The Emotional Scale: A Simple Tool for Emotional Awareness
Want to better understand your emotions or help others navigate theirs? The Emotional Scale is a practical tool for tracking and exploring feelings like sadness, anger, and happiness. Whether you’re reflecting on your own emotions or fostering deeper conversations with others, this step-by-step guide shows how to make the most of this simple yet powerful resource. Brought to you by Hope Haven’s P. Nate O’Brien, MA, LMHC.
Hope Academy Flips the Script on Giving Tuesday
This Giving Tuesday, we’re flipping the script at Hope Haven. Instead of just receiving, our Hope Academy students are giving back to last year’s donors—the very people who made their student-run microenterprise, Hopeful Bites, a reality. Join us in celebrating generosity, gratitude, and the incredible growth our students have achieved.
Managing Seasonal Affective Disorder: When Sunshine Ghosts Us Daily
Managing Seasonal Affective Disorder: When Sunshine Ghosts Us Daily
Hate the time change? You’re not alone. Seasonal Affective Disorder (SAD) can hit hard when the sun seems to vanish after 5 PM. But with strategies like light therapy, mood-boosting exercise, and even some winter-friendly humor, you can make it through these darker months. Here’s how to fight back against winter blues and reclaim your energy.
Overcoming the Chasm of “Different”
When we encounter people from different cultures or belief systems, it's easy to feel a divide. But what if we approached these differences as opportunities to learn? In his latest blog post, P. Nate O'Brien explores how adopting a “curious tourist” mindset can transform our perspectives, leading to deeper understanding and less conflict. Discover actionable steps to bridge divides, make genuine connections, and enrich your worldview.
What to Consider When Looking for Counselor
Looking for a mental health counselor can feel overwhelming, especially if you're not sure where to start. At Hope Haven, we want to make that journey a little easier by offering six key things to consider when choosing a counselor and four things to avoid. From checking their qualifications and experience to understanding costs, these tips will help you find the right support for your mental health needs.
Empowering Jacksonville Families
How to Advocate for Your Child Like a Pro
Supporting your child’s success in school doesn’t have to feel overwhelming. Trust your instincts, take small steps, and remember—you’re not alone. Hope Haven’s Educational Advocacy Team is here to guide you every step of the way, helping you get the right resources and support for your child’s needs.
Empowering Parents
Understanding the differences between IEPs and 504 Plans is crucial for parents of children with special needs. This guide breaks down the key components, similarities, and differences, helping parents in Florida, navigate these educational plans to ensure their child receives the support they need.
Empowering Students
April is Autism Awareness Month
April is Autism Awareness Month, a time to celebrate the unique abilities and strengths of individuals on the autism spectrum. Neurodiversity refers to the variations in neurocognitive functioning across individuals. Neurodiversity is essential for a fully functioning society. Individuals on the autism spectrum make a highly valuable contribution to this diversity. Unfortunately, many people with autism face barriers to acceptance and understanding in their communities. It’s important for us all to recognize the value of neurodiversity and to support and accept individuals on the autism spectrum.
Autism is a neurodevelopmental disorder that affects social communication and behavior. Based on the most recent CDC report released this month around 1 in 36 children in the United States have been identified with autism spectrum disorder (ASD; Source: https://www.cdc.gov/media/releases/2023/p0323-autism.html). While autism can present challenges, individuals with autism also have unique talents and strengths that can enrich our communities. Many people on the autism spectrum have exceptional memory, attention to detail, ability to reliably complete complex and repetitive tasks, and problem-solving skills. They may also have a great deal of curiosity about a particular subject, develop highly detailed knowledge of that subject, which can lead to great achievements and innovations. One such example is the “hug box” Dr. Temple Grandin developed.
Dr. Grandin is a well-known advocate for individuals on the autism spectrum and writes about her own experiences with this diagnosis in her book, “Thinking in Pictures,” first published in 1995. She is also an animal behavior expert who developed the “hug box” or “squeeze machine” that provides deep pressure stimulation to livestock to alleviate anxiety during their handling and transport. No doubt she derived inspiration for this device in part based on her own understanding of discomfort during transitions and the experience of sensory overwhelm. Deep pressure is a known method to soothe many individuals with autism spectrum disorder.
Despite the strengths of individuals on the autism spectrum, they often face discrimination and social exclusion. Many people with autism struggle to communicate and interact with others in ways that are expected in social situations. They may also experience sensory sensitivities that can make certain environments or experiences overwhelming. As a result, they may struggle to make friends, find it difficult to attain or maintain employment, and may face bullying or harassment.
As members of our communities, we can recognize and value the diversity of how each individual thinks and processes the world. This means conveying acceptance in our day to day lives, whether at work, at the grocery store, or when interacting with others in the neighborhood. Here are some ways we can support and accept individuals on the autism spectrum:
1. Educate ourselves: Learn about autism and the experiences of individuals on the autism spectrum. This can help us better understand their challenges and strengths.
2. Listen and communicate: Individuals with autism may struggle with verbal communication or understanding social cues. It’s important to be patient, listen carefully, clarify when necessary, and communicate clearly.
3. Create and celebrate inclusive environments: Provide or be aware of accommodations and modifications that allow individuals with autism to participate fully in our communities. This can include sensory-friendly spaces, visual aids, or modified communication methods.
4. Celebrate differences: Recognize that individuals with autism have unique talents and perspectives. Celebrate their strengths and contributions to our communities.
5. Advocate for inclusion and acceptance: Speak up for the rights and inclusion of individuals with autism in our communities. Challenge discrimination and promote understanding and acceptance.
6. Develop a curious and nonjudgmental stance. Have you ever noticed a child crying uncontrollably at the grocery store, restaurant or neighborhood park? Remain patient and curious. Smile at a struggling parent and make brief eye contact in a way that conveys, “We are together in this, and I accept you.”
Autism Awareness Month is a time to celebrate the value of neurodiversity and promote acceptance and inclusion for individuals on the autism spectrum. By recognizing and celebrating the unique talents and strengths of individuals with autism, and creating inclusive environments that allow them to thrive, we can build more diverse and vibrant communities for us all to enjoy.
For more information please visit:
Centers for Disease Control and Prevention. (2021). Autism spectrum disorder (ASD). https://www.cdc.gov/ncbddd/autism/facts.html
National Institute of Mental Health. (2019). Autism spectrum disorder. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
Mental Health Tips for Post-Holiday Stress
What is dyslexia?
Back-to-school tips
BACK-TO-SCHOOL TIPS
A new school year will be here before you know it. And if your child is about to start in a new grade or classroom—or a whole new school—summer is your best time to lay the groundwork for a productive year.
While that applies to all school-age kids, it’s especially true if the child has special needs. And doubly so after two years of COVID-19-related disruptions.
While you’re squeezing as much enjoyment as possible from summertime, it makes sense to spend some part of the steamy weeks ahead focusing on the academic rigors of fall and beyond. These tips can help prepare your child for a smooth transition to a new school year.
Get organized. Education is all about information, and you know you’ll be receiving a lot of it. Including meeting invitations, reminders, progress reports and other important paperwork. Also notes from phone conversations and other interactions. It helps if you can get a jump on that firehose of information. Set up a system that helps you keep track of it all, all in one place. Organize it according to your own priorities since you’re the one who’ll be consulting it. Managing your child’s education is easier if you know where to turn for all the info you’ll need.
Review your child’s IEP. Over time, Individualized Education Plans (IEP) expire. They get stale. They may not account for the child’s most recent milestones and achievements. Revisit your child’s plan now and arm yourself with a list of what needs to change. Don’t hesitate to request an IEP review meeting if you feel one is needed. Even if no updates are required, be sure you know the expiration date.
Build excitement, not fear. Your child will likely have some reservations about the coming school year—especially if it involves transitioning to a new school. Encourage your child to talk about the classes and activities they’re most—and least—excited about. Focus on ways they’ll benefit from learning new skills and having new friends.
Build a new routine. Develop a new schooltime routine for the coming year. If you can do that with input and buy-in from your child, they’ll have good reasons to stick with it. Perhaps start with mornings and evenings. Practice wake-up, hygiene, mealtime and ready-for-school routines during the summer and tweak as necessary. By the time school starts, it’ll all feel familiar
Stay informed. To be a better advocate for your child, it’s important to know the dynamics. Learn about pending legislation and other developments that determine how special education is conducted in your area. That includes at the state and local levels. You’ll be less likely to feel blindsided if something changes.
Make logistics more familiar. Is there a new way your child will get to and from school? A new place where they’ll be having lunch? Summer is a great time to introduce those activities. By the time school starts your child will have a better handle on what to expect.
Visit new teacher(s) and classroom(s). If your child will be exposed to new people and new environments this year, they may feel more comfortable if you can arrange a visit in advance. Show them around. Letting the child take in the newness helps remove the sting of uncertainty—at a time when there’s less pressure. Early visiting can also help educators get more familiar with your child.
For more on Hope Haven’s Discovery School, our facilities, educators, and staff, or to arrange a tour, contact us at 904-346-5100.
New realities after ASD diagnosis–Part 1
New realities after ASD diagnosis–Part 1
It’s among the scariest sentences any parent can hear: Your child has autism. The parents of one in every 54 American children will receive this news this year, according to the Centers for Disease Control and Prevention (CDC).
Learning that a child has autism spectrum disorder (ASD) affects families in profound ways and can prompt intense initial reactions that are perfectly understandable: fear or panic, guilt or shame, denial or disbelief.
However, some parents are relieved to finally have a diagnosis—relieved because they've suspected it and they've learned that the diagnosis will connect them to treatments that often make a tremendous difference in the child’s development. In either case, it's helpful for parents and others in the child’s orbit to understand what an ASD diagnosis means and how best to approach it.
Start with a few basic facts about the condition:
· ASD diagnoses are increasing. It’s ten times more likely to be diagnosed today than it was four decades ago.
· ASD is approximately four times more likely to affect boys than girls.
· ASD signs and symptoms vary widely, but most children with ASD have trouble in one or more of three basic areas: interacting with the world, communicating with people, and repetitive interests or behaviors.
· There’s no single identified cause of ASD, though there are a number of underlying factors that make someone more likely to develop the condition. Broadly, these include a combination of genetic, environmental and biological factors. No one is to blame for it.
· ASD takes many forms and affects different people in different ways. Some with ASD are able to speak fluently but have other difficulties with communication such as linking words with eye contact, facial expressions and gestures. Some may struggle with using the right content and delivery at the right time. The difference between mild and severe ASD is defined by the amount of support the individual with autism needs.
What an autism diagnosis means
An ASD diagnosis challenges many people’s most basic assumptions and expectations about family life. But over time, having a family member with ASD is not as devastating as it may seem at first.
As a parent grappling with this new information, you’ll likely move through a series of stages as you gain clarity about what you’ll be facing. While everyone’s experience differs, the process at its most basic level usually looks like this:
· First, you’ll likely experience greater awareness of ASD and its parameters; you may find yourself on a fact-finding mission to learn as much as you can about the condition.
· Then you’ll gain an acceptance of the new reality and an understanding of the ways it affects you, your child, your family and your wider social environment.
· Next, you’ll come to appreciate that ASD isn’t just about weaknesses and deficits—it’s also about strengths and possibilities that other kids don’t have. It’s not all downside; there’s an upside, too. Some of your child’s successes will be because of ASD, not in spite of it. People with ASD are unique and interesting. They aren’t less than; they’re different from.
· Finally, you’ll reach a stage where you feel ready to start taking action and advocating for your child. One goal will be to ensure they get the level and types of support they require as they grow and develop. You’ll find ways to integrate the diagnosis into your family members’ lives. As your child grows, your focus will shift toward helping their life be as independent and fulfilling as possible.
For information on first steps you can take, self-care tips, learning to evaluate information, and long-term helpful strategies, continue reading Part 2 of this blog.
Hope Haven serves children with all kinds of challenges and disabilities, including lots of kids with varying forms of ASD. If you’re not already familiar with our programs, including the evaluation and therapy services we offer, call us at 904-346-5100 to schedule a tour and for more information
Continue to New realities after ASD diagnosis–Part 2
New realities after ASD diagnosis–Part 2
NEW REALITIES AFTER ASD DIAGNOSIS–PART 2
In Part 1, you read about autism spectrum disorder (ASD), what it is and what an ASD diagnosis means. Now learn some of the many positive steps you can take for yourself, your family and your child with ASD.
First steps you can take
Learn. Do some research about ASD to anticipate what signs and symptoms to look for as your child develops—and how to react if they occur. This gives you added confidence and focus. Ask the clinician who provided the diagnosis to give suggestions for high-quality and trustworthy information.
Observe and empathize. Since young children can’t always describe their experiences accurately, pay close attention to their behaviors. Watch for subtle cues that help you understand the experience from your child’s perspective. It may help to write down any patterns you notice—maybe use a journal you can refer to.
Build a team. Start assembling resources you can rely on as you consider decisions about your child’s therapy and education. The team might include professionals in the medical, therapeutic, education and even legal fields. Look for experience specifically in the autism community.
Heads-up. To the adults your child interacts with, it may not be clear that your previously undiagnosed child is on the spectrum. Consider sharing the diagnosis so they can adjust their expectations and behavior. That said, if someone stares at your child or makes a judgmental comment about their behavior when you are out in public (such as at a grocery store or restaurant), feel free to ignore them. You can decide with whom and when you share your child’s diagnosis. Provide space and patience for others—we don't know their struggles just as they don't know ours.
Self-care
Autism isn’t just about your child. Caregivers, including family members, need attention and downtime. Consider these recommendations from people who have navigated the waters you’re in now.
Prioritize your own needs. Parenting a child with ASD is hard, and it’s not something you should try to do without help. So, take your own needs seriously from the get-go. Self-care places you in a better position to meet your child’s needs.
Don’t delay your child’s therapy and intervention. The sooner you implement a treatment program, including individualized activities that strengthen your child’s progress, the sooner you can set up your own support system.
Request logistical help. Don't hesitate to ask friends, neighbors, family members and others for occasional support. Whether it takes the form of errands, cooking, babysitting or other chores, you’ll find people who are eager to help but don’t yet know how. Don’t be shy about this.
Research and join support groups. You’ll meet and compare notes with other parents of kids with ASD. The experience can give you a reliable source of encouragement and a setting where you can share your own fears and emotions freely.
Take frequent breaks. As you would with any activity that requires focus, disengage occasionally. Give yourself permission to go out on a date with your spouse/partner or meet up with friends. This isn't selfish behavior, but self-care. Walk the dog, take a quick nap, go for a stroll, or even visit the gym. Your concentration will improve, and so will your outlook.
Trust your instincts. You know your child’s quirks better than anyone. You may need to push back against well-meaning advice. If it feels wrong for your child, listen to your instincts. If a treatment or method is advertised to offer a “cure” or quick fix, this should ring some alarm bells, as autism is a complex neurodevelopmental disorder.
Celebrate accomplishments. Find the joy in your child’s successes, no matter how seemingly insignificant, without comparing them to the successes of others. Love your child for who they are. Your child can and will continue to grow and develop. Taking note of each incremental step can be joyful and awe-inspiring.
Evaluate what you read and hear
There’s a lot of misinformation out there, including sweeping claims about ASD. Maintain a healthy skepticism—especially if you don’t already know and trust the source. For example, you may encounter incorrect assertions like these:
People with ASD are all intellectually disabled: Not necessarily. ASD is a neurodevelopmental condition. Many have normal IQs or higher.
People with ASD can’t talk: Not necessarily. Some children with ASD develop speech later than their peers or might speak in an unusual style.
People with ASD don’t experience normal emotions: Wrong. They have a full range of emotions but may not have the ability to express them in familiar ways.
ASD is caused by childhood vaccinations: There is no reliable scientific evidence that vaccinations cause ASD. However, there is reliable scientific evidence that failing to vaccinate a child has led to a rise in preventable diseases.
Long-term strategies
As the newness of your child’s diagnosis fades, you’ll start settling into a routine. Not just the day-to-day logistics, but also an emotional routine. You may still encounter negative emotions even after you think you’ve developed a positive outlook. Consider these tips to stay on track:
Remain undaunted. There’s a lot of uncertainty about ASD, which can shake your confidence. As your child’s fiercest advocate, arm yourself with the facts and a robust hand-picked support team. You’ve got this.
Count your blessings. Your child is the same baby you fell in love with, and they'll continue to bring you joy.
Short-circuit the blame game. Despite your best efforts, you may catch yourself occasionally, perhaps subconsciously, wondering what you did wrong. Remember there’s nothing you did—or failed to do—to cause your child to have ASD. Repeat as often and as forcefully as necessary.
Participate with the ASD community. You’ll draw strength from more experienced parents of ASD kids; other parents with less experience will draw strength from you. We all help each other.
Share freely. Include family members in as many activities as possible. Siblings and extended family members can be a great support as they share a role in caring for your child with ASD. Consider sharing details about your child’s ASD diagnosis with siblings in an age-appropriate way.
Dream differently. Adjust your expectations for your child in ways that align with what’s possible. In your child’s eyes, a victory is still a victory, and that’s always worth celebrating. And hold this thought in the back of your mind: Like all kids, your child with ASD will find ways to surprise and delight you.
Hope Haven serves children with all kinds of challenges and disabilities, including lots of kids with varying forms of ASD. If you’re not already familiar with our programs, including the evaluation and therapy services we offer, call us at 904-346-5100 to schedule a tour and for more information.
For basic facts about ASD and what an ASD diagnosis means, read New realities after ASD diagnosis–Part 1
Early childhood ASD assessments
EARLY CHILDHOOD ASD ASSESSMENTS
In most areas of healthcare, early detection often leads to more effective treatment and better outcomes. That’s common sense and good medicine in general. In the case of autism spectrum disorder (ASD), the concept is critical. Because if a child is on the spectrum, the sooner they can be identified, the sooner they can start receiving specialized resources.
Those resources can include services like applied behavior analysis (ABA) services, therapies like speech/language therapy, occupational therapy and physical therapy, as well as access to assistive technologies and programs like Early Steps, Agency for Persons with Disabilities (APD), Florida’s Family Empowerment Scholarship, and others.
But there’s no fast, easy blood test that tells doctors if someone has ASD. Diagnosing ASD requires an assessment, performed by a trained clinician, based on the patient’s behavior and other factors. And the behavior of an infant or toddler is hard to analyze. They haven’t even mastered language skills at that age.
Up to now, parents who suspected a child might be showing signs of ASD had to wait months, even years, for an official assessment. That assessment is the document that determines whether the child qualifies for specialized services—and, if so, which ones. So the sooner the assessment can be completed, the better.
But how do you evaluate a child for ASD if they’re too young to even speak?
Dr. Allison Cato, Ph.D., in-house neuropsychologist at Hope Haven, has perfected a methodology for identifying ASD patients earlier than ever—as early as 18 months.
First piloted at Hope Haven in 2019, the methodology allows staff to complete the ASD evaluation within a week, and be prepared for discussion of results in as little as two weeks. Findings can typically be documented and reviewed with the family two weeks later. That means kids who need those specialized ASD services can get them much sooner, when they can help the most.
Dr. Cato also provides a wide range of other assessments, including IQ testing, psychoeducational evaluations, and comprehensive neuropsychological evaluations. If you suspect a child might be showing signs of ASD or other development issues, or to set up a tour, contact Hope Haven at 904-346-5100.
Contextual Coaching helps students interact more confidently
CONTEXTUAL COACHING HELPS STUDENTS INTERACT MORE CONFIDENTLY
Interacting with others may be uncomfortable, so it takes practice. For most, it eventually becomes second-nature; a person notches daily experiences just by talking, listening, and engaging in the back-and-forth with other people in various roles. Each of those experiences helps build a base of lifelong communication skills.
For youngsters with physical, emotional or behavioral challenges, though, communicating takes more effort. There might be perceptual problems (sight and hearing), cognitive challenges making sense of information, or difficulty interpreting subtle cues like facial expressions or hand gestures. These added challenges sometimes combine to make the simple act of conversation more of an uphill battle.
Contextual Coaching at Hope Haven’s Mixed Reality Training Lab can help. Think of it as a place where individuals can hone their communication skills in a safe environment—without misunderstandings, egos and fears getting in the way. It can help anyone with existing interaction issues gain greater confidence, poise and self-assurance as they navigate the real world.
How Contextual Coaching can help—it's what makes learning stick
To help students practice and master communication skills, the lab employs a unique combination of forces: A tech environment populated with avatars instead of real people, plus specially trained coaches who create simulations based on the specific needs of each student. For example, if a student needs to practice interacting with a teacher, they might each create an avatar situated in a simulated classroom.
For the student, using avatars takes the perceived danger out of these learning exercises, so the interaction becomes less scary. And the coach can devise actual meaningful scenarios for practice, so the sessions address actual concerns that have been identified. For example, if the student is afraid to ask questions in a classroom setting, their avatars practice role-playing until the student acquires the confidence to raise her hand and formulate her question for the teacher. And the teacher provides real-time guidance in the form of positive and supportive feedback. “You did a great job with that. Want to practice it again?”
Students in the program practice different social skills each week, in classes small enough to give individual attention to each participant. Lessons and practice sessions are facilitated by a licensed mental health counselor. Take-home assignments with instructions are available, so the student can practice at home between sessions.
Contextual Coaching is available for employment services students, ages 14-21. The program focuses improving:
self-awarenes
reading and identifying social cues
social anxiety
impulse control
social conversation skills
fears and phobias
Enrollment
To enroll a student in Contextual Coaching, start by filling out a Mixed Reality Inquiry form, which lets you specify the kinds of issues the student is having. Plus, you can determine when you’d like to receive a call from Hope Haven with more details. The program is currently free for participants as a result of generous funding from Florida Blue.
Service animals: a primer
SERVICE ANIMALS: A PRIMER
If you have a child with a mental, physical, emotional or other impairment, a service animal could provide a number of benefits that add to their quality of life. Since 2010, the Americans with Disabilities Act (ADA) has had updated rules and regulations to accommodate the contributions of service animals.
What service animals are trained for
According to the ADA, service animals have specific training to help humans who have “a physical, sensory, psychiatric, intellectual, or other mental disability.” Depending on the owner’s unique needs, the training prepares the animal to perform a wide range of tasks. These may include:
guiding people with visual impairment
alerting people with hearing loss to dangers
summoning help for a person in distress
disrupting someone who is self-harming or behaving impulsively
providing physical balance or stability
calming a person suffering from trauma or anxiety
This description might remind you of the mid-20th century TV character Lassie. But what sets service animals apart from a trusted and beloved family pet is, basically, training. And they receive a lot of it—far beyond sitting, staying, heeling, and the “obedience training” people give their pets. To understand the role of today’s highly-trained service animals, imagine the prototype: seeing-eye dogs. Focused, reliable even in a stressful situation, and deeply bonded with their assigned human.
How a service animal can help a child with special needs
Beyond the fact that most kids naturally love animals in general, service animals can help in a number of specific ways. For example:
If a child has issues with emotional or behavior regulation, a service animal can model how and when to behave appropriately.
If a child has mobility problems, they can help the child manage transfers, retrieve hard-to-reach objects, or avoid collisions. Some service animals can even help pull a wheelchair.
If a child has visual, cognitive or auditory impairment, they can help the child navigate their world more safely and independently.
If a child is having a medical emergency, like a seizure, they can summon help by alerting others.
If a child lacks social or communication skills, they can respond to commands and react predictably.
The child gains a sense of self-esteem and accomplishment by taking responsibility for the animal’s care and well-being (by feeding, playing, walking).
The ADA is careful to distinguish service animals from other kinds of domesticated animals. They’re legally different from emotional support animals (available with a doctor’s prescription, sometimes seen in “no-pets-allowed” spaces); therapy animals (often seen in nursing homes and rehab or other facilities to provide comfort and connection) and household pets.
Technically, a service animal is considered “medical equipment.” The vast majority of service animals are dogs, though some are members of other species. At Hope Haven, the Discovery School allows service animals on campus if needed by the student.
Is a service animal a good choice for your child?
Not all children with disabilities are good candidates for a service animal. Some issues to explore:
Eligibility: Not all children with special needs qualify for a service animal. Generally, the child must have a disability that limits their ability to perform one or more activities of daily living (ADL) without help. These include self-care activities like brushing teeth, skin and hair care, bathing, dressing, etc.
Age: the child should be old enough (about 12 or older) to work with and care for the animal. If younger children are present, they should be comfortable with the animal without confusing it with a family pet.
Training: Just as service animals are highly trained, the child may also need to undergo training in the proper ways to manage and care for their new partner.
Space: the living environment should be able to accommodate the service animal and its needs. A home inspection may also be required.
Commitment: Bringing a service animal into the family is a long-term commitment. Though highly trained, the animal has emotional needs of its own that will require consistent attention from the child and other family members.
Accommodation: Under ADA rules, service animals must be allowed to travel with their assigned human, including inside spaces where other animals are forbidden or discouraged. Schools, offices, theatres and other facilities should be alerted in advance.
Cost: The cost of a fully-trained service dog maxes out at about $20,000. Fortunately, numerous nonprofit organizations and programs exist to help defray the cost.
If you think a service animal is right for your child, your first step should be to ask the child’s primary care physician, who can guide your family on ways to start the application process.
Decoding dyslexia
DECODING DYSLEXIA
First recognized in the late 1800s, dyslexia is a reading disorder that makes it difficult for people to process letters into sounds and words—a skill sometimes called reading fluency. Dyslexia affects about 15 percent of people in the United States and is found in all societies globally.
Though it’s first noticed in childhood (because that’s when most people first learn to read), dyslexia is a life-long condition; people learn skills to work around it. It occurs among people who speak and read all languages (including those that don’t use the western alphabet), in locations on all continents.
Research has found a statistical correlation between dyslexia and certain learning disabilities, especially Attention Deficit Hyperactivity Disorder (ADHD). That doesn’t mean one condition causes the other. It just means that they sometimes co-occur: a person diagnosed with dyslexia might be also be diagnosed with a learning disability.
What dyslexia is—and isn’t
Dyslexia is widely misunderstood—and sometimes misdiagnosed. People with dyslexia might be wrongly described initially as having:
poor vision
low intelligence
laziness
bad upbringing
lack of motivation
exposure to environmental hazards like lead poisoning
Because it affects a basic skill, reading fluency, dyslexia can be mistaken for other problems associated with reading deficits. Like comprehension, understanding, spelling, math and writing.
Diagnosing dyslexia
The only way to get a definitive diagnosis is with a professional evaluation in a medical or educational setting. If you’re concerned that someone might be dyslexic, try this tip with someone who has trouble understanding a sentence they read on a page: Try reading the same sentence to them out loud. If they understand the same sentence in spoken form, it’s worth evaluating.
As children age, the signs of possible dyslexia may progress. In preschoolers, signs might include:
mispronouncing words
problems following step-by-step instructions
trouble learning rhyming patterns like poems and song lyrics
trouble with sequences of letters or numbers
using “wiggle words” for objects they know (e.g., calling a baseball a “thing”)
In grade school, signs can include:
avoiding reading whenever possible
confusion about the sounds of individual letters
forgetting how to spell familiar words correctly
not pronouncing conjunctions and prepositions when reading aloud
repeating mistakes that involve transposing letters, numbers or words
struggling to break down individual sounds or syllables contained in a word
trouble pronouncing words they already know—or sounding out words that are unfamiliar
For teens and adults, look for these signs:
forgetting common online abbreviations like lol
inconsistent misspelling (getting it right and wrong in the same document)
needing extra time to complete a task that involves reading
not understanding basic elements of language like grammar or sentence construction
struggling to remember words they intend to use
trouble with expressions, idioms or puns
What causes dyslexia?
Science lacks a single conclusive answer, but a few correlations are emerging. Among them:
Genetics: Dyslexia is more common in children whose sibling(s) and/or parents have it.
Brain activity: When researchers scanned the brains of children with dyslexia, they noticed certain differences compared to brain scans of non-dyslexic children. Those differences centered in the areas where the brain processes what words sound like and what written words look like.
Treating dyslexia
There’s no medication or magic bullet to “cure” dyslexia. But it’s possible to re-train the brain to compensate for the challenges the condition creates. It’s a painstaking process that requires support from educators, family members, tutors and therapists. Many schools, including The Discovery School, offer proven accommodations that support students with dyslexia, so they can achieve their full potential. Accommodations include:
large-print printed material
partnering with another student
text-to-speech and speech-to-text technology
visual cues to keep eyes aligned on text
Dyslexia doesn’t have to be debilitating and, with practice and patience, can often be reduced to a mere inconvenience. Children who have been diagnosed with dyslexia are in good company. Famous people who have overcome dyslexia include novelist John Irving, director Steven Spielberg, business leader Charles Schwab, entrepreneur Richard Branson, political leader Gavin Newsom, designer Tommy Hilfiger, and entertainers Whoopi Goldberg, Goldie Hawn, Octavia Spencer, Billy Bob Thornton and Loretta Young.
For more on getting someone evaluated for dyslexia or arranging for tutoring services, call us at 904-346-5100.
ADHD AND ASD—HOW TO TELL THE DIFFERENCE
ADHD AND ASD—HOW TO TELL THE DIFFERENCE
To even the most highly trained observer, someone diagnosed with autism (known as autism spectrum disorder, or ASD) can behave in ways that appear similar to someone with Attention Deficit Hyperactivity Disorder (ADHD). And if it’s not an easy call for a behavioral specialist, it’s even harder for a non-professional to tell the difference.
While similarities abound, there are meaningful differences. And it’s important to make the distinction accurately. Because, as with most other disorders (physical and cognitive), treatment strategies for ASD and ADHD differ. Complicating matters a little further, ASD and ADHD can occur together.
ADHD and ASD are both classified as neurodevelopmental conditions. Expect to see some overlap in behavior from people with either diagnosis, or both. Some behaviors are common between them:
being fidgety or constantly on the move
sensitivity about someone invading their personal space
struggling to read and respond appropriately to social cues, especially non-verbal ones
experiencing meltdowns or tantrums when frustrated
Despite these similarities, the two conditions present differences in terms of observable signs, social considerations and treatment options.
People with ADHD may:
be distracted, disorganized or impatient
forget important information or act as if they’re not listening
behave impulsively, roughly or in ways that suggest they don't fully understand consequences of their actions
People with ASD are likely to:
avoid visual or physical contact with others
be slow to develop speech (if at all), while others may use language skillfully
take comfort in routine
react negatively to disruptions, and may self-soothe with rocking and other unusual body movement
have trouble with empathy, expressing and understanding feelings, and recognizing dangers
have unusually strong reactions to specific sensory stimuli
People with both conditions often face social consequences from others outside the home, based on their behaviors.
People with ADHD may:
have trouble forming and retaining friendships because it’s hard for them to understand and follow social behavioral norms
get into trouble with teachers and other authority figures, who might misinterpret the reasons for problem behavior. This, in turn, can leave the individual with a negative self-image and prevent them from performing academically.
People on the autism spectrum often:
have trouble understanding the dynamics of social relationships and may find them intimidating. This occurs partly because of communication challenges, especially those that involve nonverbal cues like facial expressions and tone of voice.
face teasing from peers when feeling frustrated or overwhelmed because of their self-soothing behaviors like rocking and arm-flapping
Treatment options
Professionals in the medical and mental health communities have a variety of strategies for treating people with both conditions and helping them moderate some of the challenges they face.
There are various medications available to help people with ADHD focus their attention more effectively, which often makes the condition more manageable and helps people function more comfortably in society. Cognitive behavioral therapy can also help overcome anxiety and the perception of learning differences.
Because ASD represents a wide range of signs, symptoms and diagnoses, treatment modalities can vary depending on the person’s individual challenges. Options might include early intervention services, training in social and other “soft” skills, sensory integration therapy, and speech and language therapy. If there’s a co-occurring diagnosis like anxiety, medications can also help.
How families can help
Families play a large role in making life easier for people diagnosed with ADHD, ASD or both. The first rule of thumb, regardless of diagnosis, is: always coordinate with the person’s professional care team (i.e., doctors, therapists, and teachers).
ADHD
Make sure the person knows the behavioral expectations and rules in your household.
Provide structure by developing and repeating daily routines.
Divide instructions into small, manageable tasks.
Promote visual aids to help the person stay organized, Checklists are great for this.
Build mental health breaks into periods of concentration.
Set aside a separate work area for homework.
Provide a heads-up before scheduling one-off activities that disrupt the person’s established routine.
ASD
Be clear with the behaviors you expect from the person.
Provide structure by developing and repeating daily routines.
Split up complex tasks (like doing the dishes) into small components that can be more easily achieved.
Plan on occasional tantrums and frustration, so you can deal with them more calmly.
Help the person manage social interactions by practicing scripts that are easy to remember.
For more on the differences and similarities between ADHD and ASD, contact us at 904-346-5100. We offer evaluations and therapies to steer families toward proven programs for making the most of a child’s potential. Not sure how to get help for someone with special needs? Our Center for Educational Advocacy can help you maximize the resources available.