Class Links
Alpine Pediatrics Psychologists and Psychiatrist have put together several classes to be provided to patients on demand.

Dr. Julia Simpson - Autism and Other Developmental Disorders
Dr. Julia Simpson - Autism
Dr. Matt Swenson - Social Skills

Websites
BYU Autism Connect
The Melissa Nellsen Center for Autism at UVU
BYU Comprehensive Care Clinic
The Utah Parent Center
Autism Council of Utah
Division of Services for People with Disabilities

Books
The Science of Making Friends: Helping Socially Challenged Teens and Young Adults by Elizabeth Laugeson

Community and Other Resources

Resource Name	Phone Number	Address
Timpanogas Assessment and Psychological Services	801-810-3878	1190 N. 900 E. #245 Provo, UT 84602
Alternative Behavior Strategies	801-935-4171	515 S. 700 E. 2A Salt Lake City, UT 84102 1140 W. 1130 S. Bldg. B Orem, UT 84058
Wasatch Mental Health - Westpark Family Clinic	801-373-4760	750 N. Freedom Blvd. Provo, UT 84606
Wasatch Mental Health - Provo Family Clinic	801-377-1213	1165 E. 300 N. Provo, UT 84606
Wasatch Mental Health - American Fork Family Clinic	801-763-5010	578 E. 300 S. American Fork, UT 84003
Wasatch Mental Health - Payson Family Clinic	801-852-3805	258 N. 1250 E. Payson, UT 84651
Wasatch Mental Health - Wasatch County Family Clinic	435-354-3003	55 S. 500 E. Heber, UT 84032
The Autism Clinic	801-386-3732	1399 S. 700 E. #5 Salt Lake City, UT 84105
Serpas Assessment, Inc	801-487-4748	4505 S. Wasatch Blvd. #360 Eagle Plaza Salt Lake City, UT 84124
Neuro Assessment and Development Center	801-386-9732	1208 E. 3300 S. Salt Lake City, UT 84106
Pingree Autism Center	801-581-0194	780 S. Guardsman Way Salt Lake City, UT 84108
Psychological Solutions	801-582-5140	4505 S. Wasatch Blvd. #380 Salt Lake City, UT 84124
Summit Community Counseling	866-644-9206	359 E. 1200 S. Orem, UT 84058
Wasatch Pediatric Neuropsychology	801-363-1189	231 E. 400 S. #335 Salt Lake City, UT 84111
Bristol Health	801-903-5903	935 S. Orem Blvd. Orem, UT 84058
The Children's Center	801-582-5534	350 S. 400 S. Salt Lake City, UT 84111
Autism Spectrum Disorder Clinic	801-587-8020	650 Komas Dr. #200 Salt Lake City, UT 84108
University Development Assessment Clinics (UDAC)	801-587-2255	81 N. Mario Capecchi Dr. Salt Lake City, UT 84108
Continuum	703-506-0123	881 Baxter Dr. #100 South Jordan, UT 84095
Neurobehavioral HOME Program	801-581-5515

Additional Information and Resources

Comprehensive Services

Generally children diagnosed as being on the autism spectrum benefit from comprehensive treatment intervention such as a combination of individual therapy, group social skills training, occupational therapy, speech therapy, and/or Applied Behavior Analysis (ABA), etc.

Social Interaction and Communication

Structured opportunities in which to practice social skills with similarly aged peers in safe and supervised settings are helpful. This could take the form of social skills training therapy groups or structured extracurricular activity groups int he areas of your child's interests (i.e., day camps). A child's school might offer the opportunity for children/adolescents to be pulled out of the class for social skills practice or local university campusus or therapy offices might offer specific social skills groups.

Your child would benefit from opportunities to role-play and practice social skills interactions within individual therapy, as well as with his family members in his home environment.

• Encourage your child to practice using common greetings such as ''Hello'', a social smile, and asking someone how thier day is going. He/she might first practice with ''safe'' individuals (i.e., his/her family members and therapist) and then be encouraged to practice in other social situations (i.e., a cashier when checking out of a store).
• When working with a younger child (i.e., toddler age), it might be helpful to turn such intervention into a game (i.e., who can find the most opportunities to practice social skills such as greetings, a smile, eye contact, etc.).
• ''Trading common interests'': Encourage your child to find common interests with someone by first offering comments about what interests him/her followed by inquiring about the interests of the other person. This practice could model reciprocity (i.e., taking turns in conversations).
• Encourage your child to practice offering eye contact to those with whom he is speaking even if only for brief duration.
• Other helpful resources include The New Social Story Book by Carol Gray or Comic Strip Conversations: Colorful Illustrated Interactions with Students with Autism and Related Disorders by Carol Gray when striving to understand appropriate behavior within social relationships/interactions.
• The Autism Social Skills Picture Book by Dr. Jed Baker is an excellent resource for helping children with Autism Spectrum Disorder to better understand unwritten social rules.
• Video models are effective tools for teaching social thinking such as those found here.

Emotional Recognition in Self and Others

The following would assist with improving your child's ability to identify his/her own emotional experience:

• A face sheet that he/she could refer or point to in order to better understand and convey his/her emotional experience to others
• Another helpful resource is The Incredible 5-Point Scale by Kari Dunn Buron and Mitzi Curtis.
• When experiencing a strong emotion, your child might be encouraged to look at him or herself in the mirror, as parents or a trusted adult point out the non-verbal cues they observe associated with his/her experience.

Restricted Interest/Repetitive Patters in Behavior
Restricted interests are a common feature of Autism Spectrum Disorder. While it is not desirable to take these interests away, your child should understand that there are certain times and situations in which he/she would temporarily leave them behind. The following might be helpful:

• Implement structured times in the home in which your child recognizes that he/she would not be able to engage in discussions or interactions with his/her restricted interests. For example, during dinner time.
• Your child might be expected to complete alternative chores, academic responsibilities, etc. prior to being approved to engage in his/her restricted interests and be encouraged to engage in other activities at other times.
• Restricted interests could be used as reinforcers in order to encourage your child's participation in less desirable activities. For example, he/she might be able to ''earn'' additional time to engage in his/her restricted interests as a reward for alternative positive behavior or accomplishments.

Sensory Sensitivities
Sensory sensitivities (such as auditory defensiveness, or extreme sensitivity to sound) can lead to your child feeling overwhelmed in over stimulating environments (i.e., his/her classroom). The following can be of assistance:

• Self-soothing tools or a ''safe place'' within the home or school where your child can go to relax.
• Occupational therapy such as the services found at Orem Pediatric Rehabilitation (801-714-3505).

Speech
Weakness or delays in receptive and expressive language can be common in children that are on the autism spectrum. Thus, speech therapy is also a helpful resource.

Coping Skills/Emotional Regulation
Helpful self-soothing or relaxation tools include:

• Breathing deeply into the stomach and then releasing the breath slowly. As your child breathes in, he/she might imagine him or herself breathing in positive thoughts, and as he/she exhales, he/she might imagine him or herself blowing away all of his/her anxiety and frustration.
• A grounding technique such as ''5-4-3-2-1'', (i.e., encourage your child to take a break and name 5 things he/she can see, 4 things he/she can feel/touch, 3 things he/she can hear, 2 things he/she can smell, and 1 thing he/she can taste).
• Practice progressive muscle relaxation such as squeezing fists tightly and then letting out the tension. A fun activity for children is at this link.

Academic Support/Advocating for Your Child
Overall, remember that you are your child's first and primary advocate. Thus, feel encouraged to speak up for your child's needs in all environments such as in school so that he/she might receive the assistance/accommodations that would benefit him/her.

Follow-Up/Re-Evaluations
Participating in follow-up or re-evaluations at regular intervals can help track your child's progress. It would be recommended that your child be re-evaluated approximately every three years.