Fw: August Newsletter: Preparing for School Help for Parents and Teachers

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----- Forwarded Message -----From: Autism Resource Center of South Florida & Autism Teaching Tools.net To: deniseslist@...Sent: Monday, August 1, 2011 9:20 AMSubject: August Newsletter: Preparing for School Help for Parents and Teachers

Autism Newsletter

Articles Resources Books Teaching Tools DVDs Music August 2011

Proudly brought to you by www.AutismTeachingTools.net & www.AutismResourceCenterofSouthFlorida.com

August 2011

Preparing for School

(Please note: Because this topic is so vast, we have broken it down

into three parts. This issue will focus on helping parents and teachers to prepare for school. Our September issue will focus on Curriculum & Inclusion and our October issue will focus on Behavior Solutions

for the Classroom/Classroom Management.)

Member Articles

Eleven Back to School Strategies to Reduce School Anxiety for Children with Autism

By Connie Hammer

Transitions are very difficult for most children on the autism spectrum to make and going back to school may be the most challenging one there is. Preparing a child for change can be time consuming and emotionally draining for any family. We all hope for a stress free and easy shift into a new school routine but don't always get what we want. If despite all your preparation the new school year did not get off to a good start, don't despair because it is never too late to turn things around. All parents want things to go smoothly and when they don't it is all too easy to place blame on yourself. But wait!

article continued at bottom of page...

Parent Guides

Click on book image to learn more...

I Need Help with School:

A Guide for Parents of Children with Autism

This book demystifies special education laws so parents can understand their legal rights and the rights of their children. This book also tackles important issues such as developing social skills, addressing challenging behaviors, encouraging self-esteem, and dealing with bullying.

Price: $24.95

Ten Things Every Child with Autism Wishes You Knew

Every parent, teacher, social worker, therapist, and physician should have this succinct and informative book in their back pocket. Framed with both humor and compassion, the book defines the top ten characteristics that illuminate the minds and hearts of children with autism.

Price: $14.95

Teacher Guides

Click on book image to learn more...

How Do I Teach This Kid?

First Runner-Up in the 2006 Writer’s Notes Book Awards, this book utilizes the strengths of children with ASD to help them develop new skills. Tasks are visually oriented, consistent; expectations are clear. Children learn motor, matching, sorting, reading, writing, and math skills using easy-to-make “task boxes.â€

Price: $19.95

Keys to Success for Teaching

Students with Autism

Perfect for new and veteran teachers, this book enables school personnel to efficiently create and implement an effective educational program for students with autism regardless of their level of experience or training.Price: $24.95

Ten Things Your Student

with Autism Wishes You Knew

This book affirms that autism imposes no inherent upper limits on achievement, that both teacher and child “can do it.†It’s the game plan every educator, parent, or family member needs to make the most of every “teaching moment†in the life of these children we love.Price: $14.95

Parent/Teacher Guides

Click on book image to learn more...

Creating a Win-Win IEP for

Students with Autism,2nd Ed.

This book is a must-read for every parent or educator who participates in the IEP process. Dr. Fouse takes readers through the entire range of a ―"child-centered" educational process, from the initial stages of identification and diagnosis to full implementation and monitoring of the individualized education program.

Price: $34.95

1001 Great Ideas for Teaching & Raising Children with ASDs

In a snappy, can-do format, this book offers page after page of try-it-now solutions that have worked for thousands of children grappling with sensory, communication, social, behavioral, and self-care issues.

This book is a time-saver and a life-saver!Price: $24.95

Basic Skills

Click on book image to learn more...

Basic Skills Checklists

The checklists have been used by resource teachers, special educators, mainstream teachers, and paraprofessionals.

These checklists will help educators:·Identify current skills and problem areas·Develop appropriate, realistic objectives·Create individualized programs·Monitor and measure progress over time·Keep clear records for the IEP team

Price: $19.95

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Advertisements will appear in September,October & November issues.

Deadline for submission: August 15, 2011.

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Call for Articles

We are currently looking for

article submissions for our September 2011 Newsletter.

The deadline for our

September newsletter submissions is

August 15, 2011

September Newsletter Topic

Curriculum & Inclusion

Future Topics include:

Behavior Solutions/Classroom Management

Holiday & Travel Help

Special Diets for Special Kids

Submit all info as text only.

(pdfs will not be accepted):

Submit all info to:

AutismResourceSF@...

(Be sure to include your contact phone number, event address, county, event date(s), and email.)

Deadline for submissions: August 15, 2011

Thank you for all of your submissions.

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To appear in right hand side column of monthly newsletter)

Submit information for any FREE

Autism Support Groups, Activities, Announcements,

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and Workshops/Classes, etc..

Submit all info as text only.

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In order to guarantee inclusion in our September 2011 Newsletter, the deadline for all submissions is August 15, 2011

Thank you for all of your submissions.

Member Articles Continued...

continued from top of page...

Eleven Back to School Strategies to Reduce School Anxiety for Children with Autism

By Connie Hammer

Before jumping to conclusions that you did something wrong or that your child will never settle into a peaceful back to school routine let's approach this from a different perspective. When an airplane pilot develops problems flying an aircraft or a sea captain experiences difficulty with his ship the trouble could stem from a number of things. Most likely both of these skilled professionals will run through a checklist to assess the situation and determine the cause. The first step towards solving any dilemma is assessment and a checklist is a great way to examine most potentially problematic situations.

Having a checklist also helps one tackle a challenge with more confidence and less stress.

Depending on the qualities that make your child unique and where he or she falls on the autism spectrum, your back to school experience will differ from every other parent. If you are experiencing turbulence or rough seas in your household as you try to settle into a stress free back to school routine here is a checklist for you to refer to that may help you identify some adjustments that will make for a smoother transition.

___ Are you paying attention to your child's sleep patterns and bedtime routine?

If you weren't able to address changes in daily routines, such as bedtime, well enough in advance this could be the cause of any stress related behaviors that might be occurring. One cannot stress the importance of sleep and its impact on brain development, mood and attention span which many studies support. In addition to helping your child be more successful at school, making sure she receives the required amount of sleep will also improve her behavior at home.

___ Are you using a back to school calendar?

If not, consider creating a special back-to-school calendar. Depending on your child's interest in arts and crafts, this can be a fun process that the two of you can do together. You may want to use words or pictures to indicate what will happen on each day of the week, if you need more room and can't find a calendar big enough, such as a wall calendar, make a book that has a page or two or for every day of the week. Reading the book or looking at the calendar can you're your child transition better from day to day.

___ Have you used other school related resources to your advantage?

If you have any books or movies about school this would be a good time to read or watch them repeatedly. If your supply of school related resources is scarce consider a trip to the bookstore to purchase a new book or the more economical option of the public library which allows you to take home more than one book or video. One can always find books about going back to school.

___ Have you been talking about school in a positive manner?

When talking about school with your child on the autism spectrum, it is always important to set up a positive attitude for the upcoming school year before and after it begins. Talking to them in the affirmative regarding teachers, friends and schoolwork will help them maintain a positive perspective and relieve any anxieties that might exist. If despite your positive attitude, your child is not enthused about the school year, focus on activities and events they find interesting, such as sports, arts, clubs, field trips, etc. If you really need to dig deep try to find something positive to say about what will happen after school.

___ Did you and your child have a private meeting with the teacher?

If your child is exceptionally anxious about the start of a new school year and the changes that are involved, making a fifteen to twenty minute appointment to talk to the new teacher before or after school might help. The opportunity to have a private audience with the teacher to go over schedules and expectations as well as the chance to ask questions without other students around can give any child a gigantic jump start and sense of relief.

___ Have you reviewed previous school years by looking at pictures?

If you don't have any pictures, start taking them now or if your school has a yearbook, make sure to purchase one when it is published. If using your own pictures consider putting them in a scrapbook this year, which may be fun to create together. Next year you can take the yearbook or scrapbook out at this time and look through it together, it can be a useful transition tool for returning to school the following year.

___ Have you held a family meeting about school?

In addition to talking about school to your child individually, it's great to hold a family meeting so that everyone gets a chance to share their thoughts and feelings as well as discuss and plan for the week ahead. Meeting as a group sends the message that you are all in this together and that you care about each individual's experience. If you have never held a family meeting before, this is good time to start.

___ Have you and your child met with the school bus driver?

If taking the bus, it can be very beneficial for you to meet with the bus driver and provide him or her with helpful information about your child. A school bus is a very sensory stimulating environment - bus fumes, noise, temperatures, stops and starts, etc. - not to mention an atmosphere that could be socially intimidating to your children with autism. You may even want to consider creating a driver tip sheet, especially if you suspect the bus ride is causing high-anxiety or sensory overload for your child. A tip sheet might include important information about your child and how best to communicate with him, simple strategies that work, tactics to avoid, seating preference or activities that will maintain his interest.

___ Have you addressed screen machine use?

If you have allowed TV viewing, video games and computer use privileges to increase over the summer and haven't had a chance to cut back yet, begin now. Technology is important and useful but must be balanced with other activities that create an atmosphere where the brain is encouraged and allowed to think for itself. Quiet time for reading, homework and social interaction is vitally important for helping your child be successful in school. Once you adjust TV, video and computer use rules it is important to communicate them clearly and stick to them.

___ Are you encouraging social interactions for your child?

A child on the autism spectrum often struggles with making and keeping friends, which is an important component in creating a positive school experience. If possible, invite old or new classmates that may have moved into the school system and invite them over so your child can get to know them better and practice her social graces. It can help your child immensely if you rehearse back to school conversation starters and group social skills with them to use with their friends, teachers and other adults.

___ Are you communicating clearly with your child?

It is important to remember that all the preparation, planning and practice in the world won't get you to where you want to be if you aren't communicating effectively with your child - verbally and non-verbally. It is important to know what works best to effectively communicate with your child. Does your autistic child communicate best with words, or visuals and how can you tell when your message has been received and you have made a good connection?

Before you think about making changes to your back to school schedule, take the time to review this checklist and note what comes to mind. Be open and honest in assessing your current routine and then choose a few things to work on as you tweak your original approach. In order to create a more productive and enjoyable back to school routine for you and your child, make changes gradually and keep track of what works and what doesn't. Before you know it, you and your child will be experiencing a stress free school routine.

Imagine less worries and less concerns as a parent with a child on the Autism spectrum... and more happiness and joyful times as a family. That's what you get when have the support of Connie Hammer, expert parent educator and coach. For more than twenty years, this licensed social worker has worked with families to uncover abilities and nurture family opportunities that bring more love, more fun and more contentment, regardless of disability, into their lives.

About Connie Hammer. For more than twenty years, this licensed social worker has worked with parents to uncover abilities and change family possibilities that bring more love, fun and contentment, regardless of disability, into their lives. To find out more about this internationally published expert and get your FREE resources – a parenting ecourse, Parenting a Child with Autism – 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum, - visit her website www.parentcoachingforautism.com.

Effective Strategies for Teaching

Children with Autism Spectrum Disorders

1. Environmental Considerations

Stimulation in the classroom - especially visual and auditory - should be carefully considered and controlled, whenever possible. Many students with Autism can be easily over-stimulated by visual and auditory input and may have a challenging time processing their lessons should they be distracted or overwhelmed by sounds, lights, or images that cannot be properly managed. Workstations should be set away from any excessive auditory and visual stimulation (especially sounds, movements, and any flickering or bright lights) to allow for optimal concentration and learning.

Children with Autism tend to be visual learners. Therefore, a visual structure to the overall learning environment should be carefully designed in order to allow the child to clearly see and comprehend expectations of him or her. This should include clearly defined workstations and other basic elements of the classroom. Visual schedules are also an important part of the classroom's visual structure, as they allow the child to benefit from a predictable routine where the expectations are laid out specifically in a visual way. This minimizes unexpected occurrences and allows students to anticipate and prepare for transitions in their day.

2. Visual Schedules

Students with autism perform best when their daily routine is

predictable, with clear expectations. Establishing and following a

visual schedule eliminates the unexpected and assists students in

anticipating and preparing for transitions. Schedules must be visual

and kept in the same location at all times. For pre-readers, an

object schedule can be used. A tangible object that is related to

the class or activity it represents is attached to an icon and the

printed word. Other students are able to follow an icon schedule

and strong readers can use a printed schedule.

A “check schedule†transition cue is then given to the student each

time he is to transition to a new activity or class.

Workstations should be labled and organized

3. Visual StructureThe environment needs to be structured visually to help the student

clearly see and understand what is expected of him. Work stations

must be clearly defined. Some students will need three-sided work

stations, while others will be able to work in more open areas.

Taped outlines on the floor, chairs labeled with the student’s name

or using furniture to reduce visual and auditory stimulation are

examples of environmental considerations. Work stations also need

to be structured. Activities should be designed with strong visual

cues so less auditory directions are needed. Each station also

needs to clearly show what needs to be done, how much needs to

be done, when the student will be finished, and what’s next.

4. Alternatives to Verbal CommunicationMany students with autism have impairments in communication,

particularly expressive communication. For those who are non-

verbal, an augmentative communication system must be in place.

The Picture Exchange Communication System (PECS has been very

effective. Voice output communication devices may be very

appropriate. For those students who do have verbal communication

skills, many benefit from having some form of augmentative

communication available as a back-up system for times when

expressive communication may fail them. It is very common for

students to be unable to access verbal communication when in a

stressful emotional state. Having a back-up visual form of

communication can assist with expression and reduce aggressive

behaviors.

5. Direct Instruction of Social SkillsThe majority of students with autism need direct instruction in

social skills. Most do not learn interaction skills by simply being

placed in social environments. They need to learn social interaction

skills in the same way they learn other academic skills. Using

strong visual structure, activities can be designed to teach about

identifying emotions in self and others, situations that can cause

certain emotions, and how to respond in certain social situations.

Social Skills Tips

Use the student's interests to help them make friends, e.g. find a club the student could join.

Do "social autopsy." Help the student analyze a situation, discover what went wrong, develop alternate solutions, and plan strategies to use when similar situations occur. The teacher may want to write down the strategies so the student has a script of what to say.

Set up social skills groups in which the student can learn and practice social skills. The group may include students with autism and general education students who serve as role models or others who are shy or otherwise need help with social skills.

Offer alternatives to stressful situations such as the lunchroom, gym, or other places that are noisy, have lots of sensory input, and require students to interact with peers on their own. Allow the student and a few others to eat in a smaller room where social skills can be practiced. For gym, give the student head phones or make another student a buddy and perform a physical activity in another location.

Provide peer buddies. Have general education students work as social translators for students with autism.

Allow students to role play social situations to learn appropriate ways to interact with others and make friends.

Provide group work.The student with autism should have a peer buddy, or the teacher should pre-define student roles. The student with autism should be assigned specific tasks and someone should monitor his or her progress. A good way to prepare students for group work is through role playing.

Give students visual cues to help them deal with different social situations. Cards the teacher provides would give the student various responses to specific situations.

Use social stories to help students learn how to make friends. Social stories have been found to be very useful. They are short stories written about specific social situations that briefly describe a social situation, how others may respond in this situation, and how the student should respond.

6. Literacy Instruction

Because many students with autism rely on some form of

augmentative communication, even if it is only a backup, literacy

instruction is very important. If a student is literate, s/he will be

able to communicate at a much higher level than if the child is

forced to depend on communications devices that are programmed

with limited vocabulary. Literacy instruction should begin at a very

early age and continue throughout all school years.

7. ConsistencyAll students do best when the daily program remains consistent

with clear expectations. All staff working with students with autism

need to be well-trained and must implement the daily program as

consistently as possible.

Students with Autism should be given numerous

"sensory breaks" throughout the day

8. Sensory OpportunitiesMost students with autism have some sensory needs. Many find

deep pressure very relaxing. Others need frequent opportunities for

movement. All students should have a sensory profile completed by

an occupational therapist or other professional trained in sensory

integration. Based on the profile, a sensory “diet†can be created

and implemented throughout the day.

9. Functional CurriculumChildren with autism have a great deal of potential to live and work

independently as adults. The curriculum should place a strong

emphasis on following a functional curriculum. Skills that emphasize

daily living skills, community skills, recreation and leisure and

employment need to be incorporated into the curriculum. Students

in inclusive settings can follow the regular curriculum, but emphasis

should be placed on those skills that are the most functional.

Functional academics should always include literacy (reading and

writing, basic math, time and money skills. Self-care skills,

domestics, recreation and community experiences should also be

emphasized. Older students should have formal employment

opportunities beginning in middle school.

10. Academic Accommodations

Many of the academic strategies that work for students with autism

are those used with students with learning disabilities, such as:

Write down lesson objectives.

Provide keyboards.

Students with autism often have difficulty writing, which impedes their ability to take notes or write long assignments. Other options include a peer note-taker or providing advance notes, which help students with structure and content mastery.

Use priming techniques. Familiarize students with material before it is introduced in class and show how new content fits into previous knowledge. This prevents students from shutting down when new material is introduced. Or, review the schedule at the beginning of the school day, which gives the student a heads up on upcoming assignments, books, and activities.

Provide extra testing time and verbal tests.

Use graphic organizers and highlight significant concepts. This prevents students from focusing on minutia.

Use peer buddies who prompt students to follow verbal directions.

Teach the hidden curriculum - what is important to certain teachers and social protocols.

Use the students' interests to relate to content.

Ask students what they need: where they are comfortable sitting, what they need for lectures.

Consider a reduced schedule or scheduling the student's most difficult class later in the day.

Make sure the student understands the content when the lesson moves to abstract concepts.

11. Behavior Control

Conduct functional behavior assessments. Students may hit or grab

someone when unsure what will happen next or if they are thirsty

and can't ask for a drink. Communication is further complicated by

the fact that the same behavior may have different functions in

different settings. Once the teacher determines the behavior's

function, he or she should develop a functional communication

system for the student. Both the assessment and communication

system should be set up before the child is placed in an inclusive

class.

It is important for children to have a place to retreat within the classroom.

Have a home base for students. Home base is a place where

students can go to regroup when they become overstressed.

Students can also go there to review and interpret the day's events. Home base should never be used as punishment.

Allow students to change classes early or pair with another student,

so they don't feel overcrowded in the halls.

12. Preventing and Handling a Meltdown

The meltdown, which can occur at any age, is composed of three

phases: rumbling, tantrum, and recovery. The meltdown occurs

because the student is unable to tell how he or she is feeling, is

overloaded, and needs to walk away from the situation but can't.

The most important stage of the meltdown is rumbling. Then the

student's thinking ability is still intact, but he or she is building to

a behavioral issue. The student will give a distress signal, which

may be as subtle as clearing the throat or a swinging leg. When the

teacher sees that signal, he or she should intervene by sending the

student to home base or asking the student to run an errand, which

gives the child time to calm down.

If the meltdown occurs, the student's needs haven't been met, and

he or she doesn't know what to do. The teacher must disengage

emotionally, remove the audience, remain non-confrontational, and

protect the student from hurting him- or herself or others.

Restraints should not be used. Finally, it's essential to remember

that this is not a typical temper tantrum.

Following a meltdown, the student may sleep or become withdrawn.

He or she probably will not remember what happened. The teacher

should not make difficult demands of the child. The student is still

fragile; and should another stressor occur, he or she could re-enter

the rage cycle. The teacher should get the student back into the

routine with a task that is not as cognitively challenging. Or the

teacher may allow the student to benefit from a sensory activity

such as jumping on a mini-trampoline or being wrapped in a

weighted blanket. Later, when the student is ready, the teacher and the student may discuss what triggered the meltdown and options to prevent it from happening in the future.

13. Take advantage of student strengths and interestsMany students with autism have particular strengths and interests

and these should be taken advantage of in the classroom. For

example, if a student demonstrates an interest in trains, the

student should have opportunities to read about trains, write about

trains, do math problems about trains, etc.

Autism and instruction strategies are exceptionally unique. Before beginning to work with an autistic child, it is important to be aware of the individual needs of that child, and the characteristics of autism exhibited by that child. Instructors and other school staff working with the child should be provided with training about at least the basic features of autism. Every member of the team working with the child should understand the child's needs as well as teaching strategies such as those listed above, so that they may maximize the child's potential for successful learning.

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Copyright 2011. All Rights Reserved.Email: info@...

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A Note from

the Editor

Welcome to our community of Individuals with ASDs, families, and service providers. Our goal is to connect families and service providers to each other, and to the products and resources that they need.

Below you will find

Florida based resources and services in addition to helpful products that I have used with my own students with ASDs.

Articles submitted by members of this site are included in order to illustrate a wide perspective on various topics relating to ASDs.

We appreciate your numerous submissions and welcome topic ideas and input from our community.

If you know a friend, parent or colleague

that may benefit from receiving this newsletter, please click on the green

"Send to a Friend" link at the bottom of the page.

Resources

In this issue...

scroll down to view

Transition to Adulthood

Support Groups

Social Skills Groups

Activities & Events

Play dates

Announcements

Conferences

Workshops/Classes

Home school Groups

Meetings

Networking GroupsPlease note: resources listed below are updated monthly so be sure to check them out for new announcements

Articles

In this issue...

Eleven Back to School Strategies to Reduce School Anxiety for Children with AutismBy Connie Hammer

Effective Strategies for Teaching Children

with Autism Spectrum Disorders

Search/Add

a Resource or

Service Provider

in our free Florida based

Autism Service Provider Directory

SERVICES

Learn to

Talk about School

with

Conversation Starter

Flip cards

View all

Teach

How to Answer ?'s

"WH" Question Series

Flashcards

Teach

with

Responsibility

Checklists

for Home & School

SOME SKILLS

YOU CAN TEACH

WITH THESE ITEMS

Responsibility

Independence

Organization skills

Following schedule

Elementary skills

Planning

Teach

Social Skills

with

Social Story Books

for

Home, School & Play

SOME SKILLS

YOU CAN TEACH

WITH THESE ITEMS

Social skills

Personal safety

Reading & comprehension

Respect, negotiation & cooperation

Preparing for success

Resources

listed below...

Transition to Adulthood

Summer Training Series

Adult and Career

Technical Education:

Is it for Me?

North Miami Beach

August 2Presenter:

Robin Matusow, M.S.Ed., Mâ€DCPS Teacher/TestingUMâ€NSU CARD,

Nova Southeastern University,1750 NE 167th ST1st Floor

Conference Room BNorth Miami Beach, FL Tuesdays, 7:00â€8:30 pmContact: Deborah Chin:

954â€262â€8555------------------------------------

Summer Training Series

Making Transition a Success

North Miami Beach

August 16Presenter:

Goldberg, Senior Advocateâ€Investigator Disability Rights FloridaUMâ€NSU CARD,

Nova Southeastern University,1750 NE 167th ST1st Floor

Conference Room BNorth Miami Beach, FL Tuesdays, 7:00â€8:30 pmContact: Deborah Chin:

954â€262â€8555-------------------------------------

Vocational Evaluationsfor Persons with ASDs

South FloridaEaster Seals South Florida is now also offering vocational evaluations specifically forpersons with autism spectrum disorders. If the vocational counselor recommendsa Vocational Evaluation, Easter Seals South Florida would be pleased to provide this service.

Contact:

Kathleen Grenier

305â€547â€4724or

Sue Gist

954â€497â€2910 ex 204

-------------------------------------

S.T.E.P.S. TRANSITION CONFERENCE

Miami

Helping Students with Disabilities & Their Families Prepare for Life After

High SchoolSaturday, October 1, 20118:00am- 1:00 PMSouth Miami

Senior High School6856 SW 53rd StreetMiami, Florida 33155Breakout sessions offered inEnglish, Spanish, and Creole.

Support Groups

..Parent Support Group

SPEC

Royal Palm Beach

First Tuesday of Month

7:00 PM

Royal Palm Beach

Recreation Center100 Sweet Bay LaneRoyal Palm Beach, FL Contact: Cohane

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Parent Support Groupsfor Parents

of Children with Autism

Tallahassee

Children’s Medical Services, 2390 Road, 1st floor conference room.

2nd Weds. of each month

12:00 p.m. to 1:00 p.m.

Bring your lunch.

Contact: Lesly Erdmann

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Autism Support Group

Tallahassee

Meetings are held on

3rd Weds. of each month

7pm to at least 8pm.

2898 Mahan Dr., Ste 1

Advance notice of

first-time arrival much appreciated. Free.

Contact: Jarl K. ,

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Monthly Support Group

for Parents of

Exceptional Children

Weston

1st Weds of each month

7:00 pmMiami Children’s Hospital Dan Marino Center

Weston, FL 33331

Contact: Broward Autism Society

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Asperger Syndrome

Support Group

Broward Countyfor Parents, Caregivers, Educators & Individuals Working with Childrenwith Asperger’s Syndrome Contact: Hugo

(954)746-9400 x2120Please note Respite Care needs at the time of registration.----------------------------------------

South Florida GFCF/SCD Group

Plantation

This dietary support group is to assist parents that are seeking to pursue dietary intervention for the treatment of ASD.

3rd Tue, 7p-9p Free.

Whole Foods

7720 s Rd

Plantation, 33324

Contact: Wallitsch

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Hernando Autism Parenting & Personal Experience Network

Spring Hill

This is a support group for parents & other relatives of children on the Spectrum

120 Fountain Ct

Spring Hill, FL3rd Wed 7-9p

Contact: Bolen

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Parents Helping Parents Florida

Ocala

PHPF Helping Hands support group for parents/families of children with autism & related disabilities.

Last Wed 6-8p, Free

Ocala Public Library, 2720 East Silver Springs Blvd.

Contact: Sylvia

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Southwest Florida

Autism Coalition

Bradenton

Monthly support group for parents & professionals

3rd Thu, 7-8:30p

At the Pinnacle Academy

6215 Lorraine Rd

Bradenton, FL

Contact: Dr. Kirstina Ordetx

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Autism Monthly

Support Group

for those affected by Autism

Pasco County

Various topics & speakers ranging from diet, therapy, & advocacy.

1st Tue of month

5740 Moog Rd.

Pasco County

Contact: Bice

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Parental Encouragement for Autistic Children

Lakeland

Our mission is to educate, empower & provide a positive support 1st Tueof montlh, 6p-8p

1021 Lakeland Hills Blvd. Contact:

ext. 228

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Parent to Parent

MiamiParent Resource Center7990 SW 117th AveSuite 201Miami, FL 33183Parent to Parent of Miami is a community parent resource center for families of children and adults with all disabilities.Contact: Isabel C. ----------------------------------------

BFOCASD Support Group

for families, educators & therapists of children & adults with ASDs

West Volusia

7-9p - Free

1st Wed

First Baptist Church of Melbourne

3301 Dairy Road

West Volusia, FL

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Aware 4 Autism

Support group

for all people affected by autism & the autism spectrum.

Zephyrhills

Speakers monthly.

1st Sat 2-4p. First Congregational Church,

7900 Fort King Rd., Zephyrhills, FL

Contact: Johanna O'Toole

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Biomedical Support Group

TallahasseeThis is a group of parents of children with autism spectrum disorders doing biomedical and dietary interventions.

Contact:

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For Parents of School Age Children

with Any Disability

Tallahassee

Children’s Medical Services, 2390 Road, 1st floor conference room.

4th Weds each month

11:30 a.m. to 12:30 p.m.

Bring your lunch. Contact: Heron

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County Autism Support GroupTallahassee2nd Tuesday of month

the Fellowship Hall of the First Presbyterian Church located on the corner of Jefferson and Clinton Streets in nna.

6:00 p.m. until 7:30 p.m. (CST). Contact:

----------------------------------------

Bay County

Adult Asperger's GroupPanama CityInformal gathering for adults with Asperger's Syndrome/High Functioning Autism. Meetings are held the first Wednesday of the month.

FSU Center for Autism & Related Disabilities

2611 W. 23rd St., Suite A, Panama City

(In Liberty Square) Contact: McAuliffe----------------------------------------

ASP Grandparents Support Group (GASP)

Pensacola 3rd Fri. of each month ARC Gateway Administrative Building 3932 N. 10th Ave. Pensacola

9:30 a.m.

Contact:

Social Skills Groups

Asperger’s Syndrome

Middle School Group

Tallahassee

This is a group of teens (5th through 8th grade) with Asperger’s Syndrome and their parents who plan, organize and participate in monthly social activities together.

Contact: Leatzow

----------------------------------------

Asperger’s Syndrome

Young Adult Group

Tallahassee

This is a group of

high school & college-aged individuals with Asperger’s Syndrome and their parents who plan, organize, and participate in monthly social activities together.

Contact: Leatzow

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T*A*S*C* Social Activity

Tallahassee

Events, times and locations vary and may include museum visits, going to movies,lunches at area restaurants, hikes in area parks and more.

Contact: Jarl K. ,

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The Gathering

TallahasseeWeekly get-togethers are held every Saturday in the 'Seattle's Best' coffee shop of the Border's Bookstore on Apalachee Parkway from around noon to about 2 PM. Advance notice of first-time arrival much appreciated. Free.

Contact: Jarl K. ,

Activities

& Events

Buddy Baseball

Temple Terrace, FLA league for children

ages 8-18 with special needs playing baseball with the assistance of a "Buddy." next season

10/1/11 - 11/12/11Registration: $45 per playerRegistration deadline is 9/9/11Family Recreation Complex Softball Fields6610 E. Whiteway Dr.Temple Terrace Contact:

Russ Oberbroeckling

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Walkabout Autism

Miamipresented by the Dan Marino FoundationSaturday, Jan 28, 201210:00 am to 2:00 pmSun Life StadiumMiami, FL

----------------------------------------

Eden Autism ServicesInvitational Art Fest

Naples January 29 & 30, 2012Contact:

Play-dates

'Play dates' Support Group

Tampa

This time has been reserved for our support group members who have children on the spectrum only.3rd Tue 6p to 8p

$6 per child

Come Join Us at

Gator Fred's Party Center!

West Village Commons

5360 Ehrlich Rd. 33625.

Contact:

Kim Larochelle

Marilyn Santiago

Announcements

Free Autism Screening

For Toddlers

Lee County

The Children’s Hospital of Southwest Florida in Lee County, in partnership with the Mc House Charities® of Southwest Florida, offers a free monthly autism spectrum disorder screening for toddlers 18 months to 36 months of age.

A physician referral is not required

Contact:

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Free Autism Screening

15 Months through 4 years of age

Face Autism, Inc. is providing free autism/ASD screenings to children 15 months through 4 years of age, in Sarasota/Manatee/Charlotte counties who show signs of autism/ASD.

Contact:

Conferences

Florida Association for Behavior Analysis 31st Convention (FABA)Daytona BeachSeptember 21- 24, 2011Hilton Ocean Walk ResortDaytona Beach, FLContact:

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SPARC 2011 Conference

LargoSaturday, Sept. 24, 20118AM - 5PMLargo, FloridaContact:

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US Autism & Asperger Association 2011

World Conference & Expo6th Annual ConferenceSeattle, WashingtonOctober 27-30,Contact: Pat

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S.T.E.P.S. TRANSITION CONFERENCE

Miami

Helping Students with Disabilities & Their Families Prepare for Life After

High SchoolSaturday, October 1, 20118:00am- 1:00 PMSouth Miami

Senior High School6856 SW 53rd StreetMiami, Florida 33155Breakout sessions offered inEnglish, Spanish, and Creole.

Workshops/Classes

Can You Reduce the Symptoms of Autism, Learning Disabilities, ADHD, Depression & Anxiety without Meds?

Palm Beach County

August 4th LectureCenter for Brain Training900 S. US Hwy 1, Suite 101Jupiter, Florida 33477Contact:

August 10th Lecture

Center for Brain Training7301 W. Palmetto Park Rd.Suite 201BBoca Raton 33433Contact:

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Pointers for Parents

Family Seminar

DavieSATURDAY, AUGUST 610:00 AM to 2:00 PMWestlake Academy4188 South University DriveDavie, Florida 33328Contact: PepitonePhone:

---------------------------------

Stepping into KindergartenMaking transition easy when your child has an IEPMiamiAugust 9, 2011

10:00AM - 12:00PMBaptist Children’s HospitalMartha Ware

Rehabilitation Center9035 Sunset Drive, Suite 100 Miami, FL 33173Contact: Children are NOT allowed in workshop!

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Pediatric Feeding Seminar

A Behavioral Approach

Chicago, IL

August 20-21, 2011

Contact: Lily Tam

----------------------------------------Inclusion Seminar

MiamiLearn what the law has to say about inclusion.

How inclusive practices make it possible to successfully educatestudents with disabilities in regular classes withappropriate aides & services.August 30, 201110:00AM - 12:00PMBaptist Children’s HospitalMartha Ware

Rehabilitation Center9035 Sunset Drive, Suite 100Miami, FL 33173Contact: Children are NOT allowed in workshop!

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Helping Our Toddlers

Developing Our

Children's Skills

Hillsborough County

HOT DOCS classes are available in both English and Spanish, and are offered several times a year at various sites in the community, including our USF site located in the Children's Medical Services (CMS) building.

Contact: 974-1189

Home-School Groups

Home school Group

Winter Haven

Our Amazing Kids is a group for families in the Central Florida area who are homeschooling their special needs child(ren). Contact: Dory HubbardWinter Haven, FL

Meetings

Autism Society of the Panhandle's Evening Meetings

Pensacola

3rd Tue of each month

6:30 p.m.

Pollak Training Center of the ARC Gateway 10th Ave. Sitters available with reservation

Contact: Byram

---------------------------------------Puzzle Peace Web Forum

Puzzle Peace is a web meeting place for parents trying to define themselves without having a developmental disorder do it for them. Join the movement!

Contact: Kristi Vannatta

----------------------------------------Autism Society of

Broward Meeting

Sunrise

Support groups meet monthly* where parents & guest speakers, specializing in the area of autism, share information & resources.

3rd Wed 7:30p

ARC Broward

10250 NW 53rd Street

Sunrise, FL

Contact:

----------------------------------------

Emerald Coast Autism SocietyOkaloosa CountyWe are an established chapter under the ASA serving mostly Okaloosa and Walton counties, however we do have some members from the Navarre area.Contact: Whatley

Networking Groups

RDI Networking MeetingsTallahasseeThis group meets monthly to study the principles and discuss the implementation of the Relationship Development Intervention program.One Monday a month7:00 p.m.Progressive Pediatric Therapy Services, 1915 Welby Way, Suite 5, Tallahassee, FL 32308. Contact: Sophie

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