A. Autism Spectrum Disorder
| Site: | Colorado Education Learning Management System |
| Course: | 2e (Open Access) Supporting Twice Exceptional Learners |
| Book: | A. Autism Spectrum Disorder |
| Printed by: | Guest user |
| Date: | Friday, 22 November 2024, 8:05 AM |
Description
ASD
Definition: A child with an Autism Spectrum Disorder (ASD) is a child with a developmental disability significantly affecting verbal and non-verbal social communication and social interaction, generally evidenced by the age of three. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental changes or changes in daily routines, and unusual responses to sensory experiences. - See more at: http://www.cde.state.co.us/cdesped/sd-autism#sthash.ApHx1jTU.dpuf
1. Introduction to the Lesson: Autism
We will just be touching on some fundamentals of gifted with autism spectrum disorder (ASD) in this lesson.
2. Definition
Definition:
(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Last modified on May 2, 2017
Sec. 300.8 (c) (1)
3. Gifted with Autism Spectrum Disorder
It is important to know that ASD is a spectrum and "each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently" (autismspeaks.org). People with ASD, therefore, may have more or less differences in their neurotypicality; add in the different domains of giftedness, and as is case with all 2e individuals, the complexity is intense.
In "Mental Disorder or Neurodiversity?" Aaron Rothstein (2012) quotes Thomas Armstrong (whom you read about at the beginning of this lesson) stating that, autistics* "tend to be much better at understanding systems than understanding people." (*Many autistic self-advocates now prefer an identify-first language, such as autistic child (Kenny et al. 2016).
As Stephen M. Shore, Adelphi University professor has said, “If you know one student with autism, you know ONE student with autism.” This is doubly true when you add giftedness into the mix. Watch these two videos to get two different ASD experiences, with the second video being an obviously gifted person.
Click on the title to open in YouTube to access closed captioning.
Children with ASD
Possible Strengths (which may also be challenges in some circumstances)
As we have emphasized in Part 1 of the course, gifted students thrive with a focus on their strengths while supporting their areas of challenge. With this strengths-first approach, let us look at the strengths children with autism may have (adapted from 100 Day Kit for Young Children by Stephen Shore in Autismspeaks.org). When you are creating strength-based goals for your gifted with ASD students, check for these strengths in addition to data you gather from family and teachers and the children themselves.
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Encyclopedic knowledge in area of interest
- Less concern for what others may think of them
- Independent thinking often results in novel, “big picture” insights
- Thinks in pictures or video
- Often very verbal
- Honesty
- Nonjudgmental listening
- Average to above average intelligence
- Direct communication; “say what they mean and mean what they say
- Loyalty
Possible Challenges
According to the authors of Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review (2021),
As we have emphasized in Part 1 of the course, gifted students thrive with a focus on their strengths while supporting their areas of challenge. With this strengths-first approach, let us look at the strengths children with autism may have (adapted from 100 Day Kit for Young Children by Stephen Shore in Autismspeaks.org). When you are creating strength-based goals for your gifted with ASD students, check for these strengths in addition to data you gather from family and teachers and the children themselves.
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Encyclopedic knowledge in area of interest
- Less concern for what others may think of them
- Independent thinking often results in novel, “big picture” insights
- Thinks in pictures or video
- Often very verbal
- Honesty
- Nonjudgmental listening
- Average to above average intelligence
- Direct communication; “say what they mean and mean what they say
- Loyalty
Possible Challenges
According to the authors of Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review (2021),
Much discussion surrounds the conceptualization of autism as a disability or as a set of unique skills that can be viewed as strengths (Urbanowicz et al. 2019). Although there is truth in both, there is also much verification that the life course for many individuals with autism, from infancy and into adulthood, is challenging for them and their families (Shattuck et al. 2018). In efforts to have a positive impact on this life trajectory, personnel in early intervention, schools, clinics, and other human service programs search for practices that could be most effective when working with children and youth with autism (Lai et al. 2020). For full article in our Google folder go HERE
Much discussion surrounds the conceptualization of autism as a disability or as a set of unique skills that can be viewed as strengths (Urbanowicz et al. 2019). Although there is truth in both, there is also much verification that the life course for many individuals with autism, from infancy and into adulthood, is challenging for them and their families (Shattuck et al. 2018). In efforts to have a positive impact on this life trajectory, personnel in early intervention, schools, clinics, and other human service programs search for practices that could be most effective when working with children and youth with autism (Lai et al. 2020). For full article in our Google folder go HERE
One of the most famous of gifted people with autism is Temple Grandin...(Thinking in Pictures , 1995) [who said], "Autistics cannot read emotions and do not know how to interact with other people, so they often make others uncomfortable" (Rothstein, 2012). In many of her public speeches, Grandin speaks about the years of observation and practice it took to converse and how she is still uncomfortable with social interactions.
Here is a short list of challenges with one possible strategy to support the challenge. (More strategies to support our gifted students with autism will be presented in the next section.)
- Grasping the “big” picture - make this visual and concrete, explicit connection
- Understanding and controlling their own emotions -- coping or using emotional expressions
- Recognizing facial expressions and the emotions behind them -- difficulty understanding and interpreting emotions or perceiving emotional states of others -- role play, identify emotions
- They might lack, or seem to lack, empathy with others.
- Perceiving unwritten rules of social interaction -- teach these rules through direct instruction and social narratives
- Difficulty in developing motivation to study areas not of interest -- offer non-preferred/preferred; if/then
- Difficulty processing in non-favorite modalities -- build skill over time
- Uneven set of skills -- Dual Differentiation
In the next section, we will give some strategies for dual differentiation for this 2e population -- creating opportunities to build their strengths while supporting their challenges.
Gifted and Autism: Missed Diagnosis and Misdiagnosis
According to Danielle Voit, in Autism –vs- Giftedness: A Neurobiological Perspective, gifted students, especially profoundly gifted children, may be misdiagnosed with autism because gifted children's intensities and divergent thinking can present some of the signs and symptoms of autism; on the other hand, many children with autism who are gifted may have their giftedness missed. We must be careful with our data collection and analysis to best understand and meet the differing needs.
In Colorado, the largest percentage of all 2e students, 26 percent, are gifted with ASD (Office of Gifted Education, 2018). While each gifted child with autism is different, they all have different characteristics than are typically expected in gifted children. Below is a table of characteristics comparing gifted students with gifted with ASD.
* Stereotypy: behavior which involves repetition, rigidity, and invariance, as well as a tendency to be inappropriate in nature (Cunningham, A. B., & Schreibman, L., 2008. Stereotypy in Autism: The importance of function. Research in Autism Spectrum Disorders, 2(3), 469–479. doi:10.1016/j.rasd.2007.09.006
Racial and Ethnic Differences
More white children are identified with ASD than black or
Hispanic children. Previous studies have
shown that stigma, lack of access to healthcare services due to non-citizenship
or low-income, and non-English primary language are potential barriers to identification
of children with ASD especially among Hispanic children. A difference in identifying black and
Hispanic children with ASD relative to white children means these children may
not be getting the services they need to reach their full potential.
As was presented in Part 1 of the course, 2e students from
an underrepresented population, sometimes called 3e students, have additional
obstacles to identification while their need for support may be even
greater. It is not only our moral
obligation to find and support these gifted students; it is also specifically
called out in Colorado gifted education law and in federal child find law.
Girls and Autism
Far more boys than girls are identified with ASD, yet research shows the incidence of ASD is similar in girls and boys. When girls are identified, the identification is often much later (so missing the benefit of early identification), and are often found because they've been referred for emotional regulation, anxiety or depression. Girls with low cognitive functioning and ASD are more likely to be identified than girls with average or above average cognitive function. This makes girls who are gifted with ASD unlikely to be identified unless they present later in life with mental health issues (Giarelliet al., 2010, Rutherford et al., 2017; Shattuck et al., 2009). According to Susan Hepburn (*Tri-State 2020-2021 Webinar Series), "Girls present differently as a function of overall developmental level/cognitive functioning –as a field we are poorest at identifying girls with average or above IQs."
Females with autism may be closer to typically developing males in their social abilities than boys with autism, and the criteria for ASD identification are based on data derived almost entirely from studies of boys (Szalavitz, M. , 2016). Younger girls tend to show fewer disruptive behavior problems at home and at school (Dworzynskiet al., 2012; Mandy et al., 2012), so girls may are often overlooked for early identification, or they get misdiagnosed with attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD) and even, some researchers believe, anorexia (Szalavitz). Girls with intact cognitive ability tend to compensate in ways that can mask their impairments (Dean et al., 2017), yet this masking has long-term adverse consequences on mental health, social isolation & self-efficacy (Aggarwal & Angus, 2015; Lehnhardtet al., 2016).
As with all neurotypically-different children (including gifted), early identification and intervention can make the difference between lifelong success or struggle.
Optional: For a recorded webinar on "Early Identification of Autism in Girls (Tri-State Webinar)" select HERE. A PDF of this webinar is also included in our shared Google folder in the Autism Spectrum Disorder folder.
Myth Busting: Empathy
Many people still believe that autistic people don’t have
empathy. Here is a personal response
from a professor and advocate who also presents a historical perspective (Autism
FAQ).
One of the most famous of gifted people with autism is Temple Grandin...(Thinking in Pictures , 1995) [who said], "Autistics cannot read emotions and do not know how to interact with other people, so they often make others uncomfortable" (Rothstein, 2012). In many of her public speeches, Grandin speaks about the years of observation and practice it took to converse and how she is still uncomfortable with social interactions.
Here is a short list of challenges with one possible strategy to support the challenge. (More strategies to support our gifted students with autism will be presented in the next section.)
- Grasping the “big” picture - make this visual and concrete, explicit connection
- Understanding and controlling their own emotions -- coping or using emotional expressions
- Recognizing facial expressions and the emotions behind them -- difficulty understanding and interpreting emotions or perceiving emotional states of others -- role play, identify emotions
- They might lack, or seem to lack, empathy with others.
- Perceiving unwritten rules of social interaction -- teach these rules through direct instruction and social narratives
- Difficulty in developing motivation to study areas not of interest -- offer non-preferred/preferred; if/then
- Difficulty processing in non-favorite modalities -- build skill over time
- Uneven set of skills -- Dual Differentiation
In the next section, we will give some strategies for dual differentiation for this 2e population -- creating opportunities to build their strengths while supporting their challenges.
Gifted and Autism: Missed Diagnosis and Misdiagnosis
According to Danielle Voit, in Autism –vs- Giftedness: A Neurobiological Perspective, gifted students, especially profoundly gifted children, may be misdiagnosed with autism because gifted children's intensities and divergent thinking can present some of the signs and symptoms of autism; on the other hand, many children with autism who are gifted may have their giftedness missed. We must be careful with our data collection and analysis to best understand and meet the differing needs.
In Colorado, the largest percentage of all 2e students, 26 percent, are gifted with ASD (Office of Gifted Education, 2018). While each gifted child with autism is different, they all have different characteristics than are typically expected in gifted children. Below is a table of characteristics comparing gifted students with gifted with ASD.
* Stereotypy: behavior which involves repetition, rigidity, and invariance, as well as a tendency to be inappropriate in nature (Cunningham, A. B., & Schreibman, L., 2008. Stereotypy in Autism: The importance of function. Research in Autism Spectrum Disorders, 2(3), 469–479. doi:10.1016/j.rasd.2007.09.006
Racial and Ethnic Differences
More white children are identified with ASD than black or Hispanic children. Previous studies have shown that stigma, lack of access to healthcare services due to non-citizenship or low-income, and non-English primary language are potential barriers to identification of children with ASD especially among Hispanic children. A difference in identifying black and Hispanic children with ASD relative to white children means these children may not be getting the services they need to reach their full potential.
As was presented in Part 1 of the course, 2e students from
an underrepresented population, sometimes called 3e students, have additional
obstacles to identification while their need for support may be even
greater. It is not only our moral
obligation to find and support these gifted students; it is also specifically
called out in Colorado gifted education law and in federal child find law.
Girls and Autism
Far more boys than girls are identified with ASD, yet research shows the incidence of ASD is similar in girls and boys. When girls are identified, the identification is often much later (so missing the benefit of early identification), and are often found because they've been referred for emotional regulation, anxiety or depression. Girls with low cognitive functioning and ASD are more likely to be identified than girls with average or above average cognitive function. This makes girls who are gifted with ASD unlikely to be identified unless they present later in life with mental health issues (Giarelliet al., 2010, Rutherford et al., 2017; Shattuck et al., 2009). According to Susan Hepburn (*Tri-State 2020-2021 Webinar Series), "Girls present differently as a function of overall developmental level/cognitive functioning –as a field we are poorest at identifying girls with average or above IQs."
Females with autism may be closer to typically developing males in their social abilities than boys with autism, and the criteria for ASD identification are based on data derived almost entirely from studies of boys (Szalavitz, M. , 2016). Younger girls tend to show fewer disruptive behavior problems at home and at school (Dworzynskiet al., 2012; Mandy et al., 2012), so girls may are often overlooked for early identification, or they get misdiagnosed with attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD) and even, some researchers believe, anorexia (Szalavitz). Girls with intact cognitive ability tend to compensate in ways that can mask their impairments (Dean et al., 2017), yet this masking has long-term adverse consequences on mental health, social isolation & self-efficacy (Aggarwal & Angus, 2015; Lehnhardtet al., 2016).
As with all neurotypically-different children (including gifted), early identification and intervention can make the difference between lifelong success or struggle.
Optional: For a recorded webinar on "Early Identification of Autism in Girls (Tri-State Webinar)" select HERE. A PDF of this webinar is also included in our shared Google folder in the Autism Spectrum Disorder folder.
Myth Busting: Empathy
Many people still believe that autistic people don’t have empathy. Here is a personal response from a professor and advocate who also presents a historical perspective (Autism FAQ).
Do Autistic people have empathy? Yes,
we do. There was a misconception perpetuated for several decades -- and still
fueled by some people today -- that Autistic people are not capable of empathy
or empathizing with other people. One of the most common characteristics of
Autism is a deficit in the ability to understand nonverbal forms of
communication -- including tone or pitch of voice, word choice (such as idioms,
colloquialisms, and metaphors), facial expressions, body language, and other subtle
communications. Because of that, most Autistic people have a hard time
accurately expressing their own thoughts, feelings, or opinions using nonverbal
forms of communication. We also have trouble identifying the emotions of others
based on subtext or body language.
Do Autistic people have empathy? Yes, we do. There was a misconception perpetuated for several decades -- and still fueled by some people today -- that Autistic people are not capable of empathy or empathizing with other people. One of the most common characteristics of Autism is a deficit in the ability to understand nonverbal forms of communication -- including tone or pitch of voice, word choice (such as idioms, colloquialisms, and metaphors), facial expressions, body language, and other subtle communications. Because of that, most Autistic people have a hard time accurately expressing their own thoughts, feelings, or opinions using nonverbal forms of communication. We also have trouble identifying the emotions of others based on subtext or body language.
Therefore, while we have empathy
(and a 2009 study showed that Autistic people not only have empathy, but in
certain cases, had more empathy on average than non-Autistic people), we may
not recognize when to express empathy for someone else, nor will we express it
in a way that is expected in the rest of society.
Many Autistic people have a very
strong sense of justice -- of right and wrong, and of fairness. Many Autistic
people deeply experience sadness, tragedy, and anger at events recounted on the
news -- famines, war, genocide, terrorist attacks, or other violent crimes.
4. Meeting the Challenges
Start by watching this 19 minutes video that will highlight some of the characteristics of students with autism but will also offer some picture-big strategies. While the title says it is for secondary students, the information applies to most children with autism. While the link is automatically putting the closed captioning into Arabic, you can watch the video on YouTube and switch to English clicking on the title and changing the settings in the new window.
Big Picture Support and Accommodations for Gifted Students with ASD:
- Provide gifted services in strength area with appropriate supports
- Think of each student as an individual.
- Establish appropriate expectations for growth and competence (don’t underestimate abilities in areas of strength and/or interest).
- Meet the student where he/she is.
- Use interest areas to increase motivation, attention, and learning.
- Differentiate products or ways to show proficiency or master --writing is NOT always the best way to show competence
- Teach how to generalize behaviors because students with ASD don’t generalize skills to new environments
- Shape behavior by making small changes at a time and utilizing reinforcement strategies
- Use visual and task schedules
- Promote independence by teaching individuals with ASD to regulate their behavior
- Address social skills with social stories, small groups, and explicitly teach the "Hidden Curriculum" (see below)
- Announce transitions and make them visual
- Teach organizational skills
Sensory Issues and Support
Your special education professionals, mental health, or occupational therapists might suggest other sensory supports such as:
- Wiggly, fidgety tools
- Disc-Sit cushion
- Velcro strips on or underneath desktop
- Playing games where the child is forced to use muscles
- Activities involving crawling, jumping, running, crashing, climbing, pushing or pulling something heavy, marching, balance work, tunnel crawl, jumping on a trampoline, dance, playing ball/catch, obstacle courses
- Tweezer or chopstick play … use pincher fingers to move small items
- Playing with Legos, small figurines, or games with small game pieces to facilitate increased grasping and grip strengthening.
- Sensory processing and modulation aids, such as:
|
•Rice
•Beans
•Putty
•Play
dough
|
•Shaving
cream
•Cooked
noodles
•Sand
|
Social Skills and Affective Development
While ASD brings challenges in social skills, children with ASD can learn about feelings and improve their ability to express and respond to emotions and social situations.
Ways to support
Individuals with ASD need direct, explicit teaching of social skills EACH and EVERY day. Social skills curriculum and activities have to be planned and implemented with as much consideration as math, literacy, and every other area.
Teach the “Hidden Curriculum” These are the unspoken "rules" of behavior that everybody knows it, but no one ever
verbalizes or writes it down. An example would be
-- Don't have significant eye contact in elevators. People will think you are weird or rude or scary…they might say something rude to you like…”What are you looking at!!!”
Use clear, precise language and avoid using slang and sarcasm with people who have ASD. Teach an understanding of language, such as figurative language, e.g., idioms and metaphors, and how to look for and highlight key words in the instructions and directions.
Teach the Art of Conversation
- Intentionally teach all students how to engage in reciprocal conversations and how to identify nonverbal social cues
- Teach all students how to identify emotions and engage in appropriate conversations
- Teach turn-taking skills and following rules using cooperative games
For social skill interventions, the type of intervention strategy should match the skill deficit and student goals.
- Increase understanding of strengths and challenges to minimize teasing and bullying
- Emphasize strengths and interests in cooperative learning situations
- Most importantly, students need time to practice their newly learned skills as well as generalize and transfer into their day.
Other Intervention Strategies and Resources (in brief)
-- To skim and possibly bookmark for later and/or project development
Social Skills: Expanding The World Through Social Development: Your “Wh” Questions, Part 3: Conversational Social Communicators (3-Part Series) (Tri-State Webinar) -- Webinar available through the Colorado Department of Education -- Certificate available upon completion
Social Narratives
Social Autopsy Worksheet
Social Behavior Mapping -- Social Thinking ™
Social Skills Groups -- such as ”Lunch Bunch” and structured/planned play groups,
Some optional conversation resources:
Teaching Kids With Autism The Art Of Conversation: NPR
Regulation Strategies
Incredible 5 Point Scale - teach social and emotional concepts to individuals on the autism spectrum
The Alert Program®, with its user-friendly approach, helps anyone articulate their inner experience of self-regulation (how alert they feel). Self-regulation awareness turns into action with the program’s simple strategies as outlined in the Take Five! book. The program emphasizes how to change alert levels throughout the day, making it easy to get out of bed, work, play, learn, relax, socialize, and go to bed. (Authors of How does your Engine Run?)
Executive Function and ASD
Students with ASD can also be delayed in the executive function skills (Credit for below: Autism Speaks . Difficulties can manifest themselves in many different ways. Here are a few:
- Some individuals pay attention to minor details, but don’t see the larger picture.
- Others have difficulty with complex thinking that requires more than one train of thought at a time.
- Others have difficulty maintain their attention or organizing thoughts and actions.
- EF difficulties can be associated with poor impulse control.
- Often lack the ability to use skills related to planning, sequencing and self-regulation.
All the same instructional strategies to teach and support EF from the Part 1 course may be used. Here are a few reminders:
- Use visual schedules
- Send a rubric home to be signed and returned so parents are kept in the loop and are aware of assignments.
- Use graphic organizers
- Color code for different activities and assignments
- Cue and re-cue often
- Provide rubrics and outlines for assignments
- Take the TIME to help students write assignments in planners (consider using a peer buddy to assist or use online planner)
- Pay attention to where the student is in proximity to the teacher and model peers
- Use technology (email, calendars, individualized applications--using email, for example, as a way to keep track of assignments.)
Establishing Routines: 3 minutes: A young student may need a lot of support as they are learning to be a student. As they get older, they need to be gradually weaned off these supports and taught to be more flexible- this requires planning. It takes about 8 seconds for them to disengage from the first stimulus to the next. Without visuals, they often have difficulty processing what teacher is saying.
• Set clear rules and expectations
• Provide visual and auditory directions
• Teach that there’s a place for everything-everything in its place
• Provide structure even for unstructured activities
• Give several prior reminders for transitions
• Rehearse procedures for unexpected events (fire drills, guest speakers, picture day, assemblies)
Review of Big Picture Accommodations for ASD:
- Hidden Curriculum are those social rules that neurotypical students learn just by observing others, students with ASD have to be taught them explicitly.
- Students with ASD don’t generalize skills to new environments, so you have to teach them how to generalize behaviors
- Think of each student as an individual.
- Establish appropriate expectations for growth and competence (don’t underestimate abilities in areas of strength and/or interest).
- Meet the student where he/she is.
- Use interest areas to increase motivation attention and learning.
- Shape behavior by making small changes at a time and utilizing reinforcement strategies.
- Use visual and task schedules.
- Promote independence by teaching individuals with ASD to regulate their behavior.
- Address social skills with social stories, small groups and information from the Hidden Curriculum.
- Announce transitions and make them visual.
- Teach organizational skills.
- Writing is NOT the best way to show competence.
- Program for generalization.
For students with autism it is really important that we address sensory needs before anything else. If a student is overwhelmed by the environment they will have a hard time engaging in the learning.
5. Optional Resources for Future Reference
Important resources for learning about ASD are CDE's Special Education ASD website and your own district's website. CDE has many on-demand webinars of ASD with certificates available upon completion. Please check out these webinars by selecting Library of On-Demand Resources. including "Webinar: How do you Support Executive Functioning During Online Learning Presented by: Laura Anthony, PhD. View the recorded webinar
CDC -- Information & Resources for those with Autism
CDE -- Guidelines for the Educational Evaluation of ASD & An Evening with Temple Grandin (2 videos - presentation and Q & A)
OCALI -- For free online coursework from OCALI, click HERE -- Free Online Courses: ASD Strategies in Action -- From the OCALI website: Get free access to the Foundations of Evidence-Based Strategies courses with over 30 hours of video-based content. Additional resources from OCALI and various partners are available on our website to help you stay informed, connected, healthy, and supported.
Neurotribes author on NPR and his Blog Site
Girls and Autism
Autism: It is Different In Girls
Why Many Autistic Girls Are Overlooked
How Misdiagnosis Can Become a Nightmare for Girls on the Autism Spectrum
For Parents:
OT and Sensory Ideas for the Home
Emotional Development in Autistic Children
Mendability, lifting the overload of autism struggles and bringing you closer to home.
Anxiety checklist: How do I know if my child has an anxiety problem?
Videos:
All the videos listed on this page are optional resources for your use. For any videos, once the video begins, you can click on the title for it to open in a different window on YouTube. You can access closed captioning on YouTube.