Autism Education Facilities Kingsport TN

Local resource for autism education facilities in Kingsport, TN. 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.

Small Miracles Therapeutic Horseback Riding Center
423-349-1111; 423-306-1840
1205-J N Eastman Rd., PMB 253
Kingsport, TN
Support Services
Hippotherapy (Horseback Riding), Therapy Providers

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Autism Support Group Online for East TN
N/A
2610 Plymouth RD.
Johnson CIty, TN
Support Services
Early Intervention, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Applied Behavior Analysis
(423) 676-4324
Appalachian Behavior Support Services
Johnson City, TN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Educational Advocacy, Other, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Siskin Childrens Institute
(423) 648-1700
1101 Carter Street
Chattanooga, TN
Support Services
Academic Assessments, Activities, Adult Support, Art Therapy, Behavorial Intervention, Camps, Compounding Pharmacies, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Integrated), Psychological Counseling, Research, Research, Sensory Integration, Speech Therapy, Support Group Meeti
Ages Supported
Preschool

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Autism Solution Center, Inc.
(901) 758-8288
9282 Cordova Park Road
Cordova, TN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Biomedical Intervention, Career Counseling, Compounding Pharmacies, DAN! Pediatrics, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Job Coach, Marriage & Family Counseling, Marriage & Family Counseling, Medical, Music Therapy, Nutritional Counseling, Occupational Therapy, Other, Physical Therapy, Play Therapy, Products/Stores, Research, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Supp
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Autism In TN
(423) 426-1882
2610 Plymouth Rd. Apt. 100
Johnson City, TN
Support Services
Adult Support, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Other, Support Group Meetings, Support Organization
Ages Supported
Preschool,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Appalachian Behavior Support Services
(423) 676-4324
PO Box 5788
Johnson City, TN
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

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Harwood Center, Inc.
(901) 448-6580
711 Jefferson Avenue
Memphis, TN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Education, Marriage & Family Counseling, Marriage & Family Counseling, Private School (Multi-disability), Speech Therapy
Ages Supported
Preschool

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Deborah Finley
(615) 661-KIDS (5437)
1647 Mallory Lane
Brentwood, TN
Support Services
Early Intervention, Education, Music Therapy, Occupational Therapy, Physical Therapy, Speech Therapy, Therapy Providers

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TRIAD: The Treatment and Research Institute
(615) 936-0267
Vanderbilt TRIAD
Nashville, TN
Support Services
Early Intervention, Education, Support Organization, Therapy Providers

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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