Autism Seminars Orlando FL

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Orlando, FL and gain access to seminars that provide information on autism education, autism treatment, drug development in autism, communication difficulties, social skills, and feelings management, as well as advice and content on attending autism seminars.

Patrick McGreevy, Ph.D., P.A. and Associates
(407) 629-1099
P.O. Box 140251
Orlando, FL
Support Services
ABA/Discrete Trial, Other, Therapy Providers, Training/Seminars

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Center for Health, Learning and Achievement
(407) 382-5551
1525 Alafaya Trail
Orlando, FL
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Floortime, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Florida Autism Center
(407) 413-9550
1708 Lexington Green Lane
Sanford, FL
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Helpful Websites, Military Families, Private School (Autism Only), Research, Schools, Ages 5 years and Up, Social Skills Training, State Resources, State Resources, Education, State Resources, Insurance, State Resources, Parent Training, Summer Camp/ESY, Support / Tutoring, Support Group Meetings, Training/Seminars, Vaccine Awareness, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Autism Home Support, Inc.
(954) 461-0232
10611 NW 43 CT
Coral Springs, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Residential, Support Organization, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

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USF Autism Spectrum Assessment and Treatment Clinic
(813) 974-1516
Silver Child Development Center
Tampa, FL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Adult Support, Behavorial Intervention, Biomedical Intervention, Early Intervention, Floortime, Marriage & Family Counseling, Play Therapy, RDI, Research, Social Skills Training, Speech Therapy, Support Group Meetings, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
George VonHilsheimer, Ph.D., F.R.S.H.
(407) 744-6464
125 S. Swoope Ave. Suite 109
Maitland, FL
Support Services
Support Organization, Therapy Providers, Training/Seminars

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1st Choice Behavior Solutions
(407) 460-1021
203 East Tenth Street
Sanford, FL
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Early Intervention, Educational Advocacy, Research, 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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Assistive Technology Educational Network (ATEN)
(800) 558-6580
1207 Mellonville Avenue
Sanford, FL
Support Services
Occupational Therapy, Other, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars

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Social Skills Group for children with High Functioning Autism and Aspergers Syndrome
(727) 376-2792
Contact Suzette Fleiss
Trinity, FL
Support Services
Disability Advocacy, Marriage & Family Counseling, Play Therapy, Social Skills Training, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Working The Puzzle, Inc
(954) 616-9071
2512 NW 9th Lane
Wilton Manors, FL
Support Services
ABA/Discrete Trial, Early Intervention, Educational Advocacy, Music Therapy, 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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The Meaning Of Advocacy

The meaning of advocacy

Jeff Katz

One of the first, and in retrospect most important, lessons that Karen and I learned, way back when we first met Phyllis Kupperman, was “be Nate’s advocate.” We were new to the world of autism and hyperlexia, and, besides having to become amateur speech therapists and twice-weekly visitors to the Center for Speech and Language Disorders, now we had to become “advocates.” What did it mean?

No doubt, it means different things to different people. Perhaps some interpret it this way:

“Look, my child is no different from yours. Don’t call him/her autistic, don’t label him/her as someone with special needs.” That tack is usually accompanied by much yelling.

Or this:

“I’m sorry, I’m sorry. He/she doesn’t mean to be disruptive.” This is often part of a strategy that involves taking your child away from the scene of the incident, avoiding embarrassment the top priority.

Here’s what we did: always, always, make sure that Nate’s improvement was addressed first and foremost. I can recall the first school meeting in Lincolnshire, IL when labeling Nate autistic was put on the table. Some parents genuinely recoil at that label. It hurt, sure, but what did it matter if, by categorizing Nate as such, he would get the services and extra help he needed to succeed. We asked questions regarding privacy, and making sure his personal information was not fair game, and the answers were satisfactory.

Would we have changed our acceptance of the label if the answers weren’t good enough? Probably not, because what he received as a result of the autism tag was what he needed. Our damaged feelings were inconsequential compared to the big picture of helping Nate. We always saw ourselves as partners with the school in the grand cause that is Nate Katz; we were never adversaries.

I went through a transformation when Nate took, in effect, the same math course for three years straight. I was a solid math student and was upset that Nate was, except for a few units here and there, subjected to identical material in grades 6-8. The epiphany, my V-8 slap in the head moment, came unexpectedly, but it came. Nate’s stagnant math career was of no consequence to his overall development. It was a problem for me and another adjustment of expectations. I look back at that as an important moment of separating my needs from Nate’s

Even now, we are fighting the good fight. As a recent post noted, Nate has a new test reader at SUNY-Cobleskill. He got one bad grade and we’re unsure on the other. Nate puts a lot of effort into studying, but he may get anywhere from 0 to 100 (and has). All we care about is that he is given the best chance at showing his skills to the best of his ability. We’re always in the process of making that happen.

Look, everyone meets their challenges in different way. I’m not suggesting your way is wrong, and ours is right. You can only do what you’re capable of. Yet, at the core, every parent of an autistic child...

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