Replay: Autism Safety and Crisis Prevention Conference (free and online)

Chantal Sicile-Kira February 28, 2012

For those that missed the Autism Safety and Crisis Prevention interactive conference on AutismCollege.com, it is being replayed for free on Saturday, March 10th, from 8:00am to 5:00pm PST (11:00am to 8:00pm EST).

AutismCollege.com in partnership with the National Autism Association (NAA) presented a series of free webinars on Autism Safety and Crisis Prevention. This online conference was sponsored in part by The Social Express. Due to requests from people who could not attend, it is being replayed. (Note that listeners will not be able to send in questions to be replied as for the live event).

Topics and presenters on Saturday March 10th, are as follows:

8:00am – 9:30am PST, Dr. Nora Baladerian, Ph.D. – “How Can Parents Reduce the Risk of Sexual Abuse of Their Child or Young Adult?”
9:45am – 11:15am PST, Dr. Lori Ernsperger – “The 3 R’s to Bullying Prevention for Students with Autism Spectrum Disorders: Recognize, Respond, and Report”
11:45am – 1:15pm PST, Dr. Joshua Feder – “The Problem of Depression and Suicidal Ideation in Autism and Related Disorders”
1:30pm -3:00pm PST, Wendy Fournier, NAA – “The Scope of Wandering, Prevention Strategies, and Resources”
3:15pm to 5:00pm PST, Pat Amos, M.A. – “Preventing and Eliminating the Use of Restraints and Seclusion”

To register for free, go here. For a complete description of the presentations, and bios of the presenters, go here.

Transcripts of the conference may be pre-ordered here. A portion of the profits will be donated to the National Autism Association for their Safety Programs. Delivery may take up to three weeks. Thanks for your patience.

Autism in the House? Keep Calm and Carry On

Chantal Sicile-Kira February 20, 2012

“ I am frankly not acting nicely to new support staff.”

When it comes to autism, some things get easier and some things get harder as they get older. Neurotypicals at 23 can be ornery, and so can 23 year olds on the spectrum. Some things don’t change.

Although the transition to the teen years can be difficult; the transition to adulthood can be even more challenging. It’s a balance between giving them the freedom to make their own decisions, and providing the familiarity of structure they seem to need. Some days can be tough. On those days, I think of the British war poster given to me by a friend that I have hanging in my office.

Bibliography for ‘Shouldn’t School Be Safe?’ a TASH webinar

Chantal Sicile-Kira February 17, 2012

This bibliography is a companion piece to the presentation ‘Shouldn’t School Be Safe?’ a TASH webinar shared by by Pat Amos during the Autism Safety and Crisis Prevention webinar. The presentation contains a link to the TASH publication of the same name, which is available for free download on the TASH website. This link will take you to the section of the TASH website where we have archived free resources on preventing restraint and seclusion:

This bibliography also contains basic research and information that will allow parents to become familiar with the evidence base surrounding the dangers and the inappropriateness of using restraint, seclusion, and other aversive interventions as part of a child’s education or behavior support plan. Since federal education law requires schools to implement evidence-based practices, parents may wish to use this information in developing their child’s IEP.

BIBLIOGRAPHY for : Shouldn’t School Be Safe? What every parent and advocate should know NOW (compiled by Pat Amos);

Alliance to Prevent Restraint, Aversive Interventions, and Seclusion (APRAIS) (2005). In the Name of Treatment. Available online.
Alliance to Prevent Restraint, Aversive Interventions, and Seclusion (APRAIS) (2011). Use of Restraint, Seclusion, and Aversive Procedures with Students with Disabilities .
Bogdan, R., and Taylor, S.J. (1989). “Relationships with Severely Disabled People: The Social Construction of Humanness,” in Social Problems 36,2:135-148.
Council of Parent Attorneys and Advocates (COPAA) (2009). Unsafe in the Schoolhouse. Available online.
Hardenstine, B. (2001). Leading the Way Toward a Seclusion and Restraint-Free Environment. Commonwealth of Pennsylvania: Department of Public Welfare.
Harris, S. L., Handleman, J.S., Gill, M. J. & Fong, P. L. (1991). Does Punishment Hurt? The Impact of Aversives on the Clinician. Research in Developmental Disabilities, 12, 17-24.
Helmstetter, E., Peck, C. A., & Giangreco, M. F. (1994). “Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students,” in JASH, Vol. 19, 263-276.
Herman, J .L. (1992). Trauma and Recovery. NY: Basic Books.
Huckshorn, K. A.(2007). Six Core Strategies for Reducing Seclusion and Restraint Use. Available online.
Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). “Achievement by all students within the context of cooperative learning groups,” in JASH, Vol. 19, pp. 290-301.
Hyman, I. A. (1995). Corporal punishment, psychological maltreatment, violence, and punitiveness in America. Research, advocacy, and public policy. Applied & Preventive Psychology, 4, 113-130.
Hyman, I. A. (1996). Corporal punishment. In T. Fagan, & P. Wardon (Eds.), Historical Encyclopedia of School Psychology (pp. 92-93). Westport, CT: Greenwood
Kennedy, S. S. (2005). Using Restraint: The Legal Context of High Risk Interventions. Presentation at “Examining the Safety of High-Risk Interventions,” Cornell University, June 1-4.
Kennedy, S. S. and Mohr, W. K. (2001). A Prolegomena on Restraint of Children: Implicating constitutional rights. American Journal of Orthopsychiatry, 71(1), 26-37.
Kipnis, D. (1987). Psychology and Behavioral Technology. American Psychologist, 42(1), 30-36.
Kishi, G. S., & Meyer, L. H. (1994). “What children report and remember: A six-year follow-up of the effects of social contact between peers with and without severe disabilities, “ in JASH, Vol. 19, pp. 277-289
LeBel, J., and Goldstein, R. (2005). The Economic Cost of Using Restraint and the Value Added by Restraint Reduction or Elimination,” by Psychiatric Services, 56:1109-1114. Available online.
Marquis, J., Horner, R., et al. (2000). A Meta-Analysis of Positive Behavior Support. In Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues ed. Russell Gersten, Ellen P. Schiller, and Sharon Vaughn Mahwah, New Jersey and London: Lawrence Erlbaum Associates.
Miller, D. C., George, M. and Fogt, J.B. (2005). “Establishing and Sustaining Research-Based Practices at Centennial School: A descriptive case study of systemic change,” Psychology in the Schools, Vol. 42(5). Available online.
Miller, D. E. (1986). The management of misbehavior by seclusion. Residential Treatment for Children and Youth, 4, 63-73.
Mohr W. K., and Anderson, J. A. (2001). Faulty assumptions associated with the use of restraints with children. Journal of Child and Adolescent Psychiatric Nursing, 14, 141- 151.
Mohr, W. K., Petti, T. A., Mohr, B. D. (2003). Adverse Effects Associated with Physical Restraint. The Canadian Journal of Psychiatry, 48, 330-337.
National Association of State Mental Health Program Directors. (1999). Reducing the Use of Seclusion and Restraint: Findings, strategies and recommendations. Alexandria, VA. Available online.
National Disability Rights Network (NDRN) (2009). School is not supposed to hurt. Available online.
National Disability Rights Network (NDRN) (2010). School is not supposed to hurt: update on progress in 2009 to prevent and reduce restraint and seclusion in schools . Available online.
National Technical Assistance Center for State Mental Health Planning (2002). Eliminating the Use of Seclusion and Restraint: Special Edition of NTAC Networks. Alexandria, VA. Available online.
Perry, B.D. (1997). Incubated in Terror: Neurodevelopmental factors in the “cycle of violence.” In J. Osofsky (Ed.), Children in a Violent Society, 124-149. New York: Guilford Press.
Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L., and Vigilante, D. (1995). Childhood Trauma, the Neurobiology of Adaptation and Use-dependent Development of the Brain: How states become traits. Infant Mental Health Journal, 16, 271-289.
Pflueger, W. (2002). “Consumer View: Restraint is Not Therapeutic.” In Violence and Coercion in Mental Health Settings: Eliminating the Use of Seclusion and Restraint,” a Special Edition of NTAC Networks, Summer-Fall. Alexandria, VA: National Technical Assistance Center for State Mental Health Planning. Available online.
Scotti, Joseph, Evans, Ian, Meyer, Luanna, and Walker, Pamela (1991). A Meta-Analysis of Intervention Research with Problem Behavior: Treatment Validity and Standards of Practice. American Journal on Mental Retardation, Vol. 96, No. 3, pp. 233-256.
Steel, E. (1999). Seclusion and Restraint Practice Standards: A Review and Analysis. National Mental Health Association Technical Assistance Center (NTAC). Available online.
Stefan, S. (2006). Lessons from the Successful Reduction and Elimination of Restraint and Seclusion in Psychiatric Settings. Presented at TASH Annual Conference 11/8/06, Baltimore, MD.
TASH (2011). Shouldn’t School Be Safe? Available online: http://tash.org/wp-content/uploads/2011/05/TASH_Shouldnt-School-Be-Safe1.pdf
TASH (2011). The Cost of Waiting: Use of restraints, seclusion, and aversive procedures with students with disabilities. Available online.
Turnbull, H. R., Wilcox, B. L., Stowe, M., Raper, C., Hedges, L. P. (2000). Public Policy Foundations for Positive Behavioral Interventions, Strategies, and Supports. Journal of Positive Behavioral Interventions, 2 (4).
Turnbull, H. R., Wilcox, B. L., Turnbull, A. P., Sailor, W., Wickham, D. (2001). The IDEA, Positive Behavioral Supports, and School Safety. Journal of Law and Education, 30(3).
U.S. General Accounting Office (GAO) (1999). Improper Restraint or Seclusion Use Places People At Risk. (GAO publication HEH-99-176). Washington, D.C.: USGAO. Available online.
U.S. General Accounting Office (GAO) (2007). Residential Treatment Programs: Concerns Regarding Abuse and Death in Certain Programs for Troubled Youth. (GAO-08-146T). Washington, D.C.: USGAO. Available online.
United States Government Accountability Office (GAO) (2008). Residential Programs: Selected Cases of Death, Abuse, and Deceptive Marketing, GAO-08-713T Washington, D.C.: USGAO. Available online.
United States Government Accountability Office (GAO) (2009). Seclusions and Restraints: Selected Cases of Deaths and Abuse at Public and Private Schools and Treatment Centers. (GAO-09-719T). Washington, D.C.: USGAO. Available online.
Witte, L. (2008). “Reducing the use of seclusion and restraint: A Michigan provider reduced its use of seclusion and restraint by 93% in one year on its child and adolescent unit,” Behavioral Healthcare, April 2008. Available online.

Wandering and Autism: Prevention Strategies and Resources

Chantal Sicile-Kira February 16, 2012

Wandering is a real risk when it comes to children on the autism spectrum. Sadly, half of families with elopers report they had never received advice or guidance about elopement from a professional (IAN Research Report: Elopement and Wandering, 2011).

Autism College, in partnership with the National Autism Association, wants to help change that statistic. On Saturday February 18, we are offering a webinar on The Scope of Wandering, Prevention Strategies, and Resources as part of our free online Autism Safety and Crisis Prevention conference, sponsored in part by The Social Express. It’s your opportunity to get strategies you can use to decrease your worries. The webinar will take place on Saturday, February 18, 8:15 am – 9:45 am PST (11:15 am -12:45 pm EST). The webinar will be interactive.

How much of a problem is wandering for children with autism? A few statistics:

In 2009, 2010, and 2011, accidental drowning accounted for 91% total U.S. deaths reported in children with an ASD ages 14 and younger subsequent to wandering/elopement. (SOURCE: National Autism Association, Lethal Outcomes in ASD Wandering, 2012)
More than one third of ASD children who wander/elope are never or rarely able to communicate their name, address, or phone number (IAN Research Report: Elopement and Wandering, 2011)
Two in three parents of elopers reported their missing children had a “close call” with a traffic injury (IAN Research Report: Elopement and Wandering, 2011)
Children with ASD are eight times more likely to elope between the ages of 7 and 10 than their typically-developing siblings (IAN Research Report: Elopement and Wandering, 2011)

Description of Presentation Topic: The Scope of Wandering, Prevention Strategies, and Resources

Incidents of missing children and wandering-related deaths are being reported in the news with frightening frequency. In the last three years, more than 20 individuals with autism have lost their lives due to wandering. Preliminary data in the first IRB-approved study on autism-related wandering shows that half of children with autism have successfully wandered from adult supervision. Families cite wandering as the most stressful behavior they face. Drowning associated with autism elopement is a leading cause of death among children and adults on the autism spectrum. This presentation will discuss the scope of this issue, prevention strategies and provide resources for caregivers to keep their loved ones safe.

Presenter: Wendy Fournier is a founding board member and President of the National Autism Association. The organization has been instrumental in bringing federal attention to the issue of autism-related wandering. In 2010, Wendy and NAA Executive Director Lori McIlwain were invited to present on the wandering/elopement issue before the Interagency Autism Coordinating Committee at NIH, where they outlined the need for data collection, medical diagnostic coding, and federal health agency involvement. As a result, the committee has since implemented several of NAA’s recommendations. In addition to bringing awareness to the issue, NAA has developed extensive resources for the community including the AWAARE collaboration website and the Big Red Safety Box program.

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Chantal Sicile-Kira February 16, 2012

Preventing and Eliminating the Use of Restraints and Seclusion in Schools

Chantal Sicile-Kira February 13, 2012

Successful reforms have taken place in health care settings, in nursing homes, and in programs treating mental illness, but currently there is no federal law that prohibits in public and private school the use of face down restraints, aversive interventions, restraints that restrict breathing, and locked seclusion. These practices can result in serious injury, psychological trauma, and even death.

What can we do about this? the first step is to get informed. On Saturday, February 18, 10:00 – 11:30 am PST (1:00 pm – 2:30 pm EST) Pat Amos M.A., will be presenting on: Preventing and Eliminating the Use of Restraints and Seclusion To register for free, go here.

This webinar is part of a series of on-line conference webinars on Autism Safety and Crisis Prevention offerred for free by Autism College in partnership with the National Autism Association (NAA), and sponsored in part by The Social Express.

Description of Presentation Topic: Preventing and Eliminating the Use of Restraints and Seclusion

The rising tide of Positive Behavior Supports has not lifted all boats, and many students with autism and related disabilities continue to be subjected to the use of restraint, seclusion, and other aversives as part of their education and behavior intervention plans. Successful reforms have taken place in health care settings, in nursing homes, and in programs treating mental illness, but many of our schools have not yet “gotten the word” that these techniques are inherently unsafe and can result in serious injury, psychological trauma, and even death. Evidence clearly shows that restraint and seclusion are not education; they are the failure of education. This webinar will help parents, advocates, and teachers understand how to work together to eliminate these highly dangerous and counterproductive techniques.

Presenter: Pat Amos, M.A., has been an advocate for people with disabilities and their families for over 25 years. She is a founder of Autism Support and Advocacy in Pennsylvania and the Family Alliance to Stop Abuse and Neglect, past president of the Greater Philadelphia Autism Society, a founder and past president of the Autism National Committee, has served as a member of Pennsylvania’s Developmental Disabilities Council, and is a Board member of international TASH. She currently works as an Inclusion Specialist with the Youth Advocate Program’s Autism Institute. Her involvement in the movement to prevent restraint and seclusion is longstanding, and she has worked with the national Alliance for the Prevention of Restraint, Aversive Interventions, and Seclusion (APRAIS) since participating in its founding in 2004.

What Can We Do About Depression and Suicidal Ideation in Youths With Autism?

Chantal Sicile-Kira February 12, 2012

Depression and suicide ideation are are on the list of things we wish we did not have to know more about, but as parents and educators, it is an area that we need to be more informed about – knowledge is empowering!

Autism College in partnership with the National Autism Association (NAA) is presenting a series of free on-line conference webinars on Autism Safety and Crisis Prevention, sponsored in part by The Social Express.

On Wednesday, February 15, 6:00pm to 7:30pm PST (9:00pm to 10:30pm EST) Dr. Joshua Feder will be addressing this topic. To register for free, go here.

Here is some information as to what this webinar will cover:

Presentation Topic: The Problem of Depression and Suicidal Ideation in Autism and Related Disorders

How often do we think it occurs?
How serious is it?
How do we distinguish serious symptoms from everyday frustration?
What are the risk factors? Are they similar to the general population, e.g. depression, loss, and substance use?
What should we look for? Learning to read the cues.
When should we be very worried? Does the driven quality of those with ASDs make people more at-risk?
What can we do: in everyday life to help prevent depression; when people are sad;
How can we use the mental health system? Are therapies or medications effective? Are there other ways to address depression in ASD?

Dr. Joshua Feder is the Director of the Department of Research in the Graduate School of the Interdisciplinary Council on Developmental and Learning Disorders, and a voluntary assistant professor at UCSD School of Medicine. Dr. Feder specializes in neurobehavioral medicine and application of DIR/Floortime with families and in schools. He co-chairs the DIR/Floortime Coalition of California, and co-chairs the South Counties Autism Regional Taskforce (SCART) of the California Senate Select Committee on Autism & Related Disorders. Dr. Feder helped write the American Academy of Child and Adolescent Psychiatry (AACAP) Practice Parameter for Assessment and Treatment of Autism and Related Disorders. He reviews grants for the Organization for Autism Research (OAR) and the National Foundation for Autism Research (NFAR), is a primary clinical investigator for National Institutes of Mental Health (NIMH) and privately funded research in pharmacogenetics with the Child and Adolescent Psychiatric Trials Network (CAPTN). Dr. Feder serves as medical director for SymPlay developing interactive technology and distance learning systems to support relationship based interventions. He is involved in advocacy for family choice in evidence-based practice, and he is a frequent commentator and speaker for ValeriesList and for Autism College. Dr. Feder has a full time child and family psychiatric practice in Solana Beach, California.

Everyday Autism Crap

Chantal Sicile-Kira February 12, 2012

“Nicely, kindly I need u to teach me to do my own crap.”

Such was my son Jeremy’s response when I asked him recently in what ways we could best support him in moving towards being more independent and feeling ready for supported living. Just goes to show you that even when you are living with non-verbals you have to watch what you say. Not just in choosing your vocabulary, but also in what you complain about.

Jeremy has probably overhead me say more that a few times, “I’m so sick of this crap!” when looking at the piles of official paperwork that needs to be filled out, sent in, or filed. And the pile of stuff that just seems to accumulate everywhere if you don’t immediately recycle it or find another home for it.

So I’m not perfect (at least not when verbalizing at home). And Jeremy has been learning to do his own crap, just not enough of it. I guess we need to ante up his crap-load. Stay tuned!

How can parents reduce the risk of sexual abuse of their children (as adults or children) with autism?

Chantal Sicile-Kira February 7, 2012

“I have suffered real abuse. Really if it were not for my mom and my therapist pleading for me, I would have retreated into my world. When the bad thing happened I wanted to die. Greatly my mom and therapist found a way to help me grow from this experience. I learned that there were really bad people that could do things to your body, but I learned that you don’t have to let them into your soul.” – a young man with autism.

Although data on abuse of adults with disabilities is scarce, research on children with disabilities finds that they become victims of abuse at 3.4 times the rate of children who do not have disabilities (Sullivan,T. and Knutson, D., 2001). While many agree that abuse occurs more, those who specialize in the field of abuse & disability believe that for both children and adults, increased victimization is more likely 10 times the rate than for those without disabilities.

According to Nora Baladerian, Ph.D., a licensed psychologist practicing both clinical and forensic psychology, children with disabilities have many of the same needs as any other child, for education, family, safety, recreation, among many others. Most parents of children with disabilities receive information and guidance on these aspects of life, but nearly none on the problems of child abuse, sexual assault, molestation, or other types of maltreatment that they may experience. Knowledge is power, and when parents and other family members are aware that their child (or adult family member) who has a significant disability is more likely to be targeted for abuse than other children, they are more likely to implement the risk reduction strategies available to them.

This is one of the reasons Autism College has partnered with the National Autism Association to put on a free online conference, Autism Safety and Crisis Prevention. This series of webinars is sponsored in part by The Social Express. Dr. Nora Baladerian will present on: How can parents reduce the risk of sexual abuse of their children (as adults or children)?, on Saturday, February 11, 8:15am PST – 9:45am PST (11:15am EST – 12:45pm EST)

The webinar will be interactive. There will be an opportunity for those signed up to send in questions ahead of time or while listening to the program. Chantal Sicile-Kira will moderate the Q & A. To register for free, go here. For more information about the other webinars included in this conference, go here. Instructions will be sent to those signed up. (For those who wish to purchase transcripts, they will be made available after the conference.)

Dr. Baladerian’s presentation How can parents reduce the risk of sexual abuse of their children (as adults or children)? will focus on the basics all parents should know about sexual abuse among individuals on the Autism Spectrum. Topics to be included include:

You know your child. How can you prepare your child for this particular danger?
How can you prepare yourself to be not only their educator, but to be a part of an overall strategy to reduce the risk of becoming a victim?
This presentation will discuss the basics of being a knowledgeable parent in the area of sexual abuse, including knowing the signs of possible abuse, designing a plan, and developing a protocol to use for all new persons who you will approve or hire to work with your family.

Nora Baladerian, Ph.D., is a licensed psychologist in Los Angeles, California, practicing both clinical and forensic psychology . Since 1971, long before the crime victimization field as a whole focused attention on the needs of persons with disabilities, she has specialized in working with individuals with developmental disabilities. With an expertise in serving crime victims with disabilities and people charged with victimless sex crimes, she has successfully rallied victim/witness organization leaders, crime victims rights advocates, social service professionals, forensic psychologists, law enforcement, attorneys, members of the judiciary, and others to take up the cause of ensuring that the needs of society’s most vulnerable are not overlooked or otherwise forgotten. In 1986, as a proactive way both to bring together the growing number of those dedicated to this work and promoting greater cross-disciplinary dialog, she began convening national conferences on abuse of individuals with disabilities, hosting the 19th in 2005 with The Arc of Riverside County, and the First Online Professional Conference of its kind that same year. In 2008, the Attorney General of the United States presented her with the National Crime Victims Service Award in recognition of her pioneering efforts on behalf of persons with disabilities and in advancement of the mission of the Office for Victims of Crime of the U.S. Department of Justice.

Many thanks to our sponsor, The Social Express,

Social Learning Made Easy

How Can We Help Prevent Bullying of Students with Autism?

Chantal Sicile-Kira February 2, 2012

A few years ago, I interviewed many adults on the spectrum for my book Autism Life Skills about what were the important areas that concerned them the most while growing up. High on the list was safety. Many of them described feeling terrified during their student years. Practically all recounted instances of being bullied. A recent report from the Massachusetts Advocates for Children (Ability Path, 2011) shows that bullying is still a concern for most students: nearly 88% of individuals with ASD are bullied in school.

This is one of the reasons Autism College has partnered with the National Autism Association to put on a free online conference, Autism Safety and Crisis Prevention, sponsored in part by The Social Express. Dr. Lori Ernsperger will be presenting on The 3 R’s To Bullying Prevention for Students with Autism Spectrum Disorders: Recognize, Respond, and Report, on Saturday, February 11, 10:00 – 11:30am PST (1:00 – 2:30pm EST).

Parents can help by ensuring that their children learn and practice social skills either through the IEP process or after school and at home. However, preventing bullying at school needs to be addressed systematically. Dr. Ernsperger will provide research and specific strategies in order for parents and professionals to create a safe educational environment and follow the legal requirements set out by the federal government on bullying prevention for students with disabilities. The webinar will be interactive. There will be an opportunity for those signed up to send in questions ahead of time or while listening to the program. Chantal Sicile-Kira will moderate the Q & A. To register for free, go here. For more information about the conference, go here.

The learning objectives of Dr. Ernsperger’s presentation are:

Recognize the statistics of bullying
Recognize the warning signs of victims and stereotypes of bullies
Respond to the victims of bullies
Respond to bullies effectively
Teach anti-bullying social skills
Report bullying incidence in school settings

Dr. Lori Ernsperger is from Henderson, NV where she is the owner of Autism and Behavioral Consulting. Dr. Lori received her doctorate in Special Education from Indiana University. She has over 25 years of experience working in the public schools as a classroom teacher, administrator, and behavioral consultant. She is also an adjunct professor at St. Petersburg College in Florida. Dr. Ernsperger currently provides staff development and conference workshops to school district personnel and parents. Her workshops cover the following topics: Managing Problem Behaviors, Implementing Effective Instructional Methods, Designing Appropriate and Functional Data Collection Methods for the Classroom, Practical Strategies for Working with Individuals with Asperger Syndrome, and How to Get Your Kids to Eat. Dr. Ernsperger is the author of: Keys to Success for Teaching Students with Autism and Just Take a Bite: Easy Effective Answers to Food Aversions and Eating Challenges and Girls Under the Umbrella of Autism Spectrum Disorders.

Many thanks to our sponsor,The Social Express, “Social Learning Made Easy.”