Autism Education Facilities Auburn AL

Local resource for autism education facilities in Auburn, AL. Includes detailed information on local businesses that provide access to Autism Spectrum Disorders clinics, distance learning labs, autism education programs, sensory gyms, and on-site workshops, as well as advice and content on autism educational training.

Amber k. Aull, M.S., BCBA (ABA Therapy)
(334) 502-5333
1133 Old Mill Road
Auburn, AL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Floortime, Social Skills Training, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Auburn University Autism Center
(334) 821-4002
1228 Haley Center
Auburn University, AL
Support Services
Occupational Therapy, Physical Therapy, Research, Research, Speech Therapy, Support Group Meetings, Support Organization, Training/Seminars

Data Provided By:
Developmental Disabilities Clinic of Auburn University
(334) 844-4889
Auburn University, 1122 Haley Center
Auburn University, AL
Support Services
Early Intervention, Medical, Therapy Providers

Data Provided By:
United Cerebral Palsy (Montgomery)
(334) 834-2300
400 South Union Street, Suite 280
Montgomery, AL
Support Services
Adult Support, Disability Advocacy, Education, Marriage & Family Counseling, Respite/Childcare/Babysitting, Summer Camp/ESY, Support Organization, Therapy Providers

Data Provided By:
Valley Haven School
(334) 756-2868
PO Box 416
Valley, AL
Support Services
Education, Private School (Multi-disability)
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Robert Simpson, Ph.D.
(334) 844-2106
1228 Haley Center, Auburn University
Auburn University, AL
Support Services
Medical

Data Provided By:
Ronald Eaves, Ph.D.
(334) 844-2107
Not listed, Auburn University
Auburn University, AL
Support Services
Medical

Data Provided By:
Greengate School
(256) 721-6592 or (256) 337-1889
6600 Madison Pike
Huntsville, AL
Support Services
Education, Private School (Multi-disability)

Data Provided By:
Progress Listening Center
(334) 596-0476 or 1-866-484-5926
215 Midland Street
Ashford, AL
Support Services
Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Camps, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Play Therapy, Sensory Integration, Social Skills Training, Summer Camp/ESY, Tomatis/AIT, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Brewer-Porch Childrens Center
(205) 348-9334
Box 870156
Tuscaloosa, AL
Support Services
Behavorial Intervention, Education, Psychological Counseling, Support Group Meetings, Support Organization, Therapy Providers
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

Data Provided By:
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Teaching Students With Autism About Their Learning Strengths And Weaknesses

Teaching students with autism about their learning strengths and weaknesses

Michelle Garcia Winner

Over the years, I observed so many students get upset by the fact they had “autism” or “Asperger’s Syndrome” or “ADHD” and in as much as they could verbalize these terms aloud they still didn’t seem to understand what their learning challenges actually were.

I also observed many adults explaining to students that the reason they were having difficulty socializing, studying, and learning was that they had “autism” or “Asperger’s Syndrome”, or “ADHD.” I thought this was a really abstract way of explaining to a student with limited abstract thinking how best to understand their own learning challenges. I also have observed that for many of our smart but socially not-in-step students, that they were using their label as an excuse for not working at learning new ideas; they interpreted the fact that they had a diagnostic label as a reason to not continue to learn.

I was also inspired by the writings of those who describe learning abilities and challenges given the framework that each of us have strengths and weaknesses with regards to our own brain’s design of our multiple intelligences (See books by Dr. Mel Levine and Howard Gardner).

Strengths and Weakness Lesson
The lesson I developed is about teaching our students and adults how to understand their social learning challenges in the context of their overall abilities and then how they can use their strengths to learn more strategies related to their weaknesses.

I have done this lesson with students as young as 8 years old and as old as they come.

The lesson is very simple. To save explaining it all with words, see the below chart:

graph

Here are some basic things I do as I develop this type of chart with the student:

1. Each chart is completely personalized for the person I am developing it with. It does not work at recording actual test scores showing actual competencies. The chart is about how the student perceives their own strengths and weaknesses. For this reason, you can create any categories you want.

2. Determine ideas for posting on the chart by taking time to talk to the student and listening to what they enjoy doing and what they feel they do well.

3. Always start by graphing out the strengths. It is good to have many perceived strengths. Again, strengths are not about listing academic tasks exclusively. If someone says they are really good at playing a specific computer game or Legos then we write specifically that into one category.

4. It is also important to find some areas where the student perceives they are just OK at that task, not good, nor bad. They perceive themselves to be similar to the average person in that area of functioning. With kids, you can use language such as:

a. “First tell me what you think you are really good at compared to other kids you know.”

b. After you have listed 3-5 then say, “Now tell me something you are OK at, that you a...

Click here to read the rest of this article from Autism Support Network