Author: Hgrant

Me Time: Self-Care For Parents Of Kids With Special Needs

Written by Hgrant on September 14, 2018. Posted in Parenting.

Self-Care Tips For Stressed Out Parents

One of the hardest things for parents, especially parents of children with special needs, is scheduling some personal time. Parents have a tendency to dismiss a little alone time in order to care for their kids and give them the best they can offer. This self-sacrificial act is noble and yet it can lead to some serious burnout. Parents of children with autism and other special needs often find themselves stretched thin because of the unique demands and behavioral challenges of their children. The drive to put yourself on the back burner to dedicate all of your energy into raising kids can be detrimental in the long run. You will require your strength and clarity to deal with meltdowns. Finding routes to be an effective parent through self-care will make the path much easier in the adventure of parenthood.

Take Time For Yourself

Kids become the center of our world when we become parents and their needs fill up our schedules. When it comes to our kids, we wish we were superheroes with multiple arms and the ability to see every obstacle before they appear, but then reality brings us back down to earth. Parents need to remember that they are still human with necessities and emotional requirements that must be met. There are many things that parents of children with special needs can do to set aside time for self-care, including waking up 10 minutes early for some alone time, taking time for a shower or bath, or planning alone time with a partner. It’s also important to give yourself the resources you need to parent effectively, such as regular sleep, exercise, and a balanced diet. These are necessary to improve your mood, manage your stress and keep you functioning throughout the day. Make sure to take time for some emotional clarity.

Parents often ignore their emotional necessities to be an advocate for their kids, but this can lead to outbursts or even resentment in the long run. Take time to be sad and find a moment to vent in a healthy manner and also take time to celebrate yourself a little bit when you accomplish your goals. At the same time, express your emotions effectively and in a manner that isn’t negative. Avoid falling into “self talk” about other parents or into distracting emotional self-abuse like blame or guilt. Overall, take a little time to center yourself in all things, so you can be the best parent to your kids. As one author put it, you have to “put that oxygen mask on yourself before you assist your children.” Make sure that you work in some time for self-care so you can best take care of your child.

Seek Support

A good support system is an asset to parental and family health. You have to “find your tribe” as a different parent remarked. Anyone from family, friends, and neighbors to healthcare professionals are a valuable resource to parents, particularly when it comes to self-care. Rely on partners or family to give you some personal time in-home or time away from the home to collect your thoughts and emotions. Schedule time with friends and family that you can express your frustrations and emotions to that will be understanding of your unique situation. Hang out with people that bring you up, instead of pull you into a negative mindset and you will be rejuvenated and refueled.

Trust Professionals

While every parent has to decide what’s right for the care and education of their child, seeking some professional support and intervention helps alleviate the challenges that many parents face. You can enroll your child in helpful special education programs or schools that are specifically equipped to manage their needs and support them academically. You can also seek some professional intervention through in-home or out-of-home respite programs which are often tailored to provide family support and education as well as care for individuals with special needs.

However you choose to advocate for a bit of self-care, a parent needs to take time to care for themselves in order to give the best to their child. If parents are running on empty and stressed out beyond relief, children often notice these things and that stress can affect their lives. For the sake of your sanity and health, and in the name of being the best parent you can, don’t be afraid to take a little “Me” time.

If you have questions about this topic or are interested in finding some professional resources for care and education for your child, click here to explore the options that Lexington has to offer.

To read more like this, check out the previous blog post.

Working With Autism: How To Prepare Your Child For A Job

Written by Hgrant on September 11, 2018. Posted in Parenting.

Many individuals with ASD often face unique challenges when they transition to becoming working adults. A May 2017 report published by Drexel University’s Autism Institute found an unemployment rate of a staggering 86 percent among adults with autism who had received state developmental disabilities services. While awareness of this condition is on the rise and money flows into research for its prevention and treatment, little consideration is being given to adults working with autism. According to a report published in 2017 by the Interagency Autism Coordinating Committee, only two percent of autism funding is allocated.
As a parent of a child with ASD, you can make a difference by putting a concentrated effort into helping your child prepare for full-time employment. By understanding the problem associated with the job search, identifying individual struggles, developing a strategy and seeking services, you can drive change and help your child find gainful employment when the time comes.

Why Are Unemployment Rates So High For Individuals With ASD?

When getting started, it’s important to consider why unemployment rates are so high for people working with autism. Why are they finding it to be so difficult? For many people, the main issues are:

An inability to complete an interview. It’s hard enough to go through the process without having a disability but when a person has autism that directly impacts their ability to communicate, this can significantly hinder an ability to demonstrate why they’d be a great fit for the job.
Lack of proper accommodations in the workspace.
Trying to work with the stigma of having ASD.
Inability for employers or colleagues to understand a disability such as autism.

Children diagnosed with autism are usually not going to absorb the social, organizational, communication and living skills they need through routine classroom instruction. Instead, these skills will have to come from direct instruction and demonstration.
The earlier you target your child’s struggles and seek solutions to lessen their impact, the better chances they’ll have finding success working with autism down the road.

Understanding The Skills ASD Individuals Usually Lack

Individuals with ASD usually lack certain skills that often create a barrier to finding or maintaining employment. If they share their autism diagnosis, they risk having to deal with trying to work with the stigma that is usually attached.
If they don’t share their autism diagnosis, people usually pick up on the differences anyway and, as a result, may keep their distance or treat them unfairly. Skills individuals with ASD usually struggle with that keep them from finding a job include:

Communication skills.
Social skills.
Flexibility.
Adaptability.
Sensory issues associated with sight, sound and smell.

By understanding the skills ASD individuals tend to lack that are preventatives to finding employment, you can help your child bolster the skills they need or help them to develop workaround strategies. At Lexington Services, we understand the challenges people with autism face and have developed many programs to help children transition to becoming working adults.

How Your Child With ASD Can Start Preparing For The Job Search Now

Despite it being illegal to discriminate against people with disabilities, when it comes to hiring, it can be difficult knowing what to disclose and when. In our experience, if you teach your child the foundational skills early on to help build upon as they grow, they can add more building blocks along the way, heightening their chances for success. For instance, you can coach them on:

Good presentation, including clothing choices, proper hygiene and an overall neat appearance.
Using tools to help with time management and organization.
How to communicate in a method that they are capable.
How to advocate for themselves. For instance, show them ways they can request reasonable accommodations from their employers to help them to succeed and even excel in their jobs.

These are the types of skills your child won’t gain through a presence in school but are still very much needed to succeed. Other things you can do include:

Signing your child up for classes to help teach life skills (i.e. cooking, social skills or other programs that could help support your child’s specific struggles).
Encouraging your child to do volunteer work. This allows for the ability to prepare for the “real world” of working through hands-on experience. As a bonus, doing volunteer tasks not only helps your child but others in need too. This can be a good lesson in itself when preparing for adulthood.
Look at employment training programs. Just be sure the programs are appropriate for your child – some programs will pair clients up wherever a need is present, however, if the position is in a high stimulation environment and your child has sensory issues, the training may do more harm than good.
Identify the unique characteristics of jobs your child may prevail in such as low hierarchy, low-stress, low variability and less human contact.
Define work in a way that suits your child, don’t guide your child with ASD towards a path that sets the table for failure. People with disabilities sometimes need to work outside the proverbial box. Employment for your child may mean doing shorter workdays or pursuing entrepreneurship.
Finding a job coach for your child before they enter the workforce. This can be a person your child can develop a relationship with when preparing to start working with autism.
Point your child towards college degree programs or technical schools that will show them to use their strengths.
Determine ahead of time which jobs are good or bad for people working with autism.

We suggest you start experimenting with elements of the workplace now to help you to identify weaknesses, bolster strengths and develop a good strategy for when the time comes for your child to enter the workforce.
Need help? Call Lexington Services today with any questions or concerns. We understand the difficulties associated with the transition from childhood to adult, and we can help you identify the best solutions to help prepare your child for this important milestone.
Contact us today to talk more about your child’s circumstances and the services we offer.

To read more like this, check out the previous blog post.

Get Active: Exercise And Young People With Autism

Written by Hgrant on September 7, 2018. Posted in Educational.

Exercise And Young People With Autism

One of the cornerstones of a healthy day is exercise, keeping the body limber and aiding the mind as it processes all the information that’s thrown at it throughout the day. Every human body benefits from a regular exercise routine, which improves fitness, relieves stress, and allows people to live longer, healthier lives. Children with autism that practice regular physical activity can extract added rewards from daily workouts, including heightened social skills, better motor function, weight loss and improved attention spans. Many parents have established exercise as a fun part of a daily routine for their children with autism and the best part is that many can be done in the comfort of the home or backyard. Other kids are finding new opportunities for social growth in leagues specifically designed to show kids the joy of organized sports while safeguarding their specific needs. Whatever the case, movement and activity have become a key factor for daily health, benefitting young people with autism in many ways.

Improving Fitness And Increased Motor Skills

Studies have shown in the past that young people with autism have a higher risk for obesity as well as significantly reduced muscle structure in comparison to individuals in the same age group. Intervening with a simple workout plan reduces these risks, keeping the body fit. Furthermore, with the elevated risk for impaired movement skills in people with ASD, interceding with exercise allows the body to create synapses in the brain and learn movement patterns that aid in improving movement. Many activities also help to promote visual perception skills, assisting the central nervous system to integrate vestibular and proprioceptive input when navigating around the environment.

Reducing Stereotypic Behavior Struggles

Self-stimulatory behaviors in young people with autism can be difficult to manage, which is why effective education and therapy programs are an absolute necessity for their success. Studies have also shown that young people who participate in exercise and physical activity display a decrease in stimulating behaviors. Daily workouts can be a big step in helping kids and teens with integrating their sensory system, resulting in better coping skills and communication. Many teens, particularly young men with autism, have benefitted from programs that incorporate boxing and other combat sports. Boxing gives the body increased proprioceptive input, which gets sent through the central nervous system to the brain, allowing the flight or fight response to decrease.

Enriching Social Opportunities

Team sports and exercise are a great way to get young people with autism involved with their peers to cultivate social skills. As kids and teens become more accustomed to regular activity, many have the opportunity to join sports leagues or get involved through their schools with sporting groups. For children and teens that often struggle with social situations, new physical workout regimens provide connections that can expand their social circle and communication opportunities. Programs designed for kids and teens with autism teach the same skills in an environment that is safe and understanding, providing a secure setting where kids can refine new talents through physical activity.

Refining The Routine

Young people with autism need routine in their lives to navigate their environment and their day. Exercise as a daily part of an established routine gets the body in better physical shape, but also helps center the mind. This can be a time that parents help their kids look forward to as a fun break from homework or other tasks. This is also a great excuse to get kids away from screens for awhile. Exercise doesn’t have to be vigorous or planned in a traditional sense with weights and cables either. Simple tasks can become part of the daily routine and help to incorporate movement into a young person’s day.

Practicing At Home

Physical activity can be daunting at first and many young people may be hesitant or resistant. The key to incorporating a good exercise regimen into their day is to start slow. Walking is a great starting point that can be done as a chore, like dog walking, or as a family activity like a planned trip to a destination like a local playground. Examples of some fun, quick exercises that you can do at home include:

Bear Crawls – Crouch down with hands in front shoulder-width apart and feet behind you. Keep your hips in the air and eyes forward then crawl forward, taking four steps or more depending on space, then turn around and bear walk back.
Star Jumps – Begin relaxed with your feet shoulder-width apart and arms close to the body. Squat down halfway and explode back up as high as possible. Fully extend your entire body, spreading legs and arms away from the body. As you land, bring your limbs back in and absorb your impact through the legs.
Arm Circles – Stand and extend arms straight out by the sides. Move the arms to be parallel to the floor and perpendicular (90-degree angle) to your torso. Slowly make circles of about 1 foot in diameter with each outstretched arm and continue the circular motion of the outstretched arms for about ten seconds. Then reverse the movement, going the opposite direction.

These are just a few low impact exercises that experts recommend. There are a lot more out there that can be both beneficial and fun for kids and teens with autism. The key is to start slow, work within a child’s means and make something fun out of it. Not every teen is going to be able to overcome the obstacles presented in team or league sports, but luckily there are many activities that young people with autism can excel at while staying fit.

Taking It To The Streets

If your teen excels in physical exercise, craving more activity, or if parents want to see their young one expand their social skills in a team setting, parents could consider getting them involved in a local sports league. The National Center for Physical Activity and Disability (NCHPAD) has a great searchable list for inclusive leagues across the nation.

Children and teens that get involved in more physical activities formulate better standards for personal health and young people with autism are no different. Whether it’s a brisk walk or the local league, a little daily activity will help to improve physical and visual-motor functions, social skills and fitness for kids and teens with autism.

Lexington Services provides a variety of programs for children and adults with autism ranging from therapies for behavioral improvement to in-home care, including physical activities for a healthier lifestyle. Our staff at Lexington promote sensory integration, physical exercise and social skills through our various programs. Click here to learn more about the services Lexington can offer.

To read more like this, head over to our last blog post.

Identify Behavior Triggers To Promote Positive Behavior

Written by Hgrant on September 4, 2018. Posted in Parenting.

When a child begins misbehaving, the first step should be to determine why they act in such a manner. After all, every behavior has a purpose. A behavior may also be caused, or “triggered,” by something in the child’s environment or in the situation. Learning to identify and avoid those behavior triggers can help prevent a problematic incident from occurring. While it can be difficult to identify behavior triggers, we have some resources for identification and strategies to explore that parents can use to deter acting out and reinforce positive behavior.

Examples Of Behavior Triggers

Parents, educators and experts have observed there are some common situations that seem to trigger problematic behavior. While each child responds to their environment differently, circumstances beyond their control and stressful events often set off misbehavior. These behavior triggers help explain why a child acts inappropriately.
Common behavior triggers at home often include unexpected changes and situations that make the child feel insecure. A child may act out after the birth of a sibling because he feels that he is not getting enough attention.
For many children, not getting their way can trigger misbehavior. She may be irritable and act out when told “no” or directed to do something that she doesn’t like. Parents also tend to notice increased incidents when a child has not slept well or is sick.
When at school, negative or unwanted attention can trigger outbursts. Children often misbehave after being picked on by another student. While most adults know that teasing or bullying can trigger a behavior issue, many are not aware that some children also respond negatively to unwanted praise.
Other common behavior triggers include overstimulation (bright lights, loud noises, etc.), transitions and having to interact with someone they don’t like.

How To Identify Triggers

You can help prevent acting out by identifying your child’s common behavior triggers. First, let’s define a behavior trigger. It can be any stimulus that precipitates an inappropriate behavior. Your child’s triggers may or may not be similar to our examples or what you have experienced with other children.
The best way to figure out your child’s behavior patterns is through observation. By carefully noting your child’s experiences and responses, you can look for significant details in those scenarios. When are they most cooperative or uncooperative? What can you observe about those times?
When your child misbehaves, record everything you remember about the situation. Who was present? What was occurring in their environment? Did anything happen immediately before? How did your child seem to be feeling before the incident?
Use this information to begin investigating the cause. What patterns do you observe with your child’s misbehavior? Look for opportunities to change the environment to deter future issues. For example, if your child regularly misbehaves when he is tired, an earlier bedtime may help mitigate the problem.

How To Use Triggers

You won’t always be able to avoid the situations that trigger your child. For example, if your child regularly misbehaves during transitions, such as being dropped off at school, she will need to learn to cope during those times. Fortunately, there are strategies that you can use to help your child better manage behavior triggers.
Talk to your child about the feelings he has before and during an incident. When a child misbehaves, feelings and actions are closely related. Teach your child to name and communicate feelings like disappointment, frustration, anger and sadness.
To help prevent future incidents, encourage your child to recognize the signs of becoming upset. Clue them in to the patterns you have observed, and explain the physical manifestations of a trigger, such as an increased heart rate or feeling of tightness in the chest. You should use “I” statements to avoid sounding accusatory. For example, you could tell your child, “I have noticed that when I tell you to turn off your game, you become angry and shout at me.” This frames the situation as a problem to solve together.
Some children respond well to cueing, a technique that involves communicating a predetermined signal to alert your child to a trigger. To cue your child, you might use a code word or perform a specific hand gesture. Your signal will tell your child to self-correct and choose a different course of action.
If your child doesn’t respond to your cue, tell him to take a break from the situation. Move to a quiet place where you can talk in private. Once your child is calm, let him know that you tried to give him the cue, but he didn’t use the response that you had planned.
Remind him of why you developed the cue and what the consequences will be if he acts out.
By identifying your child’s behavior triggers and implementing a plan to address them, you can give your child the skills she needs to better manage her behavior. At Lexington Services, we use these and other scientifically proven techniques to teach children positive behavior. We also work with parents to implement these same strategies at home.
Find out more about how our services can help your child overcome behavioral challenges.

To learn more on topics like this, head over to our last blog post.

The Rewards Of Private Education For Students With Autism

Written by Hgrant on August 31, 2018. Posted in Educational.

When it comes to making a choice in education for students with autism, the right option can be a little elusive. While some public schools have excellent academic programs for children with special needs, many lack the designs that certain students require. For many parents, private education has become an attractive and safe route for their child’s learning. In a private school setting, especially a school that specializes in autism education, students have valuable resources and attention at hand that they would normally miss out on in the sea of students in public schools. The private environment can ensure that students are safe and are working with experts that know how to manage their needs. Researchers and officials like to lay out lists of pros and cons of private versus public instruction for students with autism. These can be a little daunting for those trying to figure out where to educate their child. However, schools for students with autism are progressing by leaps and bounds to be some of the most well rounded academic options that parents can consider.

An Educational Option That Is Tailored To Meet Student Needs

A grand benefit of private education is the laser focus a teaching staff can pay to their classes, giving a guiding hand to smaller classes. The demands on public education make it easy to lose students who need the attention provided at a private institution. Students with autism have unique needs when it comes to classroom learning, which can be met easier by a private school. Instructors are trained in special education and understand a variety of teaching methods to help students succeed. While private schools use a variety of teaching techniques to provide the best possible education, students are less likely to have to split their attention between the different methods of instruction practiced in public schools and they often aren’t relegated to part-time specialized learning. Furthermore, a private education institution is likely to be aware of the sensory challenges of students with autism, designing classrooms and curriculum to support the students’ nervous system needs.

One of the concerns for parents and officials about private schools is that academic success will involve lowering educational expectations, making it harder for higher functioning students to explore university levels of education. However, many private institutions want to help their students continue their education and private schools do their best to provide a clear path to higher learning. Much of this is covered in the individualized education plan set forth by parents and students for their K-12 learning and covered under Section 504 of the Rehabilitation act as students transition to college. If you want to know more about IEP and Section 504 plans, we discussed the differences in our latest blog earlier this week. Private institutes will work with you and your student in the same fashion a public school could to ensure their educational needs and goals are met.

Peer to Peer Experiences That Make A Difference

Private institutions offer more than just quality education and additional services for the success of their students. Private schools are a relative safe haven away from the jungle of the public education system, fostering an environment where peer to peer interaction thrives. Private schools also can offer a safe environment for students that would usually be at risk for bullying. Many parents choose private education over public because of the community that is fostered within a private setting. Students at a private school for autism education understand each other’s world view and teachers understand the concerns of students and parents alike. In a private school setting, the students feel they fit in with their peers which can be a major bar to a quality education and better quality of life. The added benefit of a private education for students with autism is the safety provided for students that are easy targets for bullies in a public school. Research estimates that more than 60% of students with Autism between the ages of 6 and 15 have suffered at the hands of a bully. Those alarming statistics represent the palpable risks of sending a student with autism into a public classroom that parents wrestle with when making this choice. Simply put, parents want their child to have a safe environment with understanding peers that don’t become a hindrance to learning, which private schools strive to provide.

One of the many criticisms that public officials warn about private education for students with autism is the possibility for isolationism, giving students a false sense of the world or making it harder for them to interact with the community outside of school. However, with many schools this problem is being addressed through community outreach, interaction, and volunteer programs that involve students in their neighborhood and encourage the community to interact with them in a safe environment.

Quality Developmental Programs

Because many students with autism benefit from developmental programs outside of the classroom like speech and occupational therapy, private schools are an attractive preference for parents. These programs are offered at public institutions as well and at no cost to parents, but without the added benefits that a private school can provide. Often the private school network of provider options that they can impart to students with autism is extensive and many can handle some of the therapy on-site. In addition, many private schools have specifically tailored after school programs that help engage students with their peers as well as the community. With these resources at hand, students get the chance to put their best foot forward without having to climb too many obstacles.

Like any public school special education program, parents will have to examine the philosophies of private institutions to make sure that they practice the pedagogical and therapeutic philosophies that work best for their student. Because private institutes must charge tuition to pay for their services, many parents choose to place their student in a state-funded public special education program, only to find that the program is detrimental to their student’s progress. This is why it’s important for parents to examine all of their options for academic and therapeutic care for their students with autism.

Making A Great Education Affordable

One of the bars to education at a private institution has always been how affordable it can be for a struggling family. Public officials estimate that educating a child with severe autism can be upwards of 20% more than educating a neurotypical child because of the amount of time and labor needed to set students up for success. In a public school setting, with the amount of attention needed to educate a single student with autism, it’s often easier for the parent and the district to invest in private education for the students. However, the bill often lands at the feet of parents that are already stretched thin for resources.

The good news is that there are an abundance of programs to help ease or eliminate the financial burden for many concerned parents. Tuition costs shouldn’t be a bar to a quality education and that’s why programs like the Lexington Education Foundation (LEF) exist. Through an abundance of resources, including tax credit donations and state or federally funded opportunity programs, students with autism are able to flourish in private school settings and parents are able to breath easy about tuition bills while their child is being educated.

As more schools specializing in educating students with autism are becoming available options, it might be the right time for parents to consider a private education for their unique learners. Lexington Services provides individualized educational, behavioral and social support for children with disabilities and their families. Lexington Life Academy is a private school that specializes in educating children with autism, developmental disabilities and other learning challenges to cultivate the skills they seek in order to prosper. To find out more about our schools or other support services we offer, click here.

To learn more on topics like this, head over to our last blog post.

What Is The Difference Between An IEP And A 504 Plan

What Are The Differences Between An IEP And A 504 Plan?

Written by Hgrant on August 28, 2018. Posted in Educational.

In many ways, an IEP and a 504 plan have the same objectives: to provide protection for a student with a disability and ensure they have access to a learning environment that meets their needs. Beyond that, they present a convoluted array of differences that can be difficult to untangle. Parents of children with disabilities should learn the nuances of both an individualized education program or IEP and a 504 plan to make the best choice for their child.

IEP

An individualized education program (IEP) provides for personalized instruction for children with specific disabilities. Established by Congress in 1990 through the Individuals with Disabilities Education Act (IDEA), IEPs are designed to provide qualified students with a “free and appropriate public education” (FAPE) in the “least restrictive environment” (LRE) possible. States receive additional funding from the federal government for those students who have IEPs.

Not every child with a disability or learning disorder is eligible for an IEP. In the IDEA legislation, the federal government listed 13 categories of disabilities that may qualify a child for an IEP. They include autism, blindness, deafness, emotional challenges, intellectual disabilities, specific learning disabilities and traumatic brain injuries. However, not all children with those conditions qualify for services. Eligible students must need special education services to succeed in school.

The first step to requesting an IEP is an independent educational evaluation (IEE). Parental consent is necessary before a child can go through a valuation. While parents can request that the school district pays for this assessment, districts are not obligated to cover the costs. Parents can choose to pay for an evaluation themselves, but its results may not have as much weight as one commissioned by the school district.

If there is a determination that the child needs an IEP, a team will be assembled to draft its contents. The IEP team must include at least one of the student’s parents or legal guardians, one or more of that child’s general education teachers, one or more special education teachers, a psychologist or other expert and a representative from the school district. In general, the entire team must be present at each meeting.

This team will develop a written document that establishes learning goals and outlines the services that the school will provide to help the child meet them. An IEP must determine the student’s current academic and functional achievement levels, annual goals and a way to track them, details about the services the child will receive, any accommodations or modifications that are needed, a plan for how the child will participate in standardized testing and plans for how the student can be included in general education classes and activities. A parent must give their written consent before the child can begin receiving services.

An IEP must undergo review by the entire IEP team at least once each year. To continue receiving an IEP, a child must be reevaluated every three years to assess what services, supports and accommodations, if any, are still needed. Eligible children can continue receiving special education services through high school, but an IEP does not transfer to any post-secondary programs like colleges or trade schools.

If school officials want to make changes to a child’s IEP, they must inform the parents in writing before they make any changes. Parents also must receive prior notice of all IEP meetings and evaluations. In the event of a dispute, parents have the right to maintain services while they contest the school’s planned changes. Parents have several escalating options to resolve disputes including mediation, a written complaint, a resolution session, a lawsuit or a complaint filed with the state.

504 Plan

For children who don’t need special education services, a 504 plan can grant them the necessary accommodations to learn alongside their general education peers. These plans don’t provide for individualized instruction but instead outline how the school will remove barriers to learning for a child with a disability. Named for a section of the Rehabilitation Act of 1973, 504 plans require schools to provide necessary accommodations at no cost to families.

While states do not receive specific funding for 504 services, the federal government can take funding away from states that do not comply. To qualify for a 504 plan, a child must have a diagnosed disability that impacts a major life function. Section 504 contains a much broader definition of what constitutes a disability than IDEA, so some children who are not eligible for an IEP may still qualify for a 504 plan.

The requirements and procedures for a 504 plan are less stringent than those for an IEP. A child does not need to have an independent evaluation before receiving a 504 plan. Parents or school officials can initiate a 504 plan by requesting one in writing through the district’s 504 coordinator, who is often also the IEP coordinator. As with an IEP, a parent must consent to their child to undergo a review for a 504 plan. A meeting will then be held to determine if the student qualifies for accommodations and, if so, what supports are needed.

A 504 plan is developed by a group of people who know the child and understand the options for accommodations. Unlike with an IEP, there are no specific requirements regarding who must participate. The team typically includes the child’s parent, a few teachers and the school principal.

The requirements for the plan itself are also less formalized.

The Rehabilitation Act does not outline specific components that must be included in a 504 plan. Most plans will consist of a list of specific accommodations or support services that will be provided, the names of the people who will provide those accommodations and a specific person who will be responsible for implementing the plan.

While the rules that govern 504 plans vary by state, the plan typically undergoes a review once a year. Reevaluations are conducted every three years or more often if needed. Unlike an IEP, a 504 plan can actually follow a child through college if needed.

Parents must be notified of these evaluations or any significant change in the accommodations. As with IEP disputes, parents have several options to resolve a concern regarding their child’s 504 plan. They can seek mediation, participate in alternative dispute resolution, request an impartial hearing, report a complaint to the Office of Civil Rights (OCR) or file a lawsuit.

How To Choose Between An IEP And A 504 Plan

Parents should note that a child cannot have both an IEP and a 504 plan. An IEP takes precedence over a 504 plan if your child is eligible under the more stringent IDEA criteria. If your child is eligible for special education services, a 504 plan would be redundant; its contents would already be incorporated into your child’s IEP.

While designations are not determined by disability, 504 plans are often appropriate for students who have physical challenges that do not directly impact their ability to learn. These plans provide accommodations in a general education setting and protect the student’s rights. However, a big difference between an IEP and a 504 plan is that the 504 plan does not provide the individualized services that many children with intellectual, emotional or developmental disabilities need.

The individualized instruction that comes with special education is only available to students who have IEPs. If your child has a disability that causes learning or behavioral challenges, accommodations provided in a general education classroom may not be adequate. Children with disabilities that directly affect their ability to succeed in school are typically eligible for an IEP and a 504 plan should not be considered a substitute for special education services.

At Lexington Services, we provide individualized educational, behavioral and social support for children with disabilities and their families. Our Lexington Life Academy specializes in teaching children with autism, developmental disabilities and other learning challenges the skills they need to succeed. Click here to learn more about our schools or the other support services we offer.

To learn more on topics like this, head over to our last blog post.

4 Ways To Prep Students With Autism For The New School Year

4 Ways To Prep Students With ASD For The New School Year

Written by Hgrant on August 24, 2018. Posted in Educational.

With the summer coming to a close and the new school year already here for many students, it’s time for parents to think about their young ones returning to class for the year. This time can be even more stressful for parents of students with autism, when all the running around and adjusting for your child’s academic year can be a real drain on morale. In order to mitigate the pressure of school starting, there are a few things parents can try to make the year exciting for their child and to alleviate the parental stress of children returning to school.

1. Create a Strong Morning Routine

Routines are absolutely critical in the daily comfort and orientation for students with autism as many parents already know. Through a well-reinforced routine, it’s possible for students with autism to better accept the changes that come with a new school year. Establishing a good routine for school mornings will help reduce some of the stress of the day. If possible, begin adjusting the times when a child wakes and goes to sleep during the week gradually, to get them in the routine of the school week. Some simple morning exercises or stretches for mobility are always a good idea to wake up the body and the mind. If your student responds well to visual aids, create a large visual schedule that lays out the day so they know what to expect. Establishing a positive morning routine early on will become a crucial lifesaver for parents and students when the year begins to drag between holiday breaks. Beat back the lethargy before it begins.

2. Gather Important Info Early

It’s important to have all the information you need as a parent as early as possible. If you can, go to the school before the new school year begins to meet teachers, administrators and staff. If not, make sure to get names, phone numbers and emails as soon as possible so you can establish communications. If your child rides the bus, make sure to get a schedule and a list of drivers too. Find out about the PTO groups and volunteer opportunities for the family at the school as early as possible so you can plan to attend them. Volunteering at your child’s school will give you a unique interaction with them and help you to remain close while also giving them their individual space to grow.

3. Transition Smoothly

The new academic year is a stressful time for students with autism, full of anxieties and new stimulants that may affect their ability to concentrate. To alleviate the tension, many parents concentrate on making the transition go smoothly as the new school year starts. Having students meet teachers and staff early can relieve a bit of the new teacher anxiety. If your child is entering a new school, a tour of the facilities will help them get a feel for their environment during school hours. Make sure that they visit lockers, bathrooms, classes and other communal areas, such as the computer lab or library. While introducing your student to the environment, a guided review of emergency plans might not be a bad idea. One suggestion is to take your camera to the school to document important places and people, then compiling all the photos into a flipbook for your student to use for guidance throughout the year.

4. Communicate With Staff

When it comes to the needs of your student, don’t be bashful when contacting staff to lay out your child’s needs at the beginning of a new school year. The spectrum is wide and no child on the spectrum is the same. Often, teachers appreciate some guidance on how your child will interact in the classroom. This is particularly important for children with an auditory processing disorder because educators will have to bridge that communication gap and your input will ease that process. It’s a good idea to remain in contact with staff throughout the year as well, communicating about progress and behavior so you know best how to help your student at home. Don’t let communication breakdowns become a problem. Be involved early and often to help your student succeed.

Finally, don’t forget to Relax! After all is said and done, your student is going to be expanding their understanding while growing into a unique individual and it’s important to let yourself have a break. With any luck, the hardest part of the academic year will go down without a hitch and everyone can get settled into the routine of the new school year while dreaming of the next summer break.

For kids and teens with autism, education and advocacy can be a difficult gem to find which is something that Lexington Life Academy strives to provide. Lexington Services specializes in helping students with autism to harness their full capacity for achievement. Click here to explore how Lexington Life Academy promotes its students to prevail in life academically, socially, and professionally.

For more on other topics, click to read our previous blog post.

All Of Your Child’s DDD Services Under One Roof

Written by Hgrant on August 21, 2018. Posted in Educational.

If your child has a developmental disability, finding and providing him or her appropriate support is difficult, time-consuming and often overwhelming. But it doesn’t have to be. Lexington Learning Center offers every service your child could need, including in-home care.

We provide the tools you need in one place so that you can spend your time loving your child rather than searching for help.

Students

Our students come to us with a wide range of abilities. We work with children on many stages of the autism scale, those with cerebral palsy, epilepsy, Down Syndrome and other developmental disabilities or combinations of disorders. Here, your child is with friends and treated like family.

If you are concerned about your child, but unsure if he or she is behind the curve developmentally, we encourage you to discuss your child’s development with your physician. Also, the Centers for Disease Control (CDC) provides an excellent resource page regarding developmental milestones.

Staff

Lexington Learning Center’s staff cares for your child as if he or she were their own. Educators work with your child to provide a limited curriculum based on his or her abilities. Educators and paraprofessionals focus on the life and behavioral skills your child needs to make his or her life with a developmental disability more manageable.

All employees achieve the required certifications for their chosen fields. Lexington also offers courses in Article 9, CPR and First Aid, Habilitation Training, Prevention and Support, Direct Care Worker Caregiving and Positive Behavior Support.

Lexington prepares your child to face his or her future after high school, whatever it may be.

Services

Lexington Learning Center works with children from pre-kindergarten to high school. Each child is evaluated on educational and life skills, and placed in appropriate environments to enhance those skills.

After-school programs and summer activities allow students to become more integrated into campus life and focus on those areas requiring enhancement. The Adult Day Treatment program allows older students to enjoy the same camaraderie as their younger peers and work on the same skill sets leading towards an independent lifestyle.

In-home services include attendant care, habilitation and respite services. Attendant care providers work with your child to learn basic skills such as bathing, mobility, and meal preparation. Habilitation services increase your child’s basic skills set, moving him or her towards a more interactive life. Respite care provides the necessary breathing room for family members of a child with a developmental disability while an attendant cares for the special needs child at home.

Lexington Learning Center

Founder Harrison Rogers started Lexington in his own home to help his sister. Little did he realize how great the need would become for those services, and Lexington soon opened its first school in Mesa, Arizona.

It has since expanded to multiple locations throughout the state, always with the same goal in mind – providing children and adults with a developmental disability the skills they need to survive and thrive. Lexington uses the most up-to-date methods to enhance your child’s life.

Activities range from yoga to occupational and speech therapy. Each activity exercises a different part of your child’s body and mind, strengthening him or her to face the challenges of daily life. Lexington services may be covered by the Arizona Department of Developmental Disabilities Integrated Health Care Plan.

The institution offers a range of services to meet your child’s needs through adulthood. Lexington also partners with Mercy Care for prescription drug benefits and other services to which your child might be entitled.

Lexington Learning Center is a one-stop-shop for you and your family members. We partner with like-minded organizations to ensure your child receives all possible benefits and services to enrich his or her life.

For more on other topics, click to read our previous blog post.

Using The PBIS Approach To Improve Behavior In Autism Schools

Using The PBIS Framework To Improve Behavior In Autism Schools

Written by Hgrant on August 17, 2018. Posted in Educational.

In an effort to better manage the behavior of children in the classroom, many special needs schools are taking a proactive approach by implementing the positive behavioral intervention and supports (PBIS) approach. The three-tiered PBIS framework focuses on prevention rather than punishment and is rooted in the belief that all children can learn proper behavior.

The National Autism Center (NAC) has identified 11 established treatments that are deemed effective for children with autism. While universal improvements cannot be expected for all individuals, these strategies have been demonstrated to improve the social skills and behavior of many children. In this article, we will explore the basics of the PBIS approach and discuss targeted treatments that are being utilized to teach children positive behavior.

The Positive Behavioral Intervention And Supports (PBIS) Approach

In the late 1980s, educators began developing a multi-tiered system to improve children’s behavior at school. Combining the principles of behavior support with a focus on group settings, special education professionals created the PBIS approach. Rather than exclusively addressing behavior at the individual level, it seeks to create a positive learning environment for the entire school.

The Main Principles Of PBIS

The goal of the PBIS approach is to promote school safety and foster positive behavior in the classroom. In schools that have adopted PBIS, the framework guides how educators manage students’ behavior and respond when a child misbehaves. The approach was founded on a few core beliefs.

Educators who utilize PBIS believe that every child can learn to behave appropriately when given sufficient support. When used consistently, proactive behavioral interventions can prevent more serious incidents of misbehavior. The PBIS approach recognizes that each child is different, so educators should provide different types of evidence-based behavioral support.

By using the PBIS framework, schools apply scientific principles to behavior management. Monitoring and tracking each child’s behavior and progress is essential. This data serves as a benchmark to evaluate their efforts and informs educators’ decisions on how to address problem behaviors.

How PBIS Works

PBIS provides a framework to guide the way teachers, administrators, support staff, parents and other caregivers manage children’s behavior. Schools that have implemented PBIS utilize the approach with all students, not just those who receive special education services.

Contrast the PBIS framework with the traditional, disciplined-based behavioral approach. In most American classrooms, the same rules and punishments apply to all students. A student who disrupts a lesson will be chastised by the teacher or removed from class. This is supposed to discourage the child from misbehaving again. If the misbehavior continues, the punishments will escalate accordingly.

Schools that follow the PBIS approach focus on preventing behavioral problems. Social skills and appropriate behavior are taught like any other subject. Through role-playing activities and more traditional lessons, children learn how to behave in different situations. Teachers, administrators and other school staff regularly use positive reinforcement to reward good behavior.

Teachers are trained to identify and address the early signs of behavior escalation. For example, before a child becomes disruptive, the teacher may notice that he seems restless. The teacher could then ask that child to pass out supplies to the class or otherwise engage him before he feels the need to act out.

If a student misbehaves, educators will create a plan to implement positive interventions in the future. Perhaps the teacher would suggest that the student take a break or ask if something is bothering her when a student appears agitated. Some schools even provide behavioral intervention training for parents.

Teachers monitor and track students’ behavior to better understand whether their strategies are working. If a student is not demonstrating progress, educators will try different tactics. While discipline still occurs in schools that use the PBIS framework, proactive interventions are the focus, not punishments.

The Three Tiers Of PBIS

When schools implement PBIS, they take a three-tiered approach to behavior management. Educators focus on developing and sustaining school-wide, classroom and individual systems of support to improve students’ outcomes by discouraging misbehavior and promoting appropriate social skills. The three-tiered PBIS approach views student populations as a triangle with a base that includes all students, a secondary targeted group and a third, intensive level that includes only a small percentage of students who need more attention.

The first tier is referred to as the primary prevention level. In primary prevention strategies, the focus is on reducing problem behaviors among the entire student population. Educators work to develop a positive learning environment schoolwide. Administrators establish policies and procedures to train staff, teach students positive behaviors, evaluate interventions’ effectiveness and encourage school-family partnerships.
Secondary-level prevention involves implementing classroom or small group behavior management tactics to reduce the frequency and intensity of misbehavior. With these strategies, teachers intervene to attempt to deter problem behaviors among those students who were not responsive to primary prevention tactics.Tier two prevention efforts focus on increased adult supervision, proactive behavioral interventions and positive reinforcement.
In the tertiary or advanced organizer support level, educators target those students who require more intensive supports. Tier three tactics seek to reduce the frequency and severity of problem behaviors that are not effectively prevented by primary and secondary prevention strategies.

The 11 Established Treatments For Autism Identified By NCA

More than 50 years of autism research has led to the development of 11 treatments that have been proven effective in peer-reviewed studies. Effective special education programs incorporate these strategies into their tier three PBIS interventions and students’ individual education plans (IEPs) when beneficial.

Antecedent interventions include strategies to modify a child’s environment before a problem behavior occurs. By finding ways to change the situation by altering something in the child’s environment, educators can help children with autism or behavioral challenges develop appropriate skills and decrease misbehavior.
As the name implies, behavioral package treatments focus on applying behavioral principles to the child’s environment. First, a behavior specialist will evaluate what is happening in a child’s environment before, during and after a targeted behavior. This data is then used to make modifications in the environment to help the student succeed.
A comprehensive behavioral treatment program for young children (CBTYC) is a set of treatments intended to alleviate the behavioral symptoms of autism spectrum disorder (ASD) in children ages 9 and younger. The program is personalized to the child and usually combines several different proven behavioral interventions. Using this comprehensive plan as a guide, the behavioral specialist will develop strategies for educators, parents and caregivers to implement in the child’s classroom, home and out in the community.
Joint attention interventions seek to train children with autism to focus both on an activity or object and another person. These skills typically do not develop naturally in children with autism. For example, if a parent holds up a blanket to play peek-a-boo, neuro-typical infants will focus on both the parent and the blanket, but most babies with autism will not. Joint attention interventions are designed to teach young children with autism to respond appropriately to basic social interaction.
Modeling strategies teach children how to behave by demonstrating the desired behavior. If you have ever watched a video and emulated it to learn a new skill, then you have used behavior modeling. The model can be an adult, a peer or even a recording of a previous time the child performed the targeted behavior.
Naturalistic teaching strategies emphasize teaching children with ASD to perform desired skills and behaviors in all of the settings where they should naturally occur. In addition to facing challenges acquiring new skills, children with autism also have difficulty generalizing those skills. Naturalistic teaching strategies use a variety of motivators and reinforcements to encourage children with ASD to perform a new skill or desired behavior in a variety of different situations.
Peer training leverages trained, supervised peer age students to help children with autism develop social skills. While many children with ASD avoid social interaction, others attempt to engage with their peers in odd or socially inappropriate ways. Peer training creates opportunities for a child with autism to interact positively with one or more of their socially skilled peers.
The goal of pivotal response treatment (PRT) is to target a wide range of behavioral areas to positively impact the development of other skills. In PRT, behavior specialists encourage students to respond to teaching opportunities in their environment and act independently without prompting from adults.
Adults can use schedules as an intervention to increase predictability for children with ASD. Since they have more difficulty picking up on cues, children with autism thrive when their daily activities and transitions are planned and predictable. Parents, teachers and caregivers can communicate what to expect and when with a developmentally appropriate schedule.
Self-management involves teaching children the skills they need to become self-aware and responsible for their own behavior. After a child learns a new skill, the next step is to begin evaluating and monitoring their own progress. Adults can help children develop self-management skills by teaching them how to objectively record and assess their behavior.
Story-based interventions use written descriptions to teach appropriate social interactions and increase independence. Through a written story, children learn the “who, what, where, when and why” for exhibiting the targeted behavior.
While no one solution works for every child, there are a variety of behavioral management strategies that have been proven to advance positive outcomes for children with autism or other special needs. Our Lexington Life Academy uses the PBIS framework and targeted behavioral interventions to help students develop the skills they need to succeed. Learn more about how our individualized education services empower children with autism to reach their full potential.To read more like this, check out our previous blog post.

Fact Versus Fiction 6 Autism Myths Dispelled

Fact Versus Fiction – 6 Myths About Autism Dispelled

Written by Hgrant on August 16, 2018. Posted in Educational.

Since first being recognized as a mental health condition in the mid-twentieth century, autism has remained popularly misunderstood. In the 1950s, the “refrigerator mother” hypothesis took root in the public consciousness, leading many to believe that autism was caused by mothers who neglected to warmly nurture their children. Long since disproved, it leaves in its wake myriad other myths about autism, the continuance of which can lead to adverse outcomes for people with this condition.
Combating this misinformation is important to increasing autism awareness and ensure the kind treatment of people with autism. In this post, we will dispel six common myths about autism and explore the facts surrounding each of these claims.

1. Autism Results In A Lower-Than-Average Life Expectancy.

If you or a loved one has been diagnosed with an autism spectrum disorder (ASD), you may have been alarmed by recent studies reporting that people with autism have an average lifespan of 36 years, compared with a 72-year life expectancy for the general population. However, this research does not provide a clear picture of the relationship between ASD and overall health and wellness and remains one of the most disseminated myths about autism.
While autism itself does not impact life expectancy, comorbidities and an increased risk of accidents explain these statistics. Many people with an ASD also have one or more comorbid conditions such as epilepsy, asthma, autoimmune disorders, Fragile X syndrome or gastrointestinal disorders, which can affect their health and longevity. People with autism, particularly children, are also much more likely to be injured in a preventable accident than the general population.

2. Everyone Is At Least A Little Bit Autistic.

Many well-meaning people, such as comedian Jerry Seinfeld, have remarked that they may be on the autism spectrum. They base their statement on a few observed characteristics or behaviors, rather than on a doctor’s diagnosis. Myths about autism like this irk people in the autism community and often mischaracterize the experience of people with an ASD. Just as someone does not have “a little bit of asthma” because they have occasionally experienced shortness of breath, a person is not on the autism spectrum simply because they find eye contact uncomfortable or sometimes engage in repetitive movements.

3. All People With Autism Are Extremely Intelligent Or Gifted In At Least One Area.

Blame this misconception on the movie “Rain Man.” Some people assume that everyone with an ASD has a special talent, such as being a mathematical genius or an incredible artist. While these myths about autism granting someone heightened intelligence or artistic talent have remained prevalent in popular media, the fact is that people with autism have a wide range of skills and abilities, just like everyone else. While an estimated 10 percent of people with an ASD do demonstrate a high level of ability in art, music, math or statistics, most do not possess savant talents or extremely high IQs.

4. Autism Can Be Cured With The Right Diet.

Parents of children with autism are often willing to try almost anything to help their child thrive, including special diets. Some have even claimed that eliminating foods containing certain proteins or carbohydrates, such as casein or gluten, has cured their child’s autism. However, research has found no significant differences between children with autism who followed a special diet and their peers who did not. While a healthy diet is essential for any child’s growth and development, there is no known cure for autism.

5. Autism Is Inherently Negative; There Are No Benefits Associated With Being On The Spectrum.

While people with an ASD face certain challenges, the myths about autism that associate the condition with negative qualities are simply not true as they are also likely to exhibit some of the positive qualities associated with autism. People with an ASD tend to be extremely honest, logical, detailed-oriented and passionate about their interests. They think differently than neurotypical people, and their unique perspectives can be an asset to their family members, friends and colleagues.

6. People With Autism Cannot Get Full-Time Jobs Or Succeed In The Workplace.

For people with an ASD, professional success often depends on finding a position where they can best leverage their strengths. Many people with autism are making significant contributions in a variety of fields including science, engineering, technology and the arts. Check out our post on great career paths for teens with autism for examples of prominent people with an ASD and occupations that may be a great fit for individuals on the spectrum.
If you are the parent or guardian of someone with autism, resources are available to help them achieve their full potential. Lexington Services offers a variety of educational, behavioral and social support services for people with autism and their families. Click here to learn more about our services, or contact us to schedule a tour.

To read more like this, check out our previous blog post.