Autism Sibling Support Groups Reno NV

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University Centers for Excellence in Developmental Dis. (UCEDD)
(775) 784-4921
College of Education/MS285, University of Nevada-Reno
Reno, NV
Support Services
Disability Advocacy, Research, Training/Seminars

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University of Nevada, Reno
9775) 784-6828
Department of Psychology/296
Reno, NV
Support Services
Other

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Nevada Parent Network
(775) 784-4921
Research and Educational Planning Center/MS 285, University of Nevada, Reno
Reno, NV
Support Services
Support Organization

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Early Intervention Services: Ages Birth through 2
(702) 688-2284
Department of Human Resources, 3987 S. McCarran Boulevard
Reno, NV
Support Services
Early Intervention

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Family TIES of Nevada, Inc-Main Office
(775) 823-9500
3100 Mill ST STE 117
Reno, NV
Support Services
Disability Advocacy, Helpful Websites, 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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VSA arts of Nevada (formerly Very Special Arts Nevada)
(775) 826-6100
250 Court Street
Reno, NV
Support Services
Art Therapy, Other

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University of Nevada Early Childhood Autism Program
(775) 682-8687
Department of Psychology/296
Reno, NV
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Social Skills Training, Verbal Behavior
Ages Supported
Preschool

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Jennifer L. Thomas, M.S.
(775) 722-1757
301 W. 11th Street
Reno, NV
Support Services
Other, Training/Seminars

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Disability Resources, Inc.
(775) 329-1126
155 Glendale Avenue, Suite 11
Sparks, NV
Support Services
Marriage & Family Counseling, Respite/Childcare/Babysitting, Support Organization, Training/Seminars

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Northern Nevada Center for Independent Living
(775) 353-3599
999 Pyramid Way
Sparks, NV
Support Services
Residential, Support Organization

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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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