Why did you volunteer? Stephanie tells us.
Why did you volunteer? Trisha tells us.
Why did you volunteer? Angie tells us.
Why did you volunteer? Raina Shults tells us.
Understanding Communication Among Autistic Peers
Understanding PDA: Parents' Struggles and Support
The Power of Kindness: Transforming Lives Through Support
Empowering Leadership: Taking Action Together
Navigating the Shadows of Trauma: Real Stories
A Journey of Reflection: Understanding Childhood Trauma
Revolutionizing Our Priorities: Invest in Families, Not Incarceration
The Benefits of Compression for Children: Exploring Alternative Methods
Empathetic and Effective Intervention: Promoting Understanding and Avoiding Restraints
Promoting Active Learning: Enhancing Kindergarten Experience for Physical and Cognitive Development
How to Stop Bullying: Effective Strategies for Parents and Schools
The Neuroscience of Connection: Understanding Students' Behavior for Educators
Unlocking the Power of AAC: Empowering Parents and Supporting Children's Regulation
Manipulating Human Behavior_ Does the Compliance Control Approach Work?
Why Kids Act Out_ Understanding Brain Development and Behavior
Part 2 of Dr. Lori Desautels on AASR Live_ The Impact of Social Isolation on the Nervous System
Regulation System_ Understanding Stress Response for a Calm Mind
How to Manage Sensory Overload_ Tips for Coping with Overwhelming Stimuli
Children's brains are not wired for seclusion
Tell the FDA to Stop the Shock
karen
AASR 5th Anniversary: Greg Santucci
AASR 5th Anniversary: Ginger Healy
California Senate Bill 483 Update
Compliance to Compassion Video
Alex Sprague tells us why he supports the Keeping All Students Safe Act
Restraint and seclusion, outdated crisis management techniques that are commonly used in schools across the nation and beyond, are disproportionately used on disabled and minority children. These interventions are dangerous and can lead to significant trauma and injuries to students, teachers, and staff. Some children have even died as a result of the use of restraint and seclusion. There are far better ways to work with children that avoid the need for crisis management. Our schools should be moving towards neurodevelopmentally informed, trauma-sensitive, biologically respectful, relationship-based ways of understanding and supporting students.
Our mission is to inform changes in policy and practice to reduce and eliminate the use of punitive discipline and outdated behavioral management approaches and end the school-to-prison pipeline.