Author: Wee Speech PC

With the start of each new school year comes discussions about Individual Education Plan (IEP) meetings. Some families may feel nervous about these meetings, especially those that are new to the process. However, IEP meetings are very important to your child’s education as the team prepares for a successful school year full of growing and learning! If you’re unsure about what to expect, you’re not alone! This website (link below) provides a collection of helpful tips, tools, and checklists to prepare for your child’s IEP meeting. Check out these great resources including how to get organized, questions you should ask, what to bring to the meeting, legal FAQs, and so much more! https://www.understood.org/en/school-learning/special-services/ieps/iep-boot-camp-getting-ready-for-your-childs-iep-meeting

According to recent research done at The University of California, Los Angeles, school-aged girls with high-functioning autism may be better at interacting and blending in with peers than boys with high-functioning autism. Research suggests this may be due to ‘social camouflaging’ or the ability to blend in with peers despite the fact that they may not necessarily be connecting or creating friendships.  Differences between the genders play a large role in this study, with boys tending to be more isolated and having more repetitive behaviors and fixations which drive them away from socializing, while girls tended to more quiet and stayed closer to groups. The girls fixations are also perceived as more socially acceptable than those of their male counterparts.

Researchers at the University of Wisconsin-Madison have recently conducted a study examining the affects of background noise such as TV, radio, and people talking on early language learning in toddlers. Three studies were performed overall, with the first two only differing in the age ranges among participants. The first two experiments examined the toddlers’ abilities to recognize unfamiliar objects that were labeled after they were presented sentences containing the novel words. They concluded that only the children who were given the sentence in a quiet environment were able to learn the novel words. In the third and final experiment, the toddlers were read aloud a sentence containing two new words without background noise. They were then exposed to the same