This document provides information and resources for parents of children with autism. It discusses that autism presents differently in girls than boys, the importance of early evaluation and identification, and applied behavior analysis (ABA) therapy. It emphasizes that every child is unique, changes take time, and repetition is key to learning. It encourages understanding, patience, and seeing the child first rather than the diagnosis. The document notes good and bad days will occur and finding what motivates the child is important. It provides tips for teachers to presume competence, understand behavior communicates needs, think creatively, and include students. The document shares Olivia's story of wanting inclusion and friends at school. It lists local autism resources and organizations for support

1. Finding Plan B: What you always
wanted to know about Autism
By Amanda Raymond
Maybe not, but I’m glad you’re here
to listen anyway

2. Meet
Olivia

3. Things to remember
• Autism presents very differently in girls compared to boys – and every
child is different.
• Your first point of contact to have a child evaluated is your pediatrician
(you need a referral).
• Autism is a spectrum disorder –children have strengths and weaknesses in
different areas of development.
• Parents may be shocked & clueless when it comes to the possibility of a
diagnosis (be sensitive & make suggestions - what you see compared to
other kids).
• Suspicions are just as scary as a diagnosis. Parents will grieve the loss of
what they wanted for their child; the expectations they had for life are
gone. Be honest.
• Early identification is key! The earlier services are started the better.
Make suggestions for a place to start.
• Applied Behavior Analysis (ABA) – a systematic way of teaching skills &
finding what motivates a child to improve or maintain skills and behavior;
supported by years of research (commonly referred to as ABA therapy).

4. Meet
Colvin

5. More to think about…
• Each experience is different – “if you’ve met one child with
autism, you have met one child with autism.”
• Changes do not happen overnight – be patient and
compassionate.
• Repetition is key to learning; you may say it 1,000
times…say it again if you have to (and remember to
breathe). 
• There will be good days and bad days. Start each day fresh.
• God has a purpose and a plan for our kids.
• You will learn as much from a child with autism as he/she
will learn from you:
– It will make you a better teacher, caregiver, coworker, friend,
sibling, parent, and teacher (of life).

6. Family

7. If you are a teacher of children…
• Always presume competence.
– Just because a child can’t speak, doesn’t mean they cannot understand.
• Have tolerance and understanding.
– Their brains work differently; sometimes they cannot control their emotions
and bodies. Be patient. Be calm. Be flexible. Be understanding.
• All behavior tells you something.
– Even if a child can speak, doesn’t mean they can get the words out to tell you
what they need.
• Think outside the box – be creative.
– Find new ways to help the child; Include them in all activities in a meaningful
way; modify activities to help them participate & be successful.
• Kids with autism are kids, too.
– They are still kids that have some typical behaviors; they also want to be loved
and have friends and feel like they are welcomed and belong.
– They are a son/brother, daughter/sister, cousin/family member first.
Remember to encourage family time as much as possible.

8. Olivia’s visit to the Board of Education
Hearing: Public Comment

9. Olivia’s Public Comment
In her words…
• (In case the audio on previous slide doesn’t work):
Hello, my name is Olivia Raymond. I am 14 years old and I’m in 9th grade. I am a
student with a disability. I have autism. I learn differently from others, but it
doesn’t mean I cannot learn. I want my teachers to believe that I can do more and
that I am smart. Getting a good education will help me to get a better job. Being
in a separate class makes me feel weird. When I am in a class with just kids with
disabilities, I don’t feel like I belong anywhere.
I also want people to like me. I want to have friends. It is sometimes hard to connect
with people and I get nervous. It would be nice if people could understand me. If
I had friends, I would do the things that all kids do with them. Being included at
school would make me feel happy. I am the same as any other student.
I think that students with disabilities and students without disabilities should be
together. We can learn from each other and we can become better people.
Inclusion in our schools can help us to be more accepting in our communities.
Please believe we can do anything we put our minds to and help others to believe
it, too. Everyone deserves to feel like they belong.

10. Resources
• Tidewater Autism Society (tidewaterasa.org)
• Autism Speaks (autismspeaks.org)
• Commonwealth Autism (autismva.org)
• Parent Education and Training Center (peatc.org)
• VCU Autism Center for Excellence
(vcuautismcenter.org)
• Community Services Board and DARS (vadars.org)
• Endependence Center (endependence.org)
• The Arc of Virginia (thearcofva.org)

11. If you liked this presentation, my
name is Amanda Raymond; if you
didn’t, my name is Jeanne Hopkins.

Feel free to email me with questions or
if you need help. I’m just a parent, but
I’ve been doing this a long time.
amandaraymond1@gmail.com