Autism Seminars San Antonio TX

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in San Antonio, TX 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.

Project PODER Texas Fiesta Educativa
210-222-2637; (800) 682-9747
1017 N. Main Ave., Suite 207
San Antonio, TX
Support Services
Other, Support Organization, Training/Seminars

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Childrens Association for Maximum Potential (CAMP)
(210) 292-3566
PO Box 27086
San Antonio, TX
Support Services
Marriage & Family Counseling, Respite/Childcare/Babysitting, Support Organization, Training/Seminars

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Autism Behavioral Services
(210) 316-6410
2623 Rio Brazos
San Antonio, TX
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Other, 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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Burkhart Center for Autism Education and Research
806-742-1998 x458
Texas Tech University
Lubbock, TX
Support Services
Adult Support, Behavorial Intervention, Career Counseling, Disability Advocacy, Educational Advocacy, Job Coach, Marriage & Family Counseling, Marriage & Family Counseling, Other, Research, Research, Social Skills Training, 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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Independent Living Research Utilization Project
(713) 520-0232
2323 South Sheppard, Suite 1000
Houston, TX
Support Services
Other, Research, Training/Seminars

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Behavior Analytic Solutions, LLC
(210) 733-7440
San Antonio, TX
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavior Assessment, Behavorial Intervention, Early Intervention, General Supplies, Training/Seminars, Verbal Behavior
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Jawanda Newsome, M.A., BCBA
(210) 885-3481
16907 Union Cavern
San Antonio, TX
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Other, Play Therapy, RDI, Sensory Integration, 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

Data Provided By:
Stefani Bachmeier-Clemmer
(210) 264-7053
11735 Shotgun Way
Helotes, TX
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Play Therapy, RDI, Sensory Integration, 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

Data Provided By:
Spectrum of Hope, LLC
281/894-1423
14110 Cypress Creek Blvd.
Cypress, TX
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Betsy Furler, MS, CCC-SLP
(281) 330-6123
12946 Dairy Ashford Road
Sugar Land, TX
Support Services
Early Intervention, Floortime, Speech Therapy, Speech Therapy, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade

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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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