by IABA Team | Aug 17, 2021
Going back to school is tough for most kids, but especially so for kids with ASD. The change of scenery & routine from summer break to a school setting can be tough. The COVID-19 pandemic has made things especially difficult, which affects kids who were used to digital or in-home learning during the last school year.
So, how can we make it easier for kids with ASD to transition back to an in-school environment? There are many things that can be done, so let’s take a look.
Develop a Plan with Your Child’s Therapist or Doctor
Developing a plan with your child’s therapist, doctor, or other healthcare providers can help children with ASD smoothly transition into a new school year. Putting a plan in motion with rules & methods that will be consistent in school, therapy, and at-home settings can make a world of difference.
Make sure to have a clear schedule complete with calendar dates so your child is aware of the coming changes. Talking with your child’s therapist or other healthcare providers can help you select the best way to count down to important milestone days on your calendar.
Make a List of Your Child’s Skills & Needs
Having a prepared list of your child’s skills and needs will make any discussions with teachers or administrators easier. Being able to quickly ask and answer questions will allow you to get a full picture of what your child will need to expect.
Be sure to list strengths, weaknesses, sensory issues, and any other important parts of your child’s ASD-specific behavior. Having a list of these issues will help you quickly and efficiently communicate the needs of your child. Talking to your child’s therapist or doctor can help you build a list that will be sure to mention any special needs.
Talk to a School or School District Administrator
Finding out how your child’s school or school district helps children with ASD is a huge priority for your back-to-school plans. Learning about the specific resources available for your child at school will help you make decisions about the school year.
Depending on the level of care your child needs, some school districts offer great special education programs geared towards kids with ASD. Sometimes different options are available for students with ASD, allowing parents to select the best option for their child.
This is just general information–every school district is different. To find out pertinent information for your situation, please contact the local school district. It may be wise to check out several surrounding school districts if you don’t like the programs from the district you live in.
Visit Back-to-School Settings Before School Starts
Taking your child to the school they will be attending early a few times may help them get used to the new setting. Walking through the hallways & classrooms, looking at the gyms & washrooms, and checking out the playground may help familiarize your child with the school. Try to get your child as comfortable as possible with the new school before the year starts.
An even better way to familiarize your child with their new setting is getting to meet their teachers several times before the school year. Getting to know the teacher or therapists at the school can help your child get comfortable with their new setting.
Re-Establish a School Schedule
It is very important to get your child back on a regular daily schedule before school starts. Establishing consistent bedtime and morning routines will help your child be ready for school. Starting this schedule a few weeks prior to school can help get your child on track for the school year.
Other scheduling issues may also be important. Here are a few examples of other scheduling things to keep in mind:
- Transportation times
- Eating times
- Nap times
- After school routines
- Weekend scheduling
- Any regular trips to therapy or the doctor
It is important to talk to your therapist or healthcare provider about weekend scheduling. Getting information about keeping the daily schedule on weekends or being a bit more flexible are questions you should find answers to.
Be sure to coordinate your schedule with the school (teacher, therapist, administrator, etc) to make sure your child stays on track.
Lastly, be sure to inform your child about any upcoming breaks, starting a few weeks before the break. Using a calendar or other time management system can help transition your child from regular school to break time more smoothly. Using social stories and visual aids on a calendar can help your child understand what’s on the horizon.
Establish an In-School Schedule
Working with your child’s teacher or therapist to implement a regular in-school schedule can help your child settle into a comfortable school year. Having daily school activities occur at the same time every day lets your child know what to expect each day. Working with your school or school district before the year starts to get a plan in place can help implement this strategy.
If your child has specific needs that revolve around a schedule, be sure to talk to the school, teacher, or therapist about how to tackle the issue. Having plans in place before something happens may help prevent difficult situations from arising.
Discuss Education Plans with Your Child’s Teacher
Most people won’t agree 100% on any school curriculum. This is especially true when it comes to education for children with ASD. You need to talk to your school or school district to see what kind of specialized education and methods will be used in your child’s classroom.
Don’t panic if you have minor disagreements with the teaching plan–sometimes it may be beneficial. We need to be clear though; if you think something sounds really wrong, be sure to call your child’s therapist or doctor and discuss the issue. It may be miscommunication but it may also be something that you should avoid. Talking to an expert on the issue can help you sort things out.
If your child has specific sensory issues, be sure that the teacher has a safe space to use in difficult situations. Having a place where your child can reacclimate at their own pace will help avoid specific situations. If your child has special needs for a safe space area be sure to discuss this with the teacher before the school year begins.
Try to Get Your Child Used to Social Situations
This information may not apply to every child; be sure to talk to your child’s therapist or doctor before planning anything.
Schools contain a lot of people in one building. Getting your child used to more people being around by taking trips to more populated areas or running errands to larger stores may help prepare your child for the transition to school. Situations with other people involved may help your child get used to many different people being around in their school.
Talk About COVID-19
The COVID-19 pandemic is still ongoing, and many schools have different rules when it comes to things like masks. If your child has sensory issues with wearing a mask or using sanitizer you need to talk to your child’s school and your therapist or doctor to develop a plan.
Learning about your school district’s health policies can give you the information you need to discuss masks, sanitizing, and other COVID-19-related issues. Special accommodations may be able to be put in place for your child’s needs.
Be sure to acclimate your child to any COVID-19 procedures that will be used at school prior to the school year starting.
Keep Communicating with Your Child’s School
It is extremely important to keep regular communications with your child’s teacher and anyone else regularly involved with your child. Hearing about your child’s progress, issues, and general behavior will allow you to evaluate any immediate needs as soon as they pop up.
Talking with your child’s therapist or other healthcare professional can help you put together a list of questions to ask for status reports. Having a consistent report can show how your child is progressing and behaving on a regular schedule.
Stay Interested & Involved
We want to finish up with the most important piece of information regarding transitioning a child with ASD back to school; Stay interested and involved. None of the things above will stick if your child isn’t receiving attention and care at home. Following a schedule and engaging in activities that are in place in therapy, at school, and, most importantly, at home can help your child maintain consistent behavior.
Showing interest in your child’s school activities and progress can help them progress even more than just setting a plan. Using visual aids, like a calendar with milestone stickers, may help your child understand the progress they are making in school.
Again, talk to your child’s therapist, doctor, or other healthcare professionals to find the best way to stay engaged with your child’s education. Every child is different. Be sure your child is getting the best care they can by staying involved.
ABA Therapy from IABA Consultants
If you have questions regarding autism treatment, education, or plans using ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
Sources
Helping Kids with Autism Transition Back to In-Person School, UC Davis
Back to School: 17 Tips to Help, Autism Speaks
Preparing for Back to School, Autism Speaks
Students with Autism, publicservicedegrees.org
COVID Autism Back to School Transition, Stonybrook Medicine
by IABA Team | Aug 17, 2021
Early social skills are emerging as one reliable indicator of ASD. Some research suggests that children who lack social gestures are likely to have pronounced autism traits later on and follow a lower skill trajectory.
In a 2017 study of 199 autistic toddlers and preschoolers, researchers found that the children who made few social-communicative gestures, such as pointing and imitating adults, had more severe autism traits a year later. The research showed these social behaviors predicted autism severity better than repetitive behaviors or living skills.
Conversely, children whose autism traits diminish tend to be relatively social early on. A 2020 study looked at toddlers who sought out social interactions and showed good pointing skills (to indicate objects) who ended up with only mild autism traits as adolescents.
Early Intellectual Abilities & Disabilities
Early intellectual ability can be another early indicator of ASD. In one study, autistic children who had intellectual disability (defined as having an IQ below 70) as toddlers were likely to show substantial difficulties both socially and academically through the age of 14.
On the other hand, children who show a substantial easing of autism traits and advances in life skills tend to be those without intellectual disability, experts say.
Adaptive Behaviors
Adaptive behaviors can also correlate with future academic success. A 2020 study had researchers analyzing records for 98 autistic adults from a study in which clinicians had evaluated daily living and other skills from ages 2 to 26. Using modeling software, the researchers divided the participants into two groups; those with low- and high-daily living skills.
Children in the high-skills group were more likely than those in the low-skills group to continue their education after high school, according to the research.
Socioeconomic Status
Socioeconomic status can be an early indicator of ASD, too. Low-income and minority children with autism tend to have less developed communication and adaptive skills in young adulthood than autistic children from more privileged backgrounds, according to a 2019 report.
Low-income children may have minimal exposure to early intervention programs to address speech, motor, and other difficulties. Family participation in these programs predicts “longer-term outcomes” during adolescence and adulthood.
Genetic Indicators
Many recent studies on genetics may also provide clues to a child’s future. About one-quarter of children with autism have a genetic variant linked to autism. Some of these may give rise to characteristic developmental paths. Data from a 2020 study looked at 65 people with an ASD-linked variant, aged 5 to 21.
The scientists assessed each person’s skill level and combined those data with families’ recollections about when these children had hit early milestones such as walking and talking. The team found that the children’s developmental course depended on the genetic variant they carry.
Children with an ADNP variant show significant motor delays almost across the board, generally not walking until 20 months or later. However, the earlier they do walk, the higher their scores on nonverbal IQ tests in childhood (ages 4 to 16) and young adulthood. In children with a CHD8 variant, early milestones do not predict their cognitive development as reliably. But the earlier they speak in phrases (whether at age 1 or 4, for example) the better their adaptive skills are likely to be in later childhood and young adulthood.
Research is still being conducted and analyzed on the relationship between genes and ASD.
ABA Therapy from IABA Consultants
If you have questions regarding autism treatment with ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
Sources
Mapping the Futures of Autistic Children, spectrumnews.org
by IABA Team | Aug 10, 2021
What is double empathy and how does it relate to ASD? Click here for Part 1.
Double Empathy & Current Thinking About ASD
The double empathy problem stands at odds with several widely adopted ideas about people with autism, namely that their social difficulties are inherent. For example, one of the main diagnostic criteria for autism, as outlined in the Diagnostic and Statistical Manual of Mental Disorders, is “persistent deficits in social communication and social interaction across multiple contexts.” Similarly, the social motivation theory of autism holds that people with autism have a diminished drive for social interaction.
But the Double Empathy theory isn’t necessarily incompatible with the old ideas. Instead, the theory highlights the importance of examining both sides of social interactions instead of focusing solely on the ways people with autism diverge from the perceived norm.
Is ASD Research Changing in Light of the Double Empathy Problem?
Some modern ASD research is changing due to Double Empathy. For instance, scientists are rethinking how they examine social skills, calling for a revamp of autism studies to gauge the strengths, rather than the limits, of ASD communication. Researchers are also finding ways to probe the dynamics of social interactions instead of studying the isolated behavior of people lying in a brain scanner or sitting at a computer.
In addition, researchers who study predictive coding — the way people form internal models of the external world — are exploring how a mismatch in people’s predictions could hinder their interactions. For example, if a person with autism has expectations about how a conversation might unfold diverge from a neurotypical person’s, their interaction may falter.
Not everyone is convinced, or even aware, of the Double Empathy theory. Some questions at the core of the theory remain unanswered. For example, researchers are still figuring out why communication is smoother when people with autism interact with one another than it is when they engage with neurotypical people. And much of the existing evidence for the theory rests on anecdotal reports and small studies.
Are There Any Implications for ASD Treatment from Double Empathy?
In addition to suggesting new research angles, the double empathy problem may help explain why some autism assessments and treatments fall short. For example, standard measures of social abilities don’t seem to predict how people with autism fare in actual social interactions.
Therapies designed to teach people with autism normative social skills are not all that effective in helping them navigate real-life situations, such as forging friendships, studies suggest. Evaluating social situations surrounding people with autism and finding ways to facilitate their unique communication styles may be a more useful approach, he says.
Similarly, the double empathy problem underscores the importance of training programs — say, for doctors or law enforcement professionals — that help neurotypical people interact appropriately with people with autism. Being routinely misperceived can lead those with ASD to loneliness and feelings of isolation. And attempts to conform to social norms by suppressing who you are can be exhausting, many experts say.
ABA Therapy from IABA Consultants
If you have questions regarding autism treatment with ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
Sources
Double Empathy Explained, spectrumnews.org
by IABA Team | Aug 3, 2021
What is double empathy and how does it relate to ASD?
The basis of the Double Empathy Theory is that a mismatch between two people can lead to faulty communication. This disconnect can occur at many levels, from conversation styles to how people see the world. The greater the disconnect, the more difficulty the two people will have interacting.
In the case of autism, a communication gap between people with and without the condition may occur not only because people with autism have trouble understanding neurotypical people but also because neurotypical people have trouble understanding them.
The problem, the theory posits, is mutual. For example, difficulty in reading the other person’s facial expressions may stunt conversations between people with autism and neurotypical people.
Double Empathy Origins
This conception of social issues in autism as a two-way street is decades old. Some ASD activists have argued for years that ASD modes of communication conflict with neurotypical ones.
The term ‘double empathy problem’ was first used in a 2012 paper by Damian Milton, a University of Kent lecturer. The idea offered a way to reframe the long-held notion that individuals on the spectrum have impaired theory of mind — the ability to infer the intentions or feelings of others — to include potential misunderstanding by neurotypical people.
Support for Double Empathy
Instead of focusing on how people with autism perform in social situations, new studies probe how neurotypical people perform when interacting with people with autism. The results hint that neurotypical people’s blind spots contribute to a communication gap.
In one study, neurotypical people had trouble deciphering the mental states people with autism portrayed through animations. Another study showed that neurotypical individuals struggle to accurately interpret the facial indicators of people with autism.
Neurotypical people may also make snap judgments of people with autism that prevent, curtail, or sour interactions between the two. For example, neurotypical people may be prone to having negative first impressions of people with autism without knowing their diagnosis — rating them less approachable and more awkward than neurotypical people.
Are Social Difficulties a Core Trait of ASD?
Yes, plenty of evidence shows that people with autism differ from neurotypical people. Social interaction difficulties across several domains, such as facial expressions, speech patterns, and eye gaze (though the last notion may be shaky) have been observed and studied.
However, many other studies show that people with autism have social and communication issues that are not evident when they interact with other people with autism. For example, in the game of “telephone,” in which a message is relayed in whispers from one person to the next, chains of eight people with autism maintain the fidelity of the message just as well as sets of eight neurotypical people do. It’s only in mixed groups of people with autism and neurotypical people that the message quickly degrades.
There are other signs that people on the spectrum connect well with one another. People with autism report feeling more comfortable with other people with autism than with neurotypical people. Many adolescents with autism prefer to interact with ASD peers over neurotypical ones. And people with autism often build a greater sense of rapport and share more about themselves when conversing with others on the spectrum.
One reason for this pattern may be that people with autism are less concerned with typical social norms, such as conversational reciprocity, and so don’t mind as much when these rules are not followed.
The principle of social compatibility may extend beyond autism diagnoses to autism traits. For example, the more similar two neurotypical people rate themselves on an autism trait assessment, the closer they rate their friendship.
ABA Therapy from IABA Consultants
If you have questions regarding autism treatment with ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
Sources
Double Empathy Explained, spectrumnews.org
by IABA Team | Jul 27, 2021
Those with autism spectrum disorder (ASD) have a more difficult time communicating compared to those who present as neurotypical. Communication isn’t just words and speaking. It’s reading body language, facial expressions, and gestures. All of this makes a conversation happen and conversations would be dull and hard to understand without them.
Autistic people have a hard time reading these cues leading to social misunderstandings. A new study just published in the Journal of Autism and Developmental Disorders found that autistic people seem to have an inability to recognize anger in faces. This was interesting because it seemed that anger was a specific emotion that was frequently misunderstood. There wasn’t any problem recognizing more positive emotions.
Autism is Not an Impairment
Ph.D. researcher Connor Keating wrote in a news press suggesting that the description of autism as an impairment would be incorrect. The corresponding news release for this study reads, “It’s more that autistic and non-autistic faces may be speaking a different language when it comes to conveying emotion.”
Keating explains another theory called the “double empathy problem” as a reason why these communication boundaries exist. As explained by the National Autistic Society, this is when two people with very different backgrounds communicate with each other and will lack empathy for each other. We base our social interactions on our past experiences and these experiences are so different for autistic people and neurotypical people.
This will break down the interaction and frustrate both the autistic person and the neurotypical person. It makes perfect sense that socializing between the two will have some challenges.
The Challenges of ASD Communication
Autistic people can often come across as rude and have a misunderstanding of basic social cues compared to neurotypicals. Having empathy for one another would ease conservation for both parties. This study suggests that autistic people and neurotypical people are simply missing each other’s signals. With facial expressions, autistic people see them differently but that doesn’t mean it’s wrong.
School social worker Jen Elcheson has autism and has firsthand experience with not recognizing anger. She explained this by writing in an MSN article that any subtle signs of anger on a face she couldn’t recognize. Unless the anger was outwardly expressed, Elcheson wouldn’t pick up on it and continue to anger whoever she was with.
It took many years for her to understand the problem and work around it. Elcheson also shared that she doesn’t have these problems with other autistic individuals. She says it’s like they seem to understand each other. Elcheson agrees with Dr. Keating’s findings and finds validation in them.
ABA Therapy from IABA Consultants
If you have questions regarding autism treatment with ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
Sources: National Autistic Society, Moms.com
by IABA Team | Jul 21, 2021
We know that finding good resources to help understand and learn about autism can be hard to find. There aren’t a lot of comprehensive resources on the internet, which can make it difficult to get information without consulting a professional. But what if you want to do a bit of research before contacting a therapist, doctor, or other Autism Spectrum Disorder (ASD) professional?
Thankfully there are some great resources available on the web if you know where to look. We put together a list of some of the best ASD resources on the web so you can start your research by going to the site with the best information for your specific needs.
Each of the following resources will be classified by a category to make it easier for you to find what you need. The ASD categories we will be using are general information, screening & testing, pediatric ASD resources, teen ASD resources, and important links.
We will provide information and brief summaries on each resource so you’ll have an idea of what information the site provides before going in. Feel free to skip to the category you are looking for information on; this article doesn’t necessarily need to be read from start to finish. That being said, the general information links are great resources for most ASD-related topics and questions.
General ASD Resources
These resources provide general ASD information and can be thought of as overviews. The sites in this section will focus on ASD as a whole; symptoms, when to test, where to go, options, FAQs, and other broad ASD-related information.
CDC ASD Information
CDC ASD Information & Resources
The CDC ASD is probably the best place to start for general information and answers to your questions. The information provided by the CDC is one of the most comprehensive ASD resources on the internet.
Topics the CDC provides information on include:
- What is ASD?
- ASD screening & diagnosis
- Treatments
- Research & tracking
- Data & statistics
- ASD-related articles
- Materials & multimedia
- Community reports
There is information on just about every general ASD-related topic available on the CDC website. Starting your journey here will give you a great general overview about what ASD is and what you can do to help.
Autism Speaks
Autism Speaks Website
Autism Speaks has some great information on what ASD is and provides resources & articles on many broad topics. The CDC provides a link to the Autism Speaks website, as it goes more in-depth on more specific ASD topics like finding therapy or treatment in your area, associated symptoms, screening, and fundraising.
Autism Speaks has been the target of some criticism due to their former goal of ‘curing’ autism. Their focus has shifted over the years, however, and their website remains a great resource for getting information and promoting awareness about ASD.
ASD Screening & Testing Resources
Screening & testing is the most important step in diagnosing ASD. The resources in this section provide lists, links, and more that can help you find ASD screening and testing in your area. The first section, CDC screening & diagnosis, goes over what to expect and how to prepare for an ASD screening.
CDC Autism Screening & Testing
CDC ASD Screening & Testing
The CDC page on ASD screening & testing is the best place to learn about general practices and procedures. The information provided by the CDC on this page is a generalized overview, but it has enough information to get you started on where to look and what to look for.
The Autism Community in Action Finding a Doctor
TACA Finding an ASD Doctor
This link starts with a more in-depth look at what to expect during ASD screening & testing followed by several links to help find a doctor in your area. The focus of this page is providing information that will help you get the treatment you are looking for.
The TACA Finding a Doctor page does a great job of explaining what you should look for and what to avoid when selecting an ASD doctor. Further information includes how to avoid getting stuck with unpaid costs from your insurance company and resources to help with this.
This is a fantastic resource if you are unfamiliar with billing practices related to ASD therapy or treatment. The links provided to find a doctor or, specifically, a functional medicine doctor can also help you to start your journey on the right path.
Pediatric ASD Resources
Autism therapy is commonly associated with children, as early childhood is the best time to diagnose and start treatment for ASD. Many of the ASD resources available on the internet focus primarily on childhood ASD and available treatments. We wanted to share a few of the more comprehensive options available if you are starting your search for pediatric ASD information.
Healthline Autism Doctors
Healthline Doctors Who Specialize in Autism
This short article contains a list of all the questions you should ask your child’s doctor about ASD and related treatments. The article gives a list of screenings & tests your doctor may use to determine if ASD is a concern.
While this article is short it is still a fantastic resource for parents who want to know more about how doctors diagnose ASD. The questions and lists provided in this article will help you prepare for what to ask your doctor and what you should expect during an ASD screening.
Verywell Health Developmental-Behavioral Pediatricians
Verywell Health Developmental-Behavioral Pediatricians Article
Like the Healthline link above, the Verywell Health Developmental-Behavioral Pediatricians article provides a short but informative look into ASD pediatricians.
Developmental-Behavioral Pediatricians (DBPs) are board-accredited pediatricians that have specialty training and certification that can help diagnose ASD. DBPs are some of the most experienced pediatricians when it comes to diagnosing and developing a treatment plan for ASD.
This article does a great job outlining the differences between a DBP and a traditional pediatrician, as well as where to find a trusted DBP in your area.
Official Journal of the American Academy of Pediatrics: ASD
AAP Identification, Evaluation, & Management of Children with ASD
This is a dense article written by several doctors for a medical journal. This bold warning is not meant to turn you away from this resource–just that it is a lot of information on one page.
Written in 2020, this AAP journal provides a comprehensive look into what ASD is, how it is identified & evaluated, and how to manage it. The information provided goes over many topics and is a great modern look into how doctors look at ASD and how they recommend managing it.
This journal can be downloaded as a PDF for easier reading, as the journal itself may be hard to navigate on a mobile phone.
Recommended reading if you really want to get insight into current medical information on ASD.
Teen ASD Resources
Information on ASD in teens and young adults can be more difficult to find than its pediatric counterpart. The two links in this section represent great places to start if you are looking for ASD information focused specifically on teens and/or young adults.
CDC ASD in Teens and Young Adults
CDC Teens & Young Adults with ASD
The shortest of our CDC links, this page is a brief overview of ASD in teens and young adults. Information on this page includes the difficulties teens and young adults with ASD may encounter and how to help. There are several links to help you get started on finding help and other resources for teen & young adult ASD.
SAP Counseling for Teens and Young Adults with ASD
SAP Teens & Young Adults with ASD
We wanted to include this counseling resource for teens and young adults with ASD. Teens and young adults have different things to worry about than children and this article takes an in-depth look at counseling and therapy. Teens and young adults with ASD may have difficulties adapting socially and this article gives information, options, and resources to help with this.
ASD Resource Links
The last section of this article will provide several large lists of ASD resources. These links will provide you with a great list of resources to get you started on finding the ASD information you are looking for.
CDC ASD Links
CDC ASD Links & Resources
This list from the CDC provides links to some important ASD resources on the web. The links lead to sites that talk about everything from diagnosis to finding treatment in your area. Each link has a description explaining what the linked site specializes in.
Reading Rockets Top Autism Organizations & Resources
Reading Rockets Top ASD Resources
This is a great list of ASD resources from a site focused primarily on encouraging children to read. The links on the Reading Rockets list include general information, articles for professionals, and financial aid information. A great resource from an unexpected source; all the links have descriptions about what they are about.
ABA Therapy from IABA Consultants
The information provided above is subject to change and the links are not owned by or associated with Instructional ABA consultants. If you have any questions, comments, or concerns about the above links, please let us know! Likewise, if you have any great ASD resources that we are missing, send them our way–we want to provide information and starting points for everyone who needs help with ASD.
If you have questions regarding autism treatment with ABA therapy, we are here for you! Our goal is to make sure no family is turned away due to financial constraints. Our therapy team would love to talk to you. Find the location closest to you and give us a call. We’re here for you.
