Autism Education Facilities Marietta GA

Local resource for autism education facilities in Marietta, GA. 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.

College Living Prep
(800) 833-9235
12060 Crabapple Road
Roswell, GA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Education, Educational Advocacy, Private School (Multi-disability), Social Skills Training, Speech Therapy, Verbal Behavior
Ages Supported
6-8 Grade,11-12 Grade

Data Provided By:
Speech Therapy
(770) 998-9599
11111 Houze Road, Suite 101
Roswell, GA
Support Services
Early Intervention, Education, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Lionheart School
(770) 772-4555
180 Academy Street
Alpharetta, GA
Support Services
Education, Educational Advocacy
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Center for Psychological and Educational Assessment
(770) 352-9952
54 South Avenue
Marietta, GA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavior Assessment, Behavorial Intervention, Camps, Disability Advocacy, Early Intervention, Early Intervention, Educational Advocacy, Educational Assessment, Floortime, Medical, Occupational Therapy, Other, Play Therapy, Psychological Counseling, Psychological Counseling, RDI, Sensory Integration, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Cook Vision Therapy
(770) 419-0400
1395 South Marietta Parkway
Marietta, GA
Support Services
Other

Data Provided By:
Timothy Lutheran Church Early Childhood Program
(770) 924-7995
556 Arnold Road
Woodstock, GA
Support Services
Early Intervention, Education
Ages Supported
Preschool

Data Provided By:
Summit Learning Center
(678) 624-1696
312 Maxwell Rd
Alpharetta, GA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Camps, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Private School (Autism Only), RDI, Social Skills Training, Summer Camp/ESY, Support Group Meetings, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Aurora Strategies, Inc.
(404) 377-8882
3776 LaVista Road, Suite 200
Tucker, GA
Support Services
Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Camps, Career Counseling, Early Intervention, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Job Coach, Legal Services, Lindamood Bell, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Multi-disability), Products/Stores, Psychological Counseling, RDI, Research, Research, Sensory Integration, Social Skills T
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Magnolia Rehab.
(770) 732-9100
1790 Mulkey Road, Suite 4
Marietta, GA
Support Services
Occupational Therapy, Physical Therapy, Therapy Providers

Data Provided By:
Michael M. Mueller, Ph.D., BCBA of Southern Behavioral Group, Inc.
(678) 921-2811
1950 Spectrum Circle, Suite 400
Marietta, GA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Products/Stores, Research, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 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