Autism Sibling Support Groups Flagstaff AZ

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Arizona UCD Institute for Human Development AUCD
(928) 523-4791
Northern Arizona University PO Box 5630
Flagstaff, AZ
Support Services
Disability Advocacy, Support Organization

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Northern Arizona Chapter of the Autism Society of America
(928) 779-9948
P.O. Box 2014
Flagstaff, AZ
Support Services
Adult Support, Disability Advocacy, Support Group Meetings
Ages Supported
Adult

Data Provided By:
Gail Harris, PhD, CCC- SP
(520) 577-0329
4637 North Camino Cardenal
Tucson, AZ
Support Services
Early Intervention, Marriage & Family Counseling, Speech Therapy, Support Organization, Therapy Providers
Ages Supported
Preschool

Data Provided By:
S.E.E.K. Arizona
(480) 902-0771
1830 S Alma School Road Suite 130
Mesa, AZ
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Art Therapy, Babysitting / Childcare, Behavior Assessment, Behavorial Intervention, Camps, Camps, Early Intervention, Floortime, General Supplies, Helpful Websites, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Respite, Sensory Integration, Social Skills Training, Speech Therapy, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Bryan Davey
(602) 995-7366
10251 North 35th Ave
Phoenix, AZ
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavior Assessment, Behavorial Intervention, Early Intervention, Research, Social Skills Training, Support / Tutoring, Training/Seminars, Verbal Behavior
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
University Centers for Excellence in Developmental Disabilities
(520) 523-4791
Institute for Human Development
Flagstaff, AZ
Support Services
Medical, Research, Research

Data Provided By:
Laura Kroepel, MA, OTR/L
(631) 848-8852
809 West Riordan Rd., Ste. 100 #335
Flagstaff, AZ
Support Services
Aquatic Therapy, Behavorial Intervention, Early Intervention, Floortime, Hippotherapy (Horseback Riding), Inflatable Bounce Houses/Parties, Occupational Therapy, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Sensory Integration, Training/Seminars
Ages Supported
Preschool,1-5 Grade,6-8 Grade,Adult

Data Provided By:
Amy Perkins
(480) 282-1646
Scottsdale, AZ
Support Services
ABA, Therapy Services, Academic Assessments, Babysitting / Childcare, Early Intervention, Educational Advocacy, Nutritional Counseling, Play Therapy, Respite, Social Skills Training, Support / Tutoring
Ages Supported
1-5 Grade,Kindergarten,Preschool

Data Provided By:
Pauline Menefee
(602) 741-3302
4334 West Tierra Buena Lane
Glendale, AZ
Support Services
ABA, Therapy Services, Babysitting / Childcare, Respite, Schools, Preschool, Typical, Support / Tutoring
Ages Supported
1-5 Grade,Kindergarten,Preschool

Data Provided By:
Kirsch-Goodwin & Kirsch, PLLC
(480) 585-0600
Scottsdale, AZ
Support Services
Advocates (Special Education), Lawyers (Special Education)
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

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12 important needs of siblings and tips to address these needs

12 important needs of siblings and tips to address these needs

ASA

1. SIBLINGS NEED COMMUNICATION THAT IS OPEN, HONEST, DEVELOPMENTALLY APPROPRIATE, AND ONGOING. Parents may need to deal with their own thoughts and feelings before they can effectively share information with siblings. Children may show their stress through their withdrawal or through inappropriate behaviors. Siblings may be reluctant to ask questions due to not knowing what to ask or out of fear of hurting the parent. While doing research on siblings, Sandra Harris found that developmentally appropriate information can buffer the negative effects of a potentially stressful event (Harris, 1994).

2. SIBLINGS NEED DEVELOPMENTALLY APPROPRIATE AND ONGOING INFORMATION ABOUT THEIR SIBLINGS’ ASD. Anxiety is most frequently the result of lack of information. Without information about a siblings’ disability, younger children may worry about “catching” the disability and/or whether they caused it. The young child will only be able to understand specific traits that they can see,
like the fact that the sibling does not talk or likes to line up their toys.

3. SIBLINGS NEED PARENTAL ATTENTION THAT IS CONSISTENT, INDIVIDUALIZED, AND CELEBRATES THEIR UNIQUENESS. Many families make a major effort to praise and reward the child with the disability for each step of progress. This same effort should be considered for the siblings. Self-esteem is tied to this positive recognition by parents. Remember to celebrate everyone’s achievements as special.

4. SIBLINGS NEED TIME WITH A PARENT THAT IS SPECIFICALLY FOR THEM. SCHEDULE SPECIAL TIME WITH THE SIBLING ON A REGULAR BASIS. Time with the sibling can be done in various ways such as a 10 minute activity before bed or a longer period several times a week. The important thing is to schedule specific c “alone” time with a parent that siblings can count on.

5. SIBLINGS NEED TO LEARN INTERACTION SKILLS WITH THEIR BROTHER OR SISTER WITH ASD. Sandra Harris & Beth Glasberg (2003) offer guidelines for teaching siblings play skills to interact successfully with their brother or sister with ASD. Go slow and praise the sibling. Toys and activities should be age appropriate, hold both children’s interest and require interaction. Teach siblings to give instructions as well as prompts and praise to their brother or sister (Harris & Glasberg, 2003).

6. SIBLINGS NEED CHOICES ABOUT HOW INVOLVED THEY ARE WITH THEIR BROTHER OR SISTER. Be reasonable in your expectations of siblings. Most siblings are given some responsibility for their brother or sister with a disability. Show siblings you respect their need for private time and space.

7.SIBLINGS NEED TO FEEL THAT THEY AND THEIR BELONGINGS ARE SAFE FROM THEIR BROTHER OR SISTER WITH AUTISM. Some children with ASD can be destructive and hard to redirect. They can also be quick to push, bite, or engage in other challenging behaviors with the sibling as a target. Siblings must be taugh...

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