Self-Care is Not Selfish: The Important Role Self-Care Plays in Promoting Good Outcomes in Autistic Individuals

• By: Suzanne Muench, MSS, LCSW Melmark
• October 2nd, 2023
• burnout, caregivers, Fall 2023 Issue, family training, health and wellness, resource sharing, self-care, self-regulation
• 484    0

Self-care is one of those buzzword phrases that often goes in one ear and promptly out the other. Well-meaning clinicians, and even the latest podcast gurus, talk about prioritizing self-care in a world that is constantly demanding more and more of your time and energy as a family member. We are in...

Research-Based Recommendations for Building Self-Advocacy Competence

• By: Carly Werner, MEd, MS Dianne Zager, PhD Boca School for Autism
• January 2nd, 2023
• advocacy, advocacy skills, IEPs, self-advocacy, self-determination, self-regulation, strength-based approach, student involvement, transition planning, Winter 2023 Issue
• 774    0

Self-advocacy, an essential ingredient in our quest for satisfaction and fulfillment in life, is a learned skill that involves self-awareness, social and communication strategies, and behavioral competencies. Self-advocating involves communicating a person’s needs so that another person is able...

The Do’s and Don’ts of Supporting Autistic Students in Schools

• By: Cynthia Wen Stanford Neurodiversity Project
• April 1st, 2022
• accomodations, actually autistic, education, inclusion, neurodiversity, school, self-regulation, Spring 2022 Issue, staff training, teachers
• 1476    0

As an autistic high school senior, I’ve spent my time in high school juggling 12 AP and IB classes while being a campus leader, whether it be as Vice President of the 60-member club I co-founded or as a cabinet member in an award-winning Science Olympiad team. I’ve also deeply invested myself...

Are Autistic Students Traumatized in Schools?

• By: Marcia Eckerd, PhD Diagnostician, Therapist, Writer, and Speaker
• April 1st, 2022
• behavior, education, inclusion, neurodiversity, school, self-advocacy, self-regulation, Spring 2022 Issue, students, trauma
• 3432    1

According to a 2017 study, “77% of autistic high school students play a very limited role or no role at all in post-secondary planning compared to 47 % of students with intellectual disabilities and 27% of students with all other disabilities” (Gillespie-Lynch, K. et al., 2017). Why do so...

“How Was I Supposed to Know?” Navigating the Unwritten Curriculum Through Executive Functioning Supports

• By: Alissa Cappelleri, MAT New Frontiers Executive Function Coaching
• January 1st, 2021
• classroom, coaching, cultural capital, executive function, hidden curriculum, self-regulation, students, winter 2021 issue
• 1626    0

We are constantly navigating contexts that we may not have been explicitly guided through. Along the way, there was some experience of making sense of these unexplained rules. Even though no one specifically addressed them, you knew where the line was. This doesn’t always ring true to many...

Uniquely Human Podcast #2 – Stimming Rocks! Why This Classic Behavior Is So Important with Chloe Rothschild

• October 8th, 2020
• AAC, Augmentative and Alternative Communication, communication, interoception, overstimulation, podcast, self-regulation, sensory issues, sensory room, stimming, Uniquely Human, visual schedule
• 1435    0

Episode 2 - Stimming Rocks! Why This Classic Behavior Is So Important with Chloe Rothschild Overview Autistic autism advocate Chloe Rothschild lends her perspective on effective communication strategies, AAC, and interoception. Barry and Dave share important insights into the...