An Autumn Outing with Spectrum

This past weekend, we enjoyed some Spectrum Family fun at Snead’s Asparagus Farm! What a great time to connect with our staff outside of work and have us grow as a team!

Autumn outings to animal farms, hayrides, and pumpkin patches have been a wonderful experience for Spectrum families and employees alike. They provide excellent opportunities for our kiddos to engage with peers and nature.

Everyday Learning Opportunities: At the Library

With the change in seasons, utilizing our local libraries can provide enjoyable activities out of our home for our little ones.

Many libraries offer weekly story-times. Some even offer sensory friendly story times specifically for kids with ASD. Visit your local library’s website to see if this is available in your area. If not, it can always be beneficial to ask your librarians about beginning one!

These story-times are an excellent opportunity to generalize your child’s skills and have them practice learning in a group setting.  

Learning opportunities provided may include:

  • Playing with musical toys, which can teach valuable imitation and group responding skills.
  • Preschool songs/nursery rhymes, which promotes following one-step instructions and imitation.
  • Group reading helps practice sitting quietly and listening.

It also helps your child to attend during sing-a-long songs if they are familiar with them from hearing them at home, so brush up on your Twinkle Twinkle and London Bridge!

Also, don’t forget to capitalize on the presence of same-age peers! Simply being around children your child’s age can help them become more comfortable in social settings.

Spectrum Autism Services: Clinic Grand Opening!

We are excited to announce the opening of our new office space and Spectrum Academy! We will have an open house on Wednesday, August 7th from 10am-6 pm. We would love for you to stop by, see Spectrum’s new home, and share some sweet treats!

Employee Spotlight: Emily Taylor

This month we are spotlighting a wonderful team member at Spectrum Autism Services!

Emily Taylor has always had a passion for working with children and helping them reach their potential. In 2016, she received her Bachelor’s Degree in Psychology from James Madison University. She then began her career in the field of Autism in the school setting by providing both classroom-based and one-on-one services at a Special Education, Applied Behavior Analysis based school in Maryland.

In 2018, she moved to Fredericksburg where she became a part of the Spectrum family as a Registered Behavior Technician.

It wasn’t until joining Spectrum that Emily truly realized her calling for working in the field of ABA. She is currently enrolled at The University of Southern Maine in pursuit of a Master’s in Educational Psychology and Applied Behavior Analysis.

Emily is extremely excited to continue her education and to inspire others to find passion in working in the field of Autism! We are so lucky to have her on our staff.

Thank you for all that you do, Emily!

Teacher Appreciation Week: A Thank You List

This week we want to celebrate the amazing impact teachers (including paraprofessionals, school speech pathologists, and school occupational therapists) can make on our kiddos lives, especially those who work with children with Autism Spectrum Disorder.

Children with Autism have varying characteristics that, as parents and therapists, can transform us, challenge us, and teach us. We understand the often unrealized desire to put our own needs on the back-burner to dive head first in caring for those with atypical needs. We hope that as you do one of the most important professions, teaching and preparing our youth for social settings and their futures, that you read our thank you list to re-boost your end of the year energy. And hopefully, you will understand a little bit more the incalculable gratitude we have for you that is oh-so-difficult to show on an everyday basis.

One of many fun sensory activities used by educators and therapists!
  • We want to thank the teachers who come in early, leave late, and often have to spend their own money to have adequate supplies, therapeutic/sensory materials, and even allergy friendly foods for their students.
  • We want to thank the teachers in our kiddos lives who take the extra five minutes at the end of an exhausting workday to give our children that extra interaction.
  • We want to thank the teachers who redirect our children with ASD in the classroom with loving grace instead of frustration.
  • We want to thank the teachers who look at our children with ASD and feel an outpouring of empathy that is visible and palpable in your daily interactions with them.
  • We want to thank the teachers that find something in common with our children with ASD and capitalize on it by generating discussions, activities, or feelings of belonging to those that don’t always fit in.
  • We want to thank the teachers who create lessons plans with our differentiated learners in mind, and do so with excitement to help them learn in a way not typical to the traditional classroom.
  • We want to thank the teachers who make it a vital importance to implement IEP accommodations, and do so out of a heartfelt desire to make an often uncomfortable child that much more comfortable in a social setting.
  • We want to thank the teachers that take our children with ASD out of a stressful situation and into a hallway or place of safety while a meltdown occurs, so that our child will not be taunted by peers for an uncontrollable event.
  • We want to thank the teachers who treat the parents of children with ASD with amicable fellowship, and are not irritated by our sometimes fretful emails, but instead take the time to reassure us of situations.
  • We want to thank the teachers of those with ASD for making an impact on our child’s lives in a way we sometimes cannot. It is said that it takes a village to raise a child, and the truth in that is some days you have as much affect on the lives of our children as we do.
  • We want to thank the teachers who remove our children from harmful situations, both social and towards themselves, with the care of a loving guardian.
  • We want to thank the teachers who show up, day in day out, tired or well rested, stressed or relaxed, happy or emotional, and STILL find a way to have an uplifting, impactful, and compassionate school day. Your effort will never go unnoticed, even if our thanks some days goes unsaid.
From the bottom of our hearts and the depths of our souls, we thank you.

The Zones of Regulation: A Cognitive Behavioral Approach

The Social Thinking® initiative creates differentiated strategies and treatments to increase cognitive development and social skills. Often applied to those with ASD, the Zones of Regulation curriculum is rooted in cognitive behavioral therapy strategies for emotional and sensory self-management. These tools can be applied from the age of four to adolescents and through adulthood to assist in conquering interpersonal social skills.

Available here

The curriculum’s learning activities are designed to help those who struggle with social skills recognize when they are in different states of mind, or “zones”, with each of four zones represented by a different color.

In the activities supplied in the book and often implemented by our ABA therapists, clients also learn how to use strategies or tools to stay in a specific zone or move from one to another. They learn and develop calming techniques, cognitive strategies, and sensory supports to provide them with a toolbox of methods to use to move between zones.

With the goal of assisting those with ASD to better understand why emotions matter and how to self-regulate, the lessons set out to teach clients the following skills:

  • How to read others’ facial expressions and recognize a broader range of emotions
  • Gain perspective about how others see and react to their behavior
  • Develop insight into events that trigger their less regulated states and why they feel the way that they do
  • Understand when and how to use tools and problem-solving skills

The curriculum includes 18 lessons with detailed questions and follow ups, worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying USB.

The Red Zone describes extremely heightened states of alertness and intense emotions. A person may be elated, euphoric, or experiencing anger, rage, explosive behavior, devastation, or terror when in the Red Zone.

The Yellow Zone describes a heightened state of alertness and elevated emotions; however, individuals have more control when they are in the Yellow Zone compared to the Red Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone. Many individuals with ASD believe the Red Zone is the only option when their emotions begin to heighten, but the Yellow Zone is the in-between, an option to catch themselves before they escalate too far.

The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs and where we would like to come back to after experiencing emotions in another zone.

The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.

The zones themselves each offer a range of emotions to accompany many situations, environmental or otherwise, however, it is entirely plausible that an individual may be in more than one zone at any given time. This could occur when someone is too sick (Blue Zone) and may also feel frustrated (Yellow Zone) that they cannot go to a birthday party. Understanding what these zones mean and how they relate to each other is the optimal understanding of the four zones.

It is important to teach that all of the zones are natural and okay to experience, but the idea of the curriculum focuses on teaching individuals how to recognize and manage the zone they are in based on their situation and the people around them.

Learn more about the Zones of Regulation in the article, All the Zones are OK! Tips for Managing the Zones You’re In.

Teaching to Handle with Care when Working with Children with ASD

Handle with Care provides teaching strategies for those working with the behaviorally challenged population. The goal of Handle with Care is to ensure a safe and nurturing environment.

By teaching and implementing preventative actions that decrease the need for physical restraints, Handle with Care equips parents, ABA professionals, school teachers and many other professionals proper restraining techniques for the event that a restraint is absolutely necessary for the safety of a client or student.

Handle with Care believes that if staff work in fear and do not feel personally safe, then there can be no emotional safety whatsoever as fear will be the controlling emotion. 

Similarly, if the client cannot trust the staff to keep them unharmed and treat them fairly, they will not trust the staff or therapists to teach and provide the therapy they need.

Handle With Care is committed to the emotional and physical safety of behaviorally challenged individuals whose behavior may become harmful to themselves or others and the staff and organizations that support them.

In this video, Faith demonstrates how to responsibly remove yourself from an approach to then calm a client/child.

At Spectrum Autism Services, Faith Martino, one of our Clinical Assistants, and Abby Hawkins, our Office Manager, are trained to teach the employees of our company proper prevention, de-escalation techniques, and also proper restraining techniques.

A Handle with Care course is provided annually at Spectrum Autism Services to re-certify staff as well as certify newly joined staff. We believe that handling our kiddos with respect, despite the difficult emotional behaviors they sometimes exude, is not only morally fair, but paramount to teaching them the successful behavioral therapy they deserve.

Schools and facilities that use Handle With Care see on average a 30-40% reduction in injuries and incidents.

Handle with Care training addresses problematic behavior early in the cycle, thus reducing the number of incidents, injuries, holding times and assaults on staff, teachers, clients, private parties and students.

The following reviews convey the positive impact of implementing Handle with Care (HWC) protocol in professional environments:

For more information about Handle with Care, visit their website at http://www.handlewithcare.com