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Mona’s Blog

TAG: Neurodiversity

The information contained on this blog is not a substitute for training, continuing education, clinical supervision, or the importance of individual consultation for each child and family. All identifying information, including names and other details, has been changed to protect the privacy of individuals.

Nearly thirty years ago, as a newly minted clinical psychologist, I was fortunate to learn about social-emotional development from the writings of such pioneers as John Bowlby, who launched the field of study known as attachment theory. Bowlby was among the first to recognize the importance of early emotional attachments and their positive impact on [...]

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It seemed like simple gesture. A college football player who was visiting a middle school spotted a red-haired sixth grader eating lunch alone, so he joined him.

Then the boy’s mother posted a photo on Facebook capturing the moment: her autistic son sitting across a cafeteria table from Travis Rudolph, the Florida State University [...]

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Thomas was proud of his young son “Roger’s” remarkable knowledge of birds. Roger’s grandmother, an avid bird watcher, had shared birding books and toy bird replicas with the boy when he was young, and he had shown such great enthusiasm for the topic that at age 3, Roger could identify more than 50 types of birds.

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Every IEP team should assure that a child has the chance to develop emotional regulation through trusting relationships. Without that opportunity, meaningful learning is impossible.

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Are we doing children a disservice by insisting on mind over matter? Some food for thought on how to tailor encouragement to suit each child's unique needs.

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We want to shift away from viewing developmental differences as something that needs to be quickly “fixed”. Rather, we need to soften the stance to view differences with patience and compassion; with reflection regarding what behaviors or capacities should be targeted for change, and why

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Far too often, children with special educational needs experience disruptions in relationships, including frequent changes in aides, teachers and school placements, causing stress.

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Since professionals and educators may not apprise you of the many early autism intervention choices available, it’s essential to do your own research and pursue the approach that feels most suitable for your child and family.

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Challenging behaviors are not always intentional misbehavior. We have to understand the meaning behind them in order to best support each child.

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The emotional life of the child is often not considered in the behavioral treatment of autism. This article offers suggestions to enhance the child's emotional development in autism treatment.

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