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Therapeutic Offerings Your neurodiverse child is beautiful, and YOU are the EXPERT in your child! Therapies offered at ACN empower families by helping to nurture understanding and connection, building upon the existing strengths you ALL bring to the table. From our first meeting with your family, our focus is on identifying and amplifying strengths and supporting you and your child in building the strongest connection and communication possible. We help you understand your child’s unique profile, and we serve as your partners in navigating a new diagnosis and a new way of relating to each other and the world around you. Sensory Int 02 DIRFloortime® DIRFloortime® is a play and relationship-building therapy for autistic and neurodivergent children. It is a comprehensive foundational model that utilizes affect-based interactions and experiences tailored to individual needs to promote global child development. The DIR® model, developed by Drs. Stanley Greenspan and Serena Wieder, identifies relationships as the pivotal force that nurtures and optimizes development. Further, it was the first to propose a relationship-based model of comprehensive intervention for autism spectrum and sensory processing disorders focusing on relating and communicating. The latest research shows many benefits to DIRFloortime® therapy. At ACN, DIRFloortime® therapy is offered by an expert-level certified clinician working in tandem with parents and other primary caregivers. The DIRFloortime® program consists of 12-18 weeks of weekly or biweekly interventions, one hour in length, that can be completed in-person or via telehealth. Goals for the child and caregiver will be collaboratively established following an in-depth assessment. Families can expect to learn the following: •How to take an active role in helping their children relate and communicate with others •How to support the development of sensory integration and social-emotional connectedness within the brain •To identify the unique challenges and strengths of their children as it relates to their abilities to process sensory information, stay regulated and attentive more of the time and to learn from the social world around them •How to fortify their relationships with their children and facilitate their childrens’ intention and engagement to build the foundation for maximal social, emotional, sensory, motor, language and cognitive development. Contact carrie@acn-sa.org for more information. 01 Pediatric Autism Communication Therapy (PACT) Search View Research Pediatric Autism Communication Therapy (PACT) is a well-validated intervention supporting connection, celebrating difference, and enhancing communication. It has demonstrated effectiveness and long-term evidence of significantly enhanced child social communication outcomes and can radically improve quality of life for autistic children in relationship with their parents. In a 12 to 18-session staged intervention, the therapist uses specific video feedback techniques to help parents recognize, respond to, and enhance their child’s social communication. PACT is delivered via telehealth in the child’s natural home environment, which is one of the most effective ways of ensuring enduring development and generalization in social communication skills. Within each 60–90-minute session, the therapist reviews short video clips of the adult and child interacting or playing together. This video is jointly reviewed with the adult, using selected moments to identify and discuss the best individual communication strategies for the child. Between sessions, parents are asked to practice their PACT strategies with the child for around 30 minutes a day. Other interventions can be continued in parallel. PACT is the only intervention showing robust evidence of sustained enhanced child social communication skills, communication initiation, language, and engagement six years after early intervention, evidence which informs a new Autism Care Pathway. PACT is proven to improve child communication from first identification through a care pathway, to post-diagnostic intervention and school support, and is suitable for autistic children up to 11 years of age. The efficiency of PACT is in working with familiar adults in the child’s daily life to support the alternative ways autistic children learn, building stronger social communication skills, and simultaneously helping parents feel empowered with increased self-efficacy, well-being, and family resilience. PACT draws on individual positive attributes, strengthening relationships in building the basis for better understanding and accommodating of individual differences. Autism Community Network houses the largest concentration of PACT Certified trainers in the United States, and we are delighted to bring such an innovative, effective, and neurodiversity-affirming intervention to our families. PACT is made possible by generous funding from Betty Stieren Kelso, Autism Speaks, Texas Pediatric Society, and St. Luke's Lutheran Healthcare Ministries. Contact carrie@acn-sa.org for more information. 03 Making "Sense" of Autism Program Sensory Processing is something that all humans do as a normal function of our brains and nervous systems. It is the way we take in sights, sounds, tastes, smells, touch, body position, and the status of our internal bodily organs through our senses. Typical sensory processing happens without our even noticing, 24 hours a day, 7 days a week, 365 days a year. It supports a calm, organized, regulated state of being for the individual. Sometimes, it warns us of stimuli that are potentially harmful and other times, it alerts us when we are feeling particularly sluggish or too tired to function. It is a normal function of a typically developing brain and nervous system. Sensory Processing also underlies many aspects of development in all areas: communication, motor skills, cognition, and social-emotional skills. Confidence, coordination, empathy, mindfulness, and our very physical health are all tied to a finely tuned, well-functioning sensory processing system. In the 1960’s an Occupational Therapist and researcher, A. Jean Ayres, PhD., developed a theory outlining what she termed Sensory Integration Dysfunction (now known as Sensory Processing Disorder). This is when sensory signals from one’s own body and/or from the environment are not processed in an orderly manner. Dr. Ayres likened this phenomenon to a “traffic jam” in the brain and nervous system. The signals still get through, but they cause a person’s brain to react too much, not enough, or in such a way that the person seeks extra stimulation in order to register the presence of sensory input. This is evident in a person’s behavior. For example, a person who reacts too much to sensory input may cover their ears with typical environmental sounds, react like the simplest light touch is painful, or gag on certain textures of food. Another person who does not react enough to sensory stimuli may ignore a sound the first few times it is made, be able to tolerate copious amounts of pain before they perceive that something is hurting them, or be able to spin in place much more than the average person without becoming dizzy. Lastly, a sensory seeker may be in constant motion, crashing their bodies against surfaces and other people, putting lots of inedible things in their mouths, smelling non-food items, staring into bright lights, enjoying making loud noises with their own voices without any intent to communicate. Research has shown that approximately 1 in 4 Kindergarten students may have Sensory Processing Disorder, and about 95% of autistic individuals have difficulty properly registering and using sensory input and many autistic adults report that sensory processing differences are an ongoing significant stressor in their lives. This is why Autism Community Network has developed the Making “Sense” of Autism Program. Our program is different from traditional pediatric occupational therapy in that it typically runs for 12-18 weeks before the individual is discharged to another program that offers traditional occupational therapy focusing on play, fine motor, and self-care goals. Good sensory therapy and a parent who better understands their child’s nervous system (as well as their own !) can lead to a better modulated, self-regulated person who is then able to focus and attend to more traditional methods of teaching skills. In addition, the Making “Sense” of Autism Program focuses on using a child-led, parent-mediated approach, coaching caregivers in the basics of sensory processing and their child’s individual sensory differences. Strategies to improve the child’s brain and nervous system responses to sensory stimuli are taught directly to the caregiver during these sessions. Practice at home during naturally occurring daily routine activities is strongly encouraged. Sessions can be conducted in person or via teletherapy using reflective video feedback of the child and caregiver engaging in sensory-rich activities. Contact adrienne@acn-sa.org for more information. How to start: Contact our Clinical Team. If you are interested in any of our therapy programs, please take the time to contact us through the link below. Start Here Cost of Therapies Cancellation Policy If a therapy appointment is not cancelled at least 24 hours in advance you may be charged a fifty dollar ($50) fee; this will not be covered by your insurance company. Late Arrivals We understand that delays can happen however we must try to keep the other patients and doctors on time. If a patient is 15 minutes past their scheduled time we will have to reschedule the appointment. We accept many forms of medical insurance, including Medicaid. Contact Vanessa Amaya at: vanessa@acn-sa.org

< Back Lisa Martinez-Jimenez Board Certified Behavior Analyst Lisa M. Martinez-Jimenez holds her Master’s degree in Applied Behavior Analysis (ABA) from Ball State University, completed her BACB coursework from the University of North Texas and received her Bachelor of Arts in Psychology and Violence Prevention & Intervention Certificate from Our Lady of the Lake University. She has worked within the field of ABA for over 20 years and is dedicated to providing quality applied behavior analytic services. She has experience developing and providing ABA services with children, adolescents and adults within the home, clinic, school, and community settings. Her roles at ACN involve diagnostic assessments, autism screenings, parent/family coaching, behavioral consulting, PACT, and organizational leadership within ACN’s Autism Care Pathway Program. lisa.martinez@acn-sa.org (210) 435-1000

< 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

< Back Anna Paola Smith, LCSW Licensed Clinical Social Worker Anna Paola Smith attended The University of Texas at Austin where she received her BA in Psychology and her Masters degree in Social Work. She has had the opportunity to work with children and families in the school, hospital, and clinical settings. Anna Paola's interests lie in family system and how the development of one child may impact the entire family unit. After living in Austin for 6 years, she relocated to San Antonio with her husband, Daniel. During her free time she enjoys creating recipes for her Paleo-based Instagram account, exploring the culinary scene in San Antonio with her family and friends, and living an active, healthy lifestyle. anna.paola@acn-sa.org (210) 435-1000 ext. 2010

< Back Angela Sanchez-Concha Caregiver Coordinator Angela Sanchez-Concha received a Bachelor’s degree in Social Work from Our Lady of The Lake University (OLLU). She has worked with individuals with intellectual disabilities and autism since 2010. Angela was born in Lima, Peru and enjoys to visiting family every opportunity possible. During her free time, she enjoys making memories with her husband and three children. angela.sanchez@acn-sa.org (210) 435-1000 ext. 5005

< Back STATE & FEDERAL SUPPORT About State & Federal Support State and federal support programs can be tricky to navigate. Thats why we have compiled a list of all the right places to call for options for individuals with autism and their families. Our resource library provides information on the different types of support available, including Medicaid waivers, social security benefits, and state and federal programs. STATE & FEDERAL SUPPORT Aging and Disability Resource Center (ADRCs) 855.937.2372 Web: https://hhs.texas.gov/services/aging/long-term-care/aging-disability-resource-center State Agency over Medicaid Waiver Programs like CLASS, HCS, and MDCP Texas Council for Developmental Disabilities 512.437.5432 Web: www.tcdd.texas.gov E-Mail: tcdd@tcdd.texas.gov 6201 E. Oltorf, Ste. 600, Austin TX 78741 Note: TCDD does not provide any direct services Texas Workforce Commission Vocational Rehabilitation Services 800-628-5115 Web: https://twc.texas.gov/jobseekers/vocational-rehabilitation-services Vocational and employment services, independent living services; Early Childhood Intervention is under this department; technology and resource center. Previous Next

< 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

< Back Kathryn "Katie" Benson, MPA Director of Outreach and Education 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. Katie is the proud sister to a neurodivergent adult. katie@acn-sa.org (210) 435-1000

< Back Spurs coach Gregg Popovich's support of autism acceptance reached global audience Tom Orsborn Apr 20, 2024 Spurs fan Martin Krøger, although 5,300 miles away in Denmark, had the sense coach Gregg Popovich's comments after a recent game in support of autism acceptance were made for his benefit. "If I could ever thank that man in person, this would be at the top of my list of things to thank him for," Krøger, a 50-year-old IT consultant, wrote on X, formerly Twitter. Krøger was diagnosed with Asperger's syndrome, a form of autism, when he was 48. "Forget the wins and the titles, that's just a game," Krøger wrote after hearing the NBA's all-time winningest coach's message of inclusion. "Seeing people for who they are and using your platform for doing good works, that's what really matters in the end." After wearing Nike custom Air Force 1 sneakers sporting a colorful infinity symbol with the words "Inclusion" and "To The Max" during a home game against Philadelphia on April 7 as part of the NBA's efforts to promote Autism Acceptance Month, Popovich spoke about the need to value those living on the autism spectrum. "We're just trying to bring some awareness to autism," he said. "I didn't even realize it was that prolific. I guess it's one out of every 37 children is diagnosed with autism, and that's a lot more than I think I knew. But it's a malady I think is misunderstood in some ways. It's like it's a 'bad thing' or that person is the 'other'. Now, that person is just different and really deserves our attention, our support and a realization they have other advantages, or advantages is the wrong word, but other traits that make them special. "So giving them love and support is really important and hopefully people will understand they need to be included. They can't be put aside as 'others'. They need to be included and supported." Autism advocates applauded the empathy and support shown by Popovich, 75. "It’s absolutely wonderful," said Tiffany Fresher, CEO of the Autism Community Network, a San Antonio nonprofit that works to "maximize the potential of children with autism by providing early diagnosis for those with limited access and educating and empowering the community to support them," according to its website. Autism spectrum disorder, or ASD, is a condition that ranges from mild to serious and is typically marked by social awkwardness, communication difficulties, repetitive behaviors and other problems. According to the Centers for Disease Control and Protection, autism affects one in every 36 children and one in 45 adults in the United States. Popovich and other NBA coaches embraced Autism Acceptance Month in response to an effort by Utah Jazz assistant coach Scott Morrison and his wife Susanne to raise awareness after their son Max was diagnosed with autism in 2022. "Before the season started, we just knew we wanted to do something to try and help or contribute," Morrison told USA Today. "And we had the idea to just maybe tap into the handful of coaches I knew just to see who would be interested in wearing the shoes as a way to highlight autism." Gregg Popovich and other coaches across the league wore custom Nike Air Force 1 shoes for a pair of games as part of an NBA-wide initiative to raise awareness for autism. The sneakers were signed by the coaches and auctioned off to raise funds for the To The Max Foundation, a nonprofit founded by the Morrisons to support autistic individuals and their families. Dr. Melissa D. Svoboda, director of the autism program at the Children’s Hospital of San Antonio, said it was "amazing" to hear Popovich draw attention to autism. But she said his comments also reinforced her belief the public still needs more education about autism. "When I first started my training, I told people I was going to work with autistic children, and they were like, 'Artistic? Like they draw?' " Svoboda said. "Nobody knew what autistic meant. Thank goodness, fast forward, fifteen, twenty years later and now it is so much more common, but you still have people like coach Popovich saying, 'Oh, I didn’t know it was this common.' "It’s so common that there is this real big movement toward neurodiversity, which is really what he is getting at, that maybe (autism) is a spectrum of normal, especially with some of these higher functioning individuals. Some people may call them quirky, but they have a place here. There are some amazing things they do that other people don’t have as a skill set. And it really is about inclusion and support to make sure everybody, no matter ability or disability, finds a placed and a meaning in what they want to do." The Autism Community Network works toward fulfilling that goal by helping families gain a better understanding of autism. "When somebody in the family has autism, everyone is dealing with autism in their family," Fresher said. "We are trying to teach them their child’s strengths and how to communicate with their child and how to reduce stress in their family...to help the family better communicate with the child, so the child’s stress is reduced as well." Svoboda is hopeful that during Autism Acceptance Month people "on the more severe end of the spectrum who require a lot of support" aren't forgotten. "A lot of this neurodiversity movement is centered on people at the higher end of the spectrum, but I think we have to make sure we are including everybody on every part of the spectrum," she said. Krøger, the Danish Spurs fan who praised Popovich's comments on X, was also diagnosed with attention deficit hyperactivity disorder (ADHD), along with Asperger's syndrome. Asperger's syndrome is a condition on the autism spectrum with generally higher functioning. People with the condition may be socially awkward and have an all-absorbing interest in specific topics, according to the website for the Nationwide Children's Hospital. "It was a life-changing experience, suddenly realizing I could now let go of all of the guilt and anger I'd carried around with me since childhood," Krøger wrote to the Express-News in a direct message on X about his diagnosis. "I came to accept that while I was in fact different from most of the people around me, that did not mean there was something wrong with me. I was simply that: different." Krøger wote that being "very open" about his diagnosis with family, friends and colleagues has been a freeing experience. "People deserved to know how much hard work goes into just living with someone like me or into living with children with the same difficulties," he wrote. " It's been very heartening to see the reactions my wife and I have gotten from people we know. Still, I'm able to mask my neurodivergence somewhat when I'm out in the world and so I still get to hear how people talk about 'everyone wants a diagnosis for their kid these days' and questioning the validity of the difficulties facing us. "That's why Pop's comments moved me. Being the son of a no-nonsense coach in that same gruff but caring mold, it's probably no surprise I already hold him in high regard. It just means so incredibly much to people like me that a man of his stature takes the opportunity to educate folks on something as simple but meaningful as remembering to include us, even though we're a bit different. "His reminder that we need love and support really hit home for me, knowing that while I'm fortunate in that regard, I know too many who weren't as lucky as me." To see the article on the San Antonio Express News website visit https://www.expressnews.com/sports/spurs/article/popovich-s-support-autism-acceptance-reached-19396018.php . Previous Next

< Back Volunteer Volunteer today, and transform tomorrow! At Autism Community Network, we believe that change starts with dedicated individuals like you. That's why we invite you to become a vital part of our volunteer family. By volunteering your time, skills, and passion, you can contribute to our neurodiversity affirming care for children and caregivers in San Antonio and South Texas. Whether you're interested in hands-on projects, sharing your expertise, or simply lending a helping hand, there's a place for you here. Whether you can spare a few hours a week or a couple of days a month, your contribution matters and is deeply appreciated. Ready to be the change? Let's work together to make a difference that resonates far and wide. Let's get started