Whether you\u2019re a parent preparing a child for grade school or an adult transitioning into or out of college, the back-to-school season can present unique challenges. Not only do schedules and priorities change, but social and sensory processing skills are tested in new environments with new people. Take a look at these resources to gain insight and tips on navigating this annual transition.<\/p>\n<\/div>
Diet & School Lunch<\/h2>\n
Research suggests that autistic people may experience gastrointestinal problems more frequently than their peers. Learn tips for transitioning to school routines while maintaining hydration and nutritional needs with these helpful resources.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinars & Articles<\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/help-for-schools.jpg\")
<\/h3>\nH<\/strong>elp for Picky Eaters<\/strong><\/h3>\nKelly Barnhill, MBA, CN, CCN, discusses evidence-based strategies to support children with autism in eating a wide variety of new foods. Many children with autism develop food selectivity, or what may be called \u201cpicky eating.\u201d It is not uncommon for children to restrict their diets to one or two things, to refuse to eat certain colors or textures or to consume only pureed foods. Barnhill outlines helpful assessments that should be completed before any feeding therapies. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/strong><\/a><\/p>\nLive Q&A on Practical Menu Planning \u2013 Ask the Nutritionist<\/strong><\/h3>\nIn this live question and answer session, Vicki Kobliner, MS RDN, CD-N, discusses strategies and supports for building practical meal plans.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nFood in Schools: What to do when Allergies are an Issue<\/strong><\/h3>\nWhen a child has a food allergy or is avoiding common allergens based on medical advice, the school cafeteria looms large. Communicating with the appropriate school personnel, choosing to send lunches or arranging to buy school lunches, and planning for snack times, special events, and parties are all topics that must be considered and planned. Join us for a discussion on this topic and get points to consider ideas to implement, and a chance to have your questions answered. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
\nView Webinar<\/a><\/strong><\/p>\nHealthy Nutrition Approaches for the School Year<\/strong><\/h3>\nKelly Barnhill, MBA, CN, CCN, focuses on preparation strategies for the challenges of maintaining a nutritious diet throughout the school year. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nEasy and Healthy School Lunch Ideas for Busy Parents\u00a0<\/strong><\/h3>\nIt’s that time of year! Back-to-school excitement is here, and the lunchbox is waiting to be packed with great food that your child will love. Join us for this fun presentation packed with lots of tips and tricks on making lunch your child’s favorite time of the day. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div>\nImplementing Special Diets<\/strong><\/h3>\nDietary intervention is frequently a component of an evidence-based medical approach, and there is some empirical evidence that special diets help some individuals with autism. This resource includes references, resources, and links for learning more about potentially effective, evidence-based treatments.<\/p>\n
Read Article<\/a><\/strong><\/p>\nSupporting Picky Eaters<\/strong><\/h3>\nKelly Dorfman, M.S., discussed underlying causes and potential solutions to picky eating in autistic children. Developmental delays and picky eating frequently occur together. Generally, neither clever recipes nor attempts to hide healthy foods in \u201caccepted\u201d ones will correct poor intake. The writer asserts that it is critical to focus on preventative and collaborative care.<\/p>\n
Read Article<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Scheduling & Planning<\/h2>\n
Deadlines, schedules, and events can be difficult to manage. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2022\/08\/AdobeStock_587611450-scaled.jpeg\")
<\/p>\n
Organizational Strategies for Students with Autism in Middle School and Up<\/strong><\/h3>\nDeadlines, schedules, and events can be difficult to manage for students on the spectrum. Claire Schutte, Psy-D, BCBA-D, discusses executive function, need assessments, creativity, organizational materials, planning techniques, and the nuances of technology for students with autism in middle school and up. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nTips & Tricks to Herding Cats: How to Organize Your Family and Thrive in Chaos<\/strong><\/h3>\nAnissa Ryland, with The Johnson Center for Child Health & Development, discusses setting goals, creating checklists, organizing homes and kitchens, and creating daily schedules. They also consider dietary and financial information that may help families stay organized.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nDeveloping Visual Systems<\/strong><\/h3>\nThis webinar covers visual systems development, characteristics of hyperactivity, sensory-friendly environments, face blindness, and eye contact. The webinar was originally presented by Ruth Elaine Hane and Margaret Creedon, PhD, at the Fall 2012 Autism Research Institute Conference.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Therapy & Education Plans<\/h2>\n
Working effectively with schools to implement educational plans can be a daunting task.\u00a0 Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some students.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinar, Article, & Tool Kit<\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2022\/08\/AdobeStock_512013537-scaled.jpeg\")
<\/p>\n
Educational Plans<\/strong><\/h3>\nSchool Districts across the country are struggling to meet the needs of students with ASD. Budgets are tight, making it hard to think about being proactive when there are not enough dollars to cover day-to-day operations. However, districts have found that developing quality education programs for students with autism can actually result in substantial savings. During this presentation, Dr. Leaf discusses factors that contribute to the development of classrooms that provide effective education for students with autism. Dr. Leaf shares what he has found to be indicators of a \u201cgood\u201d school district, teacher, and classroom.<\/p>\n
The presenter, Dr. Ronald Leaf, is a licensed psychologist with over thirty-five years of experience in the field of autism. He worked with Ivar Lovaas while receiving his undergraduate and doctorate degrees at UCLA. He is co-author of A Work in Progress, Building Quality ABA Educational Programs for Students with ASD, Sense and Nonsense in the Behavioral Treatment of Autism, and Crafting Connections. Dr. Leaf has consulted nationally and internationally with families and school districts; he is the Director of Autism Partnership.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nLearning Styles Autism<\/strong><\/h3>\n\u2018Learning styles\u2019 is a concept that attempts to describe the methods by which people gain information about their environment. People can learn through seeing (visually), hearing (auditorily), and\/or through touching or manipulating an object (kinesthetically or \u2018hands-on\u2019 learning). For example, looking at a picture book or reading a textbook involves learning through vision; listening to a lecture live or on tape involves learning through hearing; and pressing buttons to determine how to operate a VCR involves learning kinesthetically. Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some individuals on the spectrum.<\/p>\n
Read Article<\/a><\/strong><\/p>\nNegotiating the Maze Strategies for Effective Advocacy in Schools (Aide Canada)<\/h3>\n
Working effectively with schools to implement educational plans can be a daunting task for parents and students with autism.\u00a0 This toolkit from Aide Canada provides tools and resources for successful self-advocacy in schools. It covers strategies for managing difficult situations, writing effective letters, and communicating well in meetings.<\/p>\n
View Toolkit<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Bullying & Mental Health<\/h2>\n
Anxiety and depression are common co-occurring conditions that can be exacerbated by bullying and transition periods. It is important to understand the consequences of mental health issues and learn how to recognize and handle bullying quickly.<\/p>\n<\/div>
<\/i><\/i><\/span>Articles & Webinars<\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2021\/08\/AdobeStock_164926374-scaled.jpeg\")
<\/p>\n
Bullying and ASD: Addressing Victimization<\/h3>\n
Ryan E. Adams, a Cincinnati Children\u2019s Hospital Medical Center faculty member, presents the Girls and Boys Guides to End Bullying free online curricula. He notes the importance of being able to recognize bullying and the benefits of self-efficacy and awareness. The speaker suggests that adolescents are allowed to take control of their situations and that parents\/caretakers listen to youth and consider the social implications of bullying and peer victimization. He previews the online curricula created for students, teachers, and parents and provides examples of their use in various settings. Adams differentiates bullying from peer victimization, provides acknowledgments, and closes with a Q&A.<\/p>\n
View Webinar<\/strong><\/a><\/p>\nTeasing, Bullying & Cyberbullying<\/strong><\/h3>\nDr. Aarti Nair dives into bullying, teasing, and cyberbullying as it applies to adolescents with autism. She defines each type of bullying and discusses how to address such situations using the evidence-based UCLA PEERS program. The speaker considers the intended outcomes of bullying and uses perspective-taking questions to discuss alternative reactions for autistic adolescents. She underscores the importance of practice and notes the use of social coaches in the PEERS program. Nair uses positive and negative role-playing videos to portray the social interactions she describes and refers to data from clinical samples throughout the presentation.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nSexual Victimization in Autism<\/strong><\/h3>\nContemporary research underscores that autistic people desire and pursue intimate romantic relationships no differently than the general population. However, due to past misconceptions of autistic sexuality, little attention has been given to sexual education and safety for autistic individuals and their families. A lack of personal and clinical education combined with communication and social differences leaves many autistic people prone to abuse and maltreatment. Traumatic experiences like sexual victimization during childhood can have lifelong effects on mental health and quality of life. Research on the intersection of sexual victimization, trauma, and autism is in its infancy. Still, more must be done to educate and safeguard autistic people, especially children. Effective education and treatment programs must be collaborative, individually based, and support autistic sexuality.<\/p>\n
Read Article<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nAnxiety<\/strong><\/em><\/h3>\nJana Rundle, Psy.D. discusses the difference between anxiety and fear and outlines physical indications and symptoms of anxiety. She also notes common intervention targets and treatments. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nDepression<\/strong><\/em><\/h3>\nJana Rundle, Psy.D. considers the intersection of autism and depression, emphasizing the benefits of physical touch. She discusses difficulties with social communication and diagnosis and notes behavioral markers and common treatments for depression. The speaker outlines mindfulness techniques and the basics of cognitive behavioral therapy. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nSleep<\/strong><\/em><\/h3>\nJana Rundle, Psy. D. presents the stages of sleep and notes the prevalence of sleep issues in autism. She discusses sleep hygiene, cognitive therapy, relaxation training, and other somatic techniques for sleep preparation and support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nBullying Significantly Increases Suicidality in Teens<\/strong><\/h3>\nBullying is a significant risk factor for suicidal thoughts and behaviors in teenagers with autism spectrum disorders (ASD), according to a new study. In the study, Rachel Holden and colleagues reviewed the clinical records of 680 teens with ASD who were referred to a mental health clinic, focusing only on teens who initially were not suicidal. To zero in on the effects of bullying, they controlled for the presence of co-occurring psychiatric conditions and a number of other sociodemographic and clinical factors.<\/p>\n
Read Article<\/a><\/strong><\/p>\nStress & Anxiety Reduction<\/strong><\/h3>\nAmy Keefer, Ph.D., dives into anxiety and autism. She characterizes anxiety, noting differences in anxiety typical during developmental stages and psychopathological anxiety that interferes with daily function over an extended period. The speaker discusses anxiety prevalence rates across populations, common anxiety disorders in autism, and contemporary research on ambiguous anxiety. Keefer considers how to identify anxiety in autism, underscoring the overlap of symptomology and genetics in autism and anxiety. The presenter explores treatment options, including medication, modified cognitive behavioral therapy (MCBT), and mindfulness-based treatments. She suggests collaborating with professionals who are knowledgeable about autism and provides resources before the Q&A.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nResearch on Bullying and Victimization in Youth with Autism Spectrum Disorders (Aide Canada)<\/strong><\/h3>\nYouth with ASD experience higher rates of bullying than youth who do not have disabilities. However, very little research has been done to investigate bullying experiences in youth diagnosed with ASD. Rather, research has focused on rates of bullying victimization in youth with ASD compared to typically developing youth. The current study examined various forms of bullying in children, youth, and young adults with ASD. The study also investigated the relationship between victimization and mental health problems, and the individual factors (e.g., child age, communication problems) and contextual factors (e.g., parent mental health) that increased the likelihood of being bullied.<\/p>\n
View Article <\/a><\/strong><\/p>\nBullying Prevention Resources<\/a><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Safety<\/h2>\n
Safety precautions can be difficult to address in any setting. Learn what precautions to take and how to adapt those to different environments with these informative webinars.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2022\/08\/Wandering_Safety-scaled.jpeg\")
<\/p>\n
Safety Issues in the Home and School<\/strong><\/h3>\nRebeca Flores, RD, and Jeanna Martinez, CCLS, discuss safety risks for individuals with autism, including wandering, elopement, and drowning. They outline risk prevention techniques for home, school, and various other environments and note helpful tools like identification jewelry, child ID cards, and a wandering emergency plan. The speakers touch on intervention challenges and community support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nLive Q&A: Law Enforcement and Autism<\/strong><\/h3>\nKimberly Taylor discusses medical alert bracelets, school resources, and what qualifies as “illegal” behavior. She provides resources for more information. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Social Skills<\/h2>\n
Social skills are important at every stage of development and can increase quality of life. Check out these webinars for tips on teaching social skills to students of every age.<\/span><\/p>\n<\/div><\/i><\/i><\/span>Webinars & Article <\/span><\/a><\/h4><\/div>\n![\"\"](\"https:\/\/autism.org\/wp-content\/uploads\/2022\/08\/Teen-Conversation-scaled.jpeg\")
Caregiver Strategies for Building Infant Social Interaction<\/h3>\n
This webinar will be live recorded at 1 p.m. Eastern time (US), Wednesday, October 9, 2024<\/p>\n
Sign Up<\/a><\/strong><\/p>\nPromoting play and social skills at recess<\/strong><\/h3>\nMatthew Brock explores the benefits of recess and the potential impacts of recess interventions. He highlights peer networks as critical social support for autistic children and teens and provides research illustrating these points. Brock discusses identifying peers and touches on teaching and sharing strategies that can help autistic youth understand social contexts. The speaker provides data and planning sheets to assist caretakers with intervention implimentation.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nHow Games Foster Social Connection<\/strong><\/h3>\nDoctors Liam Cross & Gray Atherton discuss research suggesting that board game skills may be a lifelong bridge to engaging with peers. They provide context for the intersection of autism and board games, highlighting the parallels between cognitive differences in autism and modern board game characteristics. The speakers outline recent studies on the prevalence of autism among board gamers, what autistic board gamers get out of the hobby, and the potential long-term effects of board game play. Atherton and Cross assert the ability of board games to foster social and communication development in autism and discuss creating a formal intervention strategy before the Q&A.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nTeaching Social Communication Skills<\/strong><\/h3>\nPresented by John McEachin, PhD, BCBA-D at the Fall 2012 Autism Research Institute Conference: Applied Behavior Analysis provides a systematic framework for teaching a wide range of skills to children with Autism Spectrum Disorder (ASD). Although commonly regarded as a highly structured approach, it is also very adaptable, flexible, and well-suited to teaching more advanced and subtle skills associated with social communication. The degree of structure depends on the learning style of the student and the complexity of the skill being taught. Examples will be provided of teaching the basic elements of language, breaking down abstract concepts into teachable components, and the social components of communication, including joint attention.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nConversation Skills for Teens with ASD<\/strong><\/h3>\nAarti Nair, Ph.D. of the UCLA Semel Institute for Neuroscience and Human Behavior, presents evidence-based strategies aimed at supporting emerging conversation skills in autistic teens. She discusses\u00a0The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae) and uses clinical examples to illustrate its efficacy. The speaker touches on common conversation errors and how role-playing situations can assist in preparing people with autism for a variety of social situations. She provides resources and UCLA PEERS clinic information.<\/p>\n
<\/h3>\nH<\/strong>elp for Picky Eaters<\/strong><\/h3>\nKelly Barnhill, MBA, CN, CCN, discusses evidence-based strategies to support children with autism in eating a wide variety of new foods. Many children with autism develop food selectivity, or what may be called \u201cpicky eating.\u201d It is not uncommon for children to restrict their diets to one or two things, to refuse to eat certain colors or textures or to consume only pureed foods. Barnhill outlines helpful assessments that should be completed before any feeding therapies. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/strong><\/a><\/p>\nLive Q&A on Practical Menu Planning \u2013 Ask the Nutritionist<\/strong><\/h3>\nIn this live question and answer session, Vicki Kobliner, MS RDN, CD-N, discusses strategies and supports for building practical meal plans.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nFood in Schools: What to do when Allergies are an Issue<\/strong><\/h3>\nWhen a child has a food allergy or is avoiding common allergens based on medical advice, the school cafeteria looms large. Communicating with the appropriate school personnel, choosing to send lunches or arranging to buy school lunches, and planning for snack times, special events, and parties are all topics that must be considered and planned. Join us for a discussion on this topic and get points to consider ideas to implement, and a chance to have your questions answered. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
\nView Webinar<\/a><\/strong><\/p>\nHealthy Nutrition Approaches for the School Year<\/strong><\/h3>\nKelly Barnhill, MBA, CN, CCN, focuses on preparation strategies for the challenges of maintaining a nutritious diet throughout the school year. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nEasy and Healthy School Lunch Ideas for Busy Parents\u00a0<\/strong><\/h3>\nIt’s that time of year! Back-to-school excitement is here, and the lunchbox is waiting to be packed with great food that your child will love. Join us for this fun presentation packed with lots of tips and tricks on making lunch your child’s favorite time of the day. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div>\nImplementing Special Diets<\/strong><\/h3>\nDietary intervention is frequently a component of an evidence-based medical approach, and there is some empirical evidence that special diets help some individuals with autism. This resource includes references, resources, and links for learning more about potentially effective, evidence-based treatments.<\/p>\n
Read Article<\/a><\/strong><\/p>\nSupporting Picky Eaters<\/strong><\/h3>\nKelly Dorfman, M.S., discussed underlying causes and potential solutions to picky eating in autistic children. Developmental delays and picky eating frequently occur together. Generally, neither clever recipes nor attempts to hide healthy foods in \u201caccepted\u201d ones will correct poor intake. The writer asserts that it is critical to focus on preventative and collaborative care.<\/p>\n
Read Article<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Scheduling & Planning<\/h2>\n
Deadlines, schedules, and events can be difficult to manage. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>\n<\/p>\n
Organizational Strategies for Students with Autism in Middle School and Up<\/strong><\/h3>\nDeadlines, schedules, and events can be difficult to manage for students on the spectrum. Claire Schutte, Psy-D, BCBA-D, discusses executive function, need assessments, creativity, organizational materials, planning techniques, and the nuances of technology for students with autism in middle school and up. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nTips & Tricks to Herding Cats: How to Organize Your Family and Thrive in Chaos<\/strong><\/h3>\nAnissa Ryland, with The Johnson Center for Child Health & Development, discusses setting goals, creating checklists, organizing homes and kitchens, and creating daily schedules. They also consider dietary and financial information that may help families stay organized.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nDeveloping Visual Systems<\/strong><\/h3>\nThis webinar covers visual systems development, characteristics of hyperactivity, sensory-friendly environments, face blindness, and eye contact. The webinar was originally presented by Ruth Elaine Hane and Margaret Creedon, PhD, at the Fall 2012 Autism Research Institute Conference.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Therapy & Education Plans<\/h2>\n
Working effectively with schools to implement educational plans can be a daunting task.\u00a0 Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some students.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinar, Article, & Tool Kit<\/span><\/a><\/h4><\/div>\n<\/p>\n
Educational Plans<\/strong><\/h3>\nSchool Districts across the country are struggling to meet the needs of students with ASD. Budgets are tight, making it hard to think about being proactive when there are not enough dollars to cover day-to-day operations. However, districts have found that developing quality education programs for students with autism can actually result in substantial savings. During this presentation, Dr. Leaf discusses factors that contribute to the development of classrooms that provide effective education for students with autism. Dr. Leaf shares what he has found to be indicators of a \u201cgood\u201d school district, teacher, and classroom.<\/p>\n
The presenter, Dr. Ronald Leaf, is a licensed psychologist with over thirty-five years of experience in the field of autism. He worked with Ivar Lovaas while receiving his undergraduate and doctorate degrees at UCLA. He is co-author of A Work in Progress, Building Quality ABA Educational Programs for Students with ASD, Sense and Nonsense in the Behavioral Treatment of Autism, and Crafting Connections. Dr. Leaf has consulted nationally and internationally with families and school districts; he is the Director of Autism Partnership.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nLearning Styles Autism<\/strong><\/h3>\n\u2018Learning styles\u2019 is a concept that attempts to describe the methods by which people gain information about their environment. People can learn through seeing (visually), hearing (auditorily), and\/or through touching or manipulating an object (kinesthetically or \u2018hands-on\u2019 learning). For example, looking at a picture book or reading a textbook involves learning through vision; listening to a lecture live or on tape involves learning through hearing; and pressing buttons to determine how to operate a VCR involves learning kinesthetically. Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some individuals on the spectrum.<\/p>\n
Read Article<\/a><\/strong><\/p>\nNegotiating the Maze Strategies for Effective Advocacy in Schools (Aide Canada)<\/h3>\n
Working effectively with schools to implement educational plans can be a daunting task for parents and students with autism.\u00a0 This toolkit from Aide Canada provides tools and resources for successful self-advocacy in schools. It covers strategies for managing difficult situations, writing effective letters, and communicating well in meetings.<\/p>\n
View Toolkit<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Bullying & Mental Health<\/h2>\n
Anxiety and depression are common co-occurring conditions that can be exacerbated by bullying and transition periods. It is important to understand the consequences of mental health issues and learn how to recognize and handle bullying quickly.<\/p>\n<\/div>
<\/i><\/i><\/span>Articles & Webinars<\/span><\/a><\/h4><\/div>\n<\/p>\n
Bullying and ASD: Addressing Victimization<\/h3>\n
Ryan E. Adams, a Cincinnati Children\u2019s Hospital Medical Center faculty member, presents the Girls and Boys Guides to End Bullying free online curricula. He notes the importance of being able to recognize bullying and the benefits of self-efficacy and awareness. The speaker suggests that adolescents are allowed to take control of their situations and that parents\/caretakers listen to youth and consider the social implications of bullying and peer victimization. He previews the online curricula created for students, teachers, and parents and provides examples of their use in various settings. Adams differentiates bullying from peer victimization, provides acknowledgments, and closes with a Q&A.<\/p>\n
View Webinar<\/strong><\/a><\/p>\nTeasing, Bullying & Cyberbullying<\/strong><\/h3>\nDr. Aarti Nair dives into bullying, teasing, and cyberbullying as it applies to adolescents with autism. She defines each type of bullying and discusses how to address such situations using the evidence-based UCLA PEERS program. The speaker considers the intended outcomes of bullying and uses perspective-taking questions to discuss alternative reactions for autistic adolescents. She underscores the importance of practice and notes the use of social coaches in the PEERS program. Nair uses positive and negative role-playing videos to portray the social interactions she describes and refers to data from clinical samples throughout the presentation.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nSexual Victimization in Autism<\/strong><\/h3>\nContemporary research underscores that autistic people desire and pursue intimate romantic relationships no differently than the general population. However, due to past misconceptions of autistic sexuality, little attention has been given to sexual education and safety for autistic individuals and their families. A lack of personal and clinical education combined with communication and social differences leaves many autistic people prone to abuse and maltreatment. Traumatic experiences like sexual victimization during childhood can have lifelong effects on mental health and quality of life. Research on the intersection of sexual victimization, trauma, and autism is in its infancy. Still, more must be done to educate and safeguard autistic people, especially children. Effective education and treatment programs must be collaborative, individually based, and support autistic sexuality.<\/p>\n
Read Article<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nAnxiety<\/strong><\/em><\/h3>\nJana Rundle, Psy.D. discusses the difference between anxiety and fear and outlines physical indications and symptoms of anxiety. She also notes common intervention targets and treatments. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nDepression<\/strong><\/em><\/h3>\nJana Rundle, Psy.D. considers the intersection of autism and depression, emphasizing the benefits of physical touch. She discusses difficulties with social communication and diagnosis and notes behavioral markers and common treatments for depression. The speaker outlines mindfulness techniques and the basics of cognitive behavioral therapy. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nMind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\nSleep<\/strong><\/em><\/h3>\nJana Rundle, Psy. D. presents the stages of sleep and notes the prevalence of sleep issues in autism. She discusses sleep hygiene, cognitive therapy, relaxation training, and other somatic techniques for sleep preparation and support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nBullying Significantly Increases Suicidality in Teens<\/strong><\/h3>\nBullying is a significant risk factor for suicidal thoughts and behaviors in teenagers with autism spectrum disorders (ASD), according to a new study. In the study, Rachel Holden and colleagues reviewed the clinical records of 680 teens with ASD who were referred to a mental health clinic, focusing only on teens who initially were not suicidal. To zero in on the effects of bullying, they controlled for the presence of co-occurring psychiatric conditions and a number of other sociodemographic and clinical factors.<\/p>\n
Read Article<\/a><\/strong><\/p>\nStress & Anxiety Reduction<\/strong><\/h3>\nAmy Keefer, Ph.D., dives into anxiety and autism. She characterizes anxiety, noting differences in anxiety typical during developmental stages and psychopathological anxiety that interferes with daily function over an extended period. The speaker discusses anxiety prevalence rates across populations, common anxiety disorders in autism, and contemporary research on ambiguous anxiety. Keefer considers how to identify anxiety in autism, underscoring the overlap of symptomology and genetics in autism and anxiety. The presenter explores treatment options, including medication, modified cognitive behavioral therapy (MCBT), and mindfulness-based treatments. She suggests collaborating with professionals who are knowledgeable about autism and provides resources before the Q&A.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nResearch on Bullying and Victimization in Youth with Autism Spectrum Disorders (Aide Canada)<\/strong><\/h3>\nYouth with ASD experience higher rates of bullying than youth who do not have disabilities. However, very little research has been done to investigate bullying experiences in youth diagnosed with ASD. Rather, research has focused on rates of bullying victimization in youth with ASD compared to typically developing youth. The current study examined various forms of bullying in children, youth, and young adults with ASD. The study also investigated the relationship between victimization and mental health problems, and the individual factors (e.g., child age, communication problems) and contextual factors (e.g., parent mental health) that increased the likelihood of being bullied.<\/p>\n
View Article <\/a><\/strong><\/p>\nBullying Prevention Resources<\/a><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Safety<\/h2>\n
Safety precautions can be difficult to address in any setting. Learn what precautions to take and how to adapt those to different environments with these informative webinars.<\/p>\n<\/div>
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>\n<\/p>\n
Safety Issues in the Home and School<\/strong><\/h3>\nRebeca Flores, RD, and Jeanna Martinez, CCLS, discuss safety risks for individuals with autism, including wandering, elopement, and drowning. They outline risk prevention techniques for home, school, and various other environments and note helpful tools like identification jewelry, child ID cards, and a wandering emergency plan. The speakers touch on intervention challenges and community support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nLive Q&A: Law Enforcement and Autism<\/strong><\/h3>\nKimberly Taylor discusses medical alert bracelets, school resources, and what qualifies as “illegal” behavior. She provides resources for more information. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>Social Skills<\/h2>\n
Social skills are important at every stage of development and can increase quality of life. Check out these webinars for tips on teaching social skills to students of every age.<\/span><\/p>\n<\/div><\/i><\/i><\/span>Webinars & Article <\/span><\/a><\/h4><\/div>\nCaregiver Strategies for Building Infant Social Interaction<\/h3>\n
This webinar will be live recorded at 1 p.m. Eastern time (US), Wednesday, October 9, 2024<\/p>\n
Sign Up<\/a><\/strong><\/p>\nPromoting play and social skills at recess<\/strong><\/h3>\nMatthew Brock explores the benefits of recess and the potential impacts of recess interventions. He highlights peer networks as critical social support for autistic children and teens and provides research illustrating these points. Brock discusses identifying peers and touches on teaching and sharing strategies that can help autistic youth understand social contexts. The speaker provides data and planning sheets to assist caretakers with intervention implimentation.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nHow Games Foster Social Connection<\/strong><\/h3>\nDoctors Liam Cross & Gray Atherton discuss research suggesting that board game skills may be a lifelong bridge to engaging with peers. They provide context for the intersection of autism and board games, highlighting the parallels between cognitive differences in autism and modern board game characteristics. The speakers outline recent studies on the prevalence of autism among board gamers, what autistic board gamers get out of the hobby, and the potential long-term effects of board game play. Atherton and Cross assert the ability of board games to foster social and communication development in autism and discuss creating a formal intervention strategy before the Q&A.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nTeaching Social Communication Skills<\/strong><\/h3>\nPresented by John McEachin, PhD, BCBA-D at the Fall 2012 Autism Research Institute Conference: Applied Behavior Analysis provides a systematic framework for teaching a wide range of skills to children with Autism Spectrum Disorder (ASD). Although commonly regarded as a highly structured approach, it is also very adaptable, flexible, and well-suited to teaching more advanced and subtle skills associated with social communication. The degree of structure depends on the learning style of the student and the complexity of the skill being taught. Examples will be provided of teaching the basic elements of language, breaking down abstract concepts into teachable components, and the social components of communication, including joint attention.<\/p>\n
View Webinar<\/a><\/strong><\/p>\nConversation Skills for Teens with ASD<\/strong><\/h3>\nAarti Nair, Ph.D. of the UCLA Semel Institute for Neuroscience and Human Behavior, presents evidence-based strategies aimed at supporting emerging conversation skills in autistic teens. She discusses\u00a0The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae) and uses clinical examples to illustrate its efficacy. The speaker touches on common conversation errors and how role-playing situations can assist in preparing people with autism for a variety of social situations. She provides resources and UCLA PEERS clinic information.<\/p>\n
Kelly Barnhill, MBA, CN, CCN, discusses evidence-based strategies to support children with autism in eating a wide variety of new foods. Many children with autism develop food selectivity, or what may be called \u201cpicky eating.\u201d It is not uncommon for children to restrict their diets to one or two things, to refuse to eat certain colors or textures or to consume only pureed foods. Barnhill outlines helpful assessments that should be completed before any feeding therapies. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n
View Webinar<\/strong><\/a><\/p>\n In this live question and answer session, Vicki Kobliner, MS RDN, CD-N, discusses strategies and supports for building practical meal plans.<\/p>\n View Webinar<\/a><\/strong><\/p>\n When a child has a food allergy or is avoiding common allergens based on medical advice, the school cafeteria looms large. Communicating with the appropriate school personnel, choosing to send lunches or arranging to buy school lunches, and planning for snack times, special events, and parties are all topics that must be considered and planned. Join us for a discussion on this topic and get points to consider ideas to implement, and a chance to have your questions answered. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Kelly Barnhill, MBA, CN, CCN, focuses on preparation strategies for the challenges of maintaining a nutritious diet throughout the school year. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n It’s that time of year! Back-to-school excitement is here, and the lunchbox is waiting to be packed with great food that your child will love. Join us for this fun presentation packed with lots of tips and tricks on making lunch your child’s favorite time of the day. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n<\/div>\n Dietary intervention is frequently a component of an evidence-based medical approach, and there is some empirical evidence that special diets help some individuals with autism. This resource includes references, resources, and links for learning more about potentially effective, evidence-based treatments.<\/p>\n Read Article<\/a><\/strong><\/p>\n Kelly Dorfman, M.S., discussed underlying causes and potential solutions to picky eating in autistic children. Developmental delays and picky eating frequently occur together. Generally, neither clever recipes nor attempts to hide healthy foods in \u201caccepted\u201d ones will correct poor intake. The writer asserts that it is critical to focus on preventative and collaborative care.<\/p>\n Read Article<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div> Deadlines, schedules, and events can be difficult to manage. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n<\/div> Deadlines, schedules, and events can be difficult to manage for students on the spectrum. Claire Schutte, Psy-D, BCBA-D, discusses executive function, need assessments, creativity, organizational materials, planning techniques, and the nuances of technology for students with autism in middle school and up. Learn how to stay organized by using your\/your loved one\u2019s strengths and learning abilities to schedule and plan this school year.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Anissa Ryland, with The Johnson Center for Child Health & Development, discusses setting goals, creating checklists, organizing homes and kitchens, and creating daily schedules. They also consider dietary and financial information that may help families stay organized.<\/p>\n View Webinar<\/a><\/strong><\/p>\n This webinar covers visual systems development, characteristics of hyperactivity, sensory-friendly environments, face blindness, and eye contact. The webinar was originally presented by Ruth Elaine Hane and Margaret Creedon, PhD, at the Fall 2012 Autism Research Institute Conference.<\/p>\n View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div> Working effectively with schools to implement educational plans can be a daunting task.\u00a0 Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some students.<\/p>\n<\/div> School Districts across the country are struggling to meet the needs of students with ASD. Budgets are tight, making it hard to think about being proactive when there are not enough dollars to cover day-to-day operations. However, districts have found that developing quality education programs for students with autism can actually result in substantial savings. During this presentation, Dr. Leaf discusses factors that contribute to the development of classrooms that provide effective education for students with autism. Dr. Leaf shares what he has found to be indicators of a \u201cgood\u201d school district, teacher, and classroom.<\/p>\n The presenter, Dr. Ronald Leaf, is a licensed psychologist with over thirty-five years of experience in the field of autism. He worked with Ivar Lovaas while receiving his undergraduate and doctorate degrees at UCLA. He is co-author of A Work in Progress, Building Quality ABA Educational Programs for Students with ASD, Sense and Nonsense in the Behavioral Treatment of Autism, and Crafting Connections. Dr. Leaf has consulted nationally and internationally with families and school districts; he is the Director of Autism Partnership.<\/p>\n View Webinar<\/a><\/strong><\/p>\n \u2018Learning styles\u2019 is a concept that attempts to describe the methods by which people gain information about their environment. People can learn through seeing (visually), hearing (auditorily), and\/or through touching or manipulating an object (kinesthetically or \u2018hands-on\u2019 learning). For example, looking at a picture book or reading a textbook involves learning through vision; listening to a lecture live or on tape involves learning through hearing; and pressing buttons to determine how to operate a VCR involves learning kinesthetically. Learn about evidence-based, positive therapies and teaching techniques that have proven effective for some individuals on the spectrum.<\/p>\n Read Article<\/a><\/strong><\/p>\n Working effectively with schools to implement educational plans can be a daunting task for parents and students with autism.\u00a0 This toolkit from Aide Canada provides tools and resources for successful self-advocacy in schools. It covers strategies for managing difficult situations, writing effective letters, and communicating well in meetings.<\/p>\n View Toolkit<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div> Anxiety and depression are common co-occurring conditions that can be exacerbated by bullying and transition periods. It is important to understand the consequences of mental health issues and learn how to recognize and handle bullying quickly.<\/p>\n<\/div> Ryan E. Adams, a Cincinnati Children\u2019s Hospital Medical Center faculty member, presents the Girls and Boys Guides to End Bullying free online curricula. He notes the importance of being able to recognize bullying and the benefits of self-efficacy and awareness. The speaker suggests that adolescents are allowed to take control of their situations and that parents\/caretakers listen to youth and consider the social implications of bullying and peer victimization. He previews the online curricula created for students, teachers, and parents and provides examples of their use in various settings. Adams differentiates bullying from peer victimization, provides acknowledgments, and closes with a Q&A.<\/p>\n View Webinar<\/strong><\/a><\/p>\n Dr. Aarti Nair dives into bullying, teasing, and cyberbullying as it applies to adolescents with autism. She defines each type of bullying and discusses how to address such situations using the evidence-based UCLA PEERS program. The speaker considers the intended outcomes of bullying and uses perspective-taking questions to discuss alternative reactions for autistic adolescents. She underscores the importance of practice and notes the use of social coaches in the PEERS program. Nair uses positive and negative role-playing videos to portray the social interactions she describes and refers to data from clinical samples throughout the presentation.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Contemporary research underscores that autistic people desire and pursue intimate romantic relationships no differently than the general population. However, due to past misconceptions of autistic sexuality, little attention has been given to sexual education and safety for autistic individuals and their families. A lack of personal and clinical education combined with communication and social differences leaves many autistic people prone to abuse and maltreatment. Traumatic experiences like sexual victimization during childhood can have lifelong effects on mental health and quality of life. Research on the intersection of sexual victimization, trauma, and autism is in its infancy. Still, more must be done to educate and safeguard autistic people, especially children. Effective education and treatment programs must be collaborative, individually based, and support autistic sexuality.<\/p>\n Read Article<\/a><\/strong><\/p>\n Jana Rundle, Psy.D. discusses the difference between anxiety and fear and outlines physical indications and symptoms of anxiety. She also notes common intervention targets and treatments. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Jana Rundle, Psy.D. considers the intersection of autism and depression, emphasizing the benefits of physical touch. She discusses difficulties with social communication and diagnosis and notes behavioral markers and common treatments for depression. The speaker outlines mindfulness techniques and the basics of cognitive behavioral therapy. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Jana Rundle, Psy. D. presents the stages of sleep and notes the prevalence of sleep issues in autism. She discusses sleep hygiene, cognitive therapy, relaxation training, and other somatic techniques for sleep preparation and support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Bullying is a significant risk factor for suicidal thoughts and behaviors in teenagers with autism spectrum disorders (ASD), according to a new study. In the study, Rachel Holden and colleagues reviewed the clinical records of 680 teens with ASD who were referred to a mental health clinic, focusing only on teens who initially were not suicidal. To zero in on the effects of bullying, they controlled for the presence of co-occurring psychiatric conditions and a number of other sociodemographic and clinical factors.<\/p>\n Read Article<\/a><\/strong><\/p>\n Amy Keefer, Ph.D., dives into anxiety and autism. She characterizes anxiety, noting differences in anxiety typical during developmental stages and psychopathological anxiety that interferes with daily function over an extended period. The speaker discusses anxiety prevalence rates across populations, common anxiety disorders in autism, and contemporary research on ambiguous anxiety. Keefer considers how to identify anxiety in autism, underscoring the overlap of symptomology and genetics in autism and anxiety. The presenter explores treatment options, including medication, modified cognitive behavioral therapy (MCBT), and mindfulness-based treatments. She suggests collaborating with professionals who are knowledgeable about autism and provides resources before the Q&A.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Youth with ASD experience higher rates of bullying than youth who do not have disabilities. However, very little research has been done to investigate bullying experiences in youth diagnosed with ASD. Rather, research has focused on rates of bullying victimization in youth with ASD compared to typically developing youth. The current study examined various forms of bullying in children, youth, and young adults with ASD. The study also investigated the relationship between victimization and mental health problems, and the individual factors (e.g., child age, communication problems) and contextual factors (e.g., parent mental health) that increased the likelihood of being bullied.<\/p>\n View Article <\/a><\/strong><\/p>\n Bullying Prevention Resources<\/a><\/p>\n<\/div><\/div><\/div><\/div><\/div> Safety precautions can be difficult to address in any setting. Learn what precautions to take and how to adapt those to different environments with these informative webinars.<\/p>\n<\/div> Rebeca Flores, RD, and Jeanna Martinez, CCLS, discuss safety risks for individuals with autism, including wandering, elopement, and drowning. They outline risk prevention techniques for home, school, and various other environments and note helpful tools like identification jewelry, child ID cards, and a wandering emergency plan. The speakers touch on intervention challenges and community support. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Kimberly Taylor discusses medical alert bracelets, school resources, and what qualifies as “illegal” behavior. She provides resources for more information. This webinar is offered in partnership with The Johnson Center for Child Health and Development.<\/p>\n View Webinar<\/a><\/strong><\/p>\n<\/div><\/div><\/div><\/div><\/div> Social skills are important at every stage of development and can increase quality of life. Check out these webinars for tips on teaching social skills to students of every age.<\/span><\/p>\n<\/div> This webinar will be live recorded at 1 p.m. Eastern time (US), Wednesday, October 9, 2024<\/p>\n Sign Up<\/a><\/strong><\/p>\n Matthew Brock explores the benefits of recess and the potential impacts of recess interventions. He highlights peer networks as critical social support for autistic children and teens and provides research illustrating these points. Brock discusses identifying peers and touches on teaching and sharing strategies that can help autistic youth understand social contexts. The speaker provides data and planning sheets to assist caretakers with intervention implimentation.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Doctors Liam Cross & Gray Atherton discuss research suggesting that board game skills may be a lifelong bridge to engaging with peers. They provide context for the intersection of autism and board games, highlighting the parallels between cognitive differences in autism and modern board game characteristics. The speakers outline recent studies on the prevalence of autism among board gamers, what autistic board gamers get out of the hobby, and the potential long-term effects of board game play. Atherton and Cross assert the ability of board games to foster social and communication development in autism and discuss creating a formal intervention strategy before the Q&A.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Presented by John McEachin, PhD, BCBA-D at the Fall 2012 Autism Research Institute Conference: Applied Behavior Analysis provides a systematic framework for teaching a wide range of skills to children with Autism Spectrum Disorder (ASD). Although commonly regarded as a highly structured approach, it is also very adaptable, flexible, and well-suited to teaching more advanced and subtle skills associated with social communication. The degree of structure depends on the learning style of the student and the complexity of the skill being taught. Examples will be provided of teaching the basic elements of language, breaking down abstract concepts into teachable components, and the social components of communication, including joint attention.<\/p>\n View Webinar<\/a><\/strong><\/p>\n Aarti Nair, Ph.D. of the UCLA Semel Institute for Neuroscience and Human Behavior, presents evidence-based strategies aimed at supporting emerging conversation skills in autistic teens. She discusses\u00a0The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae) and uses clinical examples to illustrate its efficacy. The speaker touches on common conversation errors and how role-playing situations can assist in preparing people with autism for a variety of social situations. She provides resources and UCLA PEERS clinic information.<\/p>\nLive Q&A on Practical Menu Planning \u2013 Ask the Nutritionist<\/strong><\/h3>\n
Food in Schools: What to do when Allergies are an Issue<\/strong><\/h3>\n
Healthy Nutrition Approaches for the School Year<\/strong><\/h3>\n
Easy and Healthy School Lunch Ideas for Busy Parents\u00a0<\/strong><\/h3>\n
Implementing Special Diets<\/strong><\/h3>\n
Supporting Picky Eaters<\/strong><\/h3>\n
Scheduling & Planning<\/h2>\n
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>
<\/p>\nOrganizational Strategies for Students with Autism in Middle School and Up<\/strong><\/h3>\n
Tips & Tricks to Herding Cats: How to Organize Your Family and Thrive in Chaos<\/strong><\/h3>\n
Developing Visual Systems<\/strong><\/h3>\n
Therapy & Education Plans<\/h2>\n
<\/i><\/i><\/span>Webinar, Article, & Tool Kit<\/span><\/a><\/h4><\/div>
<\/p>\nEducational Plans<\/strong><\/h3>\n
Learning Styles Autism<\/strong><\/h3>\n
Negotiating the Maze Strategies for Effective Advocacy in Schools (Aide Canada)<\/h3>\n
Bullying & Mental Health<\/h2>\n
<\/i><\/i><\/span>Articles & Webinars<\/span><\/a><\/h4><\/div>
<\/p>\nBullying and ASD: Addressing Victimization<\/h3>\n
Teasing, Bullying & Cyberbullying<\/strong><\/h3>\n
Sexual Victimization in Autism<\/strong><\/h3>\n
Mind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\n
Anxiety<\/strong><\/em><\/h3>\n
Mind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\n
Depression<\/strong><\/em><\/h3>\n
Mind Your Mind: Mental Health Webinar Series<\/strong><\/h3>\n
Sleep<\/strong><\/em><\/h3>\n
Bullying Significantly Increases Suicidality in Teens<\/strong><\/h3>\n
Stress & Anxiety Reduction<\/strong><\/h3>\n
Research on Bullying and Victimization in Youth with Autism Spectrum Disorders (Aide Canada)<\/strong><\/h3>\n
Safety<\/h2>\n
<\/i><\/i><\/span>Webinars<\/span><\/a><\/h4><\/div>
<\/p>\nSafety Issues in the Home and School<\/strong><\/h3>\n
Live Q&A: Law Enforcement and Autism<\/strong><\/h3>\n
Social Skills<\/h2>\n
<\/i><\/i><\/span>Webinars & Article <\/span><\/a><\/h4><\/div>
Caregiver Strategies for Building Infant Social Interaction<\/h3>\nPromoting play and social skills at recess<\/strong><\/h3>\n
How Games Foster Social Connection<\/strong><\/h3>\n
Teaching Social Communication Skills<\/strong><\/h3>\n
Conversation Skills for Teens with ASD<\/strong><\/h3>\n