Anyone who has raised a child with autism spectrum disorder (ASD) knows how challenging it can be. And the problems don’t end when the child grows up.

Finding and accessing services once the child graduates from high school can be a quagmire of different jurisdictions, different requirements, different rules, and different hoops to jump through.

Each child’s needs are different, and many families encounter obstacles while trying to access the appropriate benefits and services.

Taylor is an assistant professor of pediatrics and special education at Vanderbilt University in Nashville, Tenn. She wondered if training parents to be better advocates would make it easier for them to help their children access services.

She decided to test that hypothesis.

“We wanted to train parents to be advocates for children. There was little post-high school support,” she said. “Parents got little information, so it was hard for them to plan after the transition.”

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Mickey Rowe opens up about the milestone moment and the underrepresentation of actors with disabilities

I am so honored to get to play Christopher Francis Boone and represent the autistic community at the incredible and beautiful Indiana Repertory Theatre (IRT) and Syracuse Stage directed by Risa Brainin. You may ask yourself, what is an autistic doing working at a traditional theatre company? I often ask myself that question. But I believe that in theatre, my “weakness” is one of my strengths.

There is a tension between everything that I am and everything that might be conventional for an actor. This is the same tension that makes incredible theatre. No one wants to see something if it is too comfortable. Every performance should have a tension between what feels easy and what feels risky.

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Omega-3 Fatty Acids, Part I: The Effects of n-3 Polyunsaturated Fatty Acid in the Treatment of Attention-Deficit Hyperactivity Disorder in Children

Ross, Stephanie Maxine MH, HT, CNC

Holistic Nursing Practice: November/December 2012 - Volume 26 - Issue 6 - p 356–359

DOI: 10.1097/HNP.0b013e3182705e61

Herbals and Nutritional Supplements

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Effectiveness of the gluten-free, casein-free diet for children diagnosed with autism spectrum disorder: Based on parental report

Christine M. Pennesi & Laura Cousino Klein

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Brain neurotransmitter receptors after long-term haloperidol: Dopamine, acetylcholine, serotonin, α-noradrenergic and naloxone receptors

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As you become more sensitive to sensory integrative functions in your child, you may be able to help him, lead a happier, more successful life

This book is based on the research and introduces you to a new way of looking at learning and behavior.

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Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism.

Quill, Kathleen Ann

This assessment and intervention guide features an assessment tool along numerous creative ideas to promote social and communication skills in children with autism. Practical background information on perspectives of autism and guidelines for designing and implementing intervention plans are included in the guide. The assessment, the Assessment of Social and Communication Skills for Children with Autism, contains a set of questionnaires and checklists that are designed to allow interventionists to obtain a detailed profile of a child's abilities in more than 100 sub-skill areas and target specific skills for intervention. Each sub-skill on the assessment tool has a corresponding activity sheet, which outlines intervention activities to enhance social reciprocity, imitation, solitary play, social play, group skills, and social communication. Using the targeted activity sheets, interventionists can build an individualized social and communication skills curriculum for each student with autism. The guide also includes data collection forms to help chart children's progress as well as an extensive list of resources pertaining to children with autism, including books, music, toys, software, distributor addresses, Web sites, and recommended readings. (Contains approximately 250 references.) (CR)

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