Autism Education Facilities Cincinnati OH

Local resource for autism education facilities in Cincinnati, OH. 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.

Cincinnati Center for Autism
(513) 874-6789
200 Office Park Drive
Fairfield, OH
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Babysitting / Childcare, Behavorial Intervention, Camps, Early Intervention, Early Intervention, Education, Educational Advocacy, Medical, Occupational Therapy, Physical Therapy, Private School (Autism Only), Respite, Social Skills Training, Summer Camp/ESY, Support / Tutoring, Support Organization, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
University Affiliated Cincinnati Center for Developmental Disorders (LEND)
(513) 636-8383
Cincinnati Childrens Hospital Medical Center, MLC 4002, 333 Burnet Avenue
Cincinnati, OH
Support Services
Training/Seminars

Data Provided By:
University Affiliated Cincinnati Center for Developmental Disorders
(513) 636-4688
Pavilion Building
Cincinnati, OH
Support Services
Disability Advocacy, Medical, Research, Research, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Frank Wood Ph.D.
(513) 381-6611
Cincinnati, OH
Support Services
ABA, Therapy Services, Behavior Assessment, Behavorial Intervention, Disability Advocacy, Educational Assessment, Marriage & Family Counseling, Psychological Counseling, Training/Seminars
Ages Supported
11-12 Grade,6-8 Grade,9-10 Grade,Adult

Data Provided By:
Nancy Magnus Kopnick,Ph.D.
(513) 761-8186
Educational and Behavioral Consultations for the Greater Cincinnati
Cincinatti, OH
Support Services
Behavorial Intervention, Educational Advocacy, Medical, Psychological Counseling

Data Provided By:
Cincinnati Center for Developmental Disorders
513-636-4200; 1-800-344-2462
3300 Elland Avenue
Cincinnati, OH
Support Services
Early Intervention, Medical, Therapy Providers

Data Provided By:
Kelly OLeary Center for Autism Spectrum Disorders
513-636-5340; 800-344-2462 ext. 6-5340
University of Cincinnati, Pavilion Bldg., 3333 Burnet Ave.
Cincinnati, OH
Support Services
ABA/Discrete Trial, Behavorial Intervention, Compounding Pharmacies, Marriage & Family Counseling, Medical, Occupational Therapy, Play Therapy, Psychological Counseling, Research, Research, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Olympus Center
(513) 559-0404
2230 Park Avenue
Cincinnati, OH
Support Services
Other
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Child Advocacy Center
(513) 821-2400
1821 Summit Rd.
Cinncinnati, OH
Support Services
Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Northern Kentucky Childrens Advocacy Center
(859) 261-3441
103 Landmark Dr. Suite 360
Bellevue, KY
Support Services
Disability Advocacy

Data Provided By:
Data Provided By:

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