on your kid; not only that, you’re also the one directly managing the day-to-day every day.  Whatever decision you have made, I applaud you.

You are doing great, and I am not judging you.

Thou shalt not judge oneself by thy neighbor’s Instagram.  For reals.  Reading heartwarming stories about all of your friends’ kids’ accomplishments and seeing portrait-mode-perfect pictures of their happy faces while doing a distance-learning science project can stop my heart for a moment.  This stuff is hard for me in normal times; somehow this pain has been heightened by the pandemic.  If you can find it within you to see these things and be happy for your friends and also still feel good about your own family: you are a special angel and I want you in my life.  For the rest of us: turn off the Instagram and the Facebook and find communities of parents who understand your story and can celebrate the unique joys of your kiddo with you.  I could never tell my typical-mom friends about how thrilled I am to go two days in a row without a hole knocked in the wall, but I have found other moms who have similar circumstances and can help me rejoice in this little bit of progress, which reminds me that I am doing great.  You are doing your best AND your best is enough.  Recognize this and seek out others who will also appreciate your kiddo, your circumstances, and your efforts. Repeat to yourself, you’re doing a great job.

Ask for Help. 

I know, it’s harder than ever to get help.  Babysitters may be less available, or you may have less money to pay them.  Home therapists and respite workers were hard to find before the pandemic, and now it’s…well, let’s just not even go there.  Here are some ways to ask for help if you are drowning:

  1. If you do have a partner, I highly recommend locking yourself in your room once a day and tuning the world out, with headphones, a book, television, or a nap. Nobody can keep going without a break.
  2. If your child is able to FaceTime independently, reach out to friends and family members and schedule a FaceTime session every day, whereby you can get a small break. (Hooray!  Congrats!  You get to go to the bathroom alone!  Oh, unless you have multiple kids.)
  3. If you have an ABA therapist, keep them updated on how things are going. Don’t hesitate to communicate when something new has arisen or gotten worse – they are there to help you.  If you need more hours, ask for it.
  4. If you don’t have ABA services right now, reach out to see if telehealth is available to you, even if it’s just parent education.
  5. If your state has a crisis intervention hotline, put the number in your phone so you have it handy if you need it.
  6. Exhausted parents don’t love to cook dinner….if you can afford it, order take-out. If you have a friend that offers to help, ask for a dinner drop-off.  If you have cereal and toast for dinner every night for a week, I feel you, friend.
  7. If you need a group of people who get you, turn to Reddit, or FB groups, or another online forum of parents who share your situation. Lurk for awhile, or jump right in.  Hearing someone else tell a story that could be yours honestly lightens the load for a minute.
  8. If you are associated with a church, temple, or other community organization, reach out to see what services they are offering their members. I have heard of organizations providing meals, support phone calls, grocery drop-off, and other help.
  9. Everyone should know about Aunt Bertha – it’s a network linking up non-profits and social programs with people who need them. If you need help with paying for groceries, healthcare, housing, utilities, or help finding a job or getting legal aid, Aunt Bertha’s got you.  https://www.auntbertha.com/
  10. The National Domestic Violence Hotline is available 24/7 and is free and confidential. I hope you don’t need it, but if you do, please don’t hesitate to call: 1-800-799-SAFE (7233).
  11. The Disaster Distress helpline is set up to help people experiencing a crisis, such as this pandemic. Call 1-800-985-5990 or text TalkWithUs to 66746.
  12. If you don’t already have a counselor and you feel you need one, ask your PCP for a referral.
  13. Check to see if your employer has an Employee Assistance Program. They may offer free counseling, legal advice, or other services.
  14. If you are in fear for your own safety or the safety of others, please call 911.


Take care of yourself, by any means possible. 

Caregiver Burnout is real, y’all.  I had a dark day last week – I was exhausted by a few really tumultuous days in a row, with no sleep.  Someone mentioned “self care” to me and I made a gesture.  For the sake of decorum, let’s say I rolled my eyes.  I would have loved to have taken a bubble bath, gone to get a mani-pedi, spend an hour in yogic meditation, had lunch by myself while I read a book, and all of the other things that come to mind when I hear the words “self-care.”  It goes without saying that none of these things are an option at the moment, and not just because my mani-pedi place is closed.  But here’s the thing: we still have to take care of ourselves.  The best way that I’ve found to “care for myself” at this point in time is to simply lower the bar.  Your bar is already low, you say?  Maybe you need some more encouragement.

It is okay to decide not to change from your sleeping sweatpants to your daytime sweatpants.

It is okay to not respond to texts for several weeks and then to forget to show up to a zoom social hour with your friends.  It happened, don’t sweat it.  They’ll live.

It is okay to change the screen-time rule to only-when-they’re-awake.

It is okay to let your child wear their favorite dirty shirt 14 days in a row if you are picking your battles and that’s not one you feel like waging.

It is okay to lock yourself in the bathroom with your headphone and pretend you are having digestive issues when you are really watching SNL at Home skits, because dammit you need to laugh!

Get the picture?  You need to rest, Fam.

You know what The Plague, the Spanish Flu of 1918, and the Hong Kong Flu Pandemic of 1968 all have in common?  They ended, eventually.  Like everything else in life, this pandemic is temporary.  Hold on to that.  Remind yourself that the reason it feels so hard is that we have been doing this for so long – which means we are that much closer to it being over.  Above everything else, while we continue to take this slog one day at a time, be kind to yourself.  Give yourself the kind of encouragement and compassion that you would give me, if we were friends….And I promise that I’ll do the same.

February Digest

Welcome to our All Autism News series! Whether you’re a parent, advocate, professional in the field or individual with autism, All Autism News is here to give you a summary of this past month’s biggest news stories affecting the autism community.

AllAutismNews_icon_news

National News

New U.S. autism guidelines call for early treatment
Spectrum – Pediatricians should start treating children who show signs of autism even before tests confirm a diagnosis, according to the newest recommendations from the American Academy of Pediatrics.

Autism prevalence in the United States explained
Spectrum – The rise has sparked fears of an autism ‘epidemic.’ But experts say the bulk of the increase stems from a growing awareness of the condition and changes to its diagnostic criteria.

AllAutismNews_icon_research
Research

Study ties gene active in developing brain to autism
Spectrum – Mutations in a gene called ZNF292 lead to a variety of developmental conditions, including autism and intellectual disability, according to a new study.

A Quarter Of Kids With Autism Go Undiagnosed, Study Suggests
Disability Scoop – A substantial number of children who meet the criteria for autism are failing to receive a formal diagnosis, according to a new study based on data from the Centers for Disease Control and Prevention.

Early life experiences may shift severity of autism
Spectrum – A child’s environment exerts a strong influence on the severity of her autism, according to a study of 78 pairs of identical twins in which at least one twin has autism.

AllAutismNews_icon_Teens&Adults
Teens & Adults

When My Daughter on the Autism Spectrum Asked Why I Was Crying
Yahoo! – My daughter, who is 8 years old, is on the autistic spectrum. She was diagnosed over a year ago, has been in ABA therapy for about eight months, and has been making slow but still steady progress. However, that doesn’t exempt us from bad days. Yesterday was one of them.

Intelligence, behavior shape adulthood for people with autism
Spectrum – Just two factors assessed in childhood predict how well people with autism will function as adults, according to a new study: intelligence quotient (IQ) and behavioral problems such as hyperactivity.

Early Treatment for Autism Is Critical, New Report Says
The New York Times – The average age of diagnosis is now around 4 years, but the goal is to get it well under 2, she said. And children who are at higher risk — for example, those whose siblings have A.S.D. — should receive especially close screening and attention.

With Blog, Teen with Autism Gains Voice
Disability Scoop – A few years ago, Mitchell Robins wasn’t able to tell anyone precisely what he was thinking. He lost the ability to speak when he was 4 and relied primarily on a system of pictures and limited sign language to tell his parents and caregivers what he wanted to eat or when he felt sick or how he wanted to spend his time. Then his parents realized he could spell.

Siblings of autistic children may have distinct facial features
Spectrum – Siblings of autistic children, like those with the condition, tend to have faces that are more masculine than average, according to a new analysis. The analysis classified features such as a wide forehead and long nose as masculine.

December Digest

Welcome to our All Autism News series! Whether you’re a parent, advocate, professional in the field or individual with autism, All Autism News is here to give you a summary of this past month’s biggest news stories affecting the autism community.

AllAutismNews_icon_news

National News

Is my autism a superpower?
The Guardian – Greta Thunberg, Chris Packham, Jack Monroe and others credit their Asperger’s with giving them the focus to get things done.

 

AllAutismNews_icon_research

Research

Drug combination mutes sensitivity to noise in autism mice
Spectrum – A mix of two drugs nixes noise hypersensitivity in an autism mouse model, according to new research.

Using technology to help close the autism job gap
Seattle Times – Byran Dai was 24 when he promised his mother, who passed away less than two months later, that he would look out for his younger brother Brandon, who is autistic.

Risk genes for autism overlap with those for attention deficit
Spectrum – People with attention deficit hyperactivity disorder (ADHD) carry rare, harmful mutations in many of the same genes as people with autism, an analysis of thousands of sequences suggests.

Brains of autistic people show unusual left-right symmetry
Spectrum – The hemispheres in autistic people’s brains are more symmetrical than those of their typical peers, according to the largest imaging study to explore this relationship.

 

AllAutismNews_icon_Teens&Adults
Teens & Adults

Thursday’s Child: 13-year-old with autism dreams of a family to celebrate life with him
Fox 4 – James has always wanted a family. It’s something he’s wanted for so long he can’t tell you when he first started dreaming of his future family.

Severity predicts autistic children’s ability to learn life skills
Spectrum – How well autistic children perform basic tasks of daily living — dressing, grooming and the like — at about age 6 depends on their language skills, age of diagnosis and the extent of certain autism traits between ages 2 and 4.

Addressing Aggressive Behaviors in Children

Aggressive behavior is something that parents of children with autism or emotional disabilities are often confronted with on a regular basis. It can be a challenging, frustrating and emotionally draining experience. Through the support of a professional behavior analyst and consistent practices, parents, teachers, and caregivers can address aggressive behaviors in children and adolescents so that they can live productive and independent lives.

Many times when caregivers are faced with aggressive behavior, their impulse is to want to stop the behavior, and they may view the child as misbehaving. However, it’s important to understand that aggressive behavior is sending us a message. Every behavior serves a function— such as making a request, avoiding something, escaping a task or seeking attention. The same is true of aggression. For individuals with limited communication skills, aggressive behaviors can become inadvertently shaped by caretakers and others in their environment.

For example, a child throws a tantrum to gain access to candy. The parent gives the child candy to stop the tantrum. If this interaction repeats itself, the behaviors become reinforced and the child learns that tantruming is rewarded with access to the desired food. Next time, the parent may decide they are not going to give the child candy and so the child tantrums even louder and harder. If the parent gives the child candy, the parent has inadvertently reinforced the behavior. As parents, we all do this in very subtle ways regardless of whether our child has special needs or not, often without realizing that we are shaping our children’s behavior and strengthening the behaviors that are unwanted.

When children are small, it can be less of an issue for parents to manage aggression, or they may think that their child will grow out of it. It is easier to restrain young kids to combat and control outbursts, but if these are the only methods we use, we are not setting our teenagers up for success. It is important to understand why our kids are acting out and what they are trying to communicate. Once we know the “what” and the “why”, we can teach more appropriate means of communication to replace the need for aggression (such as making a verbal request and teaching the child to tolerate “no” when the answer is “no”). If the aggressive behaviors are not replaced by more appropriate functional behaviors, then we run the risk of shaping adolescent aggression which can include physical violence that is more serious and tougher to overcome.

If your child is demonstrating aggression, the best place to start is an assessment of his behavior to understand why the behaviors are occurring. A good assessment will tell you what the function of the behavior is, meaning— why he is acting out and what he is trying to communicate. Then a plan can be put in place to teach new methods for communicating effectively as well as reducing and eliminating the aggression using behavioral strategies.

Here are a few strategies you can use before aggressive episodes start:

  1. Give up some control over the environment or routines by offering choices; it does not matter if he brushes his teeth before changing clothes, but if having control over that routine helps keep your child’s aggression down, give up that control and let him choose. Providing choice also teaches independent thinking and problem solving which are critical skills for adult life.
  2. Prime your child by giving them a verbal “heads up” of what is coming: describe to your child when and what the expectations are for that setting.
  3. Use visual support like a picture board or a photo to help provide clear expectations for each activity or different parts of the day.
  4. Prompt and model the behavior you want to see instead of the aggressive behavior.
  5. Praise that behavior when you do see it so that it will continue to be a part of their repertoire. Remember if you like something you need to let your child know. In other words, catch them being good and if you like a behavior, reinforce it!

In the moment of the aggressive behavior, safety is most important! Do your best to keep yourself and your child safe. If you can redirect your child onto something else or an activity, that might be necessary.

Some parents of adolescents who display aggressive behaviors worry that it is too late for their child to have a fulfilling and independent life. On the contrary, it is never too late to start planning on a future for your child and working towards attainable goals. Think about what you want your child to be doing in a year from now and start working towards that today. If you want your child to ask for the desired item or preferred activity instead of tantruming to get it, start taking small steps now. If you are hoping they will have more friends in a year, start exposing your child to those opportunities and teaching the socially appropriate skills that will afford those opportunities. If you want them to have fewer aggressive behaviors, do not wait a year to start working to improve that behavior. It is never too late or too early to start working towards next year. The results will support your child in having their needs met and experiencing greater success at each stage of development. The ultimate goal is setting your child up for success and helping him achieve as much independence as possible.

-Richie Ploesch, M.A., BCBA, and Ronit Molko, Ph.D., BCBA-D

How to Start Talking About Racism

By: Angela Montes, MS, BCBA

 

Racism. Its existence makes our hearts heavy, evokes sadness, generates uncertainty, and creates fear. Starting and having a conversation about racism has always been difficult. Even though it may make us uncomfortable, it’s an important conversation to have. As parents and caregivers, you may find yourself asking: How old does my child need to be to have this conversation? How do I even start the conversation? Are there any resources that will help me with this conversation? Here are some starting points, using some of the tools you might already have, to initiate a conversation about racism.

 

Ages 0-2:

It is recommended that children see their parents and caregiver interact with individuals whose race and ethnicity differ from their own. Take it a step further and enrich your environment to ensure that your child is exposed to books and toys that include multiple ethnicities. According to studies (Kelly, D.J., et al. 2005), children as young as three months old can categorize people by race. Early intervention is critical.

 

Children’s Books about Diversity

 

Ages 3-4:

Between this age, parents should continue to model inclusivity of other ethnicities via physical interactions, TV shows, books read, and toys purchased. Children who see their parents and caregivers engage in unbiased behavior benefit from the positive model they observe. As a proactive strategy, initiate the conversation of racism with your child by pointing out the differences in color of skin, hair, and language. It is important to show young children that differences exist and that it’s okay to be different.

 

10 Tips for Reading Picture Books with Children through a Race-Conscious Lens

 

Ages 5-11:

Between this age range, children are making stronger associations across racial groups. Continue the exposure of multiple ethnicities via books, TV shows, and interactions. Initiate a discussion about the subtleties within TV shows and how stereotypes often carry over into the real world. Begin to discuss how racism has created an unfair treatment of people of different

races. Continue the conversation that this issue has been ongoing and that they can help support the fight against racism through advocacy groups. Having direct conversations during this age can help improve racial attitudes. As a proactive strategy, parents and caregivers can begin conversations about racism early and not wait until their child is exposed to a racist event.

 

CNN/Sesame Street racism town hall

 

Ages 12 and up:

Keep the conversation going! During this time, continue to model interactions with other ethnicities, diversity within books, games, and TV shows. Remain open in dialogue, including answering questions children have about racism (even if it’s uncomfortable for you). These direct conversations promote inclusion and that it’s okay to discuss racism within your family structure. In doing so, you are providing different perspectives for your children. Teach your children how to recognize racism and how to respond to situations they may encounter. For example, you can equip your child with statements to use, such as “I don’t agree with you,” or “that wasn’t cool – because…” Additionally, ensure your child knows whom they can approach to report and discuss what they experienced. Using age-appropriate language, ensure that children also have the skill of self-awareness regarding race. From evaluation, that is your starting point to begin to educate your children on what race is and what it isn’t.

 

How to Talk to Your Kids About Anti-Racism: A List of Resources

 

Resources
Studies on the topic of race

 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2566511/

(Kelly, D. J., Quinn, P. C., Slater, A. M., Lee, K., Gibson, A.,

Smith, M., Ge, L., & Pascalis, O. (2005). Three-month-olds,

but not newborns, prefer own-race faces. Developmental

science, 8(6), F31–F36.

 

https://doi.org/10.1111/j.1467-7687.2005.0434a.x

 

https://www.academia.edu/3094721/Children_Are_Not_Colorblind_How_Young_Children_Learn_Race

 

 

Tools on How-To regarding racism

 

https://themighty.com/2015/04/what-to-do-when-kids-pointat-someone-in-public/

 

http://www.childrenscommunityschool.org/social-justiceresources/

 

https://centerracialjustice.org/resources/resources-fortalking-about-race-racism-and-racialized-violence-withkids/

 

https://www.embracerace.org/resources/10-tips-forreading-picture-books-with-children-through-a-raceconscious-lens

 

 

Resources to expand your library

 

https://akidsbookabout.com/

 

http://hereweeread.com/

 

https://bilingualkidspot.com/2019/05/13/diversity-booksfor-children

 

https://www.mylittlemoppet.com/books-about-diversityand-tolerance-for-young-kids/

A Letter From LEARN’s President

Over the last 10 weeks, I know that most of us have experienced some level of fear, sadness, uncertainty, and hardship as the pandemic has swept across the country and changed almost every facet of American living. For many of us, these feelings have been compounded in recent days with sorrow, anger, and confusion as civil unrest has forced us to look hard at the inequities in American society. Especially to members of the Black community that we work with and serve, I send my personal support and empathy, and I want to be clear that we stand in support of the rights, safety and dignity of all people.

As an organization, it’s periods like these that force us to think deeply about our role in creating a brighter future in the communities we serve. Inherent in our mission is the idea that we exist to help children succeed. But now more than ever, it’s important to take stock of who we help and how we do it. I believe strongly that:

  • Our mission is to deliver as much hope as we can, to as many families as we can, equally and fairly within all the communities we serve.
  • We have a duty to serve all families with compassion, respect and understanding of their circumstances.
  • While society as a whole may not be a level playing field, we must do better to create a workplace that is inviting, and model inclusion and diversity.

So, what’s next?

  1. We will be re-evaluating how we train and support the clinical competency of our clinical and administrative team to ensure that our services are compassionate for all
  2. We will be tasking our Diversity & Inclusion Committee with generating new ideas on how we can better promote a diverse and inclusive workplace
  3. We will continue to proactively seek to expand our services to underserved communities in need

Every step forward counts, and if we can make small progress every day towards our ideals, we can deliver results that will continue to make us proud to work for LEARN as we do our part to contribute to a brighter future for all.

#togetherwecan

-Justin

President, LEARN Behavioral

Selecting an ABA Graduate Program

Graduate school is not something to be entered into lightly. A graduate degree is a big financial investment and requires a great deal of your time for about a 2-year period. It also prepares you for the next stage in your career. Choose your program wisely to set yourself up for success! Here are some important things to consider before you make the big leap:

1)     ONLINE OR IN-PERSON?

Do you want to take your classes online or in-person? If you prefer to take classes in-person, think about commuting time, parking logistics, and be sure to get find out their Covid-cancellation policies. If you want an online experience, inquire about whether the program is synchronous (students attend online class with the professor at a set time), asynchronous (classes can be done on your own time), or a combination of the two. Graduate school will be one or your highest priorities for a couple of years, so find a program with a format that works for your learning style.

2)     PASS RATE

Graduate programs sometimes post their “pass rates,” or the percentage of their graduates who pass the BACB exam. The pass rate is not the be-all end-all, but it’s one indication as to how effectively the program prepares graduates to take the certification exam.

3)     CLASS TIMES

When classes are in-person or synchronous, the course schedule will directly affect the times you are available to work. If you have a set schedule at work, be sure the class times won’t affect your availability. If you’re looking for a job that will help you meet the BACB experience requirements, knowing class times allows you to give potential employers accurate availability.

4)     FIELDWORK: PART OF THE PROGRAM?

In order to sit for the BACB exam, you will need a degree and a certain amount of supervised fieldwork (check the BACB website for the specifics). Some graduate programs include fieldwork supervision as part of their course of study and others don’t. Programs that don’t support fieldwork are considerably cheaper, but students should understand that they will be responsible for finding their own supervisor. This may mean paying a BCBA to provide supervision, which makes the tuition savings less significant. Before choosing a program, take time to become familiar with the BACB fieldwork requirements and understand what the graduate program does and does not provide.

5)     FIELDWORK: WHAT TYPE?

If the program you’re considering includes supervision, find out which type. The BACB allows applicants to do Concentrated Supervised Fieldwork (1,500 hours) or Supervised Fieldwork (2,000 hours), but most universities only support one of these options. Please note that these hours are subject to change per the BACB.

6)     FIELDWORK: SITE

Will the organization you work for be able to fulfill the requirements that the graduate program requires of their field sites? You don’t want to get into a graduate program only to realize it’s not compatible with where you work. Find out if any of your colleagues have gone through the program you’re considering so you can get the scoop on how well the program fits into your job site.

7)     FINANCIAL

Beyond looking at cost-per-credit and total tuition, you should also ask for cost estimates of books, materials, and fees. Keep all relevant costs of the various programs you are considering in a spreadsheet for easy comparison. Also, be sure to ask what scholarships, grants and discounts are available. At LEARN, we value our employees’ desire to pursue higher education. That’s why we’ve partnered with universities across the country to help make education for our employees more affordable and accessible.

Choosing to go to graduate school is a monumental decision that will open a lot of doors for you. Select your program carefully to ensure that it’s a fit for you and a great investment in your career!

Voices for All: Ash Franks Talks about Supporting Autistic People While Being Autistic and Her Role on LEARN’s New Neurodiversity Advisory Committee

In September 2020, LEARN convened a group of neurodivergent staff to form our Neurodivergent Advisory Committee. The committee reviews and gives feedback on matters relating to neurodiversity and other person-centered ABA topics and was instrumental in the content, messaging, and visual design of LEARN’s Neurodiversity Values Statement. We asked Ash Franks, a member of the Neurodivergent Advisory Committee, to share her thoughts with us.   

 

HI, ASH! FIRST, I’D LIKE TO ASK YOU WHAT IT MEANS TO YOU TO BE AN AUTISTIC PERSON SUPPORTING OTHER AUTISTIC PEOPLE? 

Supporting other autistic people while being autistic means listening to what they have to say, however they communicate it, whether it be through an AAC device, sign language, PECS, or verbal language. It also means giving them breaks if they need it, and allowing them to use tools to cope (e.g. stuffed animals, headphones, weighted blankets, etc.). Looking back on my experiences as an autistic child has been very helpful in trying to help children who are at AST.

HOW DOES BEING AUTISTIC INSPIRE YOUR WORK IN ABA? 

Being autistic allows me to see different perspectives and ideas compared to neurotypical people, as they tend to think differently than I do.

TELL US A LITTLE BIT ABOUT THE NEURODIVERGENT ADVISORY COMMITTEE AND HOW IT WORKS. 

Basically, we are trying to re-vamp ABA materials through a more neurodivergent-friendly lens, so we can make our treatment as effective as possible. Having autistic people and other neurodivergent people look at ABA therapy through their eyes allows them to explain what works and what doesn’t work. This way, we can work to have treatment be as effective, safe, and as fun as possible for everyone involved. Having BCBAs see the autistic perspective is important because we have direct experience with what worked for us growing up versus what didn’t and might be able to help streamline the treatment to be as effective as possible.

CAN YOU GIVE ME AN EXAMPLE OF SOME FEEDBACK YOU HAVE GIVEN IN YOUR ROLE ON THE COMMITTEE? 

I tend to give feedback on the more artistic and creative side of things, as I am very geared towards having an eye for creative things in the world.

FROM YOUR PERSPECTIVE, WHY IS IT SO IMPORTANT TO INCLUDE AUTISTIC PERSPECTIVES IN OUR FIELD? 

Including autistic people in ABA is super important because we need to account for neurodivergent perspectives to make treatment as effective as possible. Since I am autistic, I can give a firsthand account of what has personally worked for me throughout my life, and what hasn’t. I myself was never in ABA therapy growing up, but I did other types of therapies that I also have found helpful from time to time.

WHAT ARE SOME OTHER PLACES IN OUR SOCIETY THAT YOU THINK IT WOULD BE HELPFUL TO LISTEN TO THE AUTISTIC PERSPECTIVE?

I think listening to autistic perspectives in the workplace would be very helpful. I think having a quiet room for staff that has sensory toys specific for staff would be very helpful, also maybe including a comfy place to sit with a weighted blanket would be good too. Another place it would be helpful to listen to autistic people is when it comes to shopping at malls, since malls can be overwhelming for most autistic people. I know some stores have “quiet” shopping hours where they reduce the lighting and turn off the music, and I really wish more places would do this.

ASH, THANK YOU FOR YOUR THOUGHTS AND FOR THE EXCELLENT WORK YOU’RE DOING ON THE NEURODIVERGENT ADVISORY COMMITTEE!

Ash Franks is a Behavior Technician for Learn Behavioral. Ash works in AST’s Hillsboro, Oregon location. Outside of work, she enjoys photography, cooking, video games, and spending time with family and friends.