Autism Walk celebrates 25th anniversary, raises over $275,000 to support programs |
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Clear, blue skies kicked off the day as families and friends gathered at The Summit Center for the 25th annual Autism Walk. More than 1,000 people came out to walk in support of the children and adults who receive Summit services.
This year the Morris family cut the ribbon to start the walk. Their son, Aaron, has been receiving services from Summit since 2005.
Walkers enjoyed kids’ activities provided by Sweet Charlotte’s, the Aquarium of Niagara, EPIC, and The Collaborative Community Mission, as well as music from DJ John Barry and local band Boomerang. A memory lane tent to celebrate both the 50th anniversary of Summit and the 25th anniversary of the Autism Walk depicted photos from the 1970s through 2023 as well Walk t-shirts from years past.
The annual Autism Walk is Summit’s largest fundraiser, with money going directly toward the 30+ programs that support more than 1,000 children and adults. Walk participants, donors, and community partners have raised more than $275,000 so far. Donations can still be made through June 15 at SummitAutismWalk.org.
This year’s top fundraising teams were: Claudia’s Clan, Julian’s Gang, Maurer Power, Team Charlotte, and The Summit Center Staff. The top individual fundraisers were: Claudia Rosenecker, Tony DeSimone, Candace Richardson, Ellen Madsen, and Luke Maurer.
Thank you to our presenting sponsor West Herr; premium food and beverage sponsor Tops Friendly Markets; t-shirt sponsor Independent Health; golden anniversary sponsor New Era Cap, silver anniversary sponsors American Eagle Fireplace & Playsets, Coca-Cola Beverages Northeast, and M&T Bank; mission sponsors The Home Depot, Owl Orthodontics, and Tim Hortons; community sponsors ACSI, Barclay Damon, Beechwood Continuing Care, Buffalo Scrubs, Copier Fax Business Technologies, EmergenceTek Group, Highmark BlueCross BlueShield of Western New York, Moog, North Forest Office Space, Perry's Ice Cream, RBC Wealth Management, Rich Products, Senior Solutions of WNY, and WNY Beer Trail; and media sponsor The Buffalo News.
We would also like to thank all our walkers, donors, sponsors, staff, volunteers, and committee members for making this event so successful!
View photos from the day here and watch our thank you video here!
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Thank you to our sponsors! |
Planetarium visits Summit Academy |
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Planets, constellations, and comets are just a few of the things students at Summit Academy learned about during space week earlier this month.
Sandy Looker, creative arts teacher, likes to incorporate other topics students are working on, such as science, math, etc., into art projects to tie everything together. She recently organized a week full of space-themed activities for students.
Students watched a space-themed movie, then created artwork to depict planets, the sun, and other objects within the solar system. This all led up to a visit from the Buffalo Museum of Science’s popup StarLab. The StarLab is an inflatable, 360-degree, portable planetarium. Students viewed projections of constellations, planets, stars, and more on the StarLab's ceiling. |
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Pro Tips: Learning to accept "no" |
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Pro Tips provided by Claire Spangenthal, MA/SC, NCSP, BCBA, educational assistant director at Summit Academy Enhanced.
Teaching children to accept the word “no” can be a challenging task. However, it’s something that everyone must learn and starting early in life is the best way. Read our tips below on how to approach the word “no” with your children: |
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1. Teaching the word "no" with care.
Learning to accept “no” is a critical skill for all children. Parents may try to avoid it or use other words instead, but they shouldn’t shy away from using the word “no.” Children need to learn early on that being told “no” is okay and that when you’re told “no” it actually means “no.” Once your child is able to ask for things and express their needs, parents can start introducing “no.”
Parents can still incorporate a loving, caring aspect to teaching their child this skill. For example, a child may ask for a candy bar at a grocery store checkout, but it’s right before dinner. Parents can say something like, “I love the way you used your words. I can’t give that candy bar to you right now, but we’re going to go home and have dinner, and then we’re going to have dessert.”
2. Using a delayed "no" versus "no, not ever."
There’s a difference between saying “no, not right now” and saying “no, not ever.” A “no, not ever” situation may be in response to a child’s request for something that won’t be happening soon. For example, they might request to go on a trip somewhere far or ask for something that’s not in the budget at the moment. A parent can respond by saying something like, “No, we can’t do that right now, but we can go play in the backyard instead.” This way they’re saying “no” but also pivoting to a different activity.
A delayed “no” is used when a child requests something, but they can’t have it until a certain time or until they complete certain tasks first. They may ask for ice cream, for example, and a parent might say, “No, you can’t have ice cream until you clean up your toys and wash your hands.” This gives the child something to focus on or tasks to complete to fill in the gap from when a parent told them “no” and when they can actually have what they requested.
3. Provide your child with choices.
Providing choices of activities that a child can do instead of what they requested is important. If a parent tells a child “no” and walks away, the child is left wondering what they should do and will continue to focus on the thing they requested. Children don’t necessarily have the skills to move away from their focus and engage with something else without being directed. 4. Don't give in.
One of the most important things for parents to remember is to stand your ground. Don’t give in to your child even if they start engaging in challenging behaviors. Validate that you heard their request and provide other options, but do not give in to their request. If there are no other choices at the moment, try to distract and move on from the topic to something else. Prepping your child for the day’s activities can also help to avoid challenging behaviors. If you’re going to the store, explain to your child that you’re going to the store to get certain items (list them out), then you’ll go to check out, and then you’ll come home where they can play. This creates a visual schedule and prepares them for what will be coming up throughout the day. |
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Employee Spotlight - Presented by West Herr |
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Meet Kaitlin Scott!
What is your role at Summit? I have been working at Summit for five years as a teacher at Summit Academy's Creekside location in Amherst.
Describe what your day might look like.
I usually start my day early to prepare the classroom for whatever is planned for that day and meet with my team. Then students start to arrive, and our school day begins! An average day for my classroom consists of morning meeting, life skills, academics, social skills, gym/fitness, lunch, and leisure. Once the students have left for the day, my team and I clean up the room before heading home. What are you most proud of, personally and professionally? One thing I am most proud of is my ability to support my students as they navigate their lives and become the amazing individuals that they are! I love being able to see them grow and develop throughout the school year. When I get to see my students make connections and obtain those "a-ha" moments, I feel so proud. |
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Where is your favorite place to eat in Western New York?
I love eating at New York Beer Project. Their Buffalo mac and cheese is amazing! Name someplace on your bucket list.
I would love to explore Ireland one day. |
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2023 S.T.A.R. summer trainings announced |
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The Summit Center’s S.T.A.R. Training, funded by the Office for People with Developmental Disabilities (OPWDD), offers parents and caregivers new strategies to manage various stages of your child’s life. Sessions are conducted by The Summit Center’s professional staff who have significant background, training, and experience working with individuals with developmental disabilities. Click here to view a list of all upcoming trainings.
Eligibility: All sessions are open at no cost to those who are OPWDD eligible. Those with self-direction must include this in their budget. To maintain eligibility for this program, you must attend a minimum of one session every six months.
To register: Please call Laurlen Coker, coordinator of Community Services, at 716-799-8163 or Ashlee Bronson, assistant director of Community Services, at 716-799-8156. For virtual sessions, a link to the training will be e-mailed to you after you are registered.
Please note that the registration/approval process may take up to five days to complete. Timeframe for approval through self-direction may vary. Please allow sufficient time for this approval process prior to each session you wish to attend. Respite opportunities may be available at a future date for participants. Added bonus for those who attend ONE session: One-on-one parent training to help overcome specific challenges.
Every family is different, and every child has different challenges. Parents/caregivers who participate in ONE S.T.A.R. training session will receive additional one-on-one training in your home or in the community. A trained Summit staff member will teach you the skills to gain the confidence you need to help your child become more independent. We can teach you how to implement an activity schedule, facilitate interaction among siblings, get your child to accept “no” or “not right now” for an answer, use the toilet, sleep in their own bed, or eat meals with the family. We’re here to support you every step of the way, to better understand the barriers to success and develop a plan that works. With the right tools, you’ll be successful in no time (and so will your child).
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Diagnosing autism spectrum disorder can be difficult because there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child’s developmental history and behavior to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. However, many children do not receive a final diagnosis until they are older. (CDC) |
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Our Mission
Guided by evidence-based practice, we maximize life success for people facing developmental, social and behavioral challenges. |
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