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A new University of Illinois study reveals that distracted dining may be as dangerous to your health as distracted driving is to your safety on the highway. "Being distracted during meals puts kids at added risk for obesity and increased consumption of unhealthy foods. In this study, we found that noisy and distracting environments affected parents' actions, and we know that parents set the tone for the quality of family mealtimes," said Barbara H. Fiese, Director of the Family Resiliency Center.

How pervasive are the effects of a disturbance when a family is actively trying to eat a meal together? Click here to read more.

 
 

Our family traditions at Thanksgiving go beyond filling our bellies with turkey and pie. FRC Director Dr. Barbara Fiese explored the psychological benefits of our Thanksgiving rituals as part of an expert rountable on The Conversation.

 
 

Since its inception, the Family Resiliency Center has been dedicated to developing undergraduate students by including them in research projects. One of those students, senior Pia Gomez, an Animal Science major, has been involved with the STRONG Kids research project since her sophomore year. Click here to read about Pia's experiences with STRONG Kids and her future goals.

TAP Hosts Make It, Take It for Local Educators

On Saturday, November 7th, The Autism Program (TAP) at Illinois hosted the Make It, Take It event for local educators. Gathering in a classroom at Christopher Hall, 10 educators from the community and 20 students created more than 100 free educational materials in three hours.

Students with autism spectrum disorder have communication deficits that may impact their ability to express themselves effectively. Language difficulties may also make it hard for students to understand what is expected of them or be confused about what is happening. Visual supports like those created by TAP can be very powerful tools to help increase independence and understanding for students with autism. They can reduce problem behaviors and increase effective communication interactions. Visual aids also allow students time to process what they are being asked to do and can also be sequenced to breakdown a skill so it can be learned a little bit at a time.