parent teacher conferences

Ten Tips for Parents for Successful Parent-Teacher Conferences

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parent teacher conferencesParent-teacher conferences serve as an important time in a child’s academic year. The teacher can provide updates and insight into your child’s progress within the classroom. In today’s schools, teacher’s conferences schedules are often jam-packed and you might only have fifteen precious minutes with the teacher to talk about your child. If you want to get the most out of this vital time with your child’s teacher, then a little prep is needed! Here are our top 10 tips for a successful parent conference:

10 Tips to Prepare for Conferences:

 

  1. Ahead of the conference (in fact starting today!) ask the teacher to log behaviors or issues, so you have concrete examples about behaviors your child is engaging in that the teacher wants to discuss.
  2. Make a questions list beforehand. Focus questions not only how the child is doing academically but also socially and behaviorally.
  3. Invite your child to suggest if there is anything you should know before you go in or any concerns he or she would like to raise.
  4. Ask your child what he or she likes about school and also what he or she does not like.
  5. Ask the teacher how you can make sure your child reaches his or her potential? What extra activities would be recommended?
  6. Ask the teacher who your child is friends with and how that aspect of school is going.
  7. Ask the teacher who your child sits with at lunch and if he or she smiles a lot and looks happy.
  8. Ask the teacher if she has any other concerns about your child besides academics.
  9. If the teacher says anything negative about your child, without follow up, ask for a solution(s) and tell her you also will think of some.
  10. Don’t be defensive, just ask good questions!

 

Remember that the teacher is there to help your child develop to the highest potential. It is important to take the advice that is provided as they have seen many children and can readily identify areas of strength and weakness. It is important to work as a team to make sure your child’s academic and social needs are met.

If your child’s teacher identifies concerns regarding your child; the best advice is to be proactive and garnish additional information instead of waiting. If there are possible concerns regarding the child’s attentional regulation, learning, and/or social-emotional functioning, it would be recommended to seek out a comprehensive neuropsychological evaluation to help identify whether or not there is a specific diagnosis such as ADHD, a learning disability, anxiety, or Autism Spectrum Disorder. If and when a specific diagnosis is identified, individualized recommendations would be able to be created to help the child progress at the highest level possible.

If you are in the Chicago area and would like to discuss issues that arise from parent-teacher conferences or you have other concerns regarding your child, please contacts us at 1-866-309-4610 or fill in the contact form on this page.

CONTACT US TODAY

 

 

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Back to School with ADHD

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Executive functioning skills are daily requirements for everyone, especially for school-age children who are required to be organized, pay attention, plan, and manage their time. Children with attention-deficit/hyperactive disorder (ADHD) often struggle with executive functioning tasks that can negatively impact their attitude towards school, academic achievement and performance, and overall emotional well-being. 

Common experiences of children with ADHD include:

  • Difficulty remembering to submit or complete assignments
  • Forgetting instructions
  • Poor organizational skills and planning
  • Avoidance of difficult or time consuming tasks
  • Emotional dysregulation

It is imperative that preparations are made to provide skills and systems that will assist children with ADHD to have a successful school year and to enjoy learning.

Some steps to prepare your child with ADHD for the school year include:

  1. Create structure at home, teach and practice executive functioning skills.
  2. Encourage your child to make a to-do list for each day and check off items at the end of the day (parents can also create a list of their own and model this behavior for their child).
  3. Create a system that helps with organization of room and or study area, so items and books can be easily stored and located.
  4. Teach and model accountability by checking in at the beginning and end of the day.
  5. Allow appropriate natural consequences and implement logical consequences for behaviors.
  6. Allow your child to advocate for themselves at home, so that they will be confident to advocate at school.
  7. Work with your child to teach responsibility and develop skills.
  8. Play games that reinforce executive functioning skills (i.e. Jenga, Max, Distraction, AnimaLogic, and No Stress Chess).
  9. Maintain daily routine during days off and weekends.
  10. Get a neuropsychological assessment, so that school-based accommodations can be put in place.

Overall, ensure that your child is learning to manage their time, is building good habits, and is completing tasks.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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5 Tips for a Successful IEP Meeting

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Attending your child’s IEP meeting can be a stressful and complex process. Whether you are new to the process or have previously attended IEP meetings, here are some helpful tips to make sure your child is getting appropriate services within the school setting: Blog-IEP-Meetings-Main-Landscape

  1. Understand what your child’s educational disability is. There are 13 different disabilities with specific criteria that must be met. Ask your IEP team members to explain what criteria your child met in order to receive their educational disability.
  2. Ask questions and state your feelings. It can be intimidating to sit around a table with educational professionals. Remember that school service providers have your child’s best interest in mind and want to ensure that you understand the paperwork involved in an IEP meeting. If you do not understand something — ask!
  3. Make sure the school service provider explains the goals for the IEP. Goals should be written based on data, and should be measurable so that you can see whether your child is meeting expected growth targets.
  4. Ask for (and understand) any accommodations listed on the IEP. There may be many accommodations provided to your child, but they should be applicable to what your child needs to succeed in the school setting.
  5. Remember that an IEP is a fluid document. It can be changed and revised as your child develops and their needs change. You can request to have an IEP meeting at any time to address concerns.

Receiving the appropriate services and accommodations can increase your child’s opportunity for your child’s success at school. However, some children need additional support outside the school setting. Mental health professionals can provide services that help your child understand and develop skills to use in all areas of their life — at home, in school, and in the community.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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Is My Child Depressed? What You Should Know About Childhood Depression

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What the Numbers Show

Research has shown that children, even babies, have experienced depression. In the United States alone, research studies suggest that up to one percent of babies, four percent of preschool-aged children, five percent of school-aged children, and eleven percent of adolescents meet the diagnostic criteria for Major Depressive Disorder. Blog-Childhood Depression-Main-Landscape-01

It is important to understand the risk factors and symptoms of childhood depression to help your child receive the necessary therapeutic interventions. Suicide is the second leading cause of death for children, adolescents, and young adults aged 10 through 24 (http://jasonfoundation.com/prp/facts/youth-suicide-statistics/). Suicide is significantly linked to depression, so early detection and diagnosis is critical and sometimes even life-saving.

Symptoms of Childhood Depression

Just like adults, children are capable of changes in mood, expressing negative thoughts, but are more likely to show depressive symptoms in behavioral ways. For example, a child experiencing depression may complain of fatigue, stomach aches, headaches, or experience irritability, changes in appetite, and changes in sleep patterns. These physical symptoms, often known as somatic symptoms, are expressed physical aches and pains that are real experiences for your child, although they have no known medical causes. These somatic complaints are often common in children who experience depression. It is important to rule out physical illness or other medical problems with your pediatrician if your child is experiencing these symptoms.

What Parents Can Do to Help

Parents are a child’s greatest advocate and support, so it is important to know what to do to help your child if you suspect that he or she is struggling with depressive symptoms.

  • Talk about depression with your child. Support and encouragement through open communication help your child feel comfortable to express his or her feelings. This lets your child know that he or she is not alone, is loved, and understood.
  • Talk with your child’s pediatrician. Mental health is just as important as your child’s physical health. If you notice your child is experiencing symptoms of childhood depression, call your pediatrician to alert him or her of your child’s emotional concerns. Your pediatrician may recommend a diagnostic screening or refer to an outpatient licensed therapist.
  • Don’t ignore it! Depression is a serious mental illness that cannot be brushed aside or ignored. Ignoring your child’s emotional concerns will not help your child obtain the treatment that he or she needs to overcome depression.

Treatments Offered

Depression is a treatable illness with success rates of up to 80% for children and adolescents who receive therapeutic intervention. The other 20% may respond well to medicinal interventions along with traditional therapy (https://blogs.scientificamerican.com/mind-guest-blog/what-adults-need-to-know-about-pediatric-depression/). Recommended treatments include play therapy, family therapy, and individual talk therapy, including cognitive behavioral therapy (CBT) that helps children re-frame their negative thinking patterns to help them change their self-perception and consequently, improve their mood. Cognitive behavioral therapy is goal-oriented, problem-solving focused, and is one of the most commonly used interventions to treat depression.

Medicinal options are another commonly used treatment for children who experience depression, with the goal of reducing depressive symptoms. The majority of children who take antidepressant medications will be able to stop their medication with support from their pediatrician or psychiatrist when their symptoms improve. It is important to note that the use of antidepressant medication for children and adolescents may carry a higher risk for suicidal thoughts for this population. It is imperative to receive ongoing medication monitoring to assess risk of side effects and other interactions.

I Think My Child is Depressed. What Should I Do?

If you suspect that your child may be experiencing depression, it is recommended that you contact your pediatrician. Share your concerns and plan for a medical evaluation to begin the diagnostic process. If medical testing shows no other reason for the fatigue, stomach aches, headaches, sleep, appetite changes, or sadness that often come with depression, a licensed mental health professional will evaluate further to determine the most appropriate treatment plan.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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The Benefits of Contact Sports: Why Your Kids Should Participate

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The football draft just completed and the season is right around the corner. And while it may not seem like it now, summer is almost here. All of this means children are and will be interested in getting out there and participating in organized contact sports. But what about the risks of a concussion or other injury? Blog-Contact Sports-Main-Portrait-01

While the risk of injury will always exist in contact sports, there are also many benefits to sports. Further, much progress has been made regarding awareness, and today, families and coaches have a better understanding of the signs and symptoms of concussions. Many experts agree that the benefits of being active and playing sports outweigh the risks of possible injury.

Benefits of organized contact sports include:

  • Respect: Children learn to listen to and respect teammates, coaches and officials. Also, children learn to follow rules and respect opponents.
  • Teamwork: Organized sports teach children to work with and help teammates in order to achieve a common goal. There is no “I” in team!
  • Discipline: Sports show children that discipline and playing by the rules are valuable assets. Penalties will only set you back!
  • Organization: Participation in organized sports teaches children how to stay organized and responsible. They have to be on time, take care of their equipment, and organize amongst themselves in order to succeed.
  • Protection: Through organized sports, children learn to protect themselves, teammates, and opponents.
  • Confidence: Organized sports improves a child’s self-image and confidence. Moreover, sports teach children that they can improve their performance through hard work and practice, a valuable lesson.

And of course, children benefit from regular exercise and activity. Organized sports increase a child’s physical health and cardiovascular conditioning and decrease the risk of childhood obesity.

Here are some ways you can keep your children safe while they participate in contact sports:

  • Be vocal about safety. Engage coaches, officials, and league organizers in conversations about safe and fair play. Discuss these topics with your children as well.
  • Ensure safe and proper equipment. Depending on the sport, make sure your child is dressed in proper equipment, such as helmets, pads, and proper footwear. Make sure all equipment fits properly in order to maximize safety! Discuss your child’s equipment with coaches and league organizers if you aren’t sure.
  • Be aware of concussion signs and symptoms. Headaches, dizziness, imbalance and nausea are the most frequent indicators of concussions. Unconsciousness is not a requirement!
  • Be aware of concussion treatment guidelines. If a concussion is suspected, stop activity immediately and have the child seen by a doctor as soon as possible. Rest, both physical and mental, are key to recovering from a concussion. That, of course, means a break from physical activity, but it also means a break from school and TV.

With awareness and proper precautions, your child can experience the many benefits of organized contact sports in a safe and fun way!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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A Counselor’s Take on 13 Reasons Why

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If you have a preteen or teen child, you probably have heard of the hugely popular Netflix show 13 Reasons Why. The show, based on a best-selling novel, centers around Hannah, a teenage girl who dies by suicide and leaves behind tapes to the people she feels pushed her towards ending her life. This popular and controversial show has brought in discussions about mental health, bullying, sexual assault, substance use and suicide. As a counselor, I agree that raising awareness on these topics is crucial and necessary, especially considering the frightening increasing rates of these issues. However, I am concerned about the potential impact that this show might have on young teens. Blog-13 reasons why-Main-Landscape-01

Teenagers are very vulnerable to graphic content. The show can be hard to watch, and some scenes can be potentially very triggering. Many teens are binge-watching the show, which increases concern about the possible emotional distress that can be caused by doing so. I do not recommend that anyone struggling with suicidal thoughts watches the show as it might develop potential ideas or even romanticize the idea of suicide. The problem with the ultimate fantasy is that the character does not get to change her life with suicide nor does she get to find out what happens next. Suicide is final.

13 Reasons Why also misses the mark in its failure to address mental illness or depression ( the most common risk factor in completed suicides). Depression can look differently in teens than adults.

Some risk factors include:

  • Significant sense of sadness
  • Significant irritability
  • Isolation
  • Negative comments about life
  • Loss of interest in sports, hobbies, etc.

My recommendation is that if your child wants to watch the show, you watch with them.

Although it might be hard or uncomfortable, it might bring an opportunity to discuss important topics such as:

  • Talk to your children about bullying and what it might look like. Bullying can be physical or verbal abuse, excluding others, or using the internet/social media to attack and humiliate the victim. Teach your child to not be a bystander or support bullying.
  • Talk to your child about resilience and options on how to reach out for support if they are being bullied. If children develop resilience and strong self -advocacy, it can help them further develop their self- esteem and instill courage.
  • Talk to your child about symptoms of depression. 1 in 5 teens experience depression and suicide is the third leading cause of death among 15-24-year-olds according to the CDC. Discussing the issue of suicide does not plant the idea. It creates the opportunity to offer help. Have a conversation with your child about trusted adults in their life that they can reach out to if they need help.
  • Listen to your child’s comments without judgment. Do not minimize or trivialize what you see. If it appears insignificant to you as an adult, remember that this is a daily reality that teens are faced with each day. Allow your child to discuss any issues without judgment or punishment.

In addition, the Jed Foundation has released a great list of additional talking points. You can check those out here: https://www.jedfoundation.org/13-reasons-why-talking-points/

We need to use shows like 13 Reasons Why as a reminder. A reminder to be emotionally present and let children know that they are loved and supported. Children need you to be their secure base, to support their exploration, help them, enjoy with them and watch over them. Make sure to create a space for listening that is nonjudgmental and supportive.

If you need to talk, or if you or someone you know is experiencing suicidal thoughts, call the Suicide Prevention Hotline 1800-273-8255 or 1800-SUICIDE (784-2433).

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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Fidget Spinners: The Bottom Line

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A fidget tool is one sensory strategy used to help children achieve self-regulation. Self-regulation is the ability to maintain an optimum level of arousal in order to participate in daily activities.Blog-Fidget Spinners-Main-Landscape (1) Self-regulation is a critical component of learning, as it can impact a student’s attention, emotional regulation and impulse control; a child’s performance in the classroom is directly related to his regulatory state.

A child’s nervous system, specifically the sensory system, needs input to help achieve a regulated state to successfully complete tasks. The theory behind fidget tools is that it provides a sensory experience to increase self-regulation, attention, participation and performance.

During the school day, a child’s body works tirelessly to perform the functions necessary to participate in the classroom. Children need:

  • Muscle control and endurance to sustain a seated, upright position to sit at a desk or on the rug during circle time.
  • Auditory attention to attend to instructions and lessons, while also blocking out surrounding sounds of peers chattering, shuffling papers or chairs scooting across the floor.
  • Visual attention to read work instructions, look at the teacher during lessons and complete written work, while also blocking out other visual distractions around the classroom.
  • Impulse and body control to keep hands, legs and other body parts from touching objects or peers nearby.
  • Emotional control to regulate emotions when happy, sad, confident, frustrated or embarrassed throughout the day.

For some kids, the demands of the classroom environment exceed what their bodies can handle. This isn’t due to a lack of intelligence or willingness to learn; it stems from difficulty coping with a neurologic system that isn’t organizing and responding appropriately to a variety of sensory stimulation from the external world.

The result of a child’s inability to organize his nervous system during the school day is an increase in behaviors that are often deemed inappropriate or distracting in the classroom. Such behaviors may include inability to sit still, wandering around the room, constant touching of objects or peers, laying on the floor, emotional outbursts, not following directions or not understanding how to complete a task.

These behaviors are actually how the child attempts to regulate his body to participate in the classroom. To minimize these behaviors and increase positive participation, it is important that the child is set up for success by providing individualized strategies for him to sustain a regulated state throughout the day.

One of these strategies is the fidget tool. I frequently recommend that my clients use a fidget tool in the classroom to help sustain attention and increase performance. Fidgets come in a variety of forms including Koosh balls, stress balls, small weighted balls, small figurines or fidget spinners.

Fidget tool recommendations are always given with the stipulation that the student must understand that the fidget needs to be used appropriately. I suggest that the parent and teacher review appropriate uses for the fidget with the child (i.e keeping the fidget in the hands, under the desk in the child’s lap), inappropriate uses for the fidget (i.e. throwing the fidget, rolling the fidget, giving the fidget to a friend) and the consequences for inappropriate use of the fidget (i.e. having the fidget taken away). Laying out clear guidelines for the use of the fidget helps students know the expectations and follow the rules.

While several schools have banned the use of fidget spinners in the classroom due to the craze they have caused, as an occupational therapist I support fidget tools as a sensory, regulatory strategy, as long as clear expectations are set and rules are followed. I have seen great success in my clients’ performance and attention when they use fidgets appropriately and not as a toy.

Does that mean my child needs a fidget spinner?

Fidget spinners or tools may not be suitable for everyone. Each person’s sensory system will respond differently to various strategies and may be needed at different times during the day. Some children benefit from fidget tools during writing activities, some may benefit from the tool during lecture periods and others may require use of the fidget more frequently. There may also be children who have difficulty with self-regulation where fidget spinners or fidget tools cause increased distraction or dysregulation. Check out our other blogs for ideas on other strategies that may be incorporated in the classroom to promote optimal performance.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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How to Help Your Child Who Feels Overworked in School

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Does your child feel overworked in school? School-related stress is nothing new, but it is now happening to even younger students. With the increased importance of testing on students, teachers, and schools- children are facing more stressBlog-Overworked in School-Main-Landscape in school than parents may have experienced when they were younger.

Here are some helpful tips for how to help your child if they are overworked in school:

Don’t over-schedule kids

Although it is important to have children in activities outside of school like sports or clubs, don’t schedule so much that they are not able to do their homework. If you only have an hour scheduled for homework because they have to run to their art class, then swimming class and they only have time for a quick dinner and then bed, a child may feel rushed or pressured to get everything done. In addition, ask your child what works for them and let them have some control over their schedule. Some kids like to get to work as soon as they get home, while others need a break after school.

Praise effort, not grades

Everyone wants their child to succeed and most importantly everyone wants their child to feel successful and proud of themselves. In some children, that may mean that they bring home straight A’s every quarter or semester, but in some children that may look different. Emphasizing that a child needs a certain grade can lead to them feeling stressed and anxious. The truth is that some students may not be an A student. Praise effort and improvements, rather than A’s. Also, don’t ignore those classes like art or music.

If a child is really struggling in math, but excels in the fine arts, praise them for that specific talent rather than ignoring those “easy” classes. In addition to praising effort, it is important to try and limit consequences for lower grades. If a child studied and put forth effort, but came home with a lower grade than what was expected, don’t punish them- talk about it and how they could have studied or completed the work differently.

What not to say: “7th grade is the most important” “Junior year is the most important” “you need this grade in order to do this…”

When adults make these statements to children, they often hope it will motivate them to study longer or focus more, but it can often do the opposite. If a child hears these statements regularly, it can cause feelings of anxiety. If a child is anxious, they are less likely to be able to study and focus efficiently. It may be more helpful to show specific examples of how certain topics can be used in real life situations. This shows that the information they learn is important, but it alleviates the pressure that if they don’t master the topic, they won’t be successful.

Teach kids effective study habits, and how to balance it.

Sometimes it is not how much you study, but how you do it. Help kids learn good study habits like taking breaks, not cramming for tests, healthy sleep habits, and being organized. Ask your children what works for them. Some people need absolute silence, while some enjoy music in the background. Don’t force a habit on a child that may not work for them. Teaching children these skills will not only help them in school, but as a future employee as well.

Finding a work-life balance is something that a lot of parents and adults struggle with. It is important to model a healthy balance of work and fun to your children, so they can learn how to achieve that balance.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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5 Tips to Help Your Child Through Failing Grades

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As a new school year has begun, your child may be facing quite a few new changes in the classroom, whether that be a new school, new teachers and peers, or even new, and challenging blog-failing-grades-main-landscapecoursework. These changes can generate some difficulties in your student in terms of following academic or social expectations. Maybe they begin getting notes sent home about their inappropriate behavior in class or you begin finding failing grades on recent assignments. Either way, these can be discouraging to parents and their student. As a parent, it is important to identify these challenges early on and follow through with keeping your child on track for their own success.

Here are a few tips on how to help your child through failing grades:

  1. Be proactive. Parents should contact the teacher as soon as they notice their child having difficulty in a class. Follow up with any notes home or call a teacher to have a conference about the recent failing grade on an assignment. Ask the teacher for extra assignments or activities that can be done at home. It’s important to develop a plan with the teacher for collaboration purposes. The teacher may also have better insight into more specific skills that need to be acquired.
  1. Create a routine. Creating an after school routine at home provides clear expectations and consistency. This routine can and should include homework completion, meal time with family, and a bedtime routine. Building a positive routine around homework completion and continued practice can not only provide a balance of work and play, but can also build strong sense of responsibility in your student. Try and remove or minimize other distractions during the homework routine and create more time dedicated to helping your child with homework.
  1. Set expectations. As a parent, provide expectations and follow through. These expectations may begin with something small such as practicing number cards for 5 minutes before bed or making sure all books are brought home for the appropriate homework every night for a week. Whatever those expectations are in the initial stages, follow through and provide the appropriate praise and reinforcement contingent on the completion. It may be helpful to set up expectations with the teacher so you can map out short and long term goals.
  1. Consistently provide encouragement and support. Failing grades may not only be disappointing to the parents, they may also be discouraging to the student. Provide praise and positive reinforcement for even the smallest of progress and the continuation of hard work in and outside of the classroom. Continue to be an advocate for support. Offer help when needed while still requiring the student to complete the work independently.
  2. Look for underlying problems. While discussing specific difficulties with the teacher, look for potential underlying problems. Can there be difficulties with environmental variables such as, not being able to see or hear the teacher, forgetting to write down homework assignments, or being distracted by other classroom students or activities? Is there possibly an underlying learning disability? Is the child having difficulty attending to tasks? Whatever it may be, it is important to identify these things to make appropriate changes necessary for success.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Collaboration Between Teachers and Related Service Providers

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According to Merriam-Webster dictionary to collaborate means “to work with another person or group in order to achieve or do something.” When we work with children we are constantly blog-collaboration-main-landscape-01collaborating in order to provide children with the best possible education. Within a school there is a lot of collaboration that is evident between teachers, teachers and paraprofessionals, teachers and administrators, as well as between teachers and parents/families. Within special education there is a lot of collaboration that occurs as well in the school setting. But what about outside the school setting?

Many of the students who receive special education services within the school also receive services outside of the school setting. It is essential that the lines of communication are open not only within schools but with these other related service providers that are involved in a specific student’s daily life. Every individual or company that is involved in the well-being and education of the child should be communicating their role and how that can be facilitated throughout the child’s day to day life. This collaboration is key to ensuring that the child is receiving the best services and education. So how do we go about collaborating with other service providers?

There are many ways to collaborate. The key to collaboration is communication! The parent is the mediator since they have direct contact with teachers and the other service providers.

Below are some important ways that we can open up the flow of communication:

What parents can do:

  • Provide each teacher and/or provider with a contact information document.
    • This should include the names and contact information of teachers and other providers who work with your child.
  • Check–in with the various adults that work with your child to ensure that they have gotten in touch.
  • Provide updates yourself to teachers or other service providers about your child’s goals and progress.

What teachers can do:

  • Ask parents for contact information of other service providers that the student might be seeing (if the parent doesn’t provide you with this information).
  • Reach out to other service providers.
  • Update other service providers throughout the school year in regards to the student’s performance and goals.

What service providers can do:

  • Ask parents for contact information of other services providers that the student might be seeing (if the parent doesn’t provide you with this information).
  • Reach out to other service providers
  • Update other service providers and teachers throughout the year in regards to the student’s performance and goals.

The points made above are essential to ensuring that the lines of communication have been opened and everyone can begin to collaborate!

Collaborating is more than just emailing and making phone calls with updates. It should also involve meeting in person as a group and individually to ensure that everyone is on the same page. Once introductions have been completed a meeting should be arranged with all professionals and the family. This provides everyone with the opportunity to meet! In addition, it gives everyone the time to sit down and discuss the child so that everyone can ensure that they are all working together allowing fluidity between the variety of settings that the child will be in.

One meeting is not enough! Make sure at the end of the meeting that a date and time is set for another meeting a few months down the line. This meeting would be more about progress, new goals, successes or challenges that any of the professionals or family are having with the child.

Collaboration is all about teamwork! Working as a team is essential for the success of the children that we work with. We need to ensure that we continue to keep the lines of communication open and work with each other and the family. It is important to loop all professionals the family into decision making processes and program planning. It is also important to share a child’s success and progress so that the same high standard and expectations are held for the child no matter the setting. Collaboration is a truly important component in ensuring that our children are provided with the best services and education.

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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