Autism Seminars Scranton PA

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Scranton, PA 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.

Center for Meaning and Relationship
(813) 598-5091
120 S. Blakely St.
Dunmore, PA
Support Services
Behavorial Intervention, Marriage & Family Counseling, Research, Research, Social Skills Training, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Supporting Autism & Families Everywhere (SAFE)
(877) 510-SAFE
237 Old River Rd.
Wilkes-Barre, PA
Support Services
Respite/Childcare/Babysitting, Summer Camp/ESY, Support Organization, Training/Seminars

Data Provided By:
Dan L. Edmunds, Ed.D.
(570) 836-7777
Tunkhannock, PA
Support Services
Disability Advocacy, Educational Assessment, Floortime, Marriage & Family Counseling, Play Therapy, Psychological Counseling, Social Skills Training, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
Connecting the Pieces
215-498-2532; 610-659-5344
1700 Darland Road
Jeffersonville, PA
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Helpful Websites, RDI, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
The Institutes for the Achievement of Human Potential
(215) 233-2050
8801 Stenton Avenue
Wyndmoor, PA
Support Services
Academic Assessments, Auditory Integration Therapy, Early Intervention, Education, Educational Advocacy, Medical, Nutritional Counseling, Nutritional Counseling, Research, Research, Sensory Integration, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Devereux Foundation - Pocono Center
(570) 676-4118
1547 Mill Creek Road
Newfoundland, PA
Support Services
Adult Support, Art Therapy, Behavorial Intervention, Job Coach, Marriage & Family Counseling, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Social Skills Training, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
11-12 Grade,Adult

Data Provided By:
Michael Carpenter, Ph.D. BCBA
(631) 742-3697
P.O. Box 1781
Shavertown, PA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Other, Research, 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

Data Provided By:
ABAYOURWAY Behavior Services
(561) 213-3738
340 Media Station Road
media, PA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Career Counseling, Early Intervention, Marriage & Family Counseling, Play Therapy, Social Skills Training, Sports, Support Group Meetings, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Debra Schafer
(610) 363-1156
P.O. Box 973
Exton, PA
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Robyn M. Catagnus, MSEd, BCBA
215-584-1597; 877-3-CLARITY
#160, 13 Summit Square Center
Langhorne, PA
Support Services
ABA/Discrete Trial, Therapy Providers, Training/Seminars

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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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