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How Did I Miss Autism Signs in my Daughter?
Did I fail to notice because her struggles looked different— because she wasn’t disruptive or falling behind?
My sixteen-year-old daughter, Chloe, and I had just finished our long-awaited initial appointment with a neuropsychologist, scheduled months earlier at her pediatrician’s recommendation. Chloe had quietly mentioned she was struggling with schoolwork— something I had only heard hints of before. With her AP-level courses stacking up, I thought maybe a specific learning disorder was finally showing itself.
So when the neuropsychologist raised the possibility of autism, I was blindsided. Shock quickly gave way to guilt. How could I have missed this?
Raising Two Children with Different Stories
My family is no stranger to neurodiversity. Our son, Asher—now in college—was diagnosed with ADHD, autism, and other learning disorders at a young age. He was always the loud one at the dinner table, full of energy and endless conversation. Meanwhile, Chloe barely spoke, and I assumed it was because her brother never gave her space. I thought her tendency to stay in her room was her way of avoiding his big personality.
I thought I knew what autism looked like. I didn’t realize that I had been seeing it all along, just in a different form. Unlike her brother, Chloe was our “easy child.” She never acted out at school. She was self-motivated, diligent, and academically driven. I remember telling one of Asher’s principals during an IEP meeting, “You don’t need to worry about Chloe.” But by sophomore year, she began expressing new struggles—especially with test performance in subjects she loved. She still maintained a perfect GPA, yet we knew something deeper was happening. Looking back now, I recognize the signs I once dismissed as maturity, intensity, or simply a distaste for high school drama. And, I wonder how it made her feel that her own parents who are familiar with autism, didn’t see the signs.
The Weight of Parent Guilt
Parents carry guilt in so many forms: for being too strict, too lenient, too absent, or too distracted. For families raising children with special needs, guilt takes on a sharper edge. I spent years pouring my attention into supporting Asher’s diagnoses, therapies, and schooling. And all the
while, Chloe quietly managed on her own.
The questions echo in my mind: Did I miss the signs? Did my focus on her brother leave her needs unseen? Did I fail to notice because her struggles looked different—because she wasn’t disruptive, because she wasn’t falling behind? That guilt lingers in every memory.
How Autism can Look Different in Girls
Part of what I’ve learned through this journey is that autism often presents differently in girls than in boys. That difference matters.
•Controlling Appearances: Many autistic girls become skilled at imitating peers, suppressing their discomfort, and blending in socially. This masking can hide their struggles for years.
•Quiet intensity: Instead of external meltdowns, girls may withdraw, become perfectionists, or hyper-focus on school performance. Their challenges show up as stress, anxiety, or burnout rather than disruptive behavior.
•Special interests that seem “typical”: Girls often channel deep interests into socially acceptable areas—such as books, animals,
or music—so they may not stand out as “different” in the way boys sometimes do.
•Internal struggles: Rather than being noticed for outward behaviors, girls may experience internal battles—overwhelm, fatigue, or emotional exhaustion—that can easily be mistaken for maturity or sensitivity.
These differences are why so many girls don’t get diagnosed until adolescence or adulthood, often after years of being labeled “shy,” “perfectionist,” or “overly sensitive.”
Focus on Support
I’m still reckoning with my guilt. But I’m also realizing that guilt is not where this journey should end. Chloe is the same brilliant, thoughtful, determined girl she has always been. Now, with this new understanding, she can have the support and recognition she deserves—support that might help her not just survive high school, but thrive.
And perhaps the lesson for me, and for other parents reading this, is that autism doesn’t wear the same face in every child. Sometimes the child you least worry about is the one quietly needing you the most.
Why Autism in Girls Often Gets Overlooked
Autism is still most commonly diagnosed in boys, but research shows that many girls go undiagnosed until adolescence or adulthood. Why?
•Masking: Girls often learn to “camouflage” by copying peers, rehearsing social scripts, and hiding their struggles.
•Social acceptance of interests: A girl who obsesses over animals, books, or music may be praised as passionate rather than seen as showing a special interest.
•Quiet struggles: Instead of disruptive behavior, many autistic girls internalize stress—appearing shy, perfectionistic, or withdrawn.
•Bias in diagnostic tools: Many screening tools are based on malepresenting traits, leaving girls overlooked.
The result: girls often fly under the radar until academic or social demands become too great, as happened with Chloe. Awareness of these differences can help parents, teachers, and doctors recognize autism earlier—and give girls the support they deserve. ✷
Names changed in article
Jean Abernathy is a mother of two and is a regular contributor to BostonParentsPaper.com
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Growing Up Besides Special Needs
By Emily Rubin
Growing up as the typically developing sibling of a brother or sister with mental health challenges or other special needs can be confusing, embarrassing and sometimes scary. Life at home with brothers or sisters who are explosive, withdrawn or alternate between periods of normal and inappropriate behavior is not easy, and “walking on eggshells” is not a healthy way to live.
THE SIBLING EXPERIENCE
Siblings of children with mental health needs tend to experience a wider range of highs and lows than other children. Common dynamics include:
• CONFUSION. About the unpredictable behavior and shifting moods of their brothers and sisters, who seem to be held to a different set of rules. Relatives and family friends might
interact differently with the child with special needs than they do with the child’s sibling.
• SAFETY CONCERNS. Siblings may be subjected to physical and verbal aggression, resulting in generalized anxiety, symptoms of post-traumatic stress disorder, sleep problems, impaired concentration in school and other issues. These concerns can be minimized with professional help.
• SHAME AND EMBARRASS-MENT. About a brother or sister’s behavior, making a sibling reluctant to invite friends over, be seen in public or participate in activities.
• “PARENTIFICATION.” A child takes on adult responsibilities before she is developmentally ready. While this can be the child’s way of managing stress, siblings may miss out on childhood.
• INDEPENDENCE. Accustomed to having less parental attention, young siblings are often capable of tasks that exceed their age range, such as putting themselves to bed or preparing their own meals.
• OVERPROTECTIVENESS. Highly aware of their brother or sister’s vulnerabilities, siblings may become overprotective on the playground and in family arguments, or cover up for poor choices made by the sibling.
• COMPETING FOR ATTENTION. Because a brother or sister with
mental health issues requires unusual amounts of attention, some siblings resort to negative behavior to get attention of their own. Others see how emotionally taxed their parents or guardians are and don’t want to add to the burden so they keep too many personal problems to themselves.
• LOVE/HATE RELATIONSHIP. Siblings may have times when they get along well together followed by bouts of intense dislike. It’s confusing when a best friend suddenly becomes a worst enemy.
• ANGER AND RESENTMENT. About the seemingly preferential treatment received by a brother or sister. Siblings don’t understand the difficult choices parents and guardians make when they “pick and choose their battles.”
SUPPORT SIBLINGS
Siblings need to know that it is not acceptable to be treated poorly by someone they love or who loves them. When siblings accommodate themselves to a brother or sister’s dysfunctional behaviors, they learn an unhealthy model for building relationships in the future. To minimize the risk of entering abusive relationships as adults, siblings need the opportunity to address their conflicting feelings about their complicated families. They need to understand they aren’t responsible for their brother or sister’s
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mental health problems. It’s not their fault nor can they fix it.
It is also important for siblings to understand their brother or sister’s condition and why it leads them to act the way they do. As they age, siblings tend to become primary advocates for their brothers and sisters with disabilities; this is especially true of female siblings. The more information and education siblings receive growing up, the more likely they are to advocate for their brothers and sisters later on with awareness and compassion.
The most effective intervention is for parents or guardians to talk openly with siblings, acknowledging the challenges of their family life in age-appropriate language. Sometimes siblings tell parents things that parents don’t want to hear, such as “I hope my brother doesn’t come home from the hospital.” When this happens, it’s best for parents to validate the child’s experience: “I can understand why you would feel this way. I know it makes you really angry when your brother does such and such.” This will let the siblings know that their concerns are important and that parents understand how difficult it is for them.
Try not to blame the child with mental health needs and remind siblings that everyone has something they struggle with. Help them figure out what to say to others about their situation and help to identify “safe buddies” – friends or relatives they can turn to when home life becomes difficult. Give them opportunities to express their feelings outside of the family in a safe and nurturing setting and encourage them to lead their own lives. ✷
Emily Rubin is president of the Massachusetts Sibling Support Network, which provides education, community building and resources, such as a listing of sibling support groups. This material is adapted from the pamphlet “Supporting Siblings of Children with Mental Health Needs.”
Why Siblings Need Attention
The sibling of a child with special needs tends to grow up being a bit more loyal, understanding and accepting of others and a bit more mature than other kids. Much is expected of these siblings within the family, and they tend to rise to the occasion. But who is looking out for their needs while their brothers or sisters are requiring so much attention and care?
At a workshop in Boston entitled “No Sibling Left Behind,” panelists with the Massachusetts Sibling Support Network, prompted by questions from workshop participants, shared these recommendations for helping siblings cope with their unique experiences:
• Acknowledge the siblings’ complex lives and conflicting feelings. Validate their experiences of living in a home with a child with special needs. Use age-appropriate language. Make sure siblings know they do not have to assume the role of caregiver.
• Assure siblings they are not responsible for their brother or sister’s lot in life. Encourage them to have their own experiences.
• Spend one-on-one time with them. This doesn’t have to be expensive; it can just be a simple activity like baking or taking a walk together.
• Communicate positive feelings for them and the difficult role they play in the home. Write a loving letter, for example.
• Stress that there’s no “right” or “wrong” type of family.
• Stay aware of your own attitudes about a disability, as your children will most likely mirror those attitudes.
• Connect with other families going through similar issues.
• Seek individual and/or family therapy.
• Find a sibling support group.
• Develop a plan with kids to help them determine what statements are OK to be shared with neighbors, family and friends, and what things are private. Siblings shouldn’t have to harbor secrets. There’s a difference, though, between secrecy and the family’s right to privacy.
• Inform teachers and others at school of your family’s situation so that they can better understand the sibling’s experience.
• If a sibling is embarrassed by a brother or sister’s behavior (and perhaps reluctant to invite friends to the home), remind kids that everyone in every family has something to work on.
Parents could create a plan to define the sibling’s role in the family. When they get older, some siblings will have to make crucial and very difficult decisions about guardianship. Growing up with a brother or sister with disabilities also prompts the way siblings will look at important life decisions, such as where to go to college and whether to have children (if there’s a genetic component). Throughout their lives, they will need to examine how to balance their personal lives with their role as siblings. As they do this, they will benefit from the support and encouragement of parents and other caring adults.
Travel with Autism Advice on Getting to and Enjoying the Adventure with Your Child
By Jean Abernathy
For a long time, traveling with my autistic son was a traumatic experience for the whole family. My anxiety was through the roof! Many times, we almost cancelled the trip because it just wasn’t worth it! The tantrums, the screaming, the sabotage of all of my packing and planning, made me ask myself, why go? Before we had children my husband and I loved to travel the world. Giving it up would be a big loss for us. After one particular 12-hour flight, when my then 18-month-old
son screamed and cried for 11 hours of it, I was ready to quit travel until my son got older. As a family and adding another child we figured out what worked for us. Over time, I’ve learned some tricks that really help, and I’d love to share them hoping you can find a way to make it work for you.
As a mom, travel is already hard between the planning and organization, keeping everyone happy, fed, and clean. Modern Family’s Claire Dunphy said of a family
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trip to Hawaii, ”I’m a mom travelling with her kids. For me, this is not a vacation. It’s a business trip.” Then, add on travelling with a child with autism, yes, it can be rough! I so badly wanted to find a way to have travel be a part of our family bonding. It took some hard trips to learn what works and what doesn’t. Twice, I came home from a family trip and booked the next cruise out of our town, solo! The good news is that family travel can be done and be enjoyed! Let me share what works for us.
LEADING UP TO THE TRIP
Some children with autism do better with a countdown calendar. Starting a week ahead, you mark each day off and let your child add something to his suitcase. It builds excitement and helps him prepare mentally for the trip. But this tactic is not for all. For my son, this process backfired and made him even more anxious. This made for horrific transition days, the day we left home to get to our destination. However, once we got to our destination, he would be fine. The rest of the family was a total wreck but he was fine. Eventually we learned to downplay the trip. As our children got older, we would discuss a destination to gage interest. My son would never show interest to anything new but would give us clear clues if the trip was a no go. Once trip was booked, we would tell him the dates. Then, we would drop it. Two weeks out I would give him a reminder. One week out, another reminder to discuss basics, school work to bring, need to renew prescriptions, etc. At this point, he may ask where his dog was staying and what activities we had planned. We let him bring up the trip if he wanted to. Sometime he did, sometime not. Naturally, conversation at dinner would revolve around the coming trip. He is okay with this. Now that he is older, two days before I give him a packing list. It helps ease his anxiety when we travel to accommodations he is familiar with and avoid bouncing around hotels.
AIR TRAVEL TECHNIQUES
Check Airline & Airport Resources
Always, inquire with the airline ahead of time to check policies and special accommodations for kids with disabilities. Most airlines will have ways to help flyers with
disabilities and have plans to accommodate for people with special requirements. Many airports have special quiet areas to help people decompress if needed. Or, if you have access to an airport lounge, they can be quiet respites. Then, I plan to get to the gate early and speak with the gate agent. Often but not always, they’ll let you board first. Some airlines now require that you make this request at the front counter. Trust me, it’s a game changer if your child needs it.
Seat Savvy
If your child has a favorite seat (like mine with his window fixation), it is worth paying a bit more for it. Even better a bulkhead window seat. This made a world of difference in our flights, keeping him calm and fascinated.
Packing the Carryon
There is a ton of info on what to pack. I’m covering what not to pack in your child’s carryon. My son’s love for metal Thomas Trains then metal Star Wars battleships stumped many a TSA agent as they went through the scanner. Until he was 14, his Ziplock bag of what felt like 200 battleships went everywhere with us. Still, for some cosmic reason at age 17, almost every single time, it’s his back pack that gets pulled for additional screening. Now that we are beyond travelling with strollers, car seats and all the gear, we are big fans of not checking luggage, opting for carryon luggage only. But, while you are still in the young kid phase, pack all but one or two metal toys in checked luggage, provided your child will allow for this. Mine did not. If your child has to have toys with him, pack them in a clear bag then pull the bag out for security scanning. This will save time and much angst. My son did not like strangers going through his bag and would let them know it.
The “Mom’s Got It Covered” Bag
Aside from what I pack for him, I have my own bag. It’s my magic Mary Poppins bag. Think favorite toy, go-to snacks, water bottle, an extra outfit for both him and me (you never know), and even some lollipops for those tough ear-popping moments. Don’t forget sanitizing wipes for all airplane surfaces, duct tape to keep tray table closed when not in use, plenty of extra diapers. I learned the diaper lesson the hard way when our plane was delayed for six hours
Continued on page 16
on a flight home. You would think you could by emergency diapers at an airport! Plus, the all-important iPad, headphones and charger!
On Board Communication
I make it a point to give the person sitting in front of my child a heads-up of what we are dealing with. I explain that my son has Autism. That he usually enjoys flying but can get restless. We will do our best to keep him content and prevent him from kicking your seat during the flight. Please understand that this is hard for him. People are usually very kind and understanding if you are trying to work with your child.
The Reward System
I was initially against bribing, but flights aren’t the usual setting, are they? If he’s good for a certain period, I reward him with a small treat from my bag. It’s amazing what a little motivation can do.
Bring Backup
If you find yourself having to travel solo with your special needs child, find someone to come along. Having a buddy to help so you can regroup for five minutes or go to the bathroom on the flight makes a difference. We all need a breather now and then.
YOUR ACCOMMODATIONS
Choose a Rental Over a Hotel
I have more success staying in a place that has a kitchen (See Breakfast and Dinners in below) plus a comfortable place to eat meals and separate bedrooms. Separate bedrooms or even a comfortable place for my son to be by himself and decompress makes for a much happier situation for the whole family. Also, with separate bedrooms it is easier to fall asleep and stay asleep without the noises of others in the room. Sometimes our family of four can’t avoid a hotel night, nor want to pay for two rooms. These nights are very stressful. It’s hard for all to sleep well. What helps are a small travel fan and a travel headband with wireless earphones to cut down on noise distractions. The more restful sleep my son gets the better for all of us.
Familiarity
Part of the fun of travel is to explore new things. For my son, new and unfamiliar places are pure torture. As a parent, I want both of my children to see the world. My son resists this want. Overtime, we have discovered that if we go to a familiar base setting for longer durations, my son is better able to handle doing day trips or short three-day trips from the vacation. Plus, leading up to the trip is not so traumatic because he knows what to expect and actually looks forward to it.
Breakfast and Dinners In
On days that we are out and about, I try to start the morning with a “normal” breakfast with familiar foods. This normalcy is one less new thing for him to face. Then, after a tiring day of exploring, knowing that a dinner out will end badly, I plan a normal dinner at our place we are staying.
Build-in Down Time
Since the pandemic I find that both of my children, autistic or not, need a lot more downtime. I use a one-toone ratio, one day exploring then the next day of down time. As the trip goes on, I transition to half day segments recognizing that the longer away from home the more the trip wears on my child.
Be Flexible
Sometimes, things don’t go as planned. Maybe it’s a delay or an overstimulating environment. Having a backup plan or even a little quiet corner for meltdowns can be a lifesaver. Sometimes, it might mean cutting a day short, and that’s okay.
DO A POST MORTEM
Once you’re back home and settled, think about what worked and what didn’t. Write it down! Consider creating a “How to Travel journal. Take note of items you wished you had packed and items that should have stayed home. List situations when everything worked out and why, as well as what didn’t and possible ways to do things differently next time. Plus, check in with yourself. As moms, we tend to focus on everyone else. How did you enjoy the trip? Are you rested or exhausted? Did this trip live up to what you imagined? What could you do differently to make future travel better for you and all of your family? The focus of the journal is to document how a trip went as opposed to the trip itself, so next time your travel experience will be even better. Get beyond family travel being a relocation. Enjoy an actual vacation.
Traveling with our special kiddos does take extra work, but the memories are so worth it. We’ve got this, mama! ✷
Programming is based on individual needs and developed within a nurturing atmosphere of acceptance and respect. The common goal for every child, adolescent, and young adult served by Cardinal Cushing Centers is for them to enjoy learning, realize their potential, and see themselves as valued and important members of society.
Academic Programming:
• Cushing School, Hanover, MA – Student Teacher Ratio 7:3
• St. Coletta Day School, Braintree, MA – Student Teacher Ratio 5:3
• Customized academic curriculum for a wide variety of abilities
• Standards aligned multi modal curriculum and project based instruction
• Principles of Applied Behavior Analysis (ABA) and structured teaching to increase skills acquisition and self-regulation
• Focus on generalization of skills across settings in our school, through parent support and training, and in community settings
• Social Skills are taught and generalized in every area of programming
• Counseling, behavioral supports, and nursing provided
• Integrated occupational, physical, speech & language therapy including Augmentative and Alternative Communication services
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• Self-advocacy and self-determination
• Job acquisition skills
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• Comprehensive transition assessment
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• Community employer network and supports
• Post-secondary education and training
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• Lively campus setting; live with friends
• 24 hour, awake supervision
• Low staff-to-student ratios
• Residences are located on campus and look and feel like home
• Community outings for field trips, sports, groceries, etc.
• Independent living skills: hygiene, health and wellness, cooking, laundry and more
• Robust recreational activities, Special Olympics, Interscholastic Sports, Clubs
• SEVIS approved to accept international students
What Kind of Assessment is Right for Your Child?
By Mariela Vargas-Irwin, PSYD, BCBA-D, LABA
Every day was hard with 5-year-old Patrick. He would purposely find ways to annoy others and just did not seem to respond to consequences. The school tested him and said that there was nothing wrong; in fact, they said he was gifted.
Another child, Latoya, was never the same after being in a car accident. She cried all night and refused to get into any car. She also seemed to be unable to play with any of her previously preferred toys for long and had frequent tantrums.
Then there was ten-year-old Maria, who didn’t seem to be making any progress at school. She had an intellectual disability and her Individualized Education Program looked good on paper. However, she was becoming more aggressive each day and her language continued to be very limited.
Finally, Autumn, two years old, was in a fog. She stopped saying mama and dada, cried for no apparent reason and ran in circles all the time.
Developmental and behavioral concerns about your children, such as those listed above, can be extremely distressing. Of course, you would do anything for your child! But where to start?
The first step is to consult your pediatrician. They will be able to rule out any possible medical problems and are more likely than a specialist to be able to see you quickly. Once a physical cause for your concerns is ruled out, your pediatrician will most likely refer you to a psychologist for an assessment. There are, however, several kinds of assessments that can be conducted.
A Comprehensive Diagnostic Assessment will include a cognitive and an adaptive assessment. It may include both norm-refer-
enced assessments that compare children to others, as well as criterion-referenced tests that compare students to themselves. A Comprehensive Diagnostic assessment may result in a diagnosis such as Autism or Attention Deficit Hyperactivity Disorder.
The psychologist or a behavior analyst may also perform a Functional Behavior Assessment. A Functional Behavior Assessment examines the functions of the behavior via direct and indirect methods helping guide the development of a Behavior Support Plan.
Another type of assessment that may be helpful is a Program Assessment. A Program Assessment includes a visit to your child’s school to determine whether their needs are being met and their Individualized Education Program is being implemented properly.
Lastly, a Neuropsychological Assessment examines executive functioning skills, attention, and memory, in addition to cognitive and adaptive skills.
To speak to the above examples, Patrick would need a Comprehensive Diagnostic Assessment and a Functional Assessment to ascertain the function of his aggressive and disruptive behavior. The fact that he is gifted intellectually does not rule out that
he may be struggling with Attention Deficit Disorder with Hyperactivity, Autism, or Post Traumatic Stress Disorder.
Latoya would need a neuropsychological assessment that will examine executing functions, language, and attention to ascertain the impact of the accident on her neuropsychological functions. Typically, a complete neuropsychological assessment is conducted immediately after the accident and then repeated every six months.
Meanwhile, Maria would require a Program Assessment to determine whether her school program is meeting her needs. This assessment should include a complete review of her progress reports in addition to a visit to her school. She may also need a Functional Assessment of her aggressive behavior at home. Lastly, Autumn urgently needs a Comprehensive Diagnostic Assessment to rule out Autism. If she does have Autism, she will need intensive early behavior analytic intervention to be implemented as soon as possible so time is of the essence.
Whatever the assessment process holds for your learner, it is important that the instruments used are both reliable and valid, and ideally, they would be able to be utilized to track progress over time. Every child is different; therefore, no assessment process will proceed identically. ✷
Mariela Vargas-Irwin, PSYD, BCBA-D, LABA obtained her doctoral degree from Rutgers University, completed her internship at Boston Children’s Hospital and did post-doctoral training at Baker Children’s Center and has over 30 years of experience working with children with autism and other developmental disorders. For over 21 years, Vargas-Irwin has been a part of Applied Behavioral Learning Services team in Wellesley and is currently the Executive Director of the organization.
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Anxiety IN CHILDREN
By Sarah Lyons
Anxiety is a feeling of unease or nervousness that often goes along with an upcoming event or something with an uncertain outcome. This feeling typically will come with physical signs such as increased heart rate or muscle tension. It is normal for children to have occasional feelings of anxiety when faced with something new or if they must confront their fears. Just like adults, kids experience periods of sadness, nervous feelings, and hopelessness during childhood. As parents, we can support our kids while they have these episodes and give them tools to work through them.
Many parents question the difference between feelings of anxiousness in children that stem from reasons that are typical developmental challenges, and when the anxious feelings become more than is manageable leading them to seek professional help. For example, it is common for babies 7-9 months old to have anxiety about strangers. It is common for preschool age kids to be afraid of the dark, monsters, and insects. School age kids often have anxious feelings about school and friends. These feelings are expected for kids and part of them learning to manage the world around them. When these fears begin to interrupt their ability to learn, interact with peers, sleep at night, or function normally in daily life, it might be a sign that your child is dealing with an anxiety disorder.
Anxiety can appear at any age but children experience these feelings much differently than adults. True anxiety can cause anger and aggression, bedwetting, changes in appetite, insomnia, fatigue, trouble focusing, irritability, muscle tension, nervous habits such as nail biting, restlessness, headaches, or stomach aches in children. Anxious feelings can cause children to refuse to go to school or other activities or make them want to avoid situations. The Centers for Disease Control Prevention (CDC) says “7.1% of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety.” If your child is struggling with anxiety, the statistics show they are not alone.
Feelings of anxiousness protect us from dangerous situations and warn us when to avoid things that may put us at risk. This is
If you feel that your child’s behavior is stemming from their anxiousness about a situation, try to understand where the problem stems from.
the positive side of anxious feelings. However, an anxiety disorder can be debilitating and cause us to make decisions that are no longer protecting us.
Anxiety in children can be difficult to identify because it can appear to be a child acting out or behaving strangely rather than an underlying concern. For example, if your child is having anxiety about school they may refuse to go, they may complain about a stomach ache and ask to see the nurse to get out of class, or they may act out and distract their peers. If you feel that your child’s behavior is stemming from their anxiousness about a situation, try to understand where the problem stems from. “We ask questions that get them to discover the root of the worry themselves.” says a mom of 3. She suggests using questions like “What are you most afraid of happening in this situation?” This will help kids determine the root of the problem. “If they don’t know what scares them, we walk through a possible scenario of the whole event and stop when they get to the scary part so we can further discuss it.”
No one will argue that anxious feelings are normal on occasion. When these feelings interfere with school work, activities, relationships, disrupt the entire family, or become unmanageable, it may be time to seek professional help. If your child is threatening to hurt themselves or others or if their behavior feels scary or out of control, see a professional right away. A therapist will be able to give you and your child tools to manage the anxiety in a healthy way, identify the root of the problem, determine symptoms and triggers, and prescribe medication if needed. This will help anxiety become manageable and leave your child feeling healthier and happier. ✷
Sarah Lyons is a mom of six children, including seven-year-old triplets.
Dr. Moldover & Associates provide complete psychological, neuropsychological and educational evaluations as well as ongoing consultative services for families and schools. We emphasize:
• A high level of responsiveness to our clients
• Timely completion of comprehensive evaluation reports (with reports completed immediately following the evaluation)
• Commitment to ongoing support for each child and family
• Attention to the individual and unique circumstances of each of our clients
• Strong participation in multi-disciplinary teams to best coordinate the response to each child’s needs
Dr. Moldover is board certified in clinical neuropsychology through the American Board of Professional Psychology. He is dedicated to providing the highest level of care to each family and offers the most current assessment tools and resources.
Visit us online for more information and a free download of “Your Child’s Assessment and Diagnosis: a Guide for Parents” by Dr. Moldover.
Service and therapy animals have become increasingly popular for children with special needs, and for good reason. Research shows that animals can make a huge difference in kids’ physical independence and emotional well-being. Additionally, service and therapy animals are being trained to help a very wide range of people with many different disabilities, in many settings.
TYPES OF SERVICE ANIMALS
Service, emotional support, and therapy animals are trained differently, perform different tasks, and have access to public places at different levels. According to the Service Animal Association, a service dog works to help the owner perform tasks they cannot
perform on their own because of their disability, an emotional support animal works to improve the health of their owner who is disabled, and the therapy animal works with their owner to improve the health of others.
SERVICE ANIMALS: The vast majority of service animals are dogs. Service dogs may guide individuals who are blind or deaf, alert others to an individual who
is having a seizure, pull a wheelchair, retrieve dropped items, and otherwise perform meaningful physical services to a person with a physical disability. Service dogs are not pets; they are highly trained, and are considered to be “medical equipment.” As a result, they have special legal status and may accompany their owner virtually anywhere they can fit.
EMOTIONAL SUPPORT ANIMALS:
Emotional support animals may be dogs— but may also be almost any other species. They are medically prescribed by a doctor and provide support for a single disabled person. Emotional support animals are
continued page 24 >>>
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• All services can be funded through DDS Flexible Funding
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not highly trained, but they do provide significant support and comfort; as a result, they are allowed on airplanes and in “no pets allowed” hotels, restaurants, and other public facilities.
THERAPY ANIMALS:
Therapy animals are pets that have been trained, registered, and insured. They belong not to a disabled individual but to someone who brings the animal to facilities for therapeutic purposes. A therapy animal might visit nursing homes, hospitals, clinics, or schools to provide stress relief and comfort. Unlike service animals and emotional support animals, therapy animals are not medically required and thus can’t (for example) be brought into a school without special permission.
TYPES OF NEEDS MET
Service and emotional support animals can do a great deal for your child, no matter what their disabilities. Of course, the animal must be trained in order to be more than just a warm, friendly companion—and you must learn how to work with the animal to get the most of its abilities and skills. Here are just a few of the things a service or emotional support animal could do for your child:
• Guide a child who is blind, deaf, or has focus issues to be sure they cross roads safely, avoid obstacles, and avoid collisions with other pedestrians
• Alert others to an event, such as seizure or a low blood sugar, that requires immediate medical attention
• Pull a wheelchair or provide physical support for transferring, balance, and other needs
• Help to pick up dropped items
• Support learning by (with proper training) attending to the child as they read aloud
• Provide companionship and emotional support
• Enhance social skills by responding
to a child’s input (horses, for example, respond to a child’s touch while dogs respond to commands)
• Build self-esteem and responsibility
• Help to manage anxiety and moodrelated challenges
• Help to model appropriate behaviors (dogs can actually show children how to appropriately relax in bed, rise for the day, respond to requests, etc.)
BENEFITS
No matter what your child’s special needs are, there’s a good chance that an animal can help. But before leaping into action, remember that animals are living, feeling beings that need a safe environment and an owner who is capable of understanding their needs and limitations.7 Before saying “yes” to a service or support animal, consider these questions:
• Is my child old enough (usually 12+) to physically and intellectually work with and (to whatever degree possible) care for an animal?
• Are my child’s needs likely to be met by an animal? Obviously, a therapy animal is a poor choice for a child who is afraid of animals or is likely to ignore, injure, or neglect them.
• Is our family ready to own and care for a service or emotional support animal? Yes, there are laws to protect the animal from a landlord, but do
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you have space and time to own (for example) a large dog?
• Are you able to make a long-term commitment to an animal that may be living with you for many years?
• Is an animal the best tool to achieve your child’s goals? For example, an emotional support dog may delight a child with autism, but it might also wind up being a substitute for (rather than a tool for improving) important human interactions.
• Where and how would your child work with a service or support animal? Are those settings likely to be safe and appropriate for your animal?
ACCESS
If your child’s animal is considered “medical equipment” or has been prescribed by a doctor, the ADA (Americans with Disabilities Act) says the animal can be with your child at all times. The one important exception is when the animal itself is behaving badly and thus causing a nuisance or danger to others.
You will, however, need to check with your state’s policies regarding the definition of service and support animals to be sure your animal meets their criteria. According to the ADA:
“The ADA requires State and local government agencies, businesses, and non-profit organizations (covered entities) that provide goods or services to the public to make “reasonable modifications” in their policies, practices, or procedures when necessary to accommodate people with disabilities. The service animal rules fall under this general principle.
AT SCHOOL
The same rules are required at schools. Allergies and fear of dogs are not valid reasons for denying access or refusing service to people using service animals.
When a person who is allergic to dog dander and a person who uses a service animal must spend time in the same room or facility, for example, in a school classroom or at a homeless shelter, they both should be accommodated by assigning them, if possible, to different locations within the room or different rooms in the facility.
Rules that pertain to service animals and most emotional support animals do not apply to pets. Even if your child is emotionally attached to their animal friend, they may have to leave the animal at home if you don’t have the right documentation.
If you want your doctor or therapist to prescribe an emotional support animal for your child with special needs, you can ask them to write an official letter explaining your child’s disability and why the animal is required for their mental health. That letter must be provided, in advance, to airlines and other public facilities that prohibit pets.
HOW TO GET ONE
If you simply want an animal companion for your child, your best bet is to research types and breeds, have your child visit with a few potential pets, and then buy the animal that suits your needs. Such an animal, however, will not have access to public places as they are not covered by the ADA.
If needed, you can ask your child’s medical practitioner to write a letter describing your pet as an emotional support animal.
If you are interested in a trained service animal, you’re in for a very different experience. Service animals are expensive because they are highly trained. In addition, your child will only be given a service animal if he or she is trained and capable of interacting properly with the animal. You may even have to submit to a home inspection to be sure you own a suitable home for the animal.
While the cost of service animals is high, there’s an excellent chance that you will be provided with an animal at a discount or even free through a nonprofit service animal provider. If you have non-Medicaid health insurance (including veterans insurance) you may also be able to defray some of your costs. ✷
•
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Each year in the Spring Boston Parents runs a survey to find out from our readers who are their the Family Favorites. We included categories here most related to health and special needs for this guide. The complete list of Family Favorite Winners is available at BostonParentsPaper.com in the “Our Magazines” tab under the Annual Guides section.
FAMILY DENTISTS
TOP 5
• Chestnut Dental
• Natick Dental Partners
• Pediatric Dental Specialists of Needham
• The Center for Pediatric Dental Care & Orthodontics
• The Medford Center for Orthodontics and Pediatric Dentistry
WINNER
• The Center for Pediatric Dental Care & Orthodontics
BostonParents
Family Favorite Winners in Health and Special Needs Categories
HOSPITALS OR MEDICAL CENTERS
TOP 5
• Beth Israel Deaconess Medical Center
• Boston Children’s Hospital
• Cambridge Health Alliance
• Mass General Hospital
• Newton-Wellesley Hospital
WINNER
• Boston Children’s Hospital
LEARNING DISABILITIES SPECIALISTS
TOP 5
• Boston Ability Center
• Buttonloop Children’s Therapies
• Commonwealth Learning Center
• South Shore Therapies
• Y3K Tutor In Your Home
WINNER
• Boston Ability Center
MENTAL HEALTH PRACTICES
TOP 5
• Be Inspired Counseling
• Behavioral Health and Medicine
• Buttonloop Children’s Therapies
• McLean Hospital
• South Bay Mental Health
WINNER
• Be Inspired Counseling OPTOMETRIST
TOP 5
• Family Eyecare Solutions
• Mass. Eye and Ear
• Medfield Eye Associates
• Metrowest Family Eye Care
• Specialized Pediatric Eye Care, Beverly
WINNER
• Family Eyecare Solutions ORTHODONTISTS
TOP 5
• Chestnut Dental
• Dr Eric Gheewalla
• Dr Mark Halvorsen
• Starr & Glick Orthodontics
• The Center for Pediatric Dental Care & Orthodontics
WINNER
• The Center for Pediatric Dental Care & Orthodontics
PEDIATRICIANS
TOP 5
• Atrius Health
• Framingham Pediatrics
• Franklin Pediatric and Adolescent Care
• Needham Pediatrics
• Pediatrics at Newton Wellesley
WINNERS
• Needham Pediatrics
SPEECH LANGUAGE THERAPY
TOP 5
• Boston Ability Center
• Boston Children’s Hospital
• Buttonloop Children’s Therapies
• Speech Language Pathology Center
• The Speech Therapy Center
WINNER
• Speech Language Pathology Center
SPECIAL NEEDS PRESCHOOLS
TOP 5
• Applied Behavioral Learning Services.
• Campus School at Boston College
• Cotting School
• Kennedy Day School
• Partners in Child Development
WINNER
• Campus School at Boston College
SPECIAL NEEDS ELEMENTARY SCHOOLS
TOP 5 TIE
• Campus School at Boston College
• Cotting School
• League School for Autism
• May Institute
• Milestones Day School and Transition Program
• The Wolf School
WINNER
• The Wolf School
SPECIAL NEEDS MIDDLE SCHOOLSMIDDLE SCHOOLS
TOP 5
• Campus School at Boston College
• Center For Applied Behavioral Instruction
• Cotting School
• Milestones Day School and
Transition Program
• The Wolf School
WINNER
• The Wolf School
SPECIAL NEEDS HIGH SCHOOLS
TOP 5
• Campus School at Boston College
• Cotting School
• League School for Autism
• Learning Prep School
• Milestones Day School and Transition Program
WINNER TIE
• Campus School at Boston College
• Milestones Day School and Transition Program
SPECIAL NEEDS AFTER SCHOOL PROGRAMS
TOP 5
• ABA Helps, LLC
• Applied Behavioral Learning Services
• Bridging Independent Living Together Inc.
• Campus School at Boston College
• Commonwealth Learning Center
WINNER
• ABA Helps, LLC
SPECIAL NEEDS
RECREATION PROGRAMS
TOP 5
• Berklee Institute for Accessible Arts Education (BIAAE)
• Boston Ballet School Adaptive
• Bridging Independent Living Together, Inc.
• Skating Academy
• The Common Room Inc
WINNER
• The Common Room Inc
SPECIAL NEEDS GENERAL RESOURCES
TOP 5
• Applied Behavioral Learning Services.
• ABA Helps, LLC
• Bridging Independent Living Together Inc.
• Campus School at Boston College
• Commonwealth Learning Center WINNERS
• Applied Behavioral Learning Services
SPECIAL NEEDS LEGAL ASSISTANCE
TOP 5
• Fletcher Tilton PC
• Cushing & Dolan, P.C.
• Mariscal Special Needs Law
• Ramos Law Education and Disability Advocates
• Special Needs Law Group
WINNER
• Fletcher Tilton PC
HEALTH & SPECIAL NEEDS CAMPS
TOP 5
• Applied Behavioral Learning Services
• Barton Center for Diabetes Education
• Camp Howe
• MGH Aspire
• Riverbend School
WINNER
• Applied Behavioral Learning Services
Dyslexia and Your Child
By Jill Plantedosi
In speaking with numerous teachers and parents I have worked with over the past 25 years, a consistent question that I am asked is, “how do I know if my child or student is dyslexic?”
According to Drs. Shaywitz from the Yale Center for Dyslexia and Creativity, dyslexia effects 20 percent of the population and represents 80-90 percent of all those with learning disabilities.
Teachers have become increasingly concerned about diagnosing dyslexia as early as possible in order to put together a roadmap for success. Educators need to identify children who are at risk for dyslexia and catch them before they fall. So many children are not getting a definitive diagnosis of dyslexia, but are given a checklist of strengths and weaknesses, stating only the word “learning disability” on their evaluation. Success begins with identifying this complex problem and knowing the best interventions to put into place. The dyslexia guidelines posted on the Massachusetts Department of Elementary and Secondary Education’s website, provides a set of screening recommendations for all students, as well as a framework for intervention. These guidelines can be quite helpful in providing information needed to support students with dyslexia.
Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
WHAT IS DYSLEXIA?
According to the International Dyslexia Association, (www.interdys.org), “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (Adopted by the IDA Board of Directors, Nov. 12, 2002)
The basic deficit in dyslexia, is the result of persistent difficulties with phonological processing.
If your child has a phonological impairment, and struggles with the individual sounds of spoken words, he/she may have problems with:
• Spoken language linked to a child’s phonological skills, (Either delayed early on and/or word retrieval later on).
• Phonemic awareness (understanding by the child that spoken words are made up of smaller units of speech)
• Difficulties with pronunciation of words
• Rapid automatized object naming
• Identifying letters of connecting letters to sounds
• Ability to use expressive language
• Decoding difficulties that impact accuracy
• Hearing and repeating rhyming sounds
• Encoding sounds into letters and spelling
• Learning the sound system of a foreign language
COMMON MYTHS ABOUT DYSLEXIA
• More boys than girls are dyslexic-Dyslexia affects comparable numbers.
• Dyslexia will be outgrown-Dyslexics will be able to learn to read accurately, but will continue to struggle with fluency and automaticity.
• Intelligence is related to dyslexia- Dyslexics often have a high IQ.
• Dyslexia is a vision problem-Dyslexic children are no more likely to have vision problems than non-dyslexic children.
• Mirror writing is a symptom of dyslexia-This is very common in all children at the early stages, as young children commonly reverse letters.
• Dyslexia doesn’t show up until elementary school-Dyslexia can show up in preschool. Often these preschoolers were late talkers and had difficulty with rhyming words.
• Dyslexic children need to try harder-Effort has nothing to do with reading success, as the brain functions differently
in a dyslexic child.
• There is no way to accurately diagnose dyslexia-We can now accurately identify those at risk as early as preschool and children who are dyslexic by first grade.
• Dyslexia only happens in the English language- Dyslexia is prevalent in all languages.
RECOGNIZING THE SIGNS OF DYSLEXIA
PRE-SCHOOL (EARLY YEARS)
• Trouble with learning nursery rhymes
• Struggles to learn and remember the names of the letters in the alphabet
• Difficulties recognizing letters in his/her name
• Mispronouncing and confusing familiar words
• Difficulty producing individual speech sounds
• Struggles to blend the sounds in words
• Not recognizing rhyming words and patterns
• Having a family history of reading difficulties
KINDERGARTEN AND FIRST GRADE
• Does not associate letters with sounds
• Reading errors and miscues that show no connection to the sounds of the letters
• Difficulty reading one-syllable words
• Difficulty separating sounds in words and does not understand that words come apart
• Struggles to blend sounds in words
• Difficulty getting to the individual sounds of spoken words
• Difficulty with word retrieval
• Slow progress in acquiring reading skills
• Rarely reads for pleasure
• Complains about how hard reading is and how tired they get
continued on page 34 >>>
SECOND GRADE AND ABOVE
• Slow reading, often pausing during reading
• Trouble reading unfamiliar words
• Difficulty getting to the individual sounds of spoken words
• Stumbling when reading multisyllable words
• Difficulty with word retrieval
• Poor fluency and prosody
• Oral reading is full of substitutions, omissions, and mispronunciations
• Avoids reading aloud
• Confuses words that sound alike
• Struggles to finish assignments
• Difficulty learning a foreign language
• Poor spelling
• Reading comprehension often superior to accuracy and speed
• Slow progress in reading skills
• Rarely reads for pleasure
The Massachusetts Dyslexia Guidelines provides for all students from kindergarten through at least third grade, to be screened for reading. They use a valid, developmentally appropriate DESE approved early literacy screening instrument. If your child’s screening results are below benchmark, the student’s parents or guardians will be notified within 30 days. There will be a discussion about what actions will take place within your child’s education program. Remember that a screener is not a reading assessment, but a way to help identify those students who may be at risk for dyslexia.
Actions parents can take if they feel their child is at risk for dyslexia
• Review the screening assessment with your child’s teacher and discuss what plan of action will be put in place.
• Listen to your child read aloud at home, and make a list of your observations and concerns. Bring your list to the meeting.
• Have your child placed in an intense early intervention reading program taught by a reading specialist, and have his/her progress monitored.
• Set up regular meetings with the teacher to discuss your child’s progress.
• If your child is not making progress and you still have concerns, ask to have a full diagnostic reading assessment done.
• Have your child taught with a scientifically—based reading program that supports his/her strengths and weaknesses.
• Your child’s reading program should include the following components: Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Set aside a designated reading time in your home to read together. Let your child select books of his/her choice and practice with repeated readings.
• Be cautious about computer-assisted instruction.
• Use every opportunity to expose your child to literacy activities
Remember that dyslexia is a reading impairment, not a thinking impairment, and that the essential of a successful reading intervention is:
• Early screening
• Early diagnosis
• Early intervention
October 2 has been designated in Massachusetts as Learning Disability Screening Day in order to raise awareness of the necessity of screening for reading disabilities and promoting an understanding around dyslexia and other reading disabilities. ✷
Jill Piantedosi is an adjunct professor for American International College, where she teaches graduate students who are pursuing an advanced degree in reading. She has worked as a reading specialist at both the elementary and middle school level for over 30 years. She holds an M Ed. in education and an advanced CAGS degree in reading. Jill is nationally board certified in English Language Arts 6-8 and holds a Massachusetts reading certification K-12.
References
Shaywitz, J. P. & Shaywitz, S., (2020). Overcoming Dyslexia. New York: Vintage Books
Sousa, David, (2014). How the Brain Learns to Read. California: Corwin Book Company
Websites
Florida Center for Reading Research – www.fcrr.org
International Dyslexia Association – https://dyslexiaida.org
International Literacy Association – https://www.literacyworldwide.org
National Center for Learning Disabilities – https://www.ncld.org
Parents as Teachers – www.parentsasteachers.org
Yale Center for Dyslexia and Creativity – http://dyslexia.yale.edu
TIPS FOR Playdates with Special Needs Kids
By Sarah Lyons
Playdates are an important part of childhood. They offer time for kids to interact socially without the structure of school or extracurricular activities. They also help kids learn to share, socialize, and play freely while still having support from their parents as needed. Kids with special needs are no exception and benefit from playdates as much as their peers. While they may take a little more planning and patience, it is well worth the efforts for everyone involved. Here are some tips for hosting a playdate with kids with disabilities.
BE OPEN
Our natural reaction may be to avoid talking about any disabilities a child may have but it is better to address any questions or concerns beforehand so everyone is more
comfortable and knows what to expect. “I am upfront and honest about my daughter before we go to anyone’s house for a playdate.” says Barb Walker-Shapiro, mom of six from Omaha, NE. “Her brain doesn’t work like other kids. She may have a seizure and is prone to major meltdowns. I find that when other parents know what’s ‘wrong’ with my daughter, they are more tolerant and compassionate towards her.” It is also a good idea to talk to your children openly about differences they may have with their friends. Explain that just because others may seem different or express their joy differently, it doesn’t mean they don’t enjoy playdates or making new friends as well. Prior to the playdate, it is also a good idea to check in with the other parents about whether there are any food allergies or restrictions and anything important you should know.
BE STRATEGIC
Prior to the playdate, discuss with the other parents about what would be the best location to have the playdate. For some, their own home is more comfortable and successful. For others, staying at home may encourage the special needs child to say hello then retreat to their room while company visits. In this case, it may be better to go to a public place that everyone can enjoy, such as a park, museum, or zoo. On the other hand, parents who have a child that is prone to running away or hiding may find a public place overwhelming. Discuss your plans with all the parents involved and come up with the best solution for everyone. Another great strategy is to plan activities that unite the kids. Kids who struggle with talking to peers or sharing toys may find that a common interest helps them feel more at ease. Find out the interests of the kids you are hosting and offer an activity around one that excites all of those invited. Ideas could include a craft, a game, or visiting somewhere that fosters that interest. For example, if they are interested in nature, visit the Overland Park Arboretum or go on a backyard scavenger hunt. If they are interested in tractors and farm animals, visit a farm, such as Deanna Rose.
BE PATIENT
Whenever kids are involved, patience is important. Try to understand that kids may have different reactions to situations, things may not go exactly as expected, and that it may take some time for kids with special needs to warm up to the situation. Some children with special needs may prefer to participate in parallel play. Parallel play is when kids play beside each other, but do not interact with one another. Children who play alone during parallel play still enjoy the time together and are usually interested in what the other children are doing. If things do not go as planned, it is okay to cut the playdate short and try again in the future.
BE INCLUSIVE
It is most important to note that kids with disabilities or special needs are just like anyone else; they want to interact with friends and be loved and appreciated. When hosting a play date with kids with disabilities it’s important to greet them and interact with them as you would anyone else you meet. “Please say hi to my son. Smile at him, even if he doesn’t smile back.” says Marie Taylor, Olathe, KS mother of two. Even if the child is nonverbal or doesn’t seem to hear you, it is important to speak to them. Angela Leever, special education teacher
and mother of three says “Encourage the parents and children to speak to the child with special needs, not about them. If the child with special needs does something your child isn’t happy with or that isn’t appropriate, allow them to use words to tell them. Sometimes that is more powerful than the adults intervening.”
BE UNDERSTANDING
Parenting is not easy and we all struggle with different challenges when it comes to our children. Ask the parent if they need help with anything prior to the playdate. “I almost always have a few extra things to carry so please don’t be shy about asking if I need help.” says Taylor. “I also need a lot of grace.” Try to be patient and understanding. The other parent may be overwhelmed or tired. It may have been challenging to get there. All parents have great days where everything goes as planned and tough days where it seems nothing does. Listen and offer a hand when needed and they will most likely offer the same in return.
The most important tip for having a playdate with a special needs child is just to have them. It may take a little more planning and patience than the average playdate, but it is so worth it to both the parents and kids involved. Playdates offer a great chance for kids to interact with peers and make friends in a non stressful way, and they are also a great time for parents to connect and build each other up as well. ✷
PLAYDATE ACTIVITIES THAT UNITE
Choosing activities that encourage common interests will help foster friendships. Here are some ideas:
• Pick something they are both interested in and go do it
• Arts and crafts
• Go outside and play
• Quiet stations for the quieter group - set up puzzles, coloring sheets, books, blocks
• Set up a sensory bin
• Pick a neutral location - museum, park, or zoo. ✷
Sarah Lyons is a busy mother of six children.
Organizing Strategies for Kids with ADHD
By Kerrie McLoughlin
Ifyou have a child with ADHD, you witness their normal daily struggles. School poses even more challenges when a child is trying to juggle staying organized, getting homework done, keeping track of permission slips, keeping up with hygiene, activities, etc. PsychCentral.com says, “… ADHD affects the very skills that are required for success in school. Kids with ADHD have difficulty getting started, prioritizing, planning, managing their time and emotions, staying on task and focusing... It’s the nature of the disorder, which impairs the executive functions of the brain.” So where do you start when it’s time to head back to school?
Make a fresh start… every month
Start with a massive cleaning session to clear out the clutter from last school year. Clear out the backpack, the closet, the bookshelves. Put regular (monthly) cleaning sessions on the calendar to keep up with the paper monster.
Take ownership
Your child won’t keep up with any system they didn’t help to create themselves. One mom of three shared,
“… your kid needs to do what works for them--they should be the one to come up with an organizational method.”
Limit choices and decision fatigue
“One helpful tip a teacher told me (and has worked) is less is more. I got my son all these binders with tabs, but she said one simple folder is sometimes more helpful,” says a mom who wishes to remain anonymous.
Color-coded supplies
Dr. Lisa Adams, Ph.D. and school psychologist for 10 years, suggests, “Depending on age, organize and color code binders. Use the same color for all math, etc.” Choose colored binders with clear front/side areas for clear labeling. Staples has a great line of colored 2-inch binders with a large attached pocket in the front cover with customizable front and sides.
Homework
A spot designated just for doing homework and nothing else is key. No phones or other distractions are allowed. Start with the most difficult subjects first, and take frequent activity breaks. Dana Baker-Williams, mom of X, says,
“She and I would set up a quiet place for her to study and set a schedule for homework. She had pens that she could use on her mirror closet doors to write out assignments and due dates. Then she could prioritize better. We’d also break assignments into more bite-size pieces if they were large or long projects.”
Dr. Adams adds, “Develop a system of retrieving assignments, a time for doing them, a time for turning them in. Provide continuous parent oversight until system is learned.”
If you still need a helping hand, check out the various tutoring services found on our site so your child can catch up, stay on track, or get ahead (https:// www.fredericksburgparent.net/guides/ tutoring-services).
You can help make school more exciting for your ADHD kid by teaching them organization skills, working with teachers for long-term success throughout the coming school year and beyond. These are skills they can use their whole lives to help them out in college, jobs, and relationships as well. ✷
Kerrie McLoughlin (TheKerrieShow.com) is a 40-something ADD writer and homeschooling mom of 5 surviving AND thriving.
ADHD Organizational Tips for Kids
• WORK THAT PLANNER! Commit to 15 minutes each morning to prepare for the day and 15 minutes at night reviewing and thinking about what could have gone differently. Rebelling against the planner is normal; create rewards for sticking with it. (There are a zillion different planners, so review a bunch on YouTube first.)
• DO THINGS IN SMALL CHUNKS. Instead of sitting down until you are done with All. The. Math. Homework… try setting a timer for 15-20 minutes and then get up to move around and come back to it. Just don’t wander too far!
• NO PAPER EXPLOSIONS. Keep a small notebook with you and transfer the little jots over to that ONE SPOT
(the perfect planner) in a timely manner. This goes for notes created on phone apps as well. If reminders aren’t put in the right place, they are lost forever.
• A PLACE FOR EVERYTHING. Once the homework is finished, put the binder/textbook back in your backpack. Keep the backpack in the same spot all the time. File papers in a milk crate system so you always have a spot for them. Once the mess is out of your brain, you don’t have to worry about constantly losing things and trying to find them again, wasting precious time.
• CAN’T STRESS COLOR CODING ENOUGH! Post-it notes and tape flags in various sizes and colors; bins in various sizes and colors; flat drawer organizers; Washi tape for extra personalization; pens, pencils, Sharpies and highlighters they love and will actually use. ✷
Universal Playgrounds: Where All Children Come Together
Every child has the essential and undeniable right to play, and to experience the magic and freedom that comes from an ordinary day at the park. And there is nothing children love more, regardless of their abilities and needs, than playing and socializing alongside one another at the playground!
Massachusetts has always been among top-ranking states working hard to ensure and support equal participation for children with disabilities and special needs, and it’s no different when it comes to recreation. Universal playgrounds, accessible to all and designed for children with physical disabilities to experience mobility and have access to equipment and fun, multi-sensory designs is something Boston communities can and should be proud of! Here are some local, inclusive playgrounds that serve as a model for our entire nation that families of all abilities should check out.
Rising Star Playground — Beverly
The big draw for Rising Star Playground is its interactive musical ground components, perfect for kids of all ages to explore together. There are also ramps to access higher structures and a ground level window area for imaginative play. Kids can even visit the Sign Language learning board to learn how to communicate with friends.
Touch The Sky Playground — Beverly
Open to the public when school is not in session on afternoons and weekends, this fully accessible North Shore playground features a slide constructed out of roller balls for touch sensations along with learning boards and wide ramps with rubber surfaces. The latest addition to the school’s dedication to children with disabilities, and also open to the community when not in use, is the Douglas Marino Community Field, a rubberized, completely level field that allows children in wheelchairs or with vision impairments to play ball! The school’s executive director, Mark Carlson, wants parents of children with disabilities to know about this community asset, and that it is available to them.
Martin’s Park at the Smith Family Waterfront — Boston
Martin’s Park, a City of Boston park, honors the youngest victim of the Boston Marathon bombings, Martin Richard. Martin’s Park is a symbol of Martin’s welcoming and inclusive nature, and a unique outdoor play space created to support outdoor adventure and nature play. The Park, with its many inventive structures, is an inclusive play space offering opportunities for children of all abilities to experience discovery and exploration. Designed to encourage interaction with
natural materials including plants, stone, and wood the Park offers the opportunity for rich outdoor play experiences that connect children with nature and with each other.
Mayor Thomas M. Menino Park — Charlestown
The city’s first universally accessible playground, steps from the Spaulding Rehabilitation Hospital in the Charlestown Navy Yard incorporates a ramped play structure, embankment slides and climbers, and a swing chair. This dramatic, waterfront space has been noted for its cleanliness, and was envisioned by Mayor Menino in the wake of the Boston Marathon bombings to afford special needs children, patients, and families the opportunity for active play as well as a place of respite for recovery and relief. In his words, “This is Boston at its best—people coming together to improve the quality of life for the residents of our city.”
Harambee Park — Dorchester
Unveiled in 2009, this bright and vibrantly colored playground was Boston’s first “Boundless Playground”, and was designed to maximize play with elevated structures such as a gazebo affording children with physical disabilities a greater perspective that was once unreachable, while at the same time encouraging independent play with peers. This site features plenty of high-backed swings and play panels along with multiple handrails, and was furnished through another of Mayor Thomas Menino’s programs.
Buttonwood Park Playground and Zoo — New Bedford
Named “one of the finest small zoos in the United States”, the Buttonwood complex is wonderfully designed for an outing. The Black Bear Express and Wildlife Carousel are both ADA certified, making them wheelchair accessible for children and just down a path lies the accessible playground with wide ramps and elevated surfaces that allow plenty of room for turning in a wheelchair. Bring some bread to feed the ducks in the idyllic pond, all located on the grounds of Buttonwood Park.
Noah’s Place Playground — New Bedford
Located at Marine Park on Pope’s Island, this community-inspired, generously funded and dedicated site is the largest and most sensoryrich inclusive playground in New England. Features of this park include a toddler playground, wheelchair swing, a natural embankment slide, and a seesaw-like apparatus that children of all abilities can enjoy.
Fore River Field and Playground — Quincy
Fore Playground features wide walkways, wheelchair ramps, and wheelchair accessible play equipment, including a seesaw. There are also ground-level sensory activities, like chimes. Along with the playground there are also two little league fields, a street hockey court, tennis court, basketball court, and football field.
Adventures for Angels — Peabody
This playground features rubber matting surface throughout, high back swings, and a ramp system for children in wheelchairs. Adventures for Angels also has slides with rollers for touch stimulation, as well as special panels, including an interactive Braille clock and wind chimes.
Bill Adelson Playground at Haskell Recreation Area — Sudbury
Billed as a toddler playground for younger children, the smooth surfaces and ramps throughout this playground make it super accessible. There are also transfer stations, platforms where children can lift themselves out of their wheelchairs onto play equipment. Multiple sports fields and a concession stand are all on-site.
Barton Road Playground — Wellesley
Opened in 2013, this privately funded, 10,000 sq. ft. universal playground hits all the marks of inclusive play for children and is well equipped with completely accessible rubber surfacing, ADA swings, and multiple ground components. Learning boards feature Spanish to English language and the impressive site is sectioned for kids ages 2-5 and 5-12.
Ronan McElligott Memorial Playground — Westford
Located at Edwards Beach, the Ronan McElligott Memorial Playground is full of outdoor fun for kids of all abilities. The playground features universally accessible surfacing and pathways for wheelchairs so every child can reach the highest play deck. There are swings and bouncers with neck and back supports. Along with play structures there is interactive fun for all kids, including metal tubes that make music and a rotating sensory bin.
These are just a few of the local offerings. You can find more inclusive and accessible playgrounds in state, in country or in the world at www.accessibleplayground.net. ✷
Boston Area Museum Inclusion Programs
Boston Children’s Museum
The Morningstar Access program offers children with special needs and medical needs the opportunity to visit the Museum at a time when there are only a few other visitors, and a limit of only 100 guests. Check the Museum’s online calendar for ASL interpreted programs.www. bostonchildrensmuseum.org
Discovery Museum
The museum also holds Especially for Me series of events with dedicated hours for families with disabilities
with limited capacity and the opportunity to network with other families. Check out the Especially for Me page on their website. www.discoveryacton.org
Museum of Science
This museum’s dedicated Accessibility Coordinator will assist families with all aspects of accessibility for children with disabilities from everything to the sensory-friendly restrooms and the quieter places and lesscrowded exhibits throughout the museum. www.mos.org/visit/ accessibility
Museum of Fine Arts
The MFA’s Beyond the Spectrum is a program designed to introduce the Museum to children and teens on the autism spectrum, including Asperger’s Syndrome. See website for information on available programs of contact artfulhealing@mfa.org. www.mfa.org
New England Aquarium
The Aquarium is proud to be certified as a trained and trusted advocate for those with sensory needs by KultureCity.
Our frontline staff has received training designed to raise awareness of sensoryprocessing needs. Special kits (which include noise-canceling headphones, fidget tools, picture-communication cards, and a KultureCity VIP lanyard) are available at the Information Desk. Plus a sensory cool-down space is available for guests seeking a quiet space www. neaq.org/visit/accessibility
Museum
SPECIAL EDUCATION
A REFERENCE GUIDE FOR PARENTS
Addressing Challenging Behavior and How it Relates to the IEP Process
When you have a child with academic, social, or behavioral challenges, providing them with the correct supports can be an overwhelming and confusing process. How do you ensure that teachers and therapists effectively meet the needs of your child? For many families, the creation of an Individualized Education Plan (IEP) accomplishes this goal. An IEP is a legal document that outlines the specific supports, services, and instructional methods a child needs to make meaningful progress in a school setting.
If your child also engages in challenging behavior, additional supports, assessments, and written plans may be necessary. These documents provide the educational team with a structured protocol, ensuring that they work collaboratively to reduce challenging behaviors, teach functional replacement behaviors, and assist with creating an optimal learning environment for your child.
WHAT IS AN FBA?
A Functional Behavioral Assessment (FBA) is the first step of the behavior evaluation process. Typically, an FBA is conducted after the classroom teacher or a related service provider identifies concerns about the frequency or intensity of certain behaviors. The goal of an FBA is to describe a child’s challenging behavior, discover the reasons why those behaviors
are occurring, and to develop a plan to teach adaptive alternatives to those behaviors.
Once concerns have been raised, a Board Certified Behavior Analyst (BCBA) will conduct a FBA. They will gather information systematically through both direct and indirect measures. Direct measures include observations and data collection. ABC data collection is a direct measurement tool that evaluates the antecedents (i.e. what happened before a behavior occurred), behavior (i.e. what the child did), and the consequences (i.e. how the adult responded) in relation to challenging behavior. ABC data indicates the factors that influence behavior and helps discover why a particular reaction may occur. In addition to ABC data, the evaluator completes several observations of the child in his or her natural environment. The purpose of conducting an observation is to watch and document behavior as it is happening. Direct observation allows the BCBA to see, not only the frequency and severity of the behavior, but also the antecedents and consequences that impact each situation. BCBAs also use indirect measures which often include informal rating scales, parent/ teacher/therapist interviews, and a review of the child’s records. Each of these indirect measures allows the people who know the child best to contribute information about why a particular behavior occurs.
The information collected during the FBA process helps to
An IEP is a legal document that outlines the specific supports, services, and instructional methods a child needs to make meaningful progress in a school setting.
answer the question “Why are challenging behaviors occurring?” After assembling the relevant information and reviewing it thoroughly, the BCBA will identify the reasons why behaviors are occurring. The information from the FBA is then used to create a Behavior Intervention Plan.
WHAT IS A BIP?
A Behavior Intervention Plan (BIP) is a set of protocols aimed to address a child’s challenging behavior. This document provides the educational team with a consistent set of written strategies to use on a day-to-day basis with a child.
The first step is to describe, in detail, the child’s challenging behaviors. It is important to write these descriptions in a way that explains what the behavior “looks like.” This ensures that the behaviors can be easily tracked and recorded by the educational team. In addition to behavioral descriptions, the BIP also includes antecedent-based interventions, adaptive alternatives to challenging behavior, a reinforcement plan, and consequence procedures.
Antecedent-based interventions are strategies designed to stop a behavior before it begins. Some examples include the use of visual supports, transitional warnings, and the arrangement of the environment. Replacement behaviors are behaviors that provide a functional alternative to challenging behavior. For example, children who engage in escape-maintained behavior are often taught to request a break. Asking for a break is a functionally equivalent request. It allows the child to escape from the task
briefly but also ensures that they return to work once the break is over.
Designating a reinforcement system is another essential aspect of a BIP and ensures the delivery of positive praise or rewards in response to desired behaviors. When appropriate behaviors are rewarded in a positive way, it increases the likelihood of appropriate behaviors recurring in the future.
The final section included in a BIP is a list of consequence procedures. This list provides staff with consistent responses to challenging behavior. Having an outline of procedures decreases the opportunity for accidental reinforcement of challenging behaviors. A well written BIP will ensure your child’s success in developing adaptive alternatives to any challenging behavior.
HOW DO THESE DOCUMENTS RELATE TO THE IEP PROCESS?
Functional Behavioral Assessments and Behavior Intervention Plans are both legal documents and are individualized for each child. Frequently, when an FBA and BIP are completed, the team will also develop an IEP goal area that focuses on behavior. A behavior goal area ensures the teaching of replacement behaviors, the use of data collection systems, and progress monitoring.
If you feel that your child’s behavior impacts their progress in school, you may want to request a Functional Behavioral Assessment to gain more information about the reasons why those behaviors are happening in the first place. ✷
SPECIAL EDUCATION
Knowing When You Should Request a Third Party Evaluation
By Paul Medeiros OTR/L President & CEO Easterseals Massachusetts
During the Individualized Education Plan (IEP) creation process, it is not unusual for a parent to disagree with a recommendation from one or more of the school’s team members. If a compromise cannot be reached, there is a risk that this difference in opinion can lead to an IEP not being signed by one or both sides. Since the ultimate goal of the IEP is to ensure that your child receives the services they need to succeed, it is in your best interest to understand all of your options. However, before determining your best course of action, you need to understand the basis for the disagreement. The more effectively you can evaluate the situation objectively, the better you can advocate for services.
WHY IS THE IEP TEAM MEMBER MAKING THIS RECOMMENDATION?
While there can be exceptions, most educators and professionals have your child’s best interests in mind. If you do not agree with the recommendations of the professional it can be easy to assume that there are other factors that are impacting their recommendation such as budget constraints or personality conflicts. It is important to note the professionals assessing your child are making recommendations that they believe are appropriate based on their education and experience. As trained professionals they will work with you and the team to establish measurable goals that your child will be able to meet, and ideally throughout the course of treatment frequency of services will decrease and potentially even stop.
Another factor to consider is that the IEP team may be seeing different results than you see at home. It is not unusual for children to behave and perform differently in different environments. Your
Occupational Therapist may be watching your child cut or write effectively at school while they refuse to even pick up a pair of scissors at home. After a long day at school, it is not uncommon for children to rebel against more work with the people they love and trust the most.
WHY DO YOU FEEL THE RECOMMENDATION IS NOT APPROPRIATE?
If it appears that the IEP team is not willing to compromise on their recommendation, it is in your best interest to examine exactly why you feel it is inaccurate. Many parents have to work hard to get their child onto an IEP, and it is completely natural to be nervous about giving up services. Make sure that you can clearly explain the areas that you feel your child needs assistance. If you can give examples that will only strengthen your case to the team, or at the least give them the opportunity to explain why they disagree. It’s important to relay your concerns as professionally as possible to prevent the team from becoming defensive. An effective IEP meeting is a collaborative process! You are an important part of this team and your opinions and insights matter.
IS IT TIME FOR ANOTHER OPINION?
Sometimes after all of this consideration and discussion, you still cannot come to an agreement. Unfortunately, at this point both sides are probably a bit frustrated and compromise has become unlikely. As the parent, you should not sign an IEP that you feel does not meet your child’s needs, so what do you do? If this is your first time going through this process, it can be intimidating to stand up to a team of teachers, administrators, and therapists. All too of-
It is important to note the professionals assessing your child are making recommendations that they believe are appropriate based on their education and experience.
ten, at this point a parent will either give in or seek legal counsel to protect their child’s rights.
There is third option. This is the perfect opportunity to request a third-party evaluation. A third-party evaluator should be an individual or organization that is not related to the school or parent. The school district is responsible for contracting and paying for the evaluation. This contracted individual will perform an unbiased evaluation and make a recommendation to the entire IEP team based on the findings of that assessment.
WILL YOUR SCHOOL DISTRICT AGREE?
Assuming the clinician and administration believe in the recommendation, it is actually beneficial for them to pursue a third-party evaluation. The role of the evaluator is not to take sides. As a parent, you should also be prepared for the possibility that the evaluator will agree with the recommendation in the IEP. At that point, you can feel comforted by the fact that your child is making progress towards their goals. On the other hand, if the evaluator does not agree with the recommendation, it will be harder for the school district to remain inflexible.
While there is a cost to pursuing a contracted evaluator, even that should not be a barrier to obtaining one. The cost of a onetime evaluation will be far lower than the time investment and cost of entering mediation or other legal dispute. Most school administrators will understand this and approve the evaluation
rather than choosing to engage in a legal battle.
The Educator or Clinician may also value another opinion. Often teachers, doctors, and therapists are thought of as knowing everything, but this is not the case. More importantly, they realize this and the best will welcome an opportunity to have their assessment validated by an outsider. In addition, if the IEP team member is inexperienced, they may truly value the opinion of a more experienced professional. Particularly in smaller districts, it is not unusual for a therapist to be the only one in the district. If this is their first job, they may benefit from the mentorship that a third party evaluator would provide without feeling threatened.
CONCLUSION
In the end, an effective IEP team will have one goal in mind: To collaboratively develop a plan to ensure the child has all of the resources in place to maximize success. Like any effective team, disagreements will occur, but how those disagreements are resolved will be the difference between a positive and negative outcome. As a parent, it can be difficult to balance your role as advocate for your child with trusting and respecting the opinions of the professionals at the table. Sometimes getting an unbiased opinion can provide you the reassurance you need to accept a recommendation, or provide the support you need to be an even stronger advocate. ✷
SPECIAL EDUCATION
Every Child Can Succeed Understanding the Special Education Process and Feeling Positive About Support Received in a School Setting
By Andrea Freeman, PT, DPT & Tiffany Palenscar, PT, DPT Doctors of Physical Therapy and Mothers of Two
As parents, we are always asking ourselves these types of questions and worrying about each step in our children’s lives. Each child learns differently, which may mean that additional support in school is needed in certain areas. If this is the case, your child’s teacher or a school administrator may discuss having your child evaluated for special education services with you. At the first mention of these words, you may feel nervous, overwhelmed, or even angry as a parent; however, special education services were created to help children succeed in school and should not be considered a negative or scary experience. By knowing what to expect, it can help to minimize these confusing or negative feelings when it comes to special education services in school.
WHAT ARE THE FIRST STEPS?
WHAT ARE SPECIAL EDUCATION SERVICES IN SCHOOLS?
The Individuals with Disabilities Education Act (IDEA) is the law that ensures all children receive free appropriate public education (FAPE). Special education services are provided under IDEA and are required to be individualized. Special education is created to be specific to each student’s needs and is not a “one size fits all” type of program. A child qualifies for special education services when he or she has a disability that impacts their ability to access the school curriculum or environment. If your child qualifies for special education, an individualized education plan (IEP) will be created in order to implement goals and accommodations to help your child succeed.
You will receive a consent form from your child’s school asking for your permission for the school staff to complete a formal evaluation in one or more areas to help determine if your child is eligible for special education services. Once you return your signed consent forms to the school district, the specialists in the school will schedule their assessments and proceed with testing. The specialists will complete reports summarizing the results of the evaluations as well as provide recommendations in each specific area. Based on the results of the initial evaluations, you will meet with the school district to discuss the results and determine if services, accommodations, or interventions should be provided to ensure your child has the best possible opportunity to succeed in school.
WHAT AREAS WILL BE EVALUATED?
The school district will propose specific areas for evaluation to assess your child’s needs and guide their recommendations for support. Educational assessments completed by the classroom teacher, special education team, school psychologist, or reading
A new school year can bring feelings of excitement, but for some families it can also bring anxiety and stress.
specialists will give the team information regarding your child’s academic performance and participation in the school day. Related services, such as Speech and Language Pathology, Occupational Therapy, Physical Therapy, Vision, or Applied Behavior Analysis may be included in the evaluation plan depending on your child’s individual need.
WHAT HAPPENS WITH THE RESULTS OF THE EVALUATIONS?
Once all assessments have been completed, you will be sent an invitation for a team meeting by the school district where you will sit down with your child’s teacher, the specialists who completed evaluations for your child, and special education or school district staff. During the meeting, you will discuss as a team the results of the evaluations. As a parent, you are a full member of the team and you will have the opportunity to provide input, ask questions, and share your child’s strengths. Your participation in the team meeting is incredibly important. As a parent, you can provide information to the school team that is necessary for your child’s success. Together, it will be determined if your child has a disability that is impacting their ability to make progress with the school curriculum and if specially designed instruction is needed for success. If it is determined that your child qualifies for special education services, the group will work together during the team meeting to develop an IEP.
WHAT IS AN IEP?
The IEP is a document that outlines the specific program created for your child during the team meeting. The IEP document will contain information regarding your child’s strengths, current performance in school, placement information, and specific recommendations regarding goals
and objectives to be addressed for a period of one year. The IEP will outline the frequency and duration in which the special education services will be provided. The team will also include information regarding any necessary accommodations and modifications to the school or classroom environment in order to ensure that your child has the ability to successfully participate in the school curriculum.
WHAT HAPPENS NEXT?
Based on the outcome of the team meeting, an IEP will be developed by the school district. The document will be sent to you within 10 days for your review. If you agree with all of the information and recommendations included in the IEP, you will sign that you accept the document and return it to the school district. The IEP will then be implemented by the educational team once it is received. If you do not agree with the IEP or feel that changes need to be made, you are able to reject a specific portion or the IEP in its entirety. In this case, the team would reconvene to establish a plan that all members of the team support. Once the IEP is finalized and accepted, it will be your child’s specialized plan for one full year. The team will then meet again annually to update the document.
As parents, we want our children to succeed in every way possible. When our children struggle in school, it can often feel overwhelming and discouraging. Working with the school district to support your child’s individual needs can help alleviate some of these feelings. Special education services are meant to ensure that your child will receive the tools and support needed to be successful and empower your child to achieve their greatest potential. Remember that you are a vital member of your child’s educational team and will be included in the process from beginning to end. ✷
Transition Assessments are most commonly performed when a child has an IEP (Individual Education Plan) or a 504 plan. By Federal law the transition age begins at 16 years old but in the state of Massachusetts it begins at 14 years old. When students reach the age of 14, they are given the Transition Planning Form (TPF). The student and his or her team then focus on establishing transition goals to assist in preparing for life after high school. The TPF is used to assess the student’s ability to determine his or her strengths and weaknesses, how they interact with others in
school or in their community, their decision-making process on personal or work tasks, their career interests, and independent living skills. Transition assessments are tailored to meet the student’s level of comprehension and are age specific.
WHY ARE THEY BENEFICIAL?
It is incredibly important for individuals with disabilities to feel independent and be seen as an equal in their working environment and in their community.
Transition assessments are tailored to meet the student’s level of comprehension and are age specific.
Parents need to remember that the support their child receives in school will change in post-secondary education and in employment. It is important that your child becomes an active participant in his or her IEP team.
As your child matures some skills that are important have in mind and nurture are the following:
SELF-ADVOCACY AND SELF-DETERMINATION.
These are two important skills that should be instilled early on in a child’s life. Research performed by the National Center on Secondary Education Transition (NCSET) (Wehmeyer & Schwartz, 1997) followed youths with developmental delays or learning disabilities one year after graduating from high school. “The study showed a ‘consistent trend characterized by selfdetermined youth doing better than their peers one year out of school. Members of the high self-determination group were more likely to have expressed a preference to live outside the family home, have savings or checking account and be employed for pay” (Wehmeyer & Schwartz, 1997, p.253).
COMMUNICATION SKILLS. Outside the family unit, how does your child reach out to community, employment, volunteering, or post-secondary education?
SOCIAL SKILLS. Friends, classmates, extended family, community, employment.
PERCEPTION AND AWARENESS OF STAMINA. What tools do you need to be successful in your personal life, school, or work?
EXECUTIVE FUNCTION SKILLS. Decision making, time management, planning, task initiation, etc. In college or employment your child will not have the support or reminders to carry out these skills. What tools does your child need to do tasks independently?
TRANSPORTATION SKILLS. Navigating public transportation or mode of transportation, when in the community or post-secondary education.
INDEPENDENT LIVING SKILLS. Shopping, understanding a paycheck, paying bills, paying rent, how to use an ATM, etc.
A transition assessment done by an objective evaluator can be used to help determine your child’s baseline and assist the IEP team in identifying and developing transition goals he or she might need to learn and develop while they are still in school. A transition assessment is a roadmap for your child’s life journey. ✷
By Barbara Dianis
Students diagnosed with dyslexia, ADD, ADHD or a learning disability may wonder whether they will be able to graduate from high school and/or collegiate studies. I worried over the same issue myself because I was diagnosed with dyslexia in a time period when there were very few strategies to help strengthen my learning disabilities. Education was very
important to me, and I wanted to graduate from high school and college despite my scholastic challenges. Therefore, I set out to teach myself ways to overcome my learning obstacles and graduate. Through the implementation of systematic step-by-step educational solutions, I, like my students with learning issues, began to master how to overcome learning challenges.
1
Plan homework schedule and study times to begin the school year. The planned work and review times will help your child or teen to help meet the scholastic increase of the new grade level. The plan should include additional study time even if the child or teen has study halls during their school day. The times can be adjusted on a successful academic achievement basis.
2
Children and teens entering a higher grade level typically need to upgrade their study skills to help them keep pace with their current curriculum. Children and teens benefit from reviewing the notes they take in each of their classes for at least five minutes a day. Reviewing the class notes taken will help children and teens retain more core learning concepts. Consistent review will also assist their ability to access the information on tests. Younger students can benefit from a few minutes of reviewing concepts such as grammar and phonetic rules.
3
A parent and their child benefit from checking the student’s grades online together several times a week. Parents who check grades online with their son or daughter show them they care about education. Additionally, if there are downturns in their grades or missing assignments, then educational solutions can be applied before their difficulty becomes a scholastic issue. The extra accountability generally helps students of all grade levels stay on track throughout the school year. Students of all ages often respond positively to their parents’ praise when they see good grades.
4
Tests and quizzes become an important part of the academic experience. Children and teens should add more study and preparation time to the system they used in the previous grade level. Students of all ages benefit from studying for tests and quizzes several days before they are given. Parents can help their student understand that their brains may need time to absorb and readily access the educational concepts they will be tested over. Waiting until the day before a test may not be the best option for students because of the increase in information, which is associated with each new scholastic level.
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As soon as a student begins to slide, academically educational solutions should be applied to help the child or teen overcome their academic obstacles. All too often scholastic slides are not addressed early enough because the parent may feel it is a problem that will correct itself. It is generally better to address the academic difficulty early on before the child’s or teen’s grades begin to spiral downward. One way to address scholastic slides is to help your child correct mistakes on graded assignments that have multiple mistakes on them.
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Parents can help make learning fun during homework and study time. Children and teens can make review and drill time into a game show format using flash cards. They can make these from their study material. When review time is presented in a game show format, students generally are more engaged throughout the learning process. Parents may wish to host a study review time for their child with several students in their son’s or daughter’s classes. Students of all grade levels generally enjoy the review process when it is made into a game they are playing with their friends.
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Parents can help their child or teen develop an interest in learning by asking their teen to tell them three concepts they learned in their classes each day. Asking your child or teen to report several core concepts learned in class can also help improve his or her ability to focus in class. In addition, the student typically will report the class to be more interesting and fun.
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If a child or teen is struggling in the area of math, then prelearning the mathematical formulas can really help increase the student’s understanding of new concepts. Previewing the key concepts from the upcoming lesson can help the student absorb and glean more information from the instructional teaching lesson. Students can pre-learn new math concepts by reading the following day’s lesson in their online text or textbook.
Next, the student should make a notation of concepts that are not understood. The child or teen should ask the teacher for further instruction on the more difficult mathematical concepts. In addition, students benefit from reviewing key terms to increase their mathematical vocabulary to improve their understanding during the lectures.
Students of all grade levels and ages who implement educational solutions to help them overcome areas of academic weakness can improve in their educational skills. Generally, children and teenagers will discover over time they are accurately able to spend less time learning new scholastic concepts as their organizational skills and study habits improve. Students may find learning to be fun as they become capable to meet scholastic challenges and overcome their learning weaknesses. Another added benefit from implementing educational solutions into their daily study time is they may have a renewed sense of academic self-esteem, dignity and a restored positive attitude toward their studies. By igniting students’ interests and understanding, improved grades can be the result of their increased scholastic skills. ✷
Barbara Dianis overcame dyslexia in her own life using self-taught strategies and techniques. She is the author of Grade Transformer for the Modern Student (LuLu Publishing Services, 2014) and has counseled parents of children with special needs for 24 years.
These Massachusetts organizations offer support, information and/or advocacy for individuals with special needs, their parents and their caregivers. Many of these groups also offer referrals or links to related services.
Advocates for Autism of Massachusetts 781-891-6270; https://autismalliance.org/resources/ afamadvocates-autism-massachusetts - Public advocacy organization offering resources regarding autism spectrum disorder. Click “links” for support centers in your area.
The Arc of Massachusetts 781-891-6270; www.thearcofmass.org - The Arc of Massachusetts provides education and systems advocacy to consumers, families, human services organizations, the public, legislators, other public officials, and the executive branch.
Association for Autism and Neurodiversity 617-393-3824; https://aane.org – The Association for Autism and Neurodiversity works with individuals, families, and professionals to help people with Autism build meaningful, connected lives.
Autism Services Association, Inc. (ASA) 781-237-0272; www.autismservicesassociation.org - Autism Services Association (ASA) provides community employment services, supported employment, Day Habilitation Program, and other clinical supports to young adults and adults with autism and other challenging developmental disabilities.
Camp Jabberwocky
508-693-2339; www.campjabberwocky.org – From the end of June to the end of August, Camp Jabberwocky offers children and adults with a wide range of disabilities the chance to enjoy the summer in a small family-like community.
Doug Flutie, Jr. Foundation for Autism www.flutiefoundation.org – Provides family and technology grants through its programs, along with grants to nonprofit organizations that provide services to individuals with autism.
Dream Day on Cape Cod
774-216-0990; www.dreamdayoncapecod.org – Serves families that have children with life-threatening illnesses and or serious conditions by “bringing a ray of sunshine” into their lives through their family camp, Camp Nan-KeRafe, located in Brewster.
Exceptional
Lives
844-354-1212; https://exceptionallives.org/massachusetts – Exceptional Lives provides tools, information, support, and resources for families of children with disabilities in Massachusetts. We walk you through disability-related systems and processes in language that makes sense.
Federation for Children with Special Needs
617-236-7210; www.fcsn.org – Advocacy, resources and information for parents and professionals.
Home Modification Loan Program
www.mass.gov/mrc/hmlp – Facilitated by the Massachusetts Rehabilitation Commission, this program helps individuals with disabilities to fund access and safety modifications to their homes.
Learning Disabilities Worldwide
978-897-5399; www.ldworldwide.org – This professional organization (for researchers, educators, clinicians and others) has a “parents” section on its website with current articles.
MAAPS: Massachusetts Association of Approved Special Education Schools
781-245-1220; www.maaps.org – MAAPS represents 81 member schools serving approximately 6,800 children with special needs from Massachusetts and other states and countries. MAAPS’ mission is to represent private special education schools in their goal of providing the highest quality education to students with special needs
Massachusetts Branch of The International Dyslexia Association
https://ma.dyslexiaida.org – Information and links to resources, such as recommended reading for parents and kids, as well as professional development workshops.
Massachusetts Advocates for Children
617-357-8431; www.massadvocates.org – Free legal services for income-eligible families on educational issues for children 3-22. Advocacy for parents, including Autism Special Education Legal Support Center.
Massachusetts Commission for the Blind 617-727-5550; www.mass.gov/mcb – Provider of services that promote independence and community participation.
Massachusetts Commission for the Deaf and Hard of Hearing 617-740-1600; www.mass.gov/mcdhh – Services for deaf and hard of hearing, including interpreting, case management and technology.
Massachusetts Department of Elementary & Secondary Education
781-338-3000; www.doe.mass.edu – The State’s education website offers information on special education, standardized testing, public schools and related topics.
Massachusetts Down Syndrome Congress
781-221-0024; www.mdsc.org – Statewide parent organization holds annual conference, picnic, and workshops throughout the year. Publishes a newsletter for parents. Maintains a list of parent support groups.
Massachusetts Family TIES
617-236-7210; https://fcsn.org/family-ties – Statewide information, referral, and parent-to-parent support network for families of children with special needs or chronic illness.
Massachusetts Office on Disability
617-727-7440; www.mass.gov/mod – Information and support concerning community, government and individual services for those with disabilities. Its primary mission is to ensure access.
Massachusetts Sibling Support Network
617-807-0558; www.masiblingsupport.org –Committed to supporting brothers and sisters of people with disabilities by creating welcoming communities for siblings across the lifespan.
Massachusetts Special Olympics
508-485-0986; www.specialolympicsma.org – Sports training and athletic competition in a variety of Olympic-type sports for individuals with disabilities.
MassFamilies Organizing for Change
774-855-6001; www.massfamilies.org – Provides Family Leadership Series and works to educate the community about advocacy, services, and local, state and federal resources for individuals with disabilities. Regional chapters throughout the state.
Parent/Professional Advocacy League (PPAL)
866-815-8122; www.ppal.net – A statewide network of families, local family support groups, and professionals who advocate on behalf of children and adolescents with mental, emotional or behavioral special needs, and their families.
Parental Stress Line
617-926-5008; https://parentshelpingparents.org –This 24-hour call line is staffed by Parents Helping Parents of Massachusetts and provides a supportive ear for parents. Parents support groups are also offered by staff and volunteers.
Partners for Youth with Disabilities
617-556-4075; 617-314-2989 (TT Y); www.pyd.org -Provides adult mentors, one on one and in groups, to kids ages 6 through 22 with disabilities.
Special Needs Advocacy Network
508-655-7999; www.spanmass.org – Supports professional advocates for people with special needs, offers referrals to Massachusetts special needs advocates, and provides special education workshops and training.
Wayside Youth and Family Support Network
508-879-9800; www.waysideyouth.org – We provide a wide variety of mental health counseling and family support services to children, young adults and families in Massachusetts. ✷
Applied Behavior Learning Services (ABLS)
617-467-4136
www.ablspartners.org
ABLS provides comprehensive, evidence-based interventions for individuals on the autism spectrum, supporting growth and development from the time of diagnosis through adulthood.
Berklee Institute for Accessible Arts Education (BIAAE)
22 Fenway and 7 Haviland St., Boston (Saturday Arts Education Programs)
8 Fenway, Boston (Day Sessions: ABLE Summer Music Program) 617-747-2760
www.berklee.edu/biaae
The Berklee Institute for Accessible Arts Education is a catalyst for the inclusion of individuals with disabilities in all aspects of performing and visual arts education.
Boston Ballet Adaptive Dance www.bostonballet.org/ adaptive-dance/
Adaptive Dance offers three types of classes: • Specialized classes for individuals with Down syndrome ages 2–adult in Boston and Newton (Saturday and Sunday) • Specialized classes for individuals with Autism Spectrum Disorders ages 5–adult in Boston and Newton (Saturday and Sunday) • Inclusive classes for individuals of all abilities and needs ages 5–adult in Boston and Newton (Saturday)
Campus School at Boston College
235 Beacon Street, Campion Hall
Chestnut Hill, MA
617-552-3460
www.bc.edu/campusschool
Since 1970, Campus School at Boston College has provided exceptional education and care to students ages 3–22 with extensive support needs, including complex medical needs. As a private, publicly funded special education day school, we are uniquely situated within the Lynch School of Education and Human Development on the main Boston College campus.
Our location offers immeasurable benefits — access to teachers from the Lynch School’s Special Education graduate program, a vibrant Boston College undergraduate volunteer program, use of campus facilities, crossdepartmental collaboration, and meaningful connections with BC student-athletes and teams.
At the heart of the Campus School are our dedicated teachers, therapists, nurses, and staff, who work together to realize the potential of each one of our extraordinary students.
The Campus School offers rolling admission and currently has spaces available. Please contact us to inquire about admissions — we would be happy to share more.
Cardinal Cushing Centers
405 Washington Street
Hanover, MA
781-829-1281
www.CushingCenters.org
Cardinal Cushing Centers is a day, and residential special education program that provides multi modal
curriculum and project-based instruction for students with autism, intellectual, and other developmental disabilities aged 6-22. Teams of special educators, related service providers, BCBA’s, and clinicians collaborate to ensure that all students enjoy learning, realize their potential, and see themselves as valued members of society.
Cass & Company
75 State St., Ste 100 Boston, MA
888-453-2277
www.casscompany.com
Cass and Company can assist you with all your household and domestic staffing needs. We maintain a large pool of professional candidates who provide a wide variety of services for your family and home. Cass & Company places quality candidates for live-out as well as live-in and full time/part time situations for our clients which includes private families, formal households, high profile individuals and celebrities as well as businesses and corporations.
Cognitive Neuroscience Group
MGH Institute of Health Professionals
1 Constitution Wharf Charlestown Navy Yard, MA 617-724-7363
Recruiting 8–12-year-olds with language difficulties to study how children learn!
Participants receive $150, a test score report, and free parking at
the Charlestown Navy Yard after completing three in-person visits involving computer games and language tests.
Contact the MGH-IHP LEAD Lab at cnglead@mghihp.edu or call for more details!
Commonwealth Learning Center
220 Reservoir St., Suite 6, Needham, MA
781-444-5193
www.commlearn.com
Commonwealth Learning Center is an independent nonprofit organization which provides 1-to-1 tutoring and education evaluation services to all ages (kindergarten through adulthood), in all subject areas. We specialize in assisting those who learn differently, including individuals with dyslexia, ADHD, high-functioning autism, executive functioning challenges, etc. Schedules are flexible, and financial aid is available for those who qualify.
Corwin-Russell School at Broccoli Hall
142 North Road, Sudbury, MA
978-369-1444
www.broccolihall.org
“A school’s not a place - it’s people.” It’s a coming together of community and of beliefs shared by many. We believe that education includes learning to build stronger connections to the world.
The Corwin-Russell School at Broccoli Hall is a small private college-prep school for around 35 exceptionally bright students, grades 6 to 13. Through involvement in thinking, learning, communicating and evaluating, we help our students build the resourcefulness,
self-responsibility and confidence that allows them to take risks and unlock their interests, talents, academic and personal potential. Our educational philosophy, based on the Latin “educare”, is based on trust, responsibility, expression and a belief in each other and the school community.
Cotting School
453 Concord Avenue, Lexington, MA
781 862-7323
www.cotting.org
Cotting School meets the unique needs of students with a broad range of learning and communication disabilities, physical challenges and complex medical conditions by providing an array of collaborative services. Our day program is designed to empower students to realize their highest potential, both during and after enrollment.
Cotting Transition Institute
453 Concord Avenue, Lexington, MA
781 862-7323
www.cottingtransition.org
The Cotting Transition Institute (CTI) is a center of excellence located on the Cotting School campus in Lexington, Massachusetts. Our programs are designed to educate and empower adults with disabilities (ages 22+) and their families. Students enrolled in the Cotting School Capstone program (ages 18+) are also eligible to participate.We offer a variety of services, including social and recreational events, groups for learning daily living skills, workshops and seminars for parents and caregivers, online resources and personalized 1:1 consulting. You can schedule a consulting appointment and sign up for events a la carte. We
also offer an annual membership, which includes additional benefits.
Our programs and services include One-to-one consulting, Social events, Seminars, workshops & clinics, Access to online and in-person resources, including referrals to external organizations
www.educationandjuvenilelaw.com/ ECALS, LLC. is a private law firm that regularly works with parents and schools on a wide range of special education and regular education issues. We review IEPs and evaluations and attend disciplinary proceedings, Team meetings and BSEA Hearings. Please visit our website for further details.
The Gifford School
177 Boston Post Rd., Weston, MA 781-899-9500 www.gifford.org
The Gifford School provides individualized educational services within a therapeutic milieu to neurodiverse students with complex academic, social-emotional, and behavioral needs that affect their ability to thrive in a traditional educational setting. Our mission is to offer a transformative learning experience that helps students develop emotional regulation strategies, social competencies, academic skills, and the executive functioning necessary to achieve their full potential. The Gifford School admits students of any race, color, and national or ethnic origin.
Kennedy Day School at Franciscan Children’s combines more than sixty years of experience and proven expertise with an updated facility that reflects our reputation for excellence and innovation. We provide fully collaborative special education, therapeutic and health services to students from across Massachusetts, ages three to twentytwo with significant, complex medical, physical and cognitive needs. We have a year-round open admissions policy. Kennedy Day School, so every kid can learn.
League School for Autism
300 Boston Providence Turnpike Walpole, MA
508-850-3900
www.leagueschool.org
League School for Autism is a mission-driven organization that has maintained a vision of providing students on the Autism Spectrum with the respect, support, and opportunities needed to grow, learn, and prepare for the adult world.
League School is dedicated to excellence in autism education and individual development. With both Day and Residential programs, League School takes a wholechild approach to developing and implementing an individualized multidisciplinary educational, behavioral, and residential program for each student.
Learning
Prep School
1507 Washington Street, West Newton, MA
617-965-0764
www.learningprep.org
Founded in 1970, Learning Prep School is a non-profit, independent day school approved by the Massachusetts Department of Elementary and Secondary Education and is a member of The Massachusetts Association of Chapter 766 Approved Private Schools. Complex learning profiles of our students involve a primary language-based deficit such as a specific learning disability, language disorder or communication disorders. Secondary diagnoses may include ADHD, anxiety, autism spectrum disorder (level 1) and executive functioning weakness.
MAAPS
92 Montvale Ave., Ste 4150, Stoneham, MA
781-245-1220
www.maaps.org
MAAPS represents 81 member schools serving approximately 6,800 children with special needs from Massachusetts and other states and countries. MAAPS’ mission is to represent private special education schools in their goal of providing the highest quality education to students with special needs.
May Institute
Multiple Locations
800-778-7601
www.mayinstitute.org
We are an award-winning nonprofit organization that provides educational, rehabilitative, and behavioral healthcare services to individuals with autism spectrum disorder and other developmental
disabilities, brain injury and neurobehavioral disorders, and other special needs.
Melmark New England
461 River Road, Andover, MA
978-654-4300
www.melmarkne.org
Melmark New England programs provide residential, educational, and rehabilitative services for children, adolescents, and adults diagnosed with autism spectrum disorders, intellectual disabilities, and developmental disabilities. The individuals we serve are able to participate in community outings and trips, and a few of our adults work at off-campus vocational opportunities.
Established in 1998 the first Melmark New England campus, set on nine acres in Andover, Massachusetts, features four children’s residences adjacent to the Andover day school and seven residences in neighboring towns to serve our children and adults.
In 2023 Melmark New England’s newest day school opened in Stoughton, Massachusetts.
Milestones
Day School and Transition Program
410 Totten Pond Road, Waltham, MA
781 895-3200
www. AdvancingMilestones.com
At Milestones, students find a place where they feel they belong, often for the first time, and leave prepared for the next step in their journey. Milestones serves approximately 90 co-ed, neurodiverse students spanning the ages of 5-22 in our year-round programming. Our multidisciplinary teams (clinical
and academic) provide direct and embedded therapeutic instruction focusing on building skills in the areas of: academics and learning differences, executive functioning, psychological resilience, emotional regulation, sensory/motor, and social communication. Our high school and post-high school students generalize skill acquisition by participating in internships and externships, community-based instruction, and, if desired, college courses. Students emerge with the confidence and skills to achieve a variety of successes, including reentry to public school, meaningful relationships, fulfilling employment, and college admissions.
Dr. Moldover & Associates
555 Washington Street, Suite 5, Wellesley, MA
781-237-1735
www.drmoldover.com
Dr. Joseph Moldover and associates provide high quality neuropsychological, psychological and educational evaluations for children and adolescents presenting with learning, developmental, and emotional challenges. We emphasize a high level of responsiveness and continuity of care.
Perkins School for the Blind
175 North Beacon Street., Watertown, MA 617-972-7573
www.perkins.org
At Perkins, our mission is clear: We help children with disabilities find their place in the world. Perkins offers a continuum of services to address every need, ability and age – infancy through young adulthood – because we believe every child can learn. Learn more at Perkins.org/ admissions
Riverview School
551 Route 6A, East Sandwich, MA
508-888-0489
www.riverviewschool.org
A leader in educating extraordinary students.
Riverview School is an independent, coeducational boarding/day school, located on Cape Cod, Massachusetts. Riverview is a leader in educating students with complex language and learning challenges. We’re committed to helping each of our students gain academic, social, and independent living skills to achieve their goals.
Riverview School is a community that values and celebrates diversity as essential to the experience of our students, staff and community. We embrace and respect differences, including but not limited to: race, socioeconomic status, gender, sexual orientation, religion, age, cultural heritage, educational background, and of course learning styles. As a community that aspires to reflect and prepare our students for the increasingly diverse world, Riverview supports and nurtures the whole child and their full identity.
Riverview School values each student as an individual and acknowledges the importance of students having a voice in the development of their goals, program, and instruction. Families likewise play a crucial role, particularly in supporting students who need assistance in expressing their needs, desires, and preferences. Consistent with Riverview’s mission and whole person philosophy, the School is committed to offering interventions and identifying strengths that empower students to increase their skills in the core competencies of education, social /emotional, independent living, wellness, and
vocational readiness. The overall goal is for the Riverview’s graduates to possess the skills that will offer the highest degree of access to a fulfilling life. Riverview strives to individualize programming, to be sensitive to student and family wishes when possible, and to offer reasonable accommodations that coincide with its overall approach, philosophy, and program. Riverview also recognizes its role in promoting acceptance and building awareness of the valuable contributions people with unique needs can make to the greater community.
Spina Bifida Association of Greater New England P.O. Box 681, Natick, MA 888-479-1900
www.sbagreaterne.org/
The mission of the Spina Bifida Association of Greater New England is to build a better and brighter future for all those impacted by Spina Bifida. We envision a world in which everyone impacted by Spina Bifida is accepted and thrives.
We provide services throughout the lifespan to individuals and families living with Spina Bifida in all 6 New England states. We strive to support, connect, and empower our community.
Transition Experts: Guiding Students Toward Real Futures
At Transition Experts, we specialize in Comprehensive Transition Assessment and Functional Vocational Evaluation—services that go far beyond checklists and generic goals. Our work aligns with IDEA standards and ensures every student has real, believable postsecondary
goals that drive a meaningful IEP, adult plan, or, if needed, hearing proceedings.
But we don’t stop there. Through our white-glove, 24/7 mentoring and support services, students explore careers in the real world, develop independence, and gain confidence for life. We partner directly with parents to create a customized support plan, assemble a multidisciplinary team, and integrate the right technologies— because no two students are alike.
Attorneys and advocates also turn to us for expert evaluation and testimony. With experience in 20+ hearings, our expertise helps ensure that students’ rights and futures are fully represented.
If your family is navigating the transition to adulthood, Transition Experts is your trusted partner in building a future that is both achievable and inspiring.
The Wolf School
215 Ferris Ave., East Providence, R.I. • 401-432-9940 thewolfschool.org
The Wolf School is a nationally recognized K-8 private special education school located in East Providence, RI. Opened in 1999, The Wolf School works to address the needs of children with multiple learning differences, also known as Complex Learners. Complex Learners have great capacity for learning, problem solving, creative expression, and social relationships, but do not thrive in a traditional classroom.
