Autism

 This is a PowerPoint on visuals.

[|OCALI autism modules] These are excellent modules that are free! Great to learn about autism. You need to register but it is a free site.

The PowerPoint is part of a presentation by the Behavior Doctor whose link is here.

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[] Excellent article on Joint Attention and its relationship to reading instruction.

DSM V Proposed Revisions to the Definition of Autism Spectrum Disorders [] Proposed change in DSMV

http://jwucommunicationasd.wikispaces.com/Week+1+Illustration+of+DSMIV Link to another one of my wikis which has the DSM and illustrations of these using Youtube.

[] Great site!

http://autism4teachers.com/autism4teachers_049.htm

This site has ideas for thematic units. Most can be open with Word or Adobe, some you need Boardmaker.

This is an excellent article "Using Interactive Storybook Reading to Increase Language and Literacy Skills of Children With Autism." [|http://yec.sagepub.com/content/1][|1/1/16.full.pdf] This pdf has some great visuals that assist in story mapping and in question words.

Some great software for facial recognition []

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Software:

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IEP goals []

This site is GREAT!!!! there are training modules as part of the website.

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This is also great! []

Global Intervention Plan

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Article about Ziggurat CAPS Advocate

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Structured teaching

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[]This site has some video presentations that are free

Comprehensive plannning

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Adults and autism

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Autism and Stuttering []

Here is some information from the above article that will be helpful

**Treatment** Treatment should always be based upon each client’s needs, and this is particularly true with ASDs. Because stuttering interferes with effective conversation skills and therefore social interaction, treatment is crucial. Social interaction and self-monitoring can be more difficult for those with ASDs. So treatment will often focus upon use of fluency tools in social exchanges. Tools may include:  4 **Traditional stuttering tools, such as easy onset or prolonged speech.** How the tools are taught will depend upon the child’s level of comprehension. Those with a higher comprehension level will benefit from a description of techniques either written or in picture form coupled with practice.

Carol Gray’s model for Social Stories, [|www.thegraycenter.org] and @http://www.medicalassistantschools.org/resources/autism.html, is often helpful for describing stuttering tools for those with ASDs. Children with a lower comprehension level will benefit from less description and more imitation of therapist models. Concrete visual models, such as stretching modeling clay for “stretchy,” prolonged speech, are often helpful to demonstrate the skill. Self-monitoring in context can be difficult for those with ASDs, so consistent repeated practice is often necessary for mastery. To help ensure carryover to everyday environments, teachers, parents and others who interact with the child should gently remind him about tool use.  4 **Tools for organizing thoughts, such as visual organizers.** Story webs and visual mapping programs such as Inspiration or Kidspiration, [|www.inspiration.com], can be helpful in organizing thoughts. Once skills are demonstrated, they should be practiced in more to less structured settings.  4 **Increase pausing to allow extra time to:**

 • organize thoughts,

 • breath in appropriate places, and

 • apply fluency tools, such as easy onsets, easy starts, or prolonged speech.

 Pausing can be introduced by inserting visual markers to indicate where to pause when reading sentences or paragraphs. Model pausing if the child has difficulty with reading tasks. **Tips for parents** If your child is stuttering, treat him as you would any other child: with kindness and respect. Above all, convey total acceptance. Working on communication and fluency skills is a challenge that affects all areas of a child's day; therefore, the child needs as much support, encouragement and acceptance as possible. When he is speaking, try to focus on the following: <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Listen to what your child has to say. Use facial expressions and other body language to convey that you are listening to the content of the message and not to how your child is talking. Maintain eye contact. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Allow your child the time he needs to finish his thoughts. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Help all members of the family learn to take turns talking and listening. Objects such a microphone or a salt shaker at the dinner table can be passed to indicate each person’s turn. This provides a good model for the child with an ASD and helps her to feel like your family is “in this together.” <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Choose specific and brief times to work on strategies in the midst of everyday activities, such as 5-10 minutes during bath time. Short consistent practice is often most effective. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**Tips for therapists in structuring sessions** <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Structure activities according to a consistent, organized schedule that the young person has helped to create. Post these routines in the therapy room so he is aware of the schedule and what comes next. The ASD population benefits most from **direct engagement**; this is contrary to the ADHD population who respond to rewards. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Therefore, you should teach and practice tools in the context of play or preferred activities to keep the young person engaged, and to make activities meaningful. If activities are meaningful, she will remember and use them outside therapy. Research indicates if children with ASDs are not first engaged, all the rewards in the world will not lead to generalization. Therefore, engagement is key. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">For example, if the child is engaged and motivated to have a snack, have her practice speech tools when asking for the snack. For more information, visit:

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> [] and search for the Greenspan 2001 research document, The Affect Diathesis Hypothesis. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Keep instructions simple, clear, and concise. Be sure that the child is engaged with you, and present directions multiple times if necessary. If there is no response, try simplifying the directions and/or adding visual/contextual cues. For example, simplify “Get your coat so we can go outside” to “Going outside. Get coat” while pointing to the child’s coat. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Provide visual cues, concrete examples and drawings to increase comprehension. For example, try stretching Playdough while practicing easing in to a speech sound “e e e a s y.” <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Increase the child’s self-monitoring skills and awareness of how behaviors affect interactions with others. Focus on the accuracy of self-assessment of his speech in simple and complex speaking situations. Then teach problem solving to allow him to change his speech accordingly. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Keep in mind the child’s level of functioning: some are quite literal and need more concrete examples, such as rating their use of speech tools “thumbs up” or “thumbs down,” while others can use more cognitively-based rating systems, such as using a scale from 1-5. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Address overall communication skills. By introducing and modeling appropriate skills such as eye contact, volume, rate, and listening skills yourself, you will help to increase the child’s confidence and self-esteem while reducing speech-related anxiety. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;"> 4 Young people with ASDs benefit from working with socially stronger peers who can act as role models. To foster generalization of new skills, explore grouping the individual with others who have similar speech characteristics and who are good social models. This will provide an optimal setting to practice fluency tools, social skills, and overall self-monitoring. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**For more information on ASDS:** <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**National Institute of Child Health and Human Development Clearinghouse**

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Provides information on autism and autism research.

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">800-370-2943

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">E-mail: NICHDClearinghouse@mail.nih.gov

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Web site: [|www.nichd.nih.gov/autism] <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**Asperger’s Syndrome Education Network**

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">A national non-profit organization that provides education and support to families and individuals affected with Asperger’s Syndrome, PDD-NOS, High-Functioning Autism, and related disorders.

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">9 Aspen Circle, Edison, NJ 08820

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">732-321-0880

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">E-mail: info@aspennj.org, Web site: [|www.aspennj.org] <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**Autism Society of America**

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">7910 Woodmont Ave., Suite 300, Bethesda, MD 20814-3067

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">800-3-AUTISM, 301-657-0881, Fax: 301-657-0869

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Web site: [|www.autism-society.org] <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">**References and Resources about ASDs and Stuttering**

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">American Psychiatric Association (2000). //Diagnostic and Statistical Manual of Mental Disorders// (4th ed.), text revision, Washington, D.C. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Scaler Scott, K., Grossman, H., Abendroth, K., Tetnowski, J.A. & Damico, J.S. (2006). //Asperger’s Syndrome and Attention Deficit//

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">//Disorder: Clinical disfluency analysis.// Proceedings of the 5th World Congress on Fluency Disorders. Dublin, Ireland: International Fluency Association. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Shriberg, L.D., Paul, R., McSweeny, J.L., Klin, A,. Cohen, D.J., & Volkmar, F.R. (2001). Speech and prosody characteristics of adolescents and adults with High-Functioning Autism and Asperger’s Syndrome. //Journal of Speech, Language, and Hearing Research//, 44, 1097-1115. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Sisskin, V. (2006). Speech disfluency in Asperger’s Syndrome: Two cases of interest. Perspectives on Fluency and Fluency Disorders, 16(2), 12-14. <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Wetherby, A.M. & Prizant, B.M. (2000). //Autism Spectrum Disorders: A Transactional Development Perspective.// Baltimore: Paul H. Brooks.

<span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">Excellent resources are on this website for stuttering and autism <span style="background-color: #f6f6f6; font-family: Verdana,Helvetica,sans-serif; font-size: medium;">[|Kuster]

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Good site for sensory integration information.

[] Good wiki !

[] White paper on autism and ACC.

[] Statistics about when autism first diagnosis.

Great free printouts for a MANY MANY Things. []

Joint attention []

Article about autism and genuis []

<span style="display: block; font-family: Georgia; font-size: 35px; text-align: left; vertical-align: baseline;">Using Brain Activity Patterns to Identify Autism in Kids as Young as 2 <span style="color: #333333; display: block; font-family: Georgia; font-size: 16px; text-align: left; vertical-align: baseline;">In a large new study, researchers at Boston Children's Hospital used EEG to identify specific patterns of brain activity that can distinguish children with autism. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">

Read more: [|http://healthland.time.com/2012/06/26/using-brain-activity-patterns-to-identify-autism-in-kids-as-young-as-2/#ixzz20fsEkRym] <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> ==<span style="color: #000000; font-family: Georgia; font-size: 22px; text-decoration: none; vertical-align: baseline;">[|Can Autism Really Be Diagnosed in Minutes?] == <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"><span style="color: #666666; display: block; font-family: Arial,sans-serif; font-size: 11px; text-align: left; vertical-align: baseline;"> By [|BONNIE ROCHMAN]   <span style="display: block; font-family: Georgia,serif; font-size: 14px; text-align: left; vertical-align: baseline;"><span style="color: #cc0000; display: block; font-size: 14px; text-decoration: none; vertical-align: baseline;"> A Harvard researcher says he’s achieved exceptional accuracy in identifying autism by using just seven online questions and an evaluation of a short home video of the child, instead of conventional, face-to-face exams that can take hours.

<span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> Read more: [|http://healthland.time.com/category/medicine/autism/#ixzz20fsxJNa2]  <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> [] A wealth of resources ! <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> [] Great Pragmatic Evaluation information <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> [] Site with information about autism after the age of 16, teen and adult information <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> [] Girls with autism. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.autism4teachers.com/autism4teachers_018.htm Explanation about TEACCH <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">Great summary of TEACCH with structured teaching. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.specialed.us/autism/structure/str10.htm <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-child-autrev-toc~mental-child-autrev-comb~mental-child-autrev-comb-sce <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">SCERTS <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-child-autrev-toc~mental-child-autrev-comb~mental-child-autrev-comb-scerts Good article on Scerts <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">Another article on SCERTS <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.infantva.org/documents/copa-tidew-frank-dec-08-scerts.pdf <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.specialed.us/autism/structure/str12.htm Great article that talks about the structure that is needed for a student with ASD <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.mindbodygreen.com/0-3817/7-Benefits-of-Yoga-for-Kids-with-Autism.html Yoga and autism <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.mindwingconcepts.com/autism-spectrum-disorders.htm Story Grammar Marker and autism <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.practicalautismresources.com/printables

Great resources for printables. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://nsslhasf.webs.com/3rd%20Annual%20Spring%20Conference%20Presentation%20Files/Small%20Workshop%20Handout%202.pdf

SCERTS model explained <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.cnn.com/video/#/video/business/2013/01/03/pkg-pleitgen-germany-aspergers.cnn Video of a German company that specifically wants to hire only people with Aspergers. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.txautism.net/ Excellent website with resources including online training modules that is from the state of Texas <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.txautism.net/uploads/target/SpeechLanguage.pdf Excellent summary including tests that can be used and some common misconceptions. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">Amy Laurent visual supports <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.amy-laurent.com/index.php?option=com_content&view=category&layout=blog&id=1&Itemid=4 <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.med.umich.edu/yourchild/topics/autism.htm Excellent article on autism with a wealth of autism information. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.socialthinking.com/images/stories/ST%20SCP%20%20Ver%20%206.12.pdf Michelle Garcia Winner profile of social communication <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> [] Article from Texas that explains TEACCH with references

<span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">

<span style="background-color: #ffffff; color: #f77601; font-family: Arial,sans-serif; font-size: 14px;">TEACCH STRUCTURED WORK SESSIONS
<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">The organization of the work environment answer these 4 questions:
 * 1) How much work is there to do?**

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">Tasks are located to the student’s left, within easy reach. The number of Tasks (at the discretion of the teacher) tells the student how much work there is to do.

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">**2) What is the work?**

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">The student knows what the work is by the visual structure of each Task.

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">**3) When is the work finished?**

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">When all the Tasks have been completed and placed in the finished basket, located to the student’s right.

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">**4) What happens next?**

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15px;">Directly after the student has finished working, there is a toy, treat or indication of where to go next. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.behaviordoctor.org/ASD.html This is a fabulous website with lots of information about behavior. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;">Heavy work ideas for sensory input: <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> []

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Sometimes you will have a child that needs extra sensory input here are some ideas about this.

When you are doing activities also think worse case scenario and don't do things that will put you or the child in any danger. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> https://docs.google.com/viewer?a=v&pid=sites&srcid=cHJhY3RpY2FsYXV0aXNtcmVzb3VyY2VzLmNvbXx3d3d8Z3g6NTlhNjJhZTRjNDAwMDNjZg incredible 5 point scale.

http://www.practicalautismresources.com/printables Free printables <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left; vertical-align: baseline;"> http://www.eric.org.uk/assets/downloads/100/Reward%20Systems.pdf Description of reward systems.