Even more challenging, it can be difficult for people with autism to “just ignore” sensory information as it comes in.So, unlike people with typical sensory systems, people on the spectrum may not be able to, for example, notice a car alarm going off and then decide not to listen to it. Some of the environmental challenges that can negatively impact people with autism include Click here to read the rest of the story
Welcome to the August article links. These are articles that I tweeted and or received from viewers during the month of August on special needs and developmental disability topics.
9 best toys for toddlers with autism (The Mom Kind)
10 best sports for kids with sensory processing disorders (Health Basics)
ADHD and Dyslexia (News Medical Life Science)
ADHD symptoms in children vs. adults (Medical Daily)
Autism and difficulty in gauging time (Autism Speaks)
Getting your child on the spectrum ready for the school year (Livanis Behavioral Consulting)
How embracing my ADHD makes me a better entrepreneur (Entrepreneur)
How my husband and son are teaching strangers about autism (Autism Speaks)
Program teaches people with autism how to swim (Autism Speaks)
Recognizing the signs of learning disabilities (Komo News)
Ten things I’ve learned in my ten years as an autism mom (Autism Speaks)
Top ways a gluten free diet can help kids with autism (Autism Parenting Magazine)
Ultimate guide to weighted blankets for kids and adults (Growing Hands on Kids)
Welcome to the April article links. These are articles that I tweeted and or received from viewers during the month of April on special needs and developmental disability topics. Enjoy!
5 practical ways to help adults with autism gain employment (Autism Parenting Magazine)
20 tips on employment for students with disabilities (The Inclusion Lab)
Autism and parent fatigue (Autism Awareness Centre, Inc.)
How animals can help autistic children (The Conversation)
New guideline tackles sudden unexpected death in epilepsy (Neurology Advisor)
Teaching Important life skills to kids with autism (Nurse Barb’s Daily Dose)
The innovating creative superpower of ADHD (Yes Magazine)
What teachers should know about ADHD and ASD (Edutopia)
When a child with autism gets lost (HuffPost)
Through the Developmental Disabilities Assistance and Bill of Rights Act of 2000, created the State Councils on Developmental Disabilities which serves to coordinate and provide services for individuals with developmental disabilities. In the United States, there are 56 councils focusing on advocacy, systems change, and capacity building.
Executive Director: Elmyra Jones-Banks
Executive Director: Patrick Reinhart
Executive Director: Norma Smith
Executive Director: Erica McFadden
Executive Director: Eric Munson
Executive Director: Aaron Carruthers
Executive Director: Marcia Tewell
Commonwealth of the
Northern Mariana Islands
Executive Director: Pamela Sablan
Executive Director: Melissa Marshall
Executive Director: Pat Maichle
District of Columbia
Executive Director: Mat McCollough
Executive Director:Valerie Breen
Executive Director: Eric Jacobson
Executive Director: Roseanna Ada
Executive Director: Waynette Cabral
Executive Director: Christine Pisani
Phone: 208-334-2178 or
Executive Director: Kim Mercer
Executive Director: Christine Dahlberg
Executive Director: Becky Harker
Executive Director: Steve Gieber
Executive Director: MaryLee Underwood
Executive Director: Sandee Winchell
Executive Director: Nancy Cronin
Executive Director: Brian Cox
Executive Director: Dan Shannon
Executive Director: Vendella Collins
Executive Director: Colleen Wieck
Executive Director: Charles Hughes
Executive Director: Vicky Davidson
Executive Director: Deborah Swingley
Executive Director: Kristen Larson
Executive Director: Sherry Manning
Executive Director: Isadora Rodriguez-Legendre
Executive Director: Kevin Casey
Executive Director: John Block III
Executive Director: Sheila Carey
Executive Director: Chris Egan
Executive Director: Julie Horntvedt
Executive Director: Carolyn Knight
Executive Director: Ann Trudgeon
Executive Director: Jaime Daignault
Executive Director: Graham Mulholland
Executive Director: Myrainne Roa
Executive Director: Kevin Nerney
Executive Director: Valarie Bishop
Executive Director: Arlene Poncelet
Executive Director: Wanda Willis
Executive Director: Beth Stalvey
Executive Director: Claire Mantonya
Executive Director: Kirsten Murphy
Executive Director: Yvonne Peterson
Phone: 340-773-2323 Ext. 2137
Executive Director: Heidi Lawyer
Executive Director: Ed Holen
Executive Director: Steve Wiseman
Executive Director: Beth Swedeen
Executive Director: Shannon Buller
Source: (Disability Scoop)
Author: Shaun Heasley
Parents and teachers should do more to embrace the preferred interests of those with autism, researchers say, pointing out that such aptitudes can be calming and form the basis for careers.
Individuals on the spectrum often display intense interests in topics like computers, animals or trains. Traditionally, many experts thought that such preferences might inhibit social development. Click here to read the rest of the story.
Source: Very Well
Author: Lisa Jo Rudy
You enroll your autistic in a preschool soccer program and watch as your child wanders off while the other children happily kick the ball and run toward the goal.
You carefully dress your child up for Halloween to look like his favorite TV character, only to find that he can’t stay in the costume for more than two minutes without having a sensory Meltdown. Click here for the rest of the story.
Welcome to the January links. These are articles that I tweeted and or received from viewers during the month of January on special needs and developmental disability topics. Enjoy!
10 alarm clocks for children with sensory challenges (Friendship Circle)
ADHD: Younger children may be diagnosed (Medical News Today)
How to recognize sensory issues in your child (Integrated Learning Strategies)
Oral motor games for children young and old (Special-ism)
The truth about autism and sleep (The Huffington Post)
Top autism tips for professionals (Network Autism)
Welcome to the November links. These are articles that I tweeted and or received from viewers during the month of November on special needs and developmental disability topics. Enjoy!
Similar to special education, adult programs are full of acronyms that are used during meetings and in general conversation. Whether you are new to the field or a parent or caregiver with a child entering adult services, you will find this page useful as you navigate your way through adult services and programs.
Active Treatment (AT). A continuous, aggressive, and consistent implementation of a program of specialized training, treatment and related services that helps people function as independent as possible.
American Disabilities Act (ADA)- A civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life.
Assessment– A way of diagnosing and planning treatment for individuals with disabilities as part of their individual plan of service.
Autism Spectrum Disorder (ASD)- A group of development disorders that can cause significant social, communication and behavioral challenges.
Cerebral Palsy– A disorder that affects muscle tone, movement and motor skills.
Commission on the Accreditation of Rehabilitation Facilities (CARF)- An independent, non-profit accreditor of health and human service organizations.
Council on Developmental Disabilities-State Councils on Developmental Disabilities (Councils) are federally funded, self-governing organizations charged with identifying the most pressing needs of people with developmental disabilities in their state or territory. Councils are committed to advancing public policy and systems change that help these individuals gain more control over their lives.
Day Program– A day program to assist individuals in acquiring, retaining, and improving skills necessary to successfully reside in a community setting. Services may include assistance with acquisition, retention, or improvement in self-help, socialization, and adaptive skills; provision of social, recreational, and therapeutic activities to maintain physical, recreational, personal care, and community integration skills; and development of non-job task-oriented prevocational skills such as compliance, attendance, task completion, problem solving, and safety; and supervision for health and safety.
Developmental Disability– A group of conditions due to an impairment in physical, learning, language or behavior areas.
Developmental Center– residential facility serving individuals with developmental disabilities owned and operated by the State.
Habilitation– Service that help you keep, learn, or improve skills and functioning for daily living.
Human and Community Based Services (HCBS Waive)- Provides opportunities beneficiaries for Medicaid beneficiaries to receive services in their own home or community.
Health Insurance Portability and Accountability Act (HIPPA) – Protects individuals records and other personal information.
Intermediate Care Facilities (ICF/ID)- Medicaid benefit that enables states to provide comprehensive and individualized healthcare and rehabilitation services to individuals to promote their independence.
Independent Living Center (ILC)- Community-based resource, advocacy and training center dedicated to improving the quality of life for people with disabilities.
Individualized Service Plan (ISP)- Written details of the supports, activities and resources required for the individual to achieve personal goals.
Individual supported employment- Competitive employment in the community in integrated business settings for comparable wages. Paid support staff provides training on the job site as well as follow along services and supports to the individual and business as needed.
Job Coach– An individual employed to help people with disabilities learn, accommodate and perform their work duties including interpersonal skills.
Individualized Supported Living Arrangement (ISLA) – This residential service is provided to people with developmental disabilities and/or intellectual disabilities in their own homes or apartments. The level of support provided is individualized to the person’s need for training and assistance with personal care, laundry, money management, etc. Individuals who receive ISLA typically need a higher level of support than people in a Supported Living Arrangement (SLA).
Intellectual Disability– a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18.
Least Restrictive Environment (LRE)- Individuals with disabilities should live in the community of their choice and receive the necessary services that will help them maintain their independence.
Level of Care- ICF eligibility determination
Person Centered Planning (PCP)- A set of approaches designed to assist someone to plan their life and supports. Used as an ongoing problem-solving process uses to help people with disabilities plan for their future.
Plan of Care– A document developed after the assessment that identifies the nursing diagnoses to be addressed in the hospital or clinic. The plan of care includes the objectives, nursing interventions and time frame for accomplishments and evaluation.
Provider-Typically private non-profit community organizations that provide vocational (and other types) of services to adults with disabilities. These services are usually paid by state agencies.
Qualified Intellectual Disability Professional (QIDP) -Ensures individuals with Developmental and Intellectual disabilities receive continuous active treatment in accordance with Individual Support Plans (ISPs). Provide counseling, case management, and structured behavior programming to people with disabilities receiving Residential Services. Responsible for the implementation of rules and regulations as required by licensing entities. Qualified Developmental Disability Professional (QDDP): Individual qualified to work as an expert with persons with developmental disabilities. The QDDP has a four-year college degree in an area related to developmental disabilities and a minimum of one-year experience working in that field.
Quality Assurance/Improvement (QA/QI)- Facilitate quality improvement activities to ensure compliance with accreditation standards regulations, funding source requirements, agency standards and assurance that all required manuals and procedures are maintained and implemented
Residential Care – Services provided in a facility in which at least five unrelated adults reside, and in which personal care, therapeutic, social, and recreational programming are provided in conjunction with shelter. This service includes 24-hour on-site response staff to meet scheduled and unpredictable needs and to provide supervision, safety, and security.
Respite Care – Temporary relief to a primary caregiver for a specified period of time. The caregiver is relieved of the stress and demands associated with continuous daily care.
Self-Advocacy: an individual with disabilities speaking up and making their own decisions.
Self-Determination- Individuals have control over those aspects of life that are important to them, such as the services they receive, their career choices and goals, where they live, and which community activities they are involved in.
Service Coordination- Assists individuals with developmental disabilities and their families in gaining access to services and supports appropriate to their needs.
Supported Employment- Community based employment for individuals with disabilities in integrated work settings with ongoing training and support typically provided by paid job coaches.
Transition Services – Services provided to assist students with disabilities as they move from school to adult services and/or employment.
Raising a child with autism may take a deeper toll than previously thought with new research suggesting that such moms face a heightened risk of heart disease.
Mothers of kids on the spectrum who have chronic stress were more likely than less-stressed moms of neurotypical children to experience cardiovascular risk factors. Click here to read the rest of the story