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Paying It Forward: How a Simple Act of Kindness Can Go a Long Way
When my husband, Matt, and I set out on a quick trip to Florida with my 21-year-old daughter, Annie, who has autism and intellectual and developmental disabilities, among other differences, I had no idea how simple acts of kindness in the days to come would leave a lasting impact. We had...
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Supporting Students’ Self-Regulation Needs: An Occupational Therapy Perspective
Self-Regulation is an individual’s ability to process and manage behavioral and emotional reactions to what is happening in their immediate environment. Throughout the day, a child’s nervous system is constantly attempting to process the sensory components of opportunities presented to them....
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Self-Care is Not Selfish: The Important Role Self-Care Plays in Promoting Good Outcomes in Autistic Individuals
Self-care is one of those buzzword phrases that often goes in one ear and promptly out the other. Well-meaning clinicians, and even the latest podcast gurus, talk about prioritizing self-care in a world that is constantly demanding more and more of your time and energy as a family member. We are in...
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Research-Based Recommendations for Building Self-Advocacy Competence
Self-advocacy, an essential ingredient in our quest for satisfaction and fulfillment in life, is a learned skill that involves self-awareness, social and communication strategies, and behavioral competencies. Self-advocating involves communicating a person’s needs so that another person is able...
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The Do’s and Don’ts of Supporting Autistic Students in Schools
As an autistic high school senior, I’ve spent my time in high school juggling 12 AP and IB classes while being a campus leader, whether it be as Vice President of the 60-member club I co-founded or as a cabinet member in an award-winning Science Olympiad team. I’ve also deeply invested myself...
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Are Autistic Students Traumatized in Schools?
According to a 2017 study, “77% of autistic high school students play a very limited role or no role at all in post-secondary planning compared to 47 % of students with intellectual disabilities and 27% of students with all other disabilities” (Gillespie-Lynch, K. et al., 2017). Why do so...
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“How Was I Supposed to Know?” Navigating the Unwritten Curriculum Through Executive Functioning Supports
We are constantly navigating contexts that we may not have been explicitly guided through. Along the way, there was some experience of making sense of these unexplained rules. Even though no one specifically addressed them, you knew where the line was. This doesn’t always ring true to many...
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Uniquely Human Podcast #2 – Stimming Rocks! Why This Classic Behavior Is So Important with Chloe Rothschild
Episode 2 - Stimming Rocks! Why This Classic Behavior Is So Important with Chloe Rothschild Overview Autistic autism advocate Chloe Rothschild lends her perspective on effective communication strategies, AAC, and interoception. Barry and Dave share important insights into the...
