Autism Education Facilities Yakima WA

Local resource for autism education facilities in Yakima, WA. 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.

Richard Wilkinson MD
(509) 453-5506
302 S. 12 Ave
Yakima, WA
Support Services
Medical

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Washington PAVE - Yakima County Office
(509) 972-4659
PO Box 8014
Yakima, WA
Support Services
Educational Advocacy, Marriage & Family Counseling, Support Organization

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Autism Outreach Project
(888) 704-9633
1601 R Avenue
Anacortes, WA
Support Services
Educational Advocacy, Marriage & Family Counseling, State Resources, Education, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Johnathan Wright, MD
(425) 264-0059
801 Southwest 16th
Renton, WA
Support Services
ABA/Discrete Trial, Education, Therapy Providers

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Music Works
(426) 644-0988
14360 SE Eastgate Way, Suite 102
Bellevue, WA
Support Services
Education, Music Therapy, Other

Data Provided By:
Season Almason, MA, BCBA
(509) 307-7251
Yakima, WA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavior Assessment, Behavorial Intervention, Early Intervention, Social Skills Training, Support / Tutoring, Training/Seminars, Verbal Behavior
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Heidi Hillman
(913) 940-7923
Yakima, WA
Yakima, WA
Support Services
ABA/Discrete Trial, Therapy Providers

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Childrens Institute for Learning Differences
(206) 232-8680
4030 86th Ave SE
Mercer Island, WA
Support Services
Camps, Education, Private School (Multi-disability), Summer Camp/ESY
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Talk About Curing Autism of Western Washington (TACA WA)
(360) 402-7511
2201 South 78th Street
Tacoma, WA
Support Services
ABA, Ideas For Finding Therapists, Behavorial Intervention, Biomedical Intervention, DAN! Doctors, DAN! Doctors, DAN! Pediatrics, DAN! Pediatrics, Doctor Referrals, Early Intervention, Helpful Websites, Nutritional Counseling, Research, State Resources, State Resources, Education, Support Group Meetings, Vaccine Awareness, Vaccine Awareness

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David Adams, LMHC, BCBA (Behavior Consultant)
(360) 265-4393
1127 Wheaton Way #C-1
Bremerton, WA
Support Services
Other, 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