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Behavior-Management for High-Functioning Autistic Students: Tips for Teachers

"I need some ideas on how to handle behavior problems in my students who have autism spectrum disorder. Thanks in advance!"

Managing children with High Functioning Autism (HFA), or Asperger’s, will present you with some unique and distinctive challenges. Not only will these children demand more of your time and patience, many will require specialized instructional techniques in a structured environment that supports and enhances their learning potential. It is important to remember that HFA children are not “disabled” or inept – they simply need differentiated instruction tailored to their unique learning abilities.

Preschool—

Currently, there is no single, uniform presenting picture of HFA in the first 3-4 years of life. The early picture may be difficult to distinguish from typical Autism, suggesting that when evaluating any autistic youngster with apparently normal intelligence, there is a strong possibility that he may eventually have a picture more compatible with an HFA diagnosis. Other kids may have early language delays with rapid "catch-up" between the ages of 3 and 5. Some of these young people – particularly the brightest ones – may have no evidence of early developmental delay (perhaps with the exception of some motor clumsiness). However, in almost all cases, if you look closely at the youngster between the age of about 3 and 5, clues to the diagnosis can be found. In most cases, a comprehensive evaluation at that age can at least point to a diagnosis along the autism spectrum.

Although these young people may seem to relate quite normally within the family setting, problems are often seen when they enter preschool. Problems may include:
  • aggression
  • appearing to be "in one's own little world"
  • difficulty regulating social/emotional responses with anger
  • difficulty with transitions
  • excessive anxiety
  • hyperactivity
  • odd verbal responses
  • preference for a set routine
  • problems sustaining simple conversations
  • tendency to avoid spontaneous social interactions
  • tendency to be perseverative or repetitive when conversing
  • tendency to over-focus on particular objects or subjects
  • tendency to show very weak skills in interactions

As you can see, this list is much like the early symptom list in classic Autism. However, compared to lower-functioning autistic kids, the youngster with HFA will have less abnormal language and conversational speech, may not be as obviously "different" from other kids, and is more likely to show some social interest in peers as well as grown-ups. Also, certain special skills may be present (e.g., letter or number recognition, rote memorization of various facts, etc.).



Elementary School—

Most young people with HFA will enter kindergarten without having been adequately diagnosed. In many cases, there will have been behavioral concerns (e.g., hyperactivity, inattention, aggression, outbursts, etc.) in the preschool years. Also, there may be concern over "immature" social skills and peer interactions. These children may already be viewed as being somewhat odd or unusual. If these problems are severe, special education may be suggested, but most kids with HFA usually enter a mainstream setting.

Oftentimes, academic progress in the early grades is an area of relative strength. For instance, calculation skills may be strong, and rote reading is usually quite good (although writing skills are often considerably weaker).

Educators may be astounded by the HFA youngster's "obsessive" areas of interest, which often intrude in the classroom setting.

Most HFA kids will show some social interest in other classmates, but they are likely to show weak “friend-making” and “friend-keeping” skills. They may show particular interest in one or two peers around them, but the depth of their interactions will be relatively superficial. On rare occasion, however, some HFA kids present as very pleasant and "social," particularly when interacting with grown-ups.

Depending on a range of factors (e.g., anxiety, quality of management at school, quality of parenting at home, hyperactivity/attentional problems, intelligence level, learning problems, temperamental style, etc.), the course through elementary school will vary considerably from youngster to youngster, and overall problems can range from mild and easily managed to severe and intractable.





 ==> Teaching Students with Aspergers and HFA

Middle School—

As the HFA youngster moves into middle school, the most difficult issues continue to be those related to social skills and behavior management. Due to the fact that kids with HFA are frequently managed in mainstream educational settings, and because their specific developmental problems may be more easily overlooked (especially if they are relatively smart), they are often misunderstood at this age by both educators and peers.

In middle school, educators have less opportunity to get to know a youngster well, thus problems with behavior or study habits may be misinterpreted as emotional or motivational problems.

In certain less structured settings (e.g., cafeteria, physical education class, playground, etc.), the HFA youngster may get into escalating conflicts with educators and/or peers who may not be familiar with his developmental style of interacting. This, in turn, can lead to more serious behavioral problems in the HFA child, because stress and anxiety have built-up to the point of “meltdown.”

In middle school, where the tolerance for differences is minimal and the pressures for conformity are maximal, kids with HFA may be teased, bullied, ignored, and misunderstood. Wanting to “fit in,” but unable to, these “special needs” kids may withdraw even more, and their behavior may become increasingly problematic (e.g., school refusal, aggression, non-cooperation, etc.). Also, some degree of anxiety and depression are common complicating factors during this time.

If there are no significant learning disabilities, academic performance can continue strong, particularly in those areas of special interest. However, learning and attentional/organizational difficulties may be present (e.g., there may be ongoing subtle tendencies to misinterpret information, particularly abstract or figurative/idiomatic language). 

==> Teaching Students with Aspergers and HFA

High School—

Fortunately, by high school, peer-tolerance for individual variations and odd behavior often increases to some extent. Also, if the HFA youngster does well academically, it can bring a measure of respect from his peers.

Some HFA kids will fit-in socially as "geeks," a group which they actually resemble in many ways and which may overlap with HFA. The HFA teenager often forms friendships with peers who share his interests through avenues like Star Trek clubs, science fairs, math clubs, and computer clubs.

With a little luck and proper management, many of these “special needs” teens will have developed considerable coping and social skills, as well as a general ability to "fit-in" more comfortably by this age.

Ideas for Behavior-Management in the Classroom—

1. Avoid escalating power struggles. HFA kids often don’t understand rigid displays of authority – and will themselves become more rigid and stubborn if forcefully confronted. Their behavior can then get rapidly out of control, and at that point, it is often better for the educator to back-off and let things cool down. When possible, anticipate such situations and take preventative measures to avoid the confrontation through presentation of choices, negotiation, and diversion of attention elsewhere.

2. Care should be taken to protect the HFA youngster from teasing and bullying – both in and out of the classroom.

3. Classroom routines should be kept as consistent, structured and predictable as possible. Kids with HFA usually don't like surprises. They should be prepared in advance for changes and transitions (e.g., schedule breaks, vacation days, etc.).

4. Direct speech services may not be needed, but the speech and language clinician at school can be useful as a consultant to the other staff regarding ways to address problems in areas such as pragmatic language.

5. Educators can take advantage of the strong academic skills that many HFA kids have in order to help them gain acceptance with their classmates.

6. Educators should take full advantage of the HFA youngster's areas of special interest when teaching. The youngster will learn best when an area of high personal interest is on the agenda. Educators can also use access to the special interests as a reward to the youngster for successful completion of other tasks, adherence to rules, and meeting behavioral expectations.

7. Efforts should be made to help classmates arrive at a better understanding of the HFA youngster in a way that will promote tolerance and acceptance.

8. HFA kids can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines (preferably written down) are helpful, they should be applied with some flexibility. The rules don’t automatically have to be exactly the same for the HFA youngster as for the other kids, because their needs and abilities are different.

9. HFA kids with very high-management needs may benefit from assistance from a classroom aide assigned to them.

10. If learning problems are present, resource room or tutoring can be helpful to provide individualized explanation and review.

11. If motor clumsiness is significant, the school Occupational Therapist can provide helpful input.

12. It is often helpful for the educator and parent to work closely together, because the parent is most familiar with what has worked in the past for the HFA youngster.

==> Teaching Students with Aspergers and HFA

13. It is very helpful if the HFA youngster can be given opportunities to help other kids at times.

14. Keep teaching fairly concrete. Avoid language that may be misunderstood by the HFA youngster (e.g., sarcasm, confusing figurative speech, idioms, etc.) Try to simplify more abstract language and concepts.

15. Know that the HFA student usually shows a surprising sensitivity to the personality of the educator. He can be taught, but only by those who give him true understanding and affection. The educator’s underlying emotional attitude influences (involuntarily and unconsciously) the mood and behavior of this “special needs” youngster.

16. Most kids with HFA respond well to the use of visuals (e.g., schedules, charts, lists, pictures, etc.).

17. Put as many details as possible into an Individual Educational Plan so that progress can be monitored and carried over from year to year. It can sometimes be helpful to enlist the aid of outside consultants familiar with the management of young people on the autism spectrum (e.g., psychologists, psychiatrists, etc.).

18. Realize that the HFA youngster has an inherent developmental disorder which causes her to behave and respond in a different way compared to other students. Oftentimes, behaviors in the HFA student are interpreted as "manipulative" or some other term that misses the point that she responds differently to environmental stimuli. Thus, school staff must carefully individualize their approach for this “special needs” child. It will likely be counterproductive to treat her just the same as her peers.

19. The school counselor or social worker can provide direct social skills training, as well as general emotional support.

20. The use of a "buddy system" can be very useful since HFA kids relate best 1-1. Careful selection of a peer-buddy for the HFA youngster can be a tool to help build social skills, encourage friendships, and reduce stigmatization.

21. There will be specific situations where medication can occasionally be useful. Educators should be alert to the potential for mood problems (e.g., anxiety or depression), significant compulsive symptoms or ritualistic behaviors, and problems with inattention. Occasionally, medication may be needed to address more severe behavior problems that have not responded to non-medical, behavioral interventions.

22. Try to insure that school staff outside of the classroom (e.g., physical education teacher, bus driver, school nurse, cafeteria monitor, librarian, etc.) are (a) familiar with the HFA youngster's style and needs and (b) have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear tend to be difficult for the HFA youngster.

23. Try to promote appropriate social interactions and help the youngster “fit-in” better. Formal, didactic social-skills training can take place both in the classroom and in more individualized settings. Approaches that have been most successful utilize direct modeling and role playing at a concrete level. By rehearsing and practicing how to handle various social situations, the HFA youngster can learn to generalize the skills to naturalistic settings.

It is inevitable that you will have the opportunity of working with children on the autism spectrum in your classroom. You may need to make accommodations for some and modifications for others. Providing for the needs of these young people will certainly be one of your greatest challenges as a teacher. Consider the tips and strategies listed above to make behavior-management and the learning process run as smoothly as possible.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

High-Functioning Autism and Behavior Problems at School

“I have a 6 year old boy who has yet to be diagnosed but, it is looking as if he has high functioning autism. He is having major behavior problems at school including hitting other classmates and staff. Although there are some behavior problems at home as well, the main problem is when he is in a group situation at school. I need assistance to resolve this as quickly as possible or they have threatened to expel my son.”

First of all, you should have your son tested by a Child and Adolescent Psychiatrists (ask for a comprehensive psychiatric evaluation) to determine if he, in fact, has high functioning autism, oppositional defiant disorder, ADHD, some combination thereof – or something else entirely. You're shooting in the dark for a resolution without a confirmed diagnosis.



Since this issue is rather emergent, I strongly suggest requesting a Functional Behavior Assessment (FBA). If the school is sending home complaints about your son's behavior -- and expecting you to do something about it -- put the ball back in their court by requesting an FBA. This will force the school to really think about your son's behavior rather than simply reacting to it. 

An FBA examines what comes before problematic behavior, what the consequences are for it, what possible function the behavior could serve, and what sorts of things could be setting your son off. If a “special needs” boy or girl finds classwork too hard or a classroom too oppressive, for example, getting sent to the hallway or the principal or home could become a reward, not an effect discipline.

Conducting an FBA – and writing a behavior plan based on it – is probably the best way to head off discipline problems, and it can be a precursor to establishing an IEP. If teachers and other staff refuse to go along with it, you may need to do a little behavior analysis on them.




More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Symptoms of ASD that 'Look Like' Disobedience

"I have a 9-year-old with high functioning autism who over-reacts both at home and at school when things don’t go his way, which then turns into a meltdown that disrupts the entire house (or classroom). And I never know if this behavior is a symptom of the disorder or just plain disobedience, which leaves me clueless as to whether or not I should discipline my son. Any insight will be greatly appreciated."

Think of your son’s behavior as an iceberg. The behavior you are actually seeing is the tip of the iceberg, but there's a lot more going on under the surface. Children with Asperger’s (AS) and High-Functioning Autism (HFA) can't always express their feelings through facial expressions, body language or speech.

Instead, they may be expressed through other behaviors. Your son might be trying to tell you he is tired, stressed, annoyed by something that happened earlier, or in need of some time alone. So don’t simply assume that, when your child is acting-out, it is tied to “not getting his way” (sometimes there will be a connection between the two, other times not).



There is a range of reasons why young people with HFA have difficulties with behavior. The world can be a confusing, isolating and daunting place for your son, and it is his fundamental difficulties with communication and social interaction that are often the root cause of difficult behavior. There are some other possible reasons, too. For example:

1. Children with HFA can find it difficult to cope with change, whether a temporary change to their timetable at school, or a more permanent change such as moving house. You may find that your son's behavior alters at times of change, but settles as he becomes used to a new environment or routine.

2. Communication difficulties can impact on how young people with HFA deal with social situations. They may find social situations very demanding or stressful because they have to work hard to communicate with other people. These kids often don’t understand that other people hold different views from theirs. This may also make social situations difficult.

==> How to Prevent Meltdowns and Tantrums in HFA Children

3. Young people with HFA may not understand 'social rules' (i.e., unwritten rules that govern social situations), such as how close to stand to other people or how to take a turn in conversation. This is especially true if they find themselves in a new, unfamiliar situation. Therefore, social situations can be daunting and unpredictable. Some may engage in a particular behavior to try and avoid social contact.

4. If your son's behavior suddenly changes for the worse, check that there isn't a medical reason for the distress. Young people with HFA can find it difficult to tell parents how they're feeling or where something hurts, even if their verbal communication is generally good. Some have seizures that can cause irritability and confusion, or gastrointestinal problems which may be painful. Parents can try using a pain chart to help their youngster indicate where he is feeling discomfort. Alternatively, some moms and dads use symbols to help their youngster indicate where the pain is.

5. Many young people with HFA have difficulties processing sensory information. For example, they may not be able to manage some tastes or food textures, or find that someone touching them - even lightly - is painful. Certain smells, lights or sounds can be distressing. Some may find it difficult to block-out background noise and what they experience as excessive visual information. Instead, sounds, lights and other sights are all processed at the same level of intensity and lead to sensory overload. You may find that your son starts a repetitive behavior in stressful environments (e.g., hand-flapping, spinning) to try and block-out external sensory information. These children can be very sensitive to subtle changes in their environment. If there's a sudden change in behavior, think about whether there has been a recent change in the environment.

6. Unfortunately, young people with HFA can be at more risk of being bullied than their peers. If you notice a sudden change in your son’s behavior, see if there has been any reported bullying or teasing in school. Your son may find it difficult to tell you if he has been bullied (some AS kids don’t even recognize what bullying is), so you might need to play detective.

7. Kids with HFA can experience a number of difficulties with communication: (a) understanding what's being said to them (i.e., receptive language), (b) understanding non-verbal communication (e.g., facial expressions, body language), and (c) communicating with others (i.e., expressive language). Because of these difficulties, they can find it hard to communicate their needs or to understand what other people are saying to them, or asking them to do. This can cause considerable frustration and anxiety which, if it can't be expressed any other way, may result in challenging behavior.

8. Young people with HFA can find 'sequencing' difficult (i.e., putting what is going to happen in a day in a logical order in their mind). They need to have timetables so they can see what is going to happen, when, and plan for it. However, unstructured time (e.g., break times at school), which can be noisy and chaotic, may be difficult to deal with. This is because it's difficult for them to predict what will happen and how they are expected to behave.
 
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

You may find that behavioral difficulties occur more in transition times between lessons or activities. Abstract concepts such as time aren't easy to understand, and children with AS and HFA may find it hard to wait. It helps if you can be clear about why and for how long you are waiting (e.g., “We have to wait for five minutes, until 10.30. This is because the doctor can see us at 10.30.”).


Symptoms of Asperger's and High-Functioning Autism that Cause Behavioral Problems 



What can you and your son’s teacher do?

Use a behavior diary to try and find out what triggers a particular behavior. This helps you to monitor the behavior over time and see what the possible causes are (e.g., if always happens at the end of the day when your son is tired after school). One way of recording behavior is an ABC chart. On this, you record the Antecedent (i.e., what happened beforehand, who was there, where your son was), the Behavior itself, and the Consequence (i.e., what happened following the behavior).

By identifying potential triggers for the behavior, it can be easier to come up with ways of preventing it from happening in the future. Interventions are more likely to be successful if they address either the cause or the function of the behavior.

When trying to tackle behavioral difficulties, select only one or two behaviors to focus on at a time. Using too many new strategies with your son at once may result in none of them working at all. Write down all the behaviors you're concerned about, and then prioritize them, choosing the two most important ones to concentrate on first.

Don't worry if things get worse before they get better. Your son will probably resist change initially. This is a normal reaction. Nonetheless, it's important to continue with the strategies you are using and be consistent.


==> Parenting strategies for parents of difficult teens on the autism spectrum...


 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...

 
Comments:

•    Anonymous said… At the moment, my only theory about my son is that his symptoms are worse when he is constipated. When he is regular, he's okay. The teachers' couldn't find a "smoking gun" for his behaviour in the school
•    Anonymous said… Oh my goodness! My son is the same way! When he is constipated, it is the end of the world as we know it.
•    Anonymous said… Thank you to the author and those who share this! Yes! There are so many judgments that teachers and other school officials make about the kids and this is only one.

Please post your comment below…

Helping Kids on the Autism Spectrum Avoid the "Back To School Jitters"

"I have a little boy with high functioning autism that is feeling a lot of dread now that he has returned to school. I would welcome some ideas on how to make this transition as smooth and stress free as possible."

Preparing kids with Aspergers (AS) and High-Functioning Autism (HFA) for the new school year requires a little more than making sure uniforms fit and backpacks are filled with all the necessary school supplies. Most U.S. schools will open their doors in August. Before then, moms and dads need to ensure all their documents are in order, transportation is prepared, and good communication is established with their youngster's school.

Here are 25 ways in which you can help your youngster prepare for the new school year:

1. Ask the school whether you will be able to walk your child into the classroom and hand him off to the teacher.  Find out how long you will be able to stay.  If you suspect that your son or daughter might have a hard time saying goodbye, by all means speak with the teacher now and make a plan for how to handle the first day. 

2. Ask the teacher to provide you with the daily class routine so that you can review this schedule with your child at home.

3. Be sure all children lay out clothes the night before, that lunches are made, and that everyone gets enough sleep and a healthy breakfast.  Plan to arrive at school early so you have time for meaningful goodbyes.  And don’t forget that “first day of school” photo before you leave home!

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

4. Bring a camera and ask to take photos of the new classroom, teacher and surroundings.

5. Create a “Transition Book” for your child. This is a book about your youngster’s new teacher and class. You can use the photos you took during your meeting at the school. Look at the book regularly to help your child become familiar with the new environment.



6. Encourage your child’s questions by asking what she thinks school will be like.  Emphasize the things you think she’ll enjoy, but be sure not to minimize her fears. Children can be stricken by worries that parents might find silly (e.g., finding the bathroom at school). Normalize any fears and reassure her that she will have fun, that the school can reach you if necessary, and that your love is always with her even when you aren’t.

7. Facilitate bonding with the other children. Children are always nervous about their new teacher, but if they know any of the other children, they’ll feel more at ease.  

8. Facilitate your child’s bonding with the teacher.  All children need to feel connected to their teacher to feel comfortable in the classroom.   Until they do, they are not ready to learn.  Experienced educators know this, and “collect” their students emotionally at the start of the school year. 

9. Find out what other children are in your child’s class and arrange a play date so she’ll feel more connected if she hasn’t seen these children all summer.

10. Get your child back on an early to bed schedule well before school starts.  Most children begin staying up late in the summer months.  But children need 9 ½ to 11 hours of sleep a night, depending on their age. Getting them back on schedule so they’re sound asleep by 9pm to be up at 7am for school takes a couple of weeks of gradually moving the bedtime earlier. Imposing an early bedtime cold turkey the night before school starts results in a youngster who simply isn’t ready for an earlier bedtime, having slept in that morning and with the night-before-school jitters.  In that situation, you can expect everyone’s anxiety to escalate.  So keep an eye on the calendar and start moving bedtime a bit earlier every night by having children read in bed for an hour before lights out, which is also good for their reading skills.

11. Get yourself to bed early the night before school so you can get up early enough to deal calmly with any last minute crises. 

12. If a younger sibling will be at home with you, be sure your child knows how boring it will be at home and how jealous you and the younger sibling are that you don’t get to go to school like a big kid.  Explain that every day after school you will have special time with your big girl to hear all about her day and have a snack together.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

13. If you’re new in town, make a special effort to meet other children in the neighborhood.  Often schools are willing to introduce new families to each other, allowing children to connect with other new students in the weeks before school starts. 

14. If your youngster gets teary when you say goodbye, reassure her that she will be fine and that you can’t wait to see her at the end of the day.  Use the goodbye routine you’ve practiced, and then hand her off to her teacher.  Don’t leave her adrift without a new attachment person, but once you’ve put her in good hands, don’t worry. 

15. Let your child choose his own school supplies, whether from around your house or from the store, and ready them in his backpack or bag. 

16. Make sure you’re a few minutes early to pick your child up that first week of school.  Not seeing you immediately will exacerbate any anxieties he has and may panic him altogether.  If your child cries when you pick him up, don’t worry.  You’re seeing the stress of his having to keep it together all day and be a big boy.

17. Moms and dads need to review special education documents such as individualized education plans, or IEPs, and meet with principals and, if possible, educators to ensure everyone is on the same page as far as the students' needs are concerned -- from modified teaching lessons to transportation.  Moms and dads should go through their youngster's IEPs before the school year starts and make a list of anything ambiguous, or something you don't quite understand.  After completing your homework, you may realize that your child's IEP is lacking or needs adjustment. You may want to consult with an independent professional (e.g., psychologist or behaviorist) and/or convene with the IEP team to discuss your youngsters changing needs. Moms and dads can call an IEP meeting at any time, and the district is required to hold the meeting at a mutually convenient date/time within 30 calendar days (beginning with the first day of school and excluding any breaks that are two weeks or more). As always, be sure to make your request in writing.

18. Once school has started, check-in with your child’s new teacher on a regular basis to see if the transition has been successful.

19. Research shows that children forget a lot during the summer.  If your child has been reading through the summer months, congratulations!  If not, this is the time to start.  Visit the library and let him pick some books he’ll enjoy.  Introduce the idea that for the rest of the summer everyone in the family will read for an hour every day.

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

20. Share your own stories about things you loved about school.

21. Start conversations about the next grade at school or about beginning school.  One good way to do this is to select books relating to that grade.  Your librarian can be helpful. Get your children excited by talking about what they can expect, including snack, playground, reading, computers, singing and art.  If you know other kids who will be in his class or in the school, be sure to mention that he will see or play with them. 

22. Take advantage of any orientation opportunities.  Many schools let new students, especially in the younger grades, come to school for an orientation session before school begins.  If the school doesn’t have such a program, ask if you and your child can come by to meet the new teacher for a few minutes a day or so before school starts.  Educators are busy preparing their rooms and materials at that time, but any experienced teacher is happy to take a few minutes to meet a new student and make him feel comfortable, since she knows that helps her students settle into the school year.

23. The day before school starts, talk about exactly what will happen the next day to give your child a comfortable mental movie. Be alert for signs that he is worried, and reflect that most children are a little nervous before the first day of school, but that he will feel right at home in his new classroom soon. 

24. There are many books and computer applications for kids that tell social stories. Provide your child with social stories that model appropriate behavior at school and with other kids.

25. Try to arrange for your child to travel to school that first morning with a youngster he or she knows. Even if they aren’t in the same classroom, it will ease last minute jitters.




 
Resources for parents of children and teens on the autism spectrum:
 
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...

How to Create an Effective Behavioral Intervention Plan for Kids on the Autism Spectrum

In this post, we will look at how to create an effective behavioral intervention plan for students with Aspergers and High-Functioning Autism…

Once the IEP team (including the parents) has conducted a functional assessment, the information obtained from that assessment should be used to develop a behavioral intervention plan. The purpose of this intervention plan is to spell out what behaviors are being targeted for change – and how change will be handled.



Certain items in the behavioral intervention plan are required by the Individuals with Disabilities Education Act, while others are simply good information to have included:
  • description of how the child’s behavior will be handled should it reach a crisis stage (called a “crisis plan”)
  • definition and description of the behavior being targeted
  • description of how the success of the interventions will be measured
  • description of previously tried interventions and how well they did - or didn’t - work in changing behavior
  • description of the behavior that will replace the inappropriate behavior (called the “replacement behavior”)
  • description of the interventions that will be used (e.g., who will be involved, specific procedures that will be followed, how data will be collected)
  • description of when and how information will be shared between the home and school
  • information about the child that could impact the intervention plan
  • list of the child’s strengths and abilities
  • measurable description of the behavior changes that all parties expect to see
  • schedule for when and how often the plan will be reviewed to determine its effectiveness
  • statement describing the function or purpose of the targeted behavior

When writing the behavioral intervention plan, make sure that everything is spelled out clearly and specifically so that the intervention plan can be used easily by all parties involved with the child. In most circumstances, the intervention plan should be less than 4 pages in length. If it is longer than that, it may be too difficult for all parties to remember and follow.

The IEP team should make sure that the interventions included are ones that they have the resources and ability to implement consistently (e.g., if “time-outs” are included in the plan, but a time-out space is only available 2 days a week, then it will be more effective to choose a different intervention).

Once the IEP team agrees on the behavior intervention plan, all parties involved must agree to implement it consistently. If even one team member thinks that he or she is unable to support the plan, it needs to be revisited. Inconsistent application of any intervention may result in an increase in the targeted inappropriate behavior, or in the appearance of a new inappropriate behavior.

Sample Behavioral Intervention Plan:

Name: Michael Jones
Grade: 5
Age: 10
School: Big City Elementary School
Date Written: 2/4/13

Strengths of the child:
  • enjoys praise and positive, social reinforcement 
  • likes science and hands-on activities
  • usually responds well to educators
  • wants to be in the general education classes
  • usually wants to do the same work as his peers
  • works hard and participates most days

Individualized information about the child:
  • Biological factors, medication interactions, and anxiety can cause child to react to situations/directions differently on some days. Child will have productive days and not so productive days. 
  • has difficulty with tasks necessitating writing
  • often works and moves more slowly than peers
  • Some behaviors associated with Obsessive-Compulsive Disorder and Tourettes are apparent (e.g., tapping, noises/verbalizations, some scratching/ rubbing hands and face, repetitive movements). These behaviors are made worse when child is anxious.

Previously implemented interventions:
  • Time-outs, negative reinforcement, and positive reinforcement with tangibles were ineffective interventions. There was some success with a token economy using concrete reinforcers.

Problematic behaviors:

Behavior 1— Incomplete assignments

Baseline: averaging 5 incomplete assignments per week for last 5 weeks

Function of the behavior:
  • allows child to express/feel in control of a situation when he’s uncomfortable with something 
  • relieves anxiety by avoiding a task he dislikes or finds frustrating

Replacement behavior:
  • complete assignments in study period or at home 
  • ask for help (e.g., asking for assistance, modifications or breaks)

Interventions:
  • Modify assignments by reducing the number/length of responses required for each concept.  Where possible, reduce the amount of writing required. 
  • Grading: Teacher establishes a minimum for each assignment. If child does more than the minimum number of responses required, he gets credit/extra credit for each extra response that is correct (no penalty for incorrect responses). If child doesn’t complete the minimum, he is counted off for the missing responses.
  • Child will have a scheduled study period each day. If he has all assignments completed, he can participate in other activities.

Documentation:
  • number of incomplete/missing assignments in each class 
  • assignment grades

Amount of improvement expected:
  • no more than 2 incomplete assignments per week for 3 consecutive weeks

Behavior 2— Unable/unwilling to work in class

Baseline: 20% of assignments completed and 35% completed in class

Function of the Behavior:
  • allows child to express/feel in control of a situation when he’s uncomfortable with something 
  • relieves anxiety by avoiding a task he dislikes or finds frustrating

Replacement Behavior:
  • at least attempt each assignment 
  • verbalize frustration and/or need for modification

Intervention:
  • Child is given 1 prompt to start assignment. After that, refusal is ignored (any behavior disturbing others will be dealt with according to classroom rules and consequences and child earns a 0 on that assignment). 
  • Child receives 2 points for every assignment he attempts (e.g., does at least 1/4th of the assigned task) and 5 points for every completed assignment. Points can be spent before lunch and before child goes home on items/activities on his reinforcement menu (child must have input on what’s on the menu).
  • Child will be given the option of completing an assignment in the resource room for full credit.
  • Child will receive instruction/guidance in how to express needs from the school counselor. Child will earn 5 points for appropriately (according to the guidelines taught by the school counselor) expressing frustration and/or need for help/modifications.

Documentation:
  • record % of assignments attempted and % of assignments completed 
  • record frequency and duration of time in the resource room for this behavior

Amount of improvement expected:
  • at least 60% completed and 75% attempted in class for at least 3 of 4 weeks

Behavior 3— Using profanity around peers

Baseline: average of 8 incidents per week for last 5 weeks

Function of the behavior:
  • vent anger/frustration in a situation less threatening than with teachers/peers 
  • relieving feeling of anxiety due to Tourettes or Obsessive-Compulsive Disorder
  • attention-getting

Replacement behavior:
  • recognize anxiety or anger/frustration and get help to vent appropriately (e.g., cool down time, removing self from situation, talking with teachers/peers) 
  • get attention by interacting appropriately with peers

Intervention:
  • when child is verbally inappropriate, he is directed to remove himself to a different location and is not allowed to participate in the activity (e.g., recess) for 5 minutes 
  • provide opportunities for child to practice interacting appropriately with peers (e.g., reading with them)
  • praise for appropriate verbal interaction

Documentation:
  • record number of times child asks for help with anxiety or anger/frustration
  •  record number of times child is verbally inappropriate with peers

Amount of improvement expected:
  • no more than an average of 4 incidents per week for 3 consecutive weeks

Schedule for review:
  • documentation review at least each nine weeks when grade cards are distributed

Provisions for home coordination:
  • On Fridays, a note will be sent home with weekly grade for each class number of inappropriate verbalizations toward peers and number of times child requested resource room and/or cool down. 
  • Assignment notebook sent home daily. Assignments will be marked as attempted, completed or not attempted.

Crisis management plan:
  • If an injury or property damage occurs as a result of Michael’s behavior, a police report will be made and he will be suspended according to district policy. The IEP team will meet as soon as possible within 10 days to review the behavior intervention plan and make modifications where necessary. 
  • If Michael endangers himself or others while in isolation, physical restraint will be used by staff members trained in Mandt procedures.
  • If Michael is not able to demonstrate compliance within 30 minutes, or if he has had more than 3 timeouts, he will be seen by support staff as soon as possible.
  • If Michael endangers himself or others, he will be isolated from his peers and mother or her designee will be called. Michael will remain in isolation until it is determined that he is no longer in imminent danger of hurting himself or others. He will finish his school day in the resource room.
  • Michael will be given a cue that he can use with staff to indicate that he is getting upset and needs to cool down. Once he gives the cue, he can choose from the following options: (a) ask to see a support staff member, (b) go to the resource room, (c) walk in the hall or outside (a staff member will accompany child, but will not talk to child). 
  • If staff sees that Michael is becoming upset and is not using his cue for help, staff will say, “You’re getting upset. I need you to see a support staff member, or go to the resource room, or take a walk in the hall or outside with a staff member.” If Michael is unable to cool down, he will be directed to go to time-out where he will remain until he can demonstrate compliance. 

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Schools for Asperger's Children

Sherman Oaks and Culver City, California
Village Glen School—

Sponsored by the The Help Group, the Village Glen School is a therapeutic day school program for kids with challenges in the areas of socialization, communication, language development, peer relations, learning disabilities, and academic performance without significant behavior problems. Many of the clients served at Village Glen experience special needs related to Aspergers and high functioning autism. Visit their web site at: www.villageglen.org

East Bay, California
The Springstone School—

The Springstone School, located in Concord, California, is an independent middle school that promotes and develops academic, social and prevocational skills for clients with Aspergers and Nonverbal Learning Disabilities. The professional and experienced staff fosters values of independence, responsibility and community in preparation for high school, and beyond through intensive, individualized instruction in small structured classrooms.

Contact Information:
The Springstone School
1035 Carol Lane
Lafayette, CA 94549
(925)962-9660
Fax: (925) 962-9558
email: info@thespringstoneschool.org
website: www.thespringstoneschool.org Please visit their web site at: The Springstone School

San Francisco Bay Area, California
Orion Academy—

Orion Academy is a nonprofit College Preparatory Day School located in San Francisco's East Bay area for High School Clients with Neurocognitive Disabilities.

Mission: To educate secondary clients with NLD, Aspergers and Other neurocognitive disorders in a program that equally emphasizes academics, social competency and pragmatic language development.

If you are interested in more information about this school, please contact Rosemary at 925-377-0789 or visit their web site at www.orionacademy.org

Newbury Park, California
Passageway School—

Day School for kids with Asperger syndrome.

Our Philosophy is to work with kids in small classroom settings. (4 to 7 kids per class). Tailor their education to their IEP's and to work individually on their behaviors thru positive reinforcement. Our class day tends to be very structured. We do allow and encourage the kids to develop their individuality, while maintaining classroom discipline. Our discipline methods are developed according to the needs of the child. We prefer to use reward systems that daily and weekly inspire the child to change his or her behavior.

Contact Shirley Juels at 805-375-4950
or e-mail to: PassagewaySchool@aol.com
or, visit their web site at www.passagewayschool.com

Bethlehem, Connecticut
Woodhall School—

Males residential school.

For information contact:

Woodhall School
PO Box 550, Harrison Lane
Bethlehem, CT 06751-0550
Phone: 203-266-7788

East Haddam, Connecticut
Franklin Academy—

This is a boarding school program.

For more information:

Franklin Academy
106 River Road
East Haddam, CT 06423
Phone:860-873-2700
Fax: 860-873-8861 admission@fa-ct.org
or visit their web site at: www.fa-ct.org

Washington, Connecticut
Glenholme School—

The Glenholme School is a boarding school for "special needs clients situated on over 100 idyllic acres of Connecticut countryside. Kids ages 8-16, at admission, who need a highly structured learning environment can prosper in this safe, nurturing school. It provides a value-based program to show clients the way to academic success."

Visit their web site at: http://www.theglenholmeschool.org/os

Melbourne, Florida
The College Internship Program—

"The College Internship Program at the Brevard Center provides individualized, post-secondary academic, internship and independent living experiences for young adults with Aspergers and Nonverbal learning differences. With our support and direction, clients learn to realize and develop their potential."

For information about their program visit their web site at: www.brevardcenter.org

Carbondale, Illinois
Brehm Preparatory School—

"Empowering Clients with Complex Learning Disabilities to Optimize their full potential."

For more information contact:

Brehm Preparatory School
1245 East Grand Avenue
Carbondale, IL 62901
618.457.0371
fax 618.529.1248
Email to: brehm1@brehm.org
Visit their web site at: www.brehm.org

Baltimore, Maryland
The Millennium School Opening Fall of 2004—

The Millennium Day School in Baltimore, Maryland will open its doors in the Fall of 2004. The school will have a fully integrated social skills curriculum and will serve the needs of kids with Aspergers and related disorders in an inclusive environment. For further information, visit their web site at www.MillenniumSchool.com

Boston, Massachusetts
McLean Hospital - Kennedy Hope Academy—

The Kennedy Hope Academy is a 13-bed residential school providing intensive treatment for kids with pervasive developmental disorders who have serious psychiatric illness or behavior problems.

If you are interested in more information about this program, please contact:
David Rourke, MS
Program Manager
(617) 779-1670
or visit our website at www.mclean.harvard.edu/patient/child/kha.php

Belmont, Massachusetts
Pathways Academy—

McLean Hospital
115 Mill Street
Belmont, Massachusetts 02178
617-855-2847
For more information send an e-mail to Sarah Medeiros at medeirs@mcleanpo.Mclean.org
Visit their web site at www.mclean.harvard.edu/cns/pathways.htm

This school is for AS kids from ages 1st -12th Grade.

McLean Hospital is a Teaching Facility of Harvard Medical School and an Affiliate of Massachusetts General Hospital

Sudbury, Massachusetts
Corwin Russell School—

"The Corwin-Russell School at Broccoli Hall is an independent school for high-potential clients 11-19 years old with varied learning styles, average to superior intelligence, exceptional creativity, attentional issues, untapped interests, talents, and strengths, and disparity between innate ability and past production."

For more information:

Phone: 978-369-1444
E-mail: brochall@aol.com
Or visit their web site at: www.corwin-russell.org

New York, New York
LearningSpring Academy—

A Model School for High-Functioning Elementary School Kids Grades K-5 with Asperger Syndrome and Pervasive Developmental Disorders

For more information visit their webpage at http://www.learningspring.org

Boiceville, New York
ASPIE: The School for Autistic Strenth, Purpose, and Independence in Education—

This Day school is for teens with AS, HFA, PDD and cousin disabilities. Serves clients within busing are of Boiceville, New York.

For more information contact:
Valerie Paradiz, Ph.D.
Program Director
ASPlE
The School for Autistic Strength, Purpose and Independence in Education
P.O. Box 489
Boiceville, NY 12412
(845) 657-7201
email to: info@aspieschool.org
Visit their web site at: www.aspieschool.org

Huntington Station, Long Island, New York
Gersh Academy—

The I Am I Can Program was developed for high functioning clients with Neurobiological Disorders (NBD), including Attention Deficit Hyperactivity Disorder, Tourette’s Syndrome, Aspergers, Childhood-Onset Bipolar Disorder, Obsessive-Compulsive Disorder, Anxiety Disorder and Depression. The program uses a cognitive behavioral approach, allowing clients to better understand their neurobiological limitations and how to self-manage and regulate their symptoms. The Elementary Program (K-5) is a 6:1:1 ratio and the Middle School (6-8) and High School Programs have an 8:1:1 ratio. The Gersh Academy High School is located in Hauppauge. Gersh Academy follows the New York State curriculum and standards.

For More Information Contact:
West Hills Montessori School
165 Pidgeon Hill Road
Huntington Station, NY 11746
Phone: (631) 385-3342
Web site: www.gershacademy.org

Cherry Hill, New Jersey and Medford Lakes, New Jersey
Y.A.L.E. School—

The Y.A.L.E. School offers specialized progarm options for kids with Aspergers. Serves kids ages 8-15. This program offers rich academic environment, speech and language services, social skill training and postive motivational systems.

For additional program information or to schedule a program tour, contact Jim Conley at 856-795-3566 ext. 106 or Dr. Mieke Gooseens at 856-795.3566, ext. 309

Rindge, New Hamsphire
Hampshire Country School—

From their web site:

"...The best candidates for Hampshire Country School are those who will respond to the attention of its faculty, seek the help of its teachers, enjoy being part of a small school community, and enjoy its outdoor activities. Most clients, however, have not had such success elsewhere, and many parents are quite discouraged by the time they first inquire about the school. Many clients have had trouble fitting into the structure of larger schools and many have had difficulty adapting to the demands of peers. Many are more comfortable with adults than with age mates.

Hampshire Country School can provide appropriate structure and support for certain clients with nonverbal learning disabilities, Tourette Syndrome, ADHD, Asperger Syndrome, and other disorders; but it is not a treatment program. It is designed instead to involve and educate the bright, active, and interested side of each child rather than to dwell on the student's limitations and difficulties. Clients who experiment with alcohol, tobacco, or illegal drugs are not accepted; and the school is not set up for clients who are primarily oppositional or confrontational..."

For more information, visit their web site at: www.hampshirecountryschool.org

Toledo, Ohio
LHS Maumee Youth Center for Asperger’s Disorder—

A new residential center for kids and youth ages six to eighteen-plus who have been diagnosed with Asperger’s Disorder is opening. The Center is situated on 13 acres near Neapolis, Ohio, south of Toledo, Ohio. LHS Family and Youth Services, Inc. is a social service agency with headquarters in Toledo, Ohio, serving kids, youth and families through community-based residential treatment group homes and other services.

The LHS Maumee Youth Center for Asperger’s Disorder serves up to twenty kids and youth in its residential program. Most kids and youth placed in the residential setting will tend to be aggressive and have multiple diagnosis/needs.

All staff, in addition to their undergraduate and graduate work, are trained in the core competencies of residential child and youth care and will be trained by experts in the autistic spectrum disorder field.

For additional information on the Center, or to make an inquiry regarding a potential referral to the Center, please contact Steve Plottner at splot@infinet.com or by phone at 419-798-9382.

Houston, Texas
The Monarch School—

The Monarch School is a therapeutic day school located in Houston. Their prime mission is to help kids develop executive functioning skills, relationship development and ownership of learning and to prepare all of the clients for success.

About 1/4 of the clients are AS with the other's having ADHD, LD, Bi-polar disorder, Tourettes and other dx.

The school is for kids from 4-16 and they will be adding one additional HS year each year for the next two years. It is a non-profit, private school and the staff to student ratio is 20 staff to 60 clients.

For more information visit their website at www.monarchschool.org

Friends of Special Schools at http://specialneedskids.com

Friends of Special Schools is a non-profit organization formed in 1997 by parents and friends of kids with special needs. This webpage is a wonderful resource for information on special needs schools. In addition to links to many schools and programs, they also offer a small scholarship fund.


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