All About Autism

This week, we proudly celebrate the extraordinary dedication of Direct Support Professionals (DSPs)—the unsung heroes whose work transforms lives every single day. Their compassion, resilience, and unwavering commitment create lasting change for individuals with disabilities and their families. 

Across the nation, DSP Recognition Week is led by the American Network of Community Options and Resources (ANCOR), a nonprofit representing over 1,600 private community providers. This week shines a spotlight on the direct support workforce—the backbone of care and advocacy for people with disabilities. 

At the Barber National Institute, DSPs play an essential role in helping individuals with intellectual disabilities, autism, and behavioral health challenges live full, independent lives. Their work is complex and deeply personal, supporting every aspect of daily living—from cooking and financial management to community engagement and emotional support. 

Whether it’s early mornings, late nights, weekends, or holidays, DSPs are there—in our day programs, group homes, and residential settings—providing care, dignity, and hope. They are caregivers, advocates, and trusted companions. Their presence brings peace of mind to families and empowers individuals to thrive. 

This week is our opportunity to recognize and uplift these remarkable professionals—not just in Erie, but across our footprint , including, Bedford, Philadelphia, Pittsburgh, Somerset, and Warren. Let us celebrate their talents, honor their contributions, and advocate for their continued support—not just this week, but all year long. 

I personally had the opportunity this week to go to some of our group homes and adult day programs and to say, “Thank You.” I was truly impressed with the loving care that our staff conveyed to our residents.  I asked one of the them what prompted her to consider a career  as a DSP and she shared that her Mom worked for us in our homes many years ago. She  would often bring a resident to their home for Christmas or Thanksgiving dinner.   

The resident became part of their family, and it is her goal to continue that calling.  

Through their compassion and excellence, Direct Support Professionals embody our mission of “making dreams come true for those we serve.” Let’s stand with them, speak up for them, and thank them—for being the heart of our community. 

Saturday, September 6 marks the 12th and final year of the Beast on the Bay. Participants run 10 miles on sand, water, and trails as they proved that they could Beat the Beast! We’re all geared up for the big day at Waldameer at the entrance of Presque Isle.   

A one-mile adapted course for those 12 years of age and above with special needs has  also been available since the Beast began. 

This annual event means so much to not only the Barber National Institute and those we serve, but the many participants, spectators, and volunteers.    

The Beast’s courses are known to be especially challenging, but participants know that these challenges pale in comparison to those faced by both children and adults with intellectual disabilities, autism, and behavioral health challenges. Coming together for a day of friendly competition and fun helps unite us in the goal of supporting the 6,200 individuals we serve and their families.    

I still remember Ryan’s first year participating in the Beast. Ryan did the adaptive course and if you know Ryan, you know that he is a FAST runner.  So, in a few minutes he navigated the adaptive course.  I suggested to him that he might want to try the 10-mile course the following year. He said that he’d think about it. The year quickly passed, and the second year of the Beast was here.  Two of his friends (helpers), Bryant and Craig did the Beast with him.  What did he hate?  The marsh.  He was not doing that again.  Craig and Ryan did the Beast for a few years, and then Brad, Logan, and for the last three years, Drs. Brian and Kate Stark.  The Starks are great supporters of the BNI so when I did not have anyone to Beast with Ryan they generously offered and have continued to run with him.  How would you recognize Ryan?  He is the one who is always smiling and no, he does not do the marsh! 

As we say goodbye to the Beast on the Bay, it’s both a proud and emotional moment. While this marks the end of the full event, we’re excited that the one-mile adapted course will continue in the years ahead. The Barber National Institute is committed to finding new and meaningful ways to engage our supporters moving forward. If you’re joining us for this final Beast, thank you for being part of something special. I am deeply grateful to every participant who has helped make this fundraiser a fun, memorable, and successful tradition! 

As the doors open to a new school year, the energy in our hallways is unmistakable—filled with the buzz of fresh starts, new faces, and renewed purpose. For educators and school leaders, this season is more than a calendar reset; it’s a moment to reflect, recalibrate, and recommit to the mission of nurturing every learner’s potential. 

Welcoming Change with Purpose 

This year, our school community welcomes a significant number of new students and staff. Many of these students arrive with unique needs—some experiencing school for the first time, others transitioning from environments that may not have fully supported their growth. Our role as educators, therapists, and behavior specialists is to meet each child where they are, identify their strengths, and tailor our instruction to ensure learning happens for every student  

We also recognize the importance of our families in this journey. Open communication—whether through Teams, daily notes, or phone calls—is essential. Parents are our partners, and their insights help us shape goals that are meaningful and achievable  

Staffing Realities and Resilience 

One of the most pressing challenges this year is staffing. While we’ve successfully onboarded new paraeducators, some face a steep learning curve in managing behavioral intervention plans or supporting nonverbal students with AAC devices. These gaps highlight the need for robust onboarding, ongoing professional development, and mentorship structures that empower staff to grow into their roles with confidence. We’ve strategically revamped our onboarding program to equip new staff with the tools and resources they need to success from day one.  

Technology and Innovation 

Technology continues to be a cornerstone of our educational approach. From assistive tools to classroom engagement platforms, we’re committed to using innovation to enhance learning. As seen in districts nationwide, AI and EdTech are opening new doors for personalized instruction and operational efficiency  

Opportunities for Growth 

Despite the challenges, this year presents incredible opportunities: 

• Family Engagement: We’re exploring new ways to involve families, from virtual classroom visits to parent-led events  

• Inclusive Practices: Our commitment to equity and individualized support remains strong, bolstered by policy shifts and community partnerships  

• Professional Development: We’re investing in training that equips staff to meet diverse student needs with empathy and expertise  

Together, we’ll make it one to remember. 

Today is the first day of the 2025-26 school year. I wanted to share my opening remarks with our faculty and staff.  

Good morning, everyone — and welcome back for the 2025-26 school year! 

I hope your summer was fun and that vacation gave you time to rest and recharge. As we step into a new school year, I want to take a moment to recognize the heart of our mission: you.  

Your dedication, creativity, and care shape not just classrooms, but our students’ futures. Every hallway, every lesson, every moment of connection — it all starts with you. 

This year isn’t just about returning to familiar routines—it’s about gaining new momentum. With innovative resources, renewed energy, and our collective pursuit of excellence, we’re poised to make a meaningful difference. Technology will remain central to our approach, serving both as a catalyst for learning and a tool to engage and empower everyone in our community. 

Let’s embrace innovation, lean into collaboration, and continue to nurture a culture where every student feels seen, supported, and inspired. Together, we can make this year one to remember. 

Thank you for all you do. We’re here for you and want you to succeed.  

Let’s have a great year! 

With summer in full swing, we wanted to let our wonderful readers know that the All About Autism Blog will be taking a well-deserved break. We’ll be back with fresh, insightful content when school resumes in late August. We deeply appreciate your continued support and engagement with our blog. Your interest and feedback have been invaluable, and we look forward to bringing you more inspiring and helpful content in the upcoming school year. Have a fantastic summer, and thank you for being a part of our community!

The Elizabeth Lee Black School hosted a heartwarming Graduation Day celebration on Tuesday, June 10, acknowledging the achievements of students across both high school and early childhood education programs. This special event symbolized a significant milestone in the lives of all graduates and their families. 

The high school graduation ceremony commenced at 12:30 p.m., paying tribute to students who have grown up with the school, many starting as preschoolers. These exceptional individuals, now ready to embrace new opportunities, are moving forward into employment, volunteer roles, or simply enjoying life beyond school. Their accomplishments represent years of dedication and perseverance, and the celebration honored five outstanding high school graduates. 

Later in the day, at 3:00 p.m., the focus shifted to the early childhood education graduates, including those from the Pre-K Counts and Happy Hearts programs. These young learners showcased creativity, curiosity, and readiness for the next steps in their educational journey. Notable among this group were twenty-six graduates from the Pre-K Counts Erie Program, four graduates from the Happy Hearts program, and nine from the Pre-K Counts Corry program. 

The Elizabeth Lee Black School remains steadfast in its commitment to serving as a lifelong resource for its graduates, offering guidance and support as they navigate their futures. The graduates and their families will continue to be members of the Barber National Institute Family. This dedication underscores the school’s mission to nurture bright paths for each student. 

The academic year concluded on Friday, June 13, marking the start of a well-deserved summer break for students and classroom staff. However, the school continues to foster learning and development through the Extended School Year (ESY) program, which begins on Tuesday, July 1, and runs until Friday, August 1. ESY provides students with opportunities to enhance critical academic and social skills while incorporating engaging outdoor activities that encourage movement, play, and positive interactions among peers and staff. 

Through these initiatives, the Elizabeth Lee Black School celebrates milestones, ensures continued growth, and builds a solid foundation for lifelong learning, making each moment of their journey meaningful and impactful. 

A number of years ago, I became aware of this registry, signed Ryan up, and encouraged others to do so.  I recently again saw this information and while reading it I saw that you must reregister every three years.  So, I did!   I would encourage you to pass on this information as well.  

Emergencies can be particularly challenging for individuals with special needs, and ensuring their safety requires careful planning and preparation. The 911 Special Needs Registry (SNR) is a vital tool designed to help first responders be better prepared to assist individuals with special needs during emergencies. This registry serves households and group homes, including children with special needs, individuals with disabilities, chronic illnesses, mental health disorders, older adults needing extra assistance, and non-English speakers. 

Why Families Should Consider Enrolling 

Enhanced Emergency Response: The primary benefit of the 911 SNR is that it helps first responders understand the specific needs of individuals with special needs before they arrive on the scene. This knowledge allows them to provide more effective and tailored assistance, ensuring that the unique requirements of everyone are met promptly and appropriately.  

Peace of Mind: For parents, guardians, and caregivers, knowing that first responders are aware of their son or daughter’s special needs can provide significant peace of mind. In the event of an emergency, this information can make a critical difference in the quality of care and support provided.  

Inclusive Support: The registry is open to all age groups and includes individuals with a wide range of needs, from physical and mental disabilities to chronic illnesses and language barriers. This inclusiveness ensures that everyone who may require extra support during an emergency is considered.  

Regular Updates: Information in the registry is retained for three years, after which re-registration is required. This ensures that the data remains current and relevant, allowing first responders to have the most accurate information available  

How to Enroll 

Enrolling in the 911 Special Needs Registry is a straightforward process: 

Visit the Registration Website: Go to the 911 Special Needs Registry Page and complete the online form.  

Parents, authorized guardians, or someone with power of attorney can register on behalf of individuals who cannot do so themselves. Information is retained for three years. After three years, you will receive an email reminder to re-register.  

Conclusion 

The 911 Special Needs Registry is an invaluable resource for ensuring the safety and well-being of individuals with special needs during emergencies.   Take the time to register today and contribute to a safer, more prepared community. 

For more information or assistance with the registration process, please contact Forrest List, Public Health Preparedness Coordinator, or Mary Johnson, Public Health Program Coordinator at eriecountypa.gov/health.  

Amy Dean, a Homeschool teacher and advisor, shared with me an article that a student found which is relevant for all who are considering home schooling a child with autism.  She asked that I share it as she thought it was a good resource.   I agree.  Please see the article below. 

 Homeschooling can be a rewarding and effective educational approach for children with autism. It offers the flexibility to tailor learning experiences to each child’s unique needs, providing a calm and supportive environment. If you’re considering homeschooling your child with autism, the “Ultimate Homeschool Toolkit for Kids on the Spectrum” from ABA Masters Programs is an invaluable resource. Here’s a comprehensive overview of the key strategies, schedules, and support systems that can help your child thrive. 

Understanding Autism Spectrum Disorder (ASD) 

Autism Spectrum Disorder (ASD) is a neurological and developmental disorder that affects how individuals interact with others, communicate, learn, and behave. Symptoms of autism can vary widely, making it essential to understand each child’s specific needs. Some children may struggle with social interactions, transitions, and sensory issues, while others may have higher or lower support needs. Regardless of where a child falls on the spectrum, every individual with autism has inherent value and potential. 

Key Strategies for Homeschooling Children with Autism 

1. Personalized Learning Plans: One of the primary benefits of homeschooling is the ability to create a customized curriculum that meets your child’s unique needs and skill level. Tailoring lesson plans to your child’s strengths and interests can make learning more engaging and effective. 

2. Structured Schedules: Consistency and routine are crucial for children with autism. Establishing a structured daily schedule can help reduce anxiety and provide a sense of security. Include regular breaks and sensory activities to help your child stay focused and calm. 

3. Behavioral Support: Applied Behavior Analysis (ABA) and other behavioral therapies can be integrated into your homeschooling routine to help your child develop social, communication, and daily living skills. Consistent reinforcement of positive behaviors can lead to significant progress. 

4. Speech and Occupational Therapy: Incorporating speech and occupational therapy into your homeschooling plan can address communication challenges and help your child develop fine motor skills and daily living abilities. These therapies can be provided by professionals or through guided activities at home. 

5. Support Groups: Connecting with other homeschooling families and support groups can provide valuable resources, advice, and a sense of community. Sharing experiences and strategies with others who understand your journey can be incredibly beneficial. 

Creating a Supportive Learning Environment 

A calm and supportive learning environment is essential for children with autism. Here are some tips to create an optimal homeschooling space: 

• Minimize Distractions: Choose a quiet, clutter-free area for learning. Use visual schedules and clear instructions to help your child understand what to expect. 

• Sensory-Friendly Tools: Incorporate sensory-friendly tools and activities into your homeschooling routine. This can include fidget toys, weighted blankets, and sensory breaks to help your child regulate their sensory input. 

• Positive Reinforcement: Use positive reinforcement to encourage desired behaviors and celebrate your child’s achievements. Consistent praise and rewards can motivate your child and build their confidence. 

Conclusion 

Homeschooling offers a unique opportunity to provide a personalized and supportive education for children with autism. By utilizing the strategies and resources outlined in the “Ultimate Homeschool Toolkit for Kids on the Spectrum,” you can help your child reach their full potential. Remember, every child with autism is unique, and with the right support and guidance, they can thrive in a homeschooling environment. 

To access this highly useful information, click on the following link:  

www.abamastersprograms.org/ultimate-homeschool-toolkit-kids-with-autism/ 

I had the distinct honor of speaking at the Project SEARCH graduation held on the campus of AHN St. Vincent Hospital last week.  

Project SEARCH is proudly supported by local sponsors including AHN St. Vincent Hospital, the Erie School District, the Office of Vocational Rehabilitation, Erie County Department of Human Services, and the Barber National Institute. 

Project SEARCH began almost 30 years ago at Children’s Hospital in Cincinnati. It was designed to assist students with disabilities in their final year of school as they transition to the workforce. Students participate in the program for a full school year at the host business (AHN St. Vincent), where they immerse themselves in the organization’s culture, explore various job opportunities, and contribute as team members. Through worksite rotations, supportive job coaching, and individualized career exploration, students receive hands-on training. This training facilitates the development of essential skills in communication, problem-solving, technology, and team building. These competencies are vital for securing employment post-graduation. 

Project SEARCH also benefits employers by fostering a diverse and inclusive work culture. Organizations that employ individuals with disabilities gain the advantage of varied perspectives and ideas, which contribute to a more resilient, innovative, and adaptable workforce. Much has been written about the numerous benefits of employing people with disabilities, and a workforce reflecting the diversity of the community is strong and vibrant.  

When Dr. Barber established the Barber Center over 70 years ago, the goal was for all individuals to become active participants in their community and be recognized as valued contributors. What was once a dream is now a reality, thanks to initiatives like Project SEARCH. 

In May, we celebrate National Speech-Language-Hearing Month.  

At the Elizabeth Lee Black School, our exceptional speech-language pathologists (SLPs) ensure students have access to the communication tools that best meet their needs, including augmentative and alternative communication (AAC). AAC encompasses all forms of communication, except for oral speech, that are used to express wants, needs, thoughts, feelings, and ideas. Many of our students have complex communication needs and require alternate ways to communicate. The use of AAC allows individuals the opportunity to become more independent and efficient communicators with those around them.  

We generally classify AAC devices into three categories: Low-tech, Mid-Tech, and Hi-Tech.  

Examples of AAC: 

• Low-tech 

• Picture Exchange Communication System (PECS)  

• Core communication boards  

• Activity-based communication boards  

• Mid-tech 

• Big Mack 

• Step-by-Step  

• Go Talk  

• High-tech  

• iPad with communication software  

• eye gaze technology 

Benefits of AAC 

• Increased Language Opportunities: AAC encourages social interaction and language development by providing students with more ways to communicate with classroom staff, peers, and family. 

• Improved Communication: Students can better express themselves and feel included in all classroom and social activities. 

• Empowerment and Independence: Access to AAC builds confidence and allows students to communicate their needs and ideas more effectively. 

We are so fortunate to have SLPs who are highly experienced and trained so that they can bring AAC to our students. 

Check out the photos below to see AAC in action! 

Diego uses a dedicated voice output communication device to talk about brushing teeth during a speech session during Dental Health Month. 

Robby uses his communication device during a social activity to request his turn during Crocodile Dentist game 

These students are using three very different types of AAC (Big Mack, Twin Talk, and Eye-gaze) to participate in a classroom activity 

Speech Language Pathologist Colleen and student Ryder are using a Tobii Dynavox eye gaze device to comment during a story