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Displaying 1 - 30 of 212
Displaying 1 - 212 of 212

The Issue of Eye Contact

As society has developed a deeper understanding of Autism Spectrum Disorders (ASD), we have access to more information about the issue of eye contact, much of which has come from persons with ASD who have been able to report on their experience.

Planning...Just in Case...

This series of tip sheets provides suggestions for practical plans and actions that can help ensure the safe and secure future of your child, of any age. The number of steps and the amount of work may seem overwhelming, but it’s important to begin the process and see it through, one step at a time. There is perhaps no other task that will give a parent more peace of mind.

Accessing Inclusive Personal Training Programs for Young Adults with Autism

In Canada, studies have shown that only approximately 3% of individuals with a disability are actively engaged in organized sport.

However, educators and others are becoming increasingly aware of the benefits of personal fitness for students with special education needs and typically developing children alike2. And some are convinced that physical education has a central role to play in building self-esteem and social skills that in turn lead to a more active and inclusive lifestyle for young people with autism.

The Emotional Toolbox

Tony Attwood, a well-known psychologist in the field of Autism Spectrum Disorders (ASD), conceptualized the Emotional Toolbox. It represents a collection of tools (strategies) designed to help people deal with negative emotions. 

Gaming Console Setup and Considerations for Individuals with ASD

two sets of hands on playstation controllers playing a soccer game

Congratulations! You’ve decided to make the plunge and purchase a gaming system for your (inner) child. Currently there are three popular gaming consoles: Sony PS3, Nintendo Wii (rumored to be succeeded by the Nintendo U around the 2012 holidays) and the Microsoft X-box. While each unit has its pros and cons, each unit seems to leapfrog the other year after year.


Developing Job Skills

Like many other parents of a youth with an Autism Spectrum Disorder (ASD), I find thoughts of the future can be positively paralyzing. To overcome that paralysis, I decided to focus on helping my son prepare for some form of work when he leaves school. The focus is not on career development, but simply to increase the options that will be available for him to make a meaningful life for himself once he leaves school.

This article provides some suggestions for other parents with similar goals, suggestions that I believe can be applied to individuals wherever they might be on the spectrum.

Case Study: Establishing Work Opportunities for Someone with ASD

My son is not one of the “stars” amongst adults with autism. His computer skills are fine, but not extraordinary. He has no special scientific aptitude. His math skills meet the needs of daily life, not the demands of technical or commercial endeavors. Yet he is happily engaged in a variety of jobs – some volunteer, others remunerative – that give structure to his life week after week. Because of them, he is a contributing, well-known, and accepted adult in our community.

Effective Home/School Communication

Communication between a student’s home and school can have a significant impact on his school program, the on-going development of skills and on the relationship between parents and teaching staff. Many parents report that they wait anxiously to read the communication book at the end of the day and that their emotional state can be considerably influenced by its content.

Huron Perth

Welcome to your Huron Perth Autism Ontario Chapter! Our goal is to be a reliable source of information and support for all residents who have a connection to autism including families, children, adults on the spectrum, caregivers, support workers, and teachers. 

Negotiating the Maze - Strategies For Effective Advocacy In Schools

Negotiating the Maze Cover

Guide by Ed Mahony of Mahony Advocacy.  Advocacy is about securing, protecting and advancing the rights of one’s self or others. Special education students have rights. The Ministry of Education has enacted legislation and regulations to support the education of special needs children. School boards are responsible for implementing programs in compliance with current legislation and regulations.

Parents, however, may have to strongly advocate to ensure that their child’s rights are met at school. It is the parent’s right and responsibility to see that their child has an appropriate educational program, and it is certainly acceptable for parents to advocate for their child. A parent’s relationship with the school/school board is not a social relationship. It is a business/legal relationship with the goal of getting the most appropriate education for your child. 

Most effective parent advocates share a combination of important knowledge and skills:
• An understanding of special education regulations and rules
• An understanding of special education law
• A sense of procedural advocacy
• A realistic sense of what they want and how to work with staff to achieve their goals

Ending the Wait

Ending The Wait EN Cover

An action agenda to address the housing crisis confronting Ontario adults with developmental disabilities initial report of the housing study group.


(Developmental Services Sector – Ministry of Community and Social Services Partnership Table)


Welcome to the Kingston Chapter of Autism Ontario! The Kingston Chapter is directed by the dedicated volunteers of the Chapter Leadership Council (CLC) in collaboration with Autism Ontario.

Webinar - How to Build Social Skills in Children with ASD with Kathleen Quill

Join Dr. Kathleen Quill, author of the best-seller DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Children with Autism, as she discusses how to build social skills in children with ASD in various environments. Children and adolescents with ASD often learn social and communication skills in one setting and have difficulty using these skills in other settings. Parents often express frustration that there is a mismatch between what their children can do in school and what they can do at home. The purpose of this webinar is twofold: (1) to highlight the importance of assessing and programming for generalization of social and communication skills, and (2) to provide a summary of how various evidence-based teaching methods can be used to teach new skills and foster generalization.



Kathleen Quill Photo

Dr. Kathleen Quill, Ed.D. BCBA-D, Autism Institute, is a respected author, lecturer and consultant. Kathleen has conducted trainings in over 20 countries, given the keynote address for 10 international organizations, and presented at over 100 conferences. She promotes integrating behavioural and developmental educational methods; conducts applied research on social and communication intervention, and participates in national and state program initiatives to bridge the gap between research and practice. In addition, she is the editor of the seminal text teaching children with autism: Strategies to enhance communication and socialization, is on the Editorial board for the Journal of Autism and Developmental Disorders and Focus on Autism and other Developmental Disabilities; the Advisory Board for the Autism Spectrum Quarterly; and on the Board of Directors for Autism Asperger Publishing Company.


Welcome to your Chatham-Kent Autism Ontario Chapter! Our goal is to be a reliable source of information and support for all Chatham-Kent citizens who have a connection to autism, including families, children, adults on the spectrum, caregivers, support workers, and teachers.

Webinar - Finding Your Way Through The Healthcare Maze with Yona Lunsky

Finding Your Way Through the Healthcare Maze: Lessons From Research on Health Services and ASD

This webinar will explore what happens when individuals with ASD are in crisis and have to visit their hospital emergency department. What leads to these visits, how can they be prevented, and what can we do to be better prepared when they happen? Ontario's health care access research in developmental disabilities program has been studying these issues and working closely with hospitals, families, and policy makers to develop solutions. Please join us to learn more about ways to be better prepared in emergency situations.

Presenter: Yona Lunsky, Ph.D., C.Psych

Yona Lunsky

Yona Lunsky, Ph.D., C.Psych is the director of the Healthcare Access Research in Disabilities Program at the Centre for Addiction and Mental Health.  She has received her Ph.D in Clinical Psychology from the Ohio State University, specializing in the area of dual diagnosis, followed by a two year postdoctoral fellowship in Toronto. She has written 100 research papers relating to developmental disabilities and health.


Checklist: Finding & Working with an Experienced Autism Worker

graphic of a blank checklist

Finding and reading information takes time. Therefore, finding time to do so is in itself a challenge. You are on this site in the hope that it will help guide you on your search for appropriate providers for your child. While you need to consider all the tips, it is not a “must-doeverythingon-the-checklist”. Take those that you find practical and suit your needs.

Read more.

I Have Autism and I Need Your Help

writing in a notebook

You never know what’s good and what’s bad. This was one of my father-in-law’s favourite sayings, and I find myself drawing heavily upon it as I navigate the world of autism. A moody moment? An abrupt reply? A slammed door? I’ve discovered that difficult moments can be very revealing. They can be ‘good’ and instructive if we take the time to peel back the layers and figure out ‘why’?

Read more.

Preparing for a Successful School Meeting

Child waiting outside a school

Review Documentation

  • Look at the current Individual Education Plan (IEP), Behaviour Safety Plan (BSP) Report Card and any other documentation that you have received from the school
  • Review your child’s recent evaluations and assessments. If the school hasn’t provided you with copies, be sure to ask for them prior to any meeting.
  • Review notes from previous meetings (within the last year), as well as copies of the IEP, BSP and Report Card to see what changes or progress has been made.

Read more.

Durham Region

Welcome to your Durham Region Autism Ontario Chapter! Our goal is to be a reliable source of information and support for all Durham residents who have a connection to autism including families, children, adults on the spectrum, caregivers, support workers, and teachers.