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Understanding Echolalia and Gestalt Language Development Time Second Keynote Address: 12:45 Presenter/Facilitator Barry Prizant, PhD, CCC-SLP Back to Course List < Back About the Course In this address, Dr. Prizant unpacks the complexities and brilliance of Gestalt Language Processing (GLP), a developmental language style commonly observed in autistic individuals. Often misunderstood as merely repetitive speech, echolalia can be a critical step in natural language development. Dr. Prizant will demystify the stages of GLP, explain how echolalia serves meaningful communicative and emotional functions, and share practical strategies for supporting language growth in gestalt processors. This session offers educators, clinicians, and caregivers a respectful, strengths-based approach to honoring diverse paths to communication. Objectives: Participants will define key terms related to Gestalt Language Processing, including echolalia, mitigated echolalia, and analytic language development. Participants will explain the stages of Gestalt Language Development and how echolalia fits within a typical language acquisition framework for gestalt processors. Participants will integrate at least two strategies for supporting communication development in children who are gestalt language processors, grounded in affirming and developmentally appropriate practices. Barry Prizant, PhD, CCC-SLP Barry M. Prizant, PhD, CCC-SLP is among the world’s leading authorities on autism, and is recognized as an innovator of respectful, person- and family-centered approaches for individuals with autism and neurodevelopmental conditions. With fifty years of experience as a scholar, researcher, and international consultant, he is a visiting scholar at Brown University, a certified speech-language pathologist and Director of Childhood Communication Services, a private practice. Barry is coauthor of The SCERTS Model: A Comprehensive Educational Approach, now being implemented in more than a dozen countries. He has published four books, more than 130 articles and chapters and has received many awards, including the Honors of the American-Speech-Language-Hearing Association (their highest recognition), the Princeton University Eden Foundation career award for improving quality of life for persons on the autism spectrum, and the “Divine Neurotypical Award” of GRASP, the world’s largest autistic self-advocacy organization. He has been a two-time featured presenter (2013, 2017) at the United Nations on World Autism Awareness Day. His recent best-selling book, Uniquely Human: A Different Way of Seeing Autism is now published in 22 languages, was selected as the featured book on autism by the United Nations in 2017, and was ranked by Book Authority as #1 of the “100 best books on autism of all time”. With a wealth of inspiring stories and practical advice from thousands of children and older people on the autism spectrum and their families, Uniquely Human conveys a deep respect for the qualities in people on the autism spectrum. It offers a compassionate and insightful perspective that has been called “life-changing as well as uplifting”. Barry also co-hosts a podcast, Uniquely Human: The Podcast , with his friend, Dave Finch, an autistic audio engineer and best selling author. Speaker Disclosure: Dr. Prizant received a speaking fee for this course.

< Back We Should Tell Children They Are Autistic As Soon As Possible Shannon Des Roches Rosa Jun 18, 2022 Thinking Person’s Guide to Autism (TPGA): Why did you decide to do research on the “right time” for parents to tell autistic children they’re autistic? Bella Kofner : I wanted to do the research because parents may not know when is it the “right time” to tell their children that they are autistic. Parents may be struggling on how to start a conversation about how to tell their children about their autism, and when to tell. I also wanted to do the research because this reminds me of my own experiences as an autistic person. I was diagnosed at the age of three with autism, and I was first told about my autism when I was ten years old. I did not really think too much of my autism until I got older. When I got older, I reflected on my life experiences and my autism. After taking the time to reflect, I feel very comfortable with my autism to the point that I tell people about me being autistic. TPGA: Did the results of your research surprise you in any specific ways, or were the results along the lines of what you expected? (Or was it a mixture of both?) Kofner : It was a mixture of both for the results. What surprised me was that participants who learned about their autism later on in their life had more positive emotions when they first learned about their autism, which contradicts the second hypothesis about learning one’s autism at a younger age would be associated with positive emotions about autism in adulthood. One result that aligned with what I expected was that the findings supported the first hypothesis that learning one’s autism at a younger age was associated with heightened well-being and quality of life (QoL). TPGA: Why is it important for autistic kids to know that they’re autistic, according to your respondents? And in your personal opinion? Kofner : In my personal opinion, it is important for autistic kids to know that they are autistic early on because this would allow children to start developing as people while taking their time to understand who they are as a person with autism. The more that parents wait longer to tell their autistic kids about their autism, the more likely that children will have negative feelings about themselves as they get older. When children are told early on about their autism, this will lead to children gaining self-awareness and feeling confidence in themselves which can have a positive impact on their well-being and quality of life as adults. Based on the responses of participants, there are examples of why it is vital for autistic kids to know about their autism at a younger age. One participant, who first learned about their autism at the age of eight, said “I suppose it helped me better understand why I felt and acted different from everyone else.” The same participant said about their feelings about their autism now ” I am proud about my identity. As someone who also researches autism, I have a greater appreciation toward learning more about my own identity and how that differs from others.” This shows how the participants express positive emotions from when they first learned about their autism, to feelings about their autism now. TPGA: What are your primary recommendations for parents, when it comes to how and when to tell kids that they’re autistic? Kofner : When it comes to how, parents should tell their children in a comfortable and safe environment for the child to be in. Parents should tell their children by using language that the child can understand. Parents have to take into consideration the child’s developmental level and how to explain autism to their child in a way that allows the child to understand themselves. Parents should not assume that the child is going to react this way or that way, so parents have to know how to respond to the child’s reaction in ways that show that it is ok for the child to feel this reaction and know that they are there for the child to answer questions or to talk about anything. When it comes to when, it is personally up to the parents to decide about telling their children about their autism. But, parents should not delay in telling their child about their autism because the child may question who they are and what their life was like in adulthood if they do not tell their children early on. So, it is better for children to be told early on about their autism so that children can grow as individuals, and understand themselves as they go through life as autistic people. TPGA: How were your survey participants selected? Do you think the demographic profile of the participants affect the results in any ways? Kofner : Participants were recruited through social media or at universities. Participants that were interested emailed the third author and received a link to do an online survey in Qualtrics. Students that were enrolled in any institution of higher education were allowed to participate. A total of 78 autistic students were the participants in the study. The demographics did not affect the results in any way. TPGA: Most of the researchers on this study were themselves autistic. How do you think that having autistic researchers affects the direction and focus of autism research? Kofner : Having autistic researchers is very important in autism research because it is important for all voices, including autistic people , to be represented in autism research. If autism research does not incorporate autistic researchers, then people may struggle to understand autism and topics in autism research. This study was the first study that demonstrates that learning one’s autism at a younger age may have positive impacts on emotional health among autistic university students. This study is an example of how the perspectives of autistic people are vital because how can people be educated in autism and tell their children about autism if there are no autistic researchers. Over time, the knowledge of autism has grown in society and people are accepting of autism. So, it is up to us to encourage people to collaborate with people with autism in autism research. By including autistic researchers in autism research, we can bring awareness about topics in autism research and we can learn in the process on why autistic researchers play a vital role in autism research. TPGA: Did you have any self-identified autistics among your survey respondents (meaning they were never formally diagnosed, or their parents never told them but they figured it out)? If not, do you plan to do research in this area? Kofner : 14.1% of participants found out about their autism on their own. That means that they were not told by their parents about their autism and learned from other sources which include the media and autistic people. TPGA: Is this study going to lead to more research about the timing of autism diagnoses discussions between parents and autistic children, and if so, what are your goals for that research? Kofner : This study can start to address concerns that parents have reported in prior literature in terms of how to start a conversation with their child about their autism. Future research should focus on asking participants when they were diagnosed and when they learned they were autistic to examine if the timing of the diagnosis itself or potential delays between being diagnosed and learning one’s autism impact outcomes in adulthood. Previous Next

Expertise through Experience: Amplifying Autistic Voices Panel Time Afternoon Address - 2:15 PM Presenter/Facilitator TBD Back to Course List < Back About the Course The current shift in autism research, diagnostics, and support is leaning towards a strengths-based, neuro-affirmative approach. However, it's crucial for neurotypical professionals and caregivers to seek guidance from autistic individuals themselves, who are the true experts in this field. To address this, a panel discussion will feature the firsthand experiences of 5 autistic adults, moderated by an autistic therapist. The panel will delve into both the positive and challenging aspects of living with autism, from childhood to the present. The discussion aims to shed light on the unique challenges faced due to developmental differences as well as the personal strengths autism has brought to their lives. The panelists will share insights on helpful and necessary supports, providing valuable perspectives for those involved in the care and education of autistic children. The overarching goal of this panel is to encourage efforts towards improving the quality of life for autistic individuals and amplifying the voices of the neurodiverse community. Objectives Participants will describe relevant ethical issues related to providing neurodiversity-affirming autism supports in homes, schools, therapy clinics and workplaces. TBD We are currently searching for a neurodivergent moderator with experience hosting and moderating complex panels. Panelists Austin Freeman Becca Engle Becky Powers liz moseley (more possible) Speaker Disclosures: Autsin Freeman is a member of the Autism Community Network Experts Board and received a speaking fee for this course. Becca Engle is a member of the Autism Community Network Experts Board and received a speaking fee for this course. Becky Powers is a member of the Autism Community Network Experts Board and received a speaking fee for this course. liz moseley is a member of the Autism Community Network Experts Board and received a speaking fee for this course.

Uniquely Human: A Different Way of Seeing Autism Time Keynote Address - 8:15 AM Presenter/Facilitator Barry Prizant, PhD, CCC-SLP Back to Course List < Back About the Course Renowned author, researcher, and clinician Dr. Barry Prizant will explore a paradigm-shifting perspective on autism rooted in the ideas of empathy, respect, and human connection. Drawing from his groundbreaking book Uniquely Human , Dr. Prizant challenges the deficit-based lens historically used to view autism and instead emphasizes understanding behaviors as meaningful responses to the environment. Attendees will gain insight into strengths-based, relationship-centered approaches that affirm neurodiversity and improve quality of life for autistic individuals and their families across the lifespan. This keynote will inspire educators, clinicians, and caregivers to shift from “fixing” to truly connecting. Objectives Participants will describe the key principles of Dr. Prizant’s Uniquely Human approach, including the importance of interpreting behavior through a humanistic and neurodiversity-affirming lens. Participants will identify at least two practical strategies for supporting autistic individuals that are grounded in empathy, relationship-building, and respect for individual differences. Participants will explain how traditional behavior-focused approaches may unintentionally overlook the communicative intent of autistic behaviors, and differentiate those from approaches that prioritize emotional regulation and connection. Barry Prizant, PhD, CCC-SLP Barry M. Prizant, PhD, CCC-SLP is among the world’s leading authorities on autism, and is recognized as an innovator of respectful, person- and family-centered approaches for individuals with autism and neurodevelopmental conditions. With fifty years of experience as a scholar, researcher, and international consultant, he is a visiting scholar at Brown University, a certified speech-language pathologist and Director of Childhood Communication Services, a private practice. Barry is coauthor of The SCERTS Model: A Comprehensive Educational Approach, now being implemented in more than a dozen countries. He has published four books, more than 130 articles and chapters and has received many awards, including the Honors of the American-Speech-Language-Hearing Association (their highest recognition), the Princeton University Eden Foundation career award for improving quality of life for persons on the autism spectrum, and the “Divine Neurotypical Award” of GRASP, the world’s largest autistic self-advocacy organization. He has been a two-time featured presenter (2013, 2017) at the United Nations on World Autism Awareness Day. His recent best-selling book, Uniquely Human: A Different Way of Seeing Autism is now published in 22 languages, was selected as the featured book on autism by the United Nations in 2017, and was ranked by Book Authority as #1 of the “100 best books on autism of all time”. With a wealth of inspiring stories and practical advice from thousands of children and older people on the autism spectrum and their families, Uniquely Human conveys a deep respect for the qualities in people on the autism spectrum. It offers a compassionate and insightful perspective that has been called “life-changing as well as uplifting”. Barry also co-hosts a podcast, Uniquely Human: The Podcast , with his friend, Dave Finch, an autistic audio engineer and best selling author. Speaker Disclosure: Dr. Prizant received a speaking fee for this course and royalties for the sale of his book Uniquely Human .

The Attuned Classroom: How to Cultivate Environments for Trusting Relationships Time AM Breakout Session - 10:00 AM Presenter/Facilitator Kathryn Benson, MPA Nicole Santiago, MEd Back to Course List < Back About the Course This session explores how educators can create learning environments rooted in connection, safety, and trust. Participants will examine how stress, trauma, and neurodivergence shape student behavior and relationships, and learn practical, research-informed strategies for co-regulation, repair, and relational responsiveness. The course emphasizes communication and classroom practices—such as routines and caregiver collaboration—that build lasting trust with students and their families, helping all learners feel seen, supported, and ready to grow. Objectives Participants will describe how stress, trauma, and neurodivergence impact behavior and relationships. Participants will list practical strategies for building and maintaining trust through coregulation and relational repair. Participants will integrate classroom strategies including routines and communication practices that prioritize connections with both students and families. About your Instructors Kathryn Benson, MPA Kathryn “Katie” Benson has a Bachelors degree from Florida State University, and a Masters degree in Public Administration with a concentration in Non-Profit Management from the University of Texas Arlington. She spent 14 years total in the public education setting as a special education teacher. Ms. Benson’s other work experiences include volunteer coordinating for San Antonio events, directing and over-seeing productions at a local theatre, and managing community programs at another local non-profit. She is excited to be part of the ACN team, where she can use all of her myriad experiences in one place. In her spare time, Katie enjoys trivia and board games with her family, as well as spoiling her three fur babies. Speaker Disclosure: Ms. Benson receives a salary from Autism Community Network. Nicole Santiago, MEd Nicole Santiago, M.Ed., is a learning specialist and founder of Family ADDventures Advocacy , where she helps families support neurodivergent children across all learning environments. A former classroom teacher with over a decade of experience, Nicole draws on both her professional background and personal journey as a parent to guide others through the special education process. She is trained through A Day in Our Shoes Advocacy Academy , a member of COPAA and TOPAA, and has completed 40+ post-master’s credits in educational therapy. Nicole’s mission is to build confidence and connection by advocating for the rights and needs of children with big, beautiful brains and nervous systems. Speaker Disclosure: Ms. Santiago has no pertinent relationships to disclose.

Sensory Safety: Fostering Relationships to Support Social-Emotional Development in Children Time AM Breakout Session - 10:00 AM Presenter/Facilitator Dr. Carrie Alvarado, PhD, OTR, PACT Accredited Provider and PACT UK Associate Adrienne T. Gaither, OTR, C-SIPT, C/NDT, PACT Accredited Provider Back to Course List < Back About the Course This session explores how sensory and relational safety work hand-in-hand to form the foundation of emotional wellbeing and learning readiness in children. Participants will gain an understanding of how neurodevelopmental differences can impact sensory processing and increase vulnerability to sensory trauma, often affecting a child’s ability to feel safe, connected, and regulated. Through a trauma-informed and developmentally appropriate lens, attendees will learn actionable strategies—such as coregulation, responsive caregiving, and predictable routines—that promote both sensory and relational safety, supporting deeper social-emotional growth and resilience in all learning environments. Objectives Participants will define sensory and relational safety and describe their interconnectedness in creating a foundation of wellbeing and learning readiness in children. Participants will explain the foundational neurodevelopmental differences that can impact sensory processing and create a vulnerability for sensory trauma, influencing a child’s ability to feel safe and connected in various contexts. Participants will apply trauma-informed, developmentally appropriate strategies that buffer these vulnerabilities and support sensory and relational safety through predictable routines, coregulation and responsive caregiving. Dr. Carrie Alvarado, PhD, OTR, PACT Accredited Provider and PACT UK Associate Adrienne T. Gaither, OTR, C-SIPT, C/NDT, PACT Accredited Provider Dr. Carrie Alvarado is the Chief Operating Officer of Autism Community Network (ACN) and holds a PhD in Infant and Early Childhood Development with a focus on Infant Mental Health and Developmental Disorders. She is the creator and director of the Earliest Connections Clinic, which provides early diagnosis and therapeutic intervention for high-risk infants and toddlers, and she leads ACN’s DIRFloortime and PACT programs, offering intensive, dyadic coaching through in-vivo and reflective video feedback. Her research centers on sensoriaffective integration, attachment, and the optimization of parent-mediated interventions via telepractice; she developed the Sensoriaffective Interactional Attunement Scale (SAIAS) and is currently working on the Emotional Intelligence and Praxis in Play Scale (EIPPS). Dr. Alvarado was the first accredited PACT practitioner in the U.S., serves as an Associate with PACT UK, and is a DIR®Floortime™ Certified Expert Clinician and Assistant Faculty for the Profectum™ Foundation. She has held leadership roles with STAR Institute, Fielding Graduate School of Psychology, and UT Health’s OTD Program. Carrie is a passionate innovator and connector, deeply committed to empowering families and clinicians alike. She is also the proud mother of three daughters, wife of 24 years, devoted animal lover, Huberman Lab fan, and a proud family member to several beautifully neurodiverse relatives who continue to inspire her work and life. Speaker Disclosure: Dr. Alvarado receives a salary from Autism Community Network. Adrienne Gaither, Chief Program Officer at Autism Community Network (ACN), is a licensed pediatric occupational therapist with over 25 years of experience supporting children and families. A graduate of The University of Texas Health Science Center at San Antonio, Adrienne has practiced in nearly every pediatric OT setting and has served as a vital member of ACN’s team since 2009. She is a Pediatric Autism Communication Therapy (PACT) Accredited Practitioner and a core part of ACN’s interdisciplinary diagnostic team, using a strengths-based, neurodiversity-affirming lens to support children’s development. Adrienne holds specialty certification in the Sensory Integration and Praxis Tests (SIPT), has advanced training in Neurodevelopmental Treatment (NDT), and played a key role in the development of Morgan’s Wonderland, particularly in designing the park’s Sensory Village. In addition to her work at ACN, she serves as a Program Director and Sensory Consultant for Kinetic Kids, Inc., a local nonprofit offering sports and recreation to children with special needs. Outside of work, Adrienne enjoys time with her husband, two children, and two dogs, as well as running, singing, and traveling. Speaker Disclosure: Ms. Gaither receives a salary from Autism Community Network.

< Back Engage Gifted and 2e Learners by Embracing Their Tendencies Julie Skolnick Mar 18, 2021 I recently found an old report card. Maybe I should say ancient — it was from the second grade! It would have been funny — the clear statements of my abilities juxtaposed with my distractibility — except that the teacher focused on changing my behavior rather than igniting my intellect. This is the song often sung about gifted and twice-exceptional (2e) learners. Twice exceptional refers to people identified as gifted with a concurrent learning difference or disability. I know all too well the tendency for grownups to feel as though they must wait for behavior to “get under control” before they can challenge or enrich learners. I know this from the countless client individualized education plans, teacher emails, and neuropsychological reports I’ve read, as well as from conversations and consultations with hundreds of parent clients. The first-quarter comments in second grade for me were juxtaposed like this: Julie reads above grade level. Julie needs to challenge her energies and spend more time concentrating on her studies. There are no suggestions to fan the flames of my reading passion or engage my “energies” to develop talent or provide a challenge. The sheer lack of elaboration on my strength is fascinating to me. It felt like it was an “obviously Julie is smart” moment, “we don’t have to address that — it’s the behavior that is the problem.” What a beautiful way to encapsulate the gifted and 2e learner’s experience — where strengths are ignored or overlooked to focus on deficits and behavior. When struggles are magnified and prioritized over strengths, we plant seeds of doubt about the very thing that defines the gifted child’s essence. The following critique turns gifted characteristics on their head, as though having unique and strong opinions about topics is a bad thing. She distracts others. Can be very out-spoken and strong willed. She has the ability to do better. (sic) I actually laughed out loud at that one. Guess what, second-grade teacher? I haven’t changed! The purpose of this article is to share why it’s so important to celebrate and encourage gifted tendencies rather than squelch our gifted and 2e kids’ essence because they are difficult to harness. Can you imagine if I took my teacher’s advice and stopped pushing back or challenging ideas? I certainly would not have become a lawyer, let alone have created a business to challenge and reframe gifted and 2e parenting and education. What I do all day long is push back against systems and teach advocacy to positively reframe and lift up the 2e person’s experience. So often adults try to meld children into someone convenient for them and their adult situation. I’m certain it would have been easier for my second-grade teacher had I conformed . But I ask myself, why would a teacher — who is there to teach — ever want someone to sit and face forward? That child is not learning; that child is ingesting. Gifted and 2e kids, they don’t do that. They devour, and as they chew on ideas, they need to share, push back, and look at the information from multiple angles. This is what is known as critical thinking. This is how learning happens. Ancient rabbis perfected the art of argument. They took one book, the Torah, and they grappled with it from all angles. The more questions and pushback, the better. There is no knowing — until there is debate, critique, conversation, and even quarreling. This should be the paradigm for teaching. It’s how learning sticks. I’m sure teachers are wondering, “But how do you control a class like that?” Gifted and 2e learners are great problem-solvers. Ask them! At the beginning of class, set up the rules. Let them know how you want the class to run and ask them what needs to happen (or not happen) to keep the class under control and relevant. Ask what happens when someone departs from the rules. The same thing goes for gifted and 2e kids in the home. Rather than shutting them down, or shutting them up, lay down rules. Recognize the greatness that is their critical thinking, their questioning, their refusal to take someone at their word. Then give them perspective. Let them know how it feels when they never do anything you ask without a fight. Put it back on them and ask, “How can we make this better for both of us?” Let them solve your problem. Often teachers and parents communicate black-and-white expectations to children whom they wish were more flexible. They set up behavior plans, charts, incentives, and gimmicks to get kids to do what they want — when what gifted and 2e kids deserve is respect for their “energy” and intellect. When teachers and parents take the time to applaud gifted and 2e kids’ natural tendencies, to explain the broader viewpoint of how certain intense behaviors affect others, they gain the learner’s trust. This, in turn, opens up discussion for how to make situations better for all parties. The alternative, critiquing, expecting the worst and ignoring underlying reasons for behaviors, serves to induce anxiety, underachievement, and school- or task-refusal. As a student, because I had a high drive and motivation to please, I ended up partially adapting to my second-grade teacher’s rules. In fact, the final comments on my report card that year demonstrated that I could grin and bear it, doing meaningless and rote work. I’m happy to say, however, that I maintained my gifted gumption. Julie has made tremendous strides in completing her daily assignments. She does however need to channel her energies. Has a tendency to be very outspoken. (sic) Had she asked, I’m sure I would have described better ways to show my knowledge based on my learning. In a similar vein, a client’s 7-year-old son came home from school one day and shared that they were discussing how cars were made. They watched a movie and learned the steps of the assembly line. Throwing his hands up in frustration, this child asked, “Wouldn’t it be more interesting if the teacher asked us to think about what steps it takes to make cars, and in what order and then allowed us to share our thoughts instead of just telling us?” Just taking the time to hear the learner’s thoughts allows them to express their true self and thereby increases resilience when they have something difficult to face. Previous Next

Our Valero Community Center is your next spot . The valero cc offers 986 sqft of Check Availability About the Valero Community Center Amenities Degree University Name Briefly describe your degree and any other highlights about your studies you want to share. Be sure to include relevant skills you gained, accomplishments you achieved or milestones you reached during your education. Scheduling Degree University Name Briefly describe your degree and any other highlights about your studies you want to share. Be sure to include relevant skills you gained, accomplishments you achieved or milestones you reached during your education. Table of Fees Degree University Name Briefly describe your degree and any other highlights about your studies you want to share. Be sure to include relevant skills you gained, accomplishments you achieved or milestones you reached during your education. Rental options. 2 day rental I’m a paragraph. Double click me or click Edit Text, it's easy. Book now 1 day rental I’m a paragraph. Double click me or click Edit Text, it's easy. Book now 4 hr Rental I’m a paragraph. Double click me or click Edit Text, it's easy. Book now Valero supports ACN you can too! As a non-profit, ACN depends on the support of companies like yours. No matter the size, your gift makes a difference. Donate

< Back Legacy Giving Secure the future; leave a lasting legacy through giving. Have you ever imagined the impact you could have on the world, even beyond your lifetime? Legacy giving is a powerful way to leave behind a lasting imprint, ensuring that the causes you hold dear continue to thrive for generations to come. What is Legacy Giving? Legacy giving, also known as planned giving, is a heartfelt commitment to support a cause that resonates with you well into the future. By including Autism Community Network in your estate plans, you're building a bridge between your values and the transformative work we do. Why Choose Legacy Giving? Impactful Transformation: Your legacy gift will contribute to sustained change in areas that matter most to you. Perpetuating Your Values: It's an opportunity to uphold your beliefs and create a better world aligned with your vision. Preserving Your Memory: Your generosity will be remembered, and your legacy will inspire others to follow in your footsteps. Financial Benefits: Some legacy gifts offer tax advantages that can benefit your estate and loved ones. How Can You Get Involved? Leaving a legacy is easier than you might think. You can choose from various options, such as bequests, charitable trusts, life insurance policies, and more. It's a personal decision that reflects your values and goals. If you're ready to shape the future through legacy giving, please fill out our legacy giving interest form, and we will set you up with one of our legacy giving partners to help you on your way. Your legacy is a testament to the change you wish to see in the world, and we're honored to be a part of that journey. Let's get started

Caregiver Ambassador Program (CAP) ACN offers a Caregiver Ambassador Program designed to connect new and more practiced autism caregivers. Through the program, participants are able to share resources, discuss best practices, and learn from each other’s experiences. This program provides support, guidance, and education to families who are new to autism caregiving. Additionally, it helps experienced caregivers stay up-to-date with the latest research and advancements in autism care. 02 What do I ask my ambassador? Feel free to ask you ambassador anything you think might help. If you are unsure about where to go to sign up for Medicaid waiver programs, or if you need help with finding a great place for haircuts, our CAP's will share with you what has worked best for them and other resources they may have heard about. All CAP's are familiar with ACN's services and can get you to the right place if they don't have an answer. 01 How CAP works. The Caregiver Ambassador Program pairs families new to our herd with caregiver volunteers of our organization. The program helps give families and caregivers a friend who has experienced similar circumstances, successes and struggles and is further along on their autism journey. 03 What else do ambassadors do? CAP's are volunteers for the organization and may be found representing our ACN family at special events and resource fairs handing out swag and educational/promotional information. CAP's are leaders of the herd, families who have a special passion to support other autism families in any way possible. How to start: Contact our CAP Team. Autism Community Network wants to pair you with the right ambassador. Whether you are a grandparent, father or mother, we have someone who can keep it real with you, guide you to real answers, and celebrate real victories! Request An Ambassador