Upcoming Training Opportunities in Linton from ASK

A Life with Stress, Balance and a Plan
February 27, 2017 – 6:00 p.m. – 8:00 p.m.

Parents of children with special needs live with added emotional, medical, social and financial challenges. These extenuating circumstances can often lead to feelings of loneliness, depression, marital and family problems and health issues. This training will focus on identifying types of stressors, identify coping mechanisms and providing ways to incorporate them into everyday life, and the importance of good communication.
Register for this training at:
http://www.aboutspecialkids.org/training/training-calendar/a-life-with-stress,-balance-and-a-plan-linton/

Roadmap to Special Education:  Laws and Process
March 9, 2017 – 8:30 a.m. – 4:00 p.m.

This training, combining the Article 7 and IEP training, is an all day training that offers basic information about special education laws and regulations for Indiana children ages 3-21. In addition, this training provides information on how to prepare for a case conference and write an IEP. This training is a great opportunity for family members and professionals who advocate for children with a disability or serious chronic illness.

Register at:

http://www.aboutspecialkids.org/training/training-calendar/roadmap-to-special-education-laws-and-process-(3)/

Talkabout for teenagers: Developing social & emotional communication skills

Talkabout for teenagers: Developing social & emotional communication skills is a program to help professionals develop group sessions on social and relationship skills for teenagers with social, emotional or behavioral difficulties. It offers a way to assess each child's level of social skill to help identify where to begin teaching with a mix of activities, group discussions, worksheets and handouts. This edition has been thoroughly updated and edited for a US audience.

The book begins with an introduction covering the theory behind the talkabout approach (where basic skills are taught first and more complex skills last) and key points for setting up and running the group sessions. The assessment includes a student interview and self-assessment and a social skills rating assessment. The program is then broken out into 5 levels and can be started wherever the group needs to begin. Activities are offered at the end of the book along with forms for session planning and evaluation.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

The early intervention guidebook for families and professionals: Partnering for success

The early intervention guidebook for families and professionals is a 224-page guide to early intervention for both families and professionals. The author is a professor and program coordinator of early childhood special education at Hunter College in New York. This second edition offers recent research and related implications for practice, specific tips that the family professional partnership can implement right away, a new chapter that describes how families and professionals, university instructors, and inservice providers can use the book, and more.

The book focuses on the family-professional partnership and is great for coursework, in-service professional development, and families investigating early intervention options. How children learn and develop is covered along with family functioning and priorities, and planning for ''what's next.''

Interested? Email us at cedir@indiana.edu to check out this title or use worldcat.org to find it in a library near you.

Overcoming Anxiety in Children and Teens

Overcoming Anxiety in Children and Teens is 146 pages of techniques, strategies, tips, and exercises to help kids and teens lower their anxiety enough to be able to confront their fears. Written in an easily accessible style, the author offers parents, teachers, and other professionals some treatment ideas for kids who are excessively burdened with anxiety. The author is the director of the Social Skills Training Project, a private organization serving individuals with autism and social communication problems and is an award winning author of nine books covering topics on autism and social skills.

This book covers treatment strategies that can be used in a variety of situations. General components of treatment such as using rewards and relaxation techniques are found in the first five chapters while chapter six reveals how to adapt treatment for children who may have a limited language ability. Chapters seven through fifteen offer case studies to learn how treatment can be applied in specific circumstances. A summary of key points is also included in the back.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

ADHD rating scale-5 for children and adolescents: Checklists, norms, and clinical interpretation

ADHD rating scale-5 for children and adolescents: Checklists, norms, and clinical interpretation is a 124-page guide for mental, educational, and medical practitioners to screen, diagnose, and evaluate treatment for attention deficit hyperactivity disorder. Meant to determine the frequency and severity of ADHD symptoms in children ages 5-17, this assessment includes complete instructions for scoring and interpretation for both boys and girls separately.

The test offers parent questionnaires in both English and Spanish and cover behavior seen at home and teacher questionnaires cover classroom behavior. It is keyed to the DSM-5 diagnostic criteria for ADHD to offer the most up-to-date results, and photocopy permission is included for continual use without having to purchase additional forms. This new edition includes functional impairment items linked to each symptom dimension (inattention symptoms and hyperactive-impulsive symptoms) and full analysis of the revised scale's psychometric properties.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Tackling the tough stuff: A home visitor's guide to supporting families at risk

"Home visits with at-risk families present unique, complex challenges that professionals must be ready to address with skill and sensitivity. The problem-solving framework in [Tackling the tough stuff] will help home visitors manage even the most difficult on-the-job challenges—and support and empower vulnerable families of children birth to 3." -publisher

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Teaching mindfulness skills to kids and teens

Teaching mindfulness skills to kids and teens "features sample lesson plans and scripts, case studies, vignettes, and more. Leading experts describe how to harness the unique benefits of present-focused awareness for preschoolers, school-age kids, and teens, including at-risk youth and those with special needs. Strategies for overcoming common obstacles and engaging kids with different learning styles are explored." -publisher

Interested? Email us at cedir@indiana.edu to check it out or use worldcat.org to find it in a library near you.

Children with Cleft Lip and Palate: A Parents' Guide to Early Speech-Language Development and Treatment

Children with Cleft Lip and Palate: A Parents' Guide to Early Speech-Language Development and Treatment offers "[h]elpful strategies, illustrations of cleft repair procedures, photos of equipment, and recommended resources [to] empower parents to get started on addressing speech problems for very young children and other issues for school-aged children. Speech-language pathologists, early intervention specialists, and medical professionals will also want this book to recommend to the families they serve." -publisher

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

The educator's handbook for inclusive school practices

The educator's handbook for inclusive school practices is "filled with ready-to-use teaching tips, insights from inclusive educators, and examples that relate directly to everyday classroom experiences. This book will help general and special educators collaborate effectively and build a great "toolbox" of strategies to support all learners within inclusive classrooms." -publisher

Interested? Email us at cedir@indiana.edu to check out this title or use worldcat.org to find it in a library near you.

An activity-based approach to early intervention

An activity-based approach to early intervention will help early childhood professionals "learn the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook and professional guide, discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals." -publisher

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Occupational therapy evaluation for children: A pocket guide

Providing an overview of theory as well as step-by-step coverage of techniques, Occupational therapy evaluation for children: A pocket guide includes clinical examples that illustrate the application of content, as well as client and family-centered practice; illustrations that demonstrate assessment techniques; and extensive tables that summarize key assessments, techniques, and actions. -book description

Interested? Email us at cedir@indiana.edu to check out this title or use worldcat.org to find it in a library near you.

Tips for Families Working with Professionals

Families are a huge part of the life of a child with a disability, and a lot of times that means family members are directly involved with all types of professionals who support the child. The following was developed to help families work with these professionals.

• Become as knowledgeable as possible about your child. Read as many books and articles as you can. Attend lectures and workshops. Become involved in a parent group.
• You know your child better than anyone else. Professionals know more about their profession than you do. But you know your child best. Each of you have a special knowledge that can help your child.
• Everyone responds better when treated respectfully. It is important for both you and the professional to be equal members of the team. You can both help your child best if you work together as a team.
• Before an appointment, write down questions about the things you want to discuss with the professional. Bring the notes with you. Be specific and use examples whenever you can. Write down the answers as they are given. You may not be able to remember everything later.
• Ask the professional to explain things to you if you do not understand the terms or acronyms being used. Don't be embarrassed to ask for an explanation. You need to know what is being said.
• If you do not understand how the professional came to a conclusion, ask for the specific reasons behind it. A recommendation will always make more sense if you clearly see what led to it. Continue to ask questions until you understand the professional's thinking.
• Do not be afraid to disagree with professionals about their recommendations for your child. You know your child in a way they cannot. If you think what they are suggesting will not work for your child, talk about it. Remember, you are a team.
• Explain your point of view in a calm, courteous way. If you are calm, rather than angry when expressing your opinion, the professional will be much more likely to see you as a partner who has a different point of view rather than as a "difficult parent." It is okay to disagree, to express emotion, cry or be angry, but if you are feeling "out of control," it may be better to take a break or to stop and schedule another meeting.
• Parents and professionals should respect each other's time. It is important to make an appointment and be punctual. You need to ensure that both you and the professional have enough time to meet and thoroughly discuss any problems.
• If you need more time with the professional, say so. One appointment may not be long enough to get all your questions answered. The professional should be willing to schedule more time to meet with you. Ask for the best time to make an appointment for a longer talk with the professional.
• Keep in contact with the professionals involved with your child. Suggest and schedule meetings on a regular basis, as agreed upon by both you and the professional.
• Keep all of your child's important records in a safe place. You will need to refer to them often. This will help professionals know your child's history so they do not do things over again. Keep all of these records in a box, a notebook, or a file to help you remember what educational, medical, therapy and/or social services your child has received.
• Encourage members of your child's professional team to talk with one another. Part of your job is to make sure all the professionals in your child's life are communicating with each other.
• Professionals like to know when they are doing a good job. A "thank you" can mean a lot and will go a long way towards guaranteeing that they continue to do the best job for your child.
• If you cannot work things out with a professional directly, you may need to discuss your problems with their supervisor. Make sure you have made every effort to resolve things with the professional before you see the supervisor.
• If you have tried all of the above and still cannot work effectively with the professional, think about changing to a different person. Sometimes people simply cannot get along. If you have done the best you can and still do not feel comfortable with a professional, you will be better off finding someone else to help your family.

Adapted from 16 Tips for Dealing with Professionals written by the Parent Involvement Committee of the Hamilton County Family and Children First Council, Cincinnati, Ohio, 1994.

Training for families with special needs

Finding out that your child has special needs can be overwhelming. Some common reactions can be “What do I do now?  Where do I start?”  This training provides families with a brief overview of how to:
• find support for your child and family,
• find information and services,
• find coverage to pay for services, and
• will help you start thinking about the future

This training is geared to help parents map out the next steps for their child and family.  

Date:   June 24, 2015

Time:  10:00 a.m. – 12:30 p.m.

Location:   St. Mark’s United Methodist Church

                 100 N. State Road 46 Bypass

                  Bloomington, IN  47408

Cost: FREE 

                Registration Required

Register at http://www.aboutspecialkids.org/training/training-calendar/my-child-has-special-needs-now-what/ or call 800-964-4746

Taking CHARGE of My Rainbow of Emotions: Facilitator's Guide and Workbook

Taking CHARGE of My Rainbow of Emotions: Facilitator's Guide and Workbook showcases the variety of human emotions in a colorful, resourceful way by representing them as they relate to emotional management. Students with emotional management problems do not have the skills or knowledge to deal with the triggers and manage their emotions in an acceptable and constructive way. This comprehensive plan for parents, teachers, counselors, or health care personnel coaches students on how to become effective emotional managers.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Alzheimer's disease and other dementias: A practical guide

Now in its 3rd edition, Alzheimer's disease and other dementias: A practical guide discusses the symptoms, effects and treatments offered for older patients with Alzheimer’s disease and other dementias. The author offers a look at case studies from his own clinical practice, offering humanity, insight, and knowledge to help inform and improve the habits and methods of clinicians. -from the book description

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Evidence-based practice and intellectual disabilities

Evidence-Based Practice and Intellectual Disabilities responds to the recent increased focus on, and need for, the use of evidence-based practice (EBP) in treating intellectual disabilities The book is not only for professionals working in community services but for clinicians and parents and carers as well.

It is the first book wholly dedicated to addressing EBP specifically in relation to intellectual disabilities and provides clinical guidelines based on the strength of evidence of treatments for a given problematic behavioral topography or disorder. -from the book description

Want to learn more about it? Email us at cedir@indiana.edu to check it out or use worldcat.org to find it in a library near you.

A Practical Guide to Congenital Developmental Disorders and Learning Difficulties

Designed to support professionals working within a multi-modal, A Practical Guide to Congenital Developmental Disorders and Learning Difficulties takes a collaborative approach to assessment and intervention processes. The book is suitable for health visitors, allied health therapists, nurses, teachers and social care practitioners. It is also a useful reference for students in these areas learning about child development and includes critical reading exercises; online searching tasks; self-assessment questions; reflective activities and document analysis prompts. -from the book description

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Kids in the syndrome mix of ADHD, LD, autism spectrum, Tourette's, anxiety and more!

Kids in the syndrome mix of ADHD, LD, autism spectrum, Tourette's, anxiety and more!: The one-stop guide for parents, teachers and other professionals is a completely updated and expanded new edition of a well-established text incorporating DSM-5 changes as well as other new developments. The all-in-one guide covers the whole range of often co-existing neuro-behavioral disorders in children - from attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder, and anxiety, to autism spectrum disorders, nonverbal learning disabilities, Tourette's, sensory integration problems, and executive dysfunction.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

Curricula for teaching children and young people with severe or profound and multiple learning difficulties

Book description:
Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties offers a range of compelling arguments for a distinct and separate pedagogical approach to the learning needs of the most educationally challenging pupils. This book, written in accessible, common sense and non-academic language, provides an easy-to-follow alternative curriculum specifically designed to enhance and enrich the learning of children with profound and multiple learning difficulties.

Want to check it out? Email us at cedir@indiana.edu or use worldcat.org to find it in a library near you.

The early intervention workbook: Essential practices for quality services

The Early Intervention Workbook highlights the 7 key principles and associated practices for effective early intervention services. Early intervention professionals will enjoy this workbook's ease of use with its practical tips, activities and strategies from today's top researchers.

Interested? Email us at cedir@indiana.edu to check it out or use worldcat.org to find it in a library near you.