We at the Elizabeth Lee Black School and the Barber National Institute strongly believe that Art plays a crucial role in shaping learning experiences for children with special needs. Some of the ways in which the arts positively impact our students include:
Building Fine Motor and Problem-Solving Skills:
Engaging in artistic activities, such as drawing, painting, or sculpting, helps develop fine motor skills. These skills are essential for tasks like writing, buttoning clothes, or using utensils.
Problem-solving abilities are also enhanced through creative expression. Art encourages children to think critically, experiment, and find solutions.
Enhancing Communication and Expression:
For children who struggle with verbal communication, art provides an alternative means of expression. Through visual art, music, or dance, they can convey emotions, thoughts, and ideas.
Art allows students to communicate without relying solely on words, fostering a deeper understanding of their experiences.
Promoting Self-Esteem and Motivation to Succeed:
Success in artistic projects boosts self-esteem. When children create something beautiful or meaningful, they feel a sense of accomplishment.
Art also motivates students to participate actively in their learning. It provides a positive outlet for self-expression and encourages them to explore their creativity.
By incorporating art, teachers create dynamic projects that inspire curiosity, critical thinking, and collaboration.
We have had an awesome year bringing the arts to our students. We participated in the Artist in Residence program and had artist Jessie Simmons work with our students over several months. Their projects were amazing. See some of the pictures below to see how creative our children are! Accomplished pianist Simone Dinnerstein joined us for a concert and left the children enthralled. Our students participated in the annual Barber National Institute Art Show and the WQLN Art exhibit. One of our students won an award! This Friday, the Erie Philharmonic will offer us an Instrumental Petting Zoo. Individual stations featuring violins, cellos, and percussion instruments will allow our students to hear various instruments and play!
Clockwise from top left, Pianist Simone Dinnerstein, student artwork completed during a recent Artist in Residency, Artist Jessie Simmons, musicians offering students engagement and enrichment.
For this week’s blog, I have invited Cecelia Hollands, the Director of Clinical Programming for Barber Behavioral Health (BBH), to discuss the ways BBH is helping shape the future of care and resources available to children with autism and their families.
Cecelia is a licensed professional counselor who has worked in mental health in the Erie area for over ten years in various roles, including as a psychiatric rehabilitation specialist, mobile therapist, and outpatient therapist. In addition to her work at the Barber National Institute, Cecelia also serves on the Board of the White Pine Center for Healing.
I want to thank Cecelia for offering her perspectives and wealth of expertise on this topic.
Every April marks the celebration of World Autism Month, the “kickoff” of which occurs on April 2nd, World Autism Awareness Day. This recognition is important, as, despite the rising prevalence of autism spectrum disorders in children (due in part due improvement in screening tools and de-stigmatization of autism in minority groups), there still exist a great number of misconceptions around what is means to have autism. For example, people may assume that people who have an autism diagnosis are unable to form meaningful social relationships, that they lack empathy, or that their diagnosis was caused by poor parenting or is solely due to environmental factors. In fact, though some individuals with autism may experience difficulty with social interaction, they certainly can and do have close social relationships, but may simply express their affection and empathy differently. Furthermore, while the cause of autism has not yet been determined, what researchers are sure of is that the development of autism is not related to parenting style, and that there is a strong genetic component to its development. These myths can be both limiting and harmful to individuals with autism and their families. This year, the theme of World Autism Awareness Day was “Empowering Autistic Voices.” In keeping with this theme, Barber Behavioral Health (BBH) has strived to create opportunities to allow the strengths and abilities of those with autism (and their families) to shine.
In her April 3rd blog post, Dr. Maureen Barber-Carey discussed the importance of early identification of children on the autism spectrum, as the earlier a child is identified, the sooner intervention can begin. For this reason, BBH currently offers and is working to expand psychological testing for autism through the administration of the Autism Diagnostic Observation Schedule, or ADOS, one of the few standardized diagnostic tests for autism spectrum disorder. Our goal is to help children as well as their parents/caregivers to receive formal supports as soon as possible through early diagnosis and screening.
Additionally, every summer, BBH holds a six-week summer camp, called Camp Connections, for children and adolescents with autism, the focus of which is providing opportunities for social connection both within the camp setting and in the community. Campers learn about and practice interpersonal skills, managing emotions, and making good decisions. Each week, campers have an opportunity to practice these skills within a community setting via a field trip to places like the zoo, parks and playgrounds, and local dining establishments. Our camp season culminates in a camper talent show, where campers can showcase their talents to an audience of their friends and family. To be able to provide as much support to campers and their families as possible, Camp Connections also offers before and after care and is free of charge for Erie County residents.
One of the more recent additions to BBH’s service offerings is our Parent Autism Support Group. This group, which meets on the second Tuesday of each month at our main campus location, is for parents/caregivers of children with autism. This group allows parents to come together to provide resources, support, and hope to one another as they share both the challenges and the beauty of raising a child (or children) with autism. We are thrilled to be able to offer this type of support to parents/caregivers, who, in addition to facing the daily stressors of parenting, may find themselves having to navigate the complex and often confusing world of early intervention, behavior services, and supports coordination.
Barber Behavioral Health is committed to providing ongoing, meaningful opportunities for those with autism and their families. If you are a parent/caregiver raising a child with autism and you have questions about any of the services or supports mentioned here, please reach out to our Care Coordinator, Anne Trucilla, at 814-823-5366.
Occupational therapists are skilled healthcare professionals who promote wellbeing, make performing daily tasks safer and more enjoyable, and help those they serve participate in a wide range of activities. For the occupational therapists working at the Elizabeth Lee Black School, helping students reach their fullest potential while living vibrant, active lives is so important.
April is Occupational Therapy (OT) Month, and I wanted to highlight those OTs who truly make a difference in the lives of our students throughout the year.
I’ve asked our four amazing OTs about the impact of their work and the value of the OT profession.
From left, Hannah Spiess, Amanda Richardson, Amanda Schleicher, and Danielle Herman
Hannah Spiess
I enjoy working with as many people as possible. OT is a very broad professional, and we can do so much! Sometimes it can be overwhelming, but it helps when you find a setting you love.
Creating relationships with the students and teachers each day is so exciting! I also love facilitating independence in my student’s everyday work at school through different interventions and activities.
Knowing I can help children in any way is very rewarding. Talking to parents and hearing about progress or carryover at home is the best!
I received my Master of Science at Gannon University in 2022. I began my career by working per diem with the IU and the Achievement Center, and then I started working at ELBS in the fall of 2023. Currently, I love my position as an OT with BNI and look forward to seeing my students each week!
Amanda Richardson
I was looking for a way to blend my science background with my desire to help others and my love of crafting and creating with my hands. I had previously considered both physical therapy and speech and language therapy routes but fell in love with the flexibility and wholistic nature of occupational therapy. If this sounds like you, then perhaps you would also enjoy occupational therapy.
I love the look on our students’ faces when they know it is their turn for a therapy session. We keep our sessions extremely interactive, fun, and playful to keep our students interested and motivated while working on skills that are more challenging for them.
I always feel a sense of pride and accomplishment when I look back at the preschool versions of our students that we started with and see them as elementary, middle, and finally high school students. Sometimes skill growth occurs very slowly for our students, but growth does occur, and I am so happy to be a part of that in areas of fine motor/visual motor skills, handwriting, sensory processing, self-feeding, etc.
I graduated from Geneva College in 2008 with a Bachelor of Biology and a Psychology minor. I graduated from Chatham University with my Master of Occupational Therapy in 2010. I completed a 12-week fieldwork at ELBS in the spring of 2010 and have never left! I am the lead occupational therapist and am currently in my 14th school year at ELBS.
Amanda Schleicher
Occupational therapy is both very challenging and very rewarding. Occupational therapy is where health science and the arts meet. If you enjoy being creative, problem-solving, helping make the impossible possible, and having flexibility in your career, then OT may be for you!
For me, creating independence is what I find most exciting! It’s exciting to put an adaptive strategy, a piece of adaptive equipment, a sensory program, etc. into place and see it help a student to more independently participate in their school day.
There’s no “one thing” that I’m most proud of in my career. It’s the sum of so many things. It’s how much I’ve learned and grown. It’s helping folks impacted by illness, injury, or disease to physically and mentally recover or adapt to a new way of life if need be. It’s being a catalyst of independence so that students can participate in school. It’s knowing that I can and do make an impact – what I do matters and I’m proud of that.
I graduated from Gannon with my Master of Occupational Therapy in 2007. I worked with adults and geriatrics in rehabilitation, home health, and long-term care for the first 10 years of my career. Ready for a change, I pursued an OT position at ELBS and have been working here since 2017. I love working with our students!
Danielle Herman
I would tell anyone who wants to become an occupational therapist that schooling can be a lot of work, but the job is very rewarding. There is nothing better than helping someone become more independent and accomplish their dreams.
In general, working with my students is the most exciting part of my job! Specifically, I find it exciting when a student achieves a goal, has been working on, or can do a new skill for the first time.
One of my proudest moments was when I supervised a master’s student on her last fieldwork rotation. She was very eager to learn, and I felt like I was able to teach her so much in 12 weeks. She went on to pass her boards and become a licensed practitioner.
I graduated with my Master of Occupational Therapy from West Virginia University in May of 2020 and began my OT career in healthcare. I obtained my Certified Brain Injury Specialist credentials in April of 2023 and continue to use this knowledge daily. I have worked at ELBS full-time since June of 2023 and couldn’t be happier!
Yesterday was Autism Awareness Day, observed annually to spread awareness about autism and eliminate the stigma associated with the autism spectrum disorder. The theme of the 2024 World Autism Day is Empowering Autistic Voices. This theme aims to provide greater support and empowerment for individuals with autism and their families. It also helps celebrate the unique contributions of people with autism.
As we celebrate April is Autism month, we can look back and see how far we have come since it was first recognized as a distinct disorder in the 1940’ s. The 1950’s saw few if any services for children with autism. The Individuals with Disabilities Education Act (IDEA) was passed in 1975, but autism was not included as a distinct disability category. Autism began to be recognized as a disability by governments and organizations during the 1980’s. When the IDEA was reauthorized in 1990, for the first time, children with autism became eligible to receive special education services and accommodations in schools.
According to the Centers for Disease Control and Prevention (CDC), the prevalence of autism in the United States has risen from 1 in 150 children in 2000 to 1 in 36 children in 2023. There are several factors that may contribute to this increase, including increased awareness and improved diagnostic methods. Additionally, changes in diagnostic criteria and the inclusion of milder cases of autism spectrum disorder may also play a role. Early Intervention services are available for toddlers and preschool students diagnosed with autism, but we have seen decreases in the number of children identified since COVID. Yet, the earlier diagnosis allows for initiation of services and support which are critical at a young age. Looking at children 5-22 years of age, 14 percent of the public-school students are receiving special education and 12 percent of those students have an autism diagnosis.
What happens when you reach adulthood?
It is estimated that around half of adults with autism are employed. Of those, many have only part-time jobs or are doing work for which they’re overqualified. There are also many people working as volunteers or in programs outside the mainstream. Others are on waiting lists for adult day programs.
So, what can we expect, hopefully, as we look to the future?
Earlier identification of children on the autism spectrum. Increased numbers of children under 5 years have been identified which allows for earlier intervention and treatment.
Best practices in educating children with autism will be further established through research.
Increased employment opportunities and adult day programs with higher reimbursement for services.
Expansion of alternate living arrangements.
Together we must work to ensure that the theme of Autism 2024 becomes a reality.
As a parent of a child with autism, I truly believe that Erie, Pa. is the very best community in which to live because of the wealth of services and the acceptance that the community has for children and adults with autism and disabilities.
I recently saw a headline in the Epoch Times, which read “A new type of autism threatens American children” and I immediately thought, that is interesting. Something new in the research? So, I decided to review the article and see what I could find out. Marius Teodor Zamfir, a Romanian psychologist, has conceived the term “virtual autism” based on a study of children birth to 3 who spent more than 4 hours daily fixated on screens and then experienced profound states of sensory motor and socio-affective deprivation.
This condition then triggered behaviors and characteristics resembling those in children diagnosed with autism. Mr. Zamfir believes that the nervous systems of babies and toddlers are not equipped to deal with the overstimulation from screens. Mr. Zamfir does note that “although there is no medical diagnosis for virtual autism at this moment,” he hopes that this will change soon.
So, although this is not a medical diagnosis, it does highlight the potential negative impact of prolonged screen exposure on toddlers’ development. My takeaways form this study are:
Limiting screen time for children under 3 is critical.
Encourage other activities that promote social engagement, physical movement, and outdoor play.
Technology does play an essential role in all our lives, but ensuring healthy screen habits for all, whether children or adults, is essential.
I meant to post this blog entry the week of March 4 during Read Across Ameria Week, but I was working to re-establish the website domain. Thank you for your patience during this time!
Read Across America Week, which was celebrated from March 2 to 6, is dedicated to promoting reading and educating people about its benefits, especially among children and young adults. We began the Read Across America celebration in 1998 when The National Education Association launched Read Across America as a year-round program. We also celebrate Dr. Seuss’ birthday. It is amazing to think that he authored over 60 popular children’s books, selling more than 600 million copies.
I started reading to Ryan as a newborn…and we still read together today. Looking back, we had many favorites: Good Night Moon, I Love You as Much and then he started reading The Bob books when he was three. Today he reads to the preschool children in Happy Hearts two days a week. He will tell you that this is his favorite activity!
Reading is crucial for children’s development and well-being. Therre are many reasons but some of the most important include:
Reading is good for the brain. It helps with imagination, memory, and learning new things. For kids, it introduces them to new ideas, words, and concepts.
Regular reading helps kids develop language skills. They learn new words, how to make sentences, and how to communicate.
Proficient readers do better in school because reading comprehension is important for understanding textbooks, instructions, and assignments.
Books for kids show different kinds of people and situations. This helps kids learn to understand and care about others and have a wider view of the world.
Shared reading with parents or caregivers strengthens bonds and brings comfort.
So, I encourage you to pick up a book, read to a child and open the child to a whole new world!
A huge thank you to all of our guest readers! If you would like to read at the Barber National Institute next year for Read Across America, just send me an email.
Are you reading to a child this week? Read Across America Week, celebrated from March 2 to 6, is dedicated to promoting reading and educating people about its benefits, especially among children and young adults. We began the Read Across America celebration in 1998 when The National Education Association launched Read Across America as a year-round program. We also celebrate Dr. Seuss’ birthday. It is amazing to think that he authored over 60 popular children’s books, selling more than 600 million copies.
I started reading to Ryan as a newborn…and we still read together today. Looking back, we had many favorites: Good Night Moon, I Love You as Much and then he started reading The Bob books when he was three. Today he reads to the preschool children in Happy Hearts two days a week. He will tell you that this is his favorite activity!
Reading is crucial for children’s development and well-being. There are many reasons but some of the most important include:
Reading enhances brain function, stimulates imagination, and improves memory. It exposes children to new ideas, vocabulary, and concepts.
Regular reading helps children develop language skills. They learn new words, sentence structures, and communication patterns.
Proficient readers perform better in school. Reading comprehension is essential for understanding textbooks, instructions, and assignments.
Books introduce children to diverse characters and situations. This fosters empathy, compassion, and a broader worldview.
Shared reading time with parents or caregivers strengthens relationships and provides comfort.
So, I encourage you to pick up a book, read to a child and open the child to a whole new world! If you would like to read at the Barber National Institute next year for Read Across America, just send me an email.
Many factors play into whether a student is successful in school. It is difficult if not impossible for a student who misses school to be successful as teaching and learning continues daily. So, we are experiencing a national problem: chronic absenteeism. Chronic absenteeism occurs when a student misses a significant number of school days for any reason. The term significant is subject to interpretation, but chronic absenteeism is usually defined as missing at least 10 percent of the days in a year. Unfortunately, in 2022, two out of three schools nationwide had high chronic absenteeism.
While chronic absenteeism can and does occur at every grade level, it is most prevalent in high school. One thing is clear: chronic absenteeism jeopardizes both the short-term and long-term success of students academically and socially-emotionally. When students miss school, they lose valuable opportunities to reach critical milestones and develop future-ready skills.
Some alarming statistics released by the U.S. Department of Education shed light on the fact that not all groups experience chronic absenteeism the same. For example, chronic absenteeism is 15% less likely among English learners than non-English learners. Also, American Indian and Pacific Islander students are over 50 percent more likely to miss three or more of school compared to their white peers. Black students are 40 percent more likely to miss school than white students, and Hispanic students are 17 percent more likely to miss school.
Combating absenteeism often starts by identifying the root cause of absenteeism. Research has shown that children impacted by poverty are more likely to experience many challenges, including limited transportation, lack of safety, and poor health, which impacts their ability to be present in the classroom. A strong foundation at home is often linked with an increased probability that students will succeed in school and develop adaptability into adulthood. There is not one solution but all of us as educators must face this issue head on and decrease absenteeism.
Another area of research is virtual tutoring. Tutoring has been a service offered for many years in most schools. The new area that we are also learning about is virtual tutoring. Virtual tutoring, especially high dosage tutoring places an emphasis on instruction for at least 20 minutes a day, four times a week. When done properly, virtual tutoring is as effective as in-person tutoring. The key is to ensure that both virtual tutoring and in-person tutoring remains rigorous and frequent, which should allow the student the maximum benefit.
There is an increased number of students enrolled in special education programs. I thought about the reasons behind this trend. Some data from the 21-22 school year found that 7.3 million students, or 14.7 % of all public-school students, are receiving special education which is at an all-time high since the passage of the Education for all Handicapped Children Act in 1977. At that time 8% of the overall student population were receiving special education. Under the Individuals with Disabilities Education Act (IDEA), which has been the name for the nation’s special education law since 1990, each of those students must have an Individualized Education Plan. So, the obvious question is Why the increase?
As I think back to the 70’s, we are much better now at diagnosing many conditions. Autism was not known until the 1990s and was not an eligible category until 1990.
1:36 children are currently identified on the spectrum so that you no doubt know a child with ASD. Today it accounts for 12% of all students on IEP’s.
Another important consideration is that special education today does not carry the stigma that it did in the 1970’s. Recall that in the 50’s and 60’s parents were told to institutionalize their child and there were no opportunities for schooling. Today, the reduced stigma and increasing awareness has motivated many parents to seek help for their child if he/she has a learning disability or speech and language impairment. Learning disabilities account for 1/3 of all students with IEP’s or 2.3 million students.
Another factor certainly is the emphasis on academics in the general education curriculum. As we think about the pressure of assessment and of achievement on the various statewide tests, we see students struggling to perform. Yet, the intensive instruction that they might need cannot be found in the regular education classroom whether it is due to the number or diversity of students.
Does More students equal more funding?
No. there are disparities in funding for the Individuals with Disabilities Education Act (IDEA) among states. An analysis highlighted that while Congress promised “full funding” for IDEA (40 percent of excess costs for students with disabilities), the federal contribution in 2020 was just 13.2 percent.
Moreover, the current funding formula has been found to generate substantial differences among states in the amount of federal funding available per child. For instance, in Fiscal Year 2020, Wyoming received about $2,826 for each child receiving special education, while Nevada received $1,384 per child according to Bookings, a leading institution for independent research on current issues impacting the world.
States with larger shares of children eligible for special education receive, on average, fewer dollars per child than states with fewer such children. There are some obvious disparities that require attention.
This is our call to action to our legislators is to increase funding for special education.
I often share the significant research in the past year in the field of autism, but I decided today to focus on Education studies this past year. 2023 saw the U.S. surgeon general issue warnings about the dangers of the use of social media for developing brains. There has been much discussion on a national level on how social media should be regulated. Findings suggest that more frequent use of social media is linked to higher rates of mental distress, self-harming behaviors, and suicide among teenagers.
So, what should we do? The study suggest that families should engage in developmentally appropriate discussion about how to limit social media. ChatGPT caused a huge furor when it was released as all of us thought about how it could be used to expand students’ learning and solve some of the cumbersome tasks in teaching. So far, the analyses have yet to determine the most effective uses of ChatGPT.
Interestingly, while the ChatGPT bot provides highly accurate information in areas like economics and critical thinking prompts, it was not able to do so in math and software testing. The tool also provides out-of-date or incorrect information on various subjects as well as not provide the proper sources for its information. Another area that has seen headlines is the move to decrease the school week to four days from five. Currently 900 districts in the nation have implemented this schedule.
Some of these districts are lengthening the school day to make up for the lost hours. However, this study found that teachers and students were exhausted by this longer day and that it did not “make up” for the lost full days. Another study, which looked at the schools which provided the most instructional hours, found that over the span of twelve years the students actually received an additional two years of instruction.
In a future blog post, I will look at the value of tutoring, chronic absenteeism, and family engagement.
All About Autism 