Families First Pediatric Counseling Services (801)515-5850

If you are having a mental health crisis and need immediate assistance, please do one of the following:

1 – Call the UNI Crisis Line at 801-587-3000
2 – Call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255)
3 – Text a crisis worker through the Utah SafeApp
4 – Text HELLO to 741741 (crisis text line)
5 – Go to your nearest emergency room and ask to speak to a mental health crisis worker

     National Suicide Prevention Lifeline        

Pediatric Counseling Services (801)515-5850

At Families First, pediatric counseling is one of our core services.  Our pediatric therapists are here to help your children cope with any type of mental illness.  Mental health is a critical aspect of well-being that often does not receive the attention it deserves.  

The Families First Pediatrics team is dedicated to providing full pediatric services in Utah, including mental health services and pediatric counseling for both children and families alike. 

Resources by Topic

Resources for Anxiety
Resources for Depression
Resources for ADHD
Resources for Autism Spectrum Disorder

Meet Our Pediatric Therapists

Lori Jo Leonard is a Licensed Clinical Social Worker (LCSW), she is part of the Families First Pediatrics team. She has over 15 years of clinical experience in working with children, adolescents, adults, and families. Lori Jo works with people struggling with anxiety, depression, and other mood disorders. 

Kim Abbott is a Psychiatric Mental Health Nurse Practitioner (PMHNP), she graduated from BYU with a bachelor’s degree in Nursing and a master’s degree in Health Care Systems Administration. Kim graduated with her Doctorate of Nursing Practice from the University of Utah. Kim is trained in Trust-Based Relational Intervention (TBRI), Theraplay, and Attachment-Focused Family Therapy (AFFT).

Candace Basile is a Licensed Clinical Social Worker (LCSW) with the state of Utah with experience in residential and outpatient therapy. This includes individual, couple, family, and group therapy with children, adolescents, adults, and seniors. Candace earned a Master of Social Work (MSW) from the University of Southern California majoring in mental health with a minor in military lifestyle.

Tiffany Grimes is a Clinical Social Worker (CSW) and earned her Masters of Social Work degree (MSW) from Simmons University, Boston, Ma., in 2020 and is a Clinical Social Worker (CSW) in Utah. Tiffany has experience working with individuals who struggle with anxiety and depression and other mood disorders. She has experience in behavioral modification, Narrative Therapy, Family Therapy, Play Therapy, and is also certified in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Tiffany finds joy and hope in working with children, teens, and their families.

Janis Hovi is a Clinical Social Worker (CSW) Janis graduated from the University of Western Ontario with a Bachelor of Science in Nursing and from the University of Ottawa with a Master of Health Administration.  More recently, she graduated from Widener University in Chester, Pennsylvania with a Master of Social Work.  Clinical experience in the mental health field has included addiction and recovery, trauma, anxiety, and depression with adults, children, adolescents, and families.

Tyler Young is a Licensed Clinical Mental Health Counselor (LCMHC)with experience working with children on the autism spectrum, teens struggling with substance abuse, strained family relationships, anxiety, depression, self-harm, and suicidal ideation. Tyler earned his undergraduate degree in Psychology from Southern Utah University. He went to graduate school at Gonzaga University where he earned a master’s degree in Clinical Counseling.

Andrea Rubido is a Clinical Social Worker (MSW, CSW) Andrea is a Clinical Social Worker who earned her Master of Social Work Degree (MSW) from Utah Valley University. Working as a school social worker, Andrea has extensive experience with children struggling with anxiety, trauma, anger management, and emotion regulation. Andrea is skilled in the field of mental health with training and experience in addiction and recovery, trauma, anxiety, family reunification, depression in adults, adolescents, and families. Andrea truly enjoys being part of the process of healing and recovery of children, teens, and their families.

Mandi Biesinger is a Licensed Clinical Social Worker (LCSW)  Mandi graduated from Brigham Young University with a bachelor’s degree in Psychology and a master’s degree in Social Work. She has specialized training in play therapy, parenting and family support, emotional regulation and attachment. She has experience working with individuals of different religious, ethnic, and cultural backgrounds as well as individuals of the LGBTQIA+ community.


Savannah Roll is a Licensed Clinical Social Worker (LCSW). She attended Brigham Young University where she received degrees in Sociology and later Social Work. Savannah has experience working with children and teens (3-18) and families that have experienced anxiety, depression, ADHD, and trauma. Savannah believes that hope and healing is possible for all and looks forward to engaging with children, teens, and the entire family in the therapeutic process.  Savannah enjoys spending time with her puppy named Birdie, and is working on getting her certified as a therapy dog so that you can enjoy time with Birdie too! She enjoys spending time with family and friends, going for drives, and eating good food.

Kayla Denter, LCMHC worked in healthcare for many years before earning her masters degree in counseling. This experience greatly influences how she works as a clinician, and has for the past four years as she has worked with adolescents and families in residential treatment. She enjoys working with teens who suffer from depression, anxiety, substance use, and trauma as well as those on the autism spectrum. Kayla received her bachelor’s degree in psychology from the University of Utah in 2015, and a master’s in clinical mental health counseling from Westminster College in 2018. She describes herself as a relational therapist, and focuses on how interpersonal process can be used to help clients. She has also been trained to use DBT, CBT, EMDR, and ACT, and is currently expanding her knowledge in these areas any time she gets the chance! While not at work, Kayla enjoys spending time with her family. She is an avid reader, loves to go camping, and has travelled to various places around the world.

Valerie Peterson

Valerie Peterson is a 2nd-year intern working on finishing her Master’s Degree in Clinical Social Work and will graduate in December from Arizona State University. She is passionate about helping families flourish and is excited to be part of the Families First Mental Health Team. She has experience working with individuals struggling with anxiety, depression, emotional regulation, grief, and trauma. In addition, she has experience using CBT, DBT, IFS, and creative therapies (art, sand tray, narrative, and play) to help individuals and families increase their emotional intelligence and resilience to improve relationships and manage the challenges life brings.

Carian McLean, PMHNP is dual certified as a Psychiatric Mental Health Nurse Practitioner and a Nurse Midwife. She is originally from Chicago and moved to Utah in 2020. She began her journey towards providing mental health services while at Oberlin College, where she majored in Psychology and worked with women and adolescents impacted by trauma in the surrounding community. Since then, Carian has continued to work with adolescents and women as a counselor and nurse at Planned Parenthood before becoming a Midwife in her neighborhood outside of Chicago. She attended the University of Massachusetts for her nursing degree and the State University of New York for her Masters of Nursing degree.

Throughout her career, providing supportive mental healthcare has been an underlying component of her practice. She returned to school, attending Frontier Nursing University, for a Postgraduate Certification as a Psychiatric Mental Health Nurse Practitioner. Carian has experience working with children and adolescents in both outpatient and inpatient settings at Primary Children’s Wasatch Canyons Behavioral Health. When working with kids and their families she utilizes a holistic approach; considering the impact of stress, sleep structure, nutrition, relationship dynamics, and thinking patterns on emotional health, coupled with thoughtful medication therapy. Additionally Carian stresses the importance and finding happiness in our daily lives and she herself enjoys hiking, cooking, reading and spends many hours in her clay studio.

Kelsie Bamforth is from Orem, Utah. She graduated with a nursing degree from Utah Valley University and worked as a nurse in the ER and ICU. She decided to transition to psychiatry after seeing the need for mental health providers. She graduated with a Doctor of Nursing Practice in psychiatry from the University of Utah. Her doctoral project focused on implementing an eating disorder screening tool at an outpatient community health clinic. Her experience as a psychiatric NP has been largely in outpatient community mental health clinics. She loves working with kids, teenagers, and young adults with a variety of mental health conditions. She has experience working with pediatric clients that present with complex disorders including anxiety, depression, ADHD, ODD, DMDD, trauma, autism, attachment disorders, OCD, and bipolar disorder. She enjoys working with families and clients to create a treatment plan tailored to their needs. 

Kelsie loves spending time with her husband, son, and 2 dogs. She enjoys doing anything outside, reading, and baking.

Johnathon Peterson is a ACMHC with experience working with children struggling with managing their emotions, teens who experience substance abuse, anxiety, depression, self-harm, suicidal ideation, adoption, families, and ADHD. Johnathon earned his undergraduate degree at BYU-Idaho. He went to graduate school at Montana State University Billings where he earned a Master of Science in Clinical Rehabilitation and Mental Health Counseling (MSCRMHC) degree. Johnathon loves spending time with his wife and two kids, playing video games, sports, and watching just about any Star Wars show/movie.

What is Mental Health? 

MentalHealth.gov defines mental health as “our emotional, psychological, and social well-being. It affects how people think, feel, and act.” While regular immunizations and medical checkups are important, mental health is an equally critical component of overall well-being. 

State of mental health can be determined by a multitude of factors: from life experiences like trauma, family history of mental illness, and biological factors such as brain chemistry. Not one factor determines mental health, a variety of situations contribute to how a person is feeling at any given moment. 

Mental health is not only a consideration for adults, but for children as well. Mental health is critical to how individuals develop socially and cognitively, from early childhood all the way through adulthood. It is especially important in a family environment; the mental health of one individual, whether a parent or a child, could affect the entire family. 

Why is Mental Health Important? 

Mental health is important since it can impact every aspect of life. Mental health is like an ecosystem, with interlocking factors coming together to influence how a person feels on a day-to-day basis.

Mental health can impact everything from relationships, jobs, schoolwork, and even whether or not someone enjoys the activities they normally enjoy. The current state of a person’s mental health determines how they handle stress, relate to friends and family, and how they make choices. Simply, mental health affects how people navigate through the world around them.

Taking care of one’s mental health is just as important as physical health. Since mental health impacts every aspect of life, maintaining a positive baseline of mental health is critical.


When to See A Mental Health Professional

Recognizing when it is time to get help can be challenging and depends on the situation. The National Institute of Mental Health (NIMH) recommends that for children, the earlier treatment is started, the better. While it can be hard to tell if a child’s behavior is simply a part of adolescence or a problem to discuss with a mental health professional, the NIMH recommends a young child may benefit from counseling if they:

  • Have frequent tantrums
  • Complain about health issues such as stomach aches or headaches with no known medical cause
  • Sleep too much or too little and have low energy
  • Are not interested in playing with others
  • Recently began struggling academically
  • Repeat actions or check things many times

For older children or teens, the NIMH recommends seeing a mental health professional if they: 

  • Have lost interest in things they used to enjoy
  • Spend too much time alone
  • Sleep too much or too little and have low energy
  • Engage in self-harm behaviors
  • Engage in risky or destructive behavior
  • Report that someone is trying to control their mind or are hearing things others cannot hear

If you’re concerned about your child’s behavior, then it’s likely time to see a mental health professional. 

How Families First Pediatrics Can Help

Families First Pediatrics specializes in providing mental health treatment for children and families. A mental health professional will first meet with you to perform an initial evaluation where goals for counseling will be discussed. Families First Pediatrics will work with you to develop a plan that fits your needs.

Families First Pediatrics mental health services may include help in the following areas:

  • Diagnostic Evaluations
  • Individual Therapy
  • Group Therapy
  • Parent Training
  • Medication Management

We evaluate, provide treatment, and find appropriate services for children and families in Utah with the following challenges or difficulties:

  • Asperger’s Disorder
  • Attention-Deficit/Hyperactivity Disorder
  • Autism
  • Bipolar Disorders (Manic Depression)
  • Conduct Disorder
  • Depressive Disorders
  • Developmental Disorders
  • Encopresis (fecal incontinence)
  • Enuresis (involuntary urination, especially by children at night)
  • Generalized Anxiety Disorder
  • Parenting Skills Training
  • Habit Related Disorders
  • Learning Disorders
  • Obsessive-Compulsive Disorder
  • Oppositional Defiant Disorder
  • Panic Disorder
  • Phobias
  • Post-Traumatic Stress Disorder
  • Preschool Disruptive Behavior
  • Selective Mutism
  • Separation Anxiety Disorder
  • Sleep-Related Difficulties
  • Social Anxiety
  • Trichotillomania

Contact Our Mental Health Professionals Today

Sometimes taking the first step is a challenge but Families First Pediatrics is here to help by providing you and your family the appropriate mental health services that your family needs. Contact us at one of our pediatric locations in South Jordan and Riverton.

Frequently Asked Questions About Mental Health:

What does a mental health counselor do?

Mental health counselors meet with you (or your family) to assess what mental health services you may require. Once we understand your unique situation, Families First Pediatrics works to develop the appropriate plan of action to provide the mental health services you, your child, or your family needs. 

What does a pediatric social worker do?

Pediatric social workers work in both inpatient and outpatient medical settings to provide assistance to children who are experiencing either chronic medical conditions or several medical conditions. Pediatric social workers also work with families to provide emotional support and care coordination services, along with communicating with medical teams and other important resources. If your child is experiencing a chronic medical condition or several medical conditions, Families First Pediatrics can help by providing critical resources.

When to seek mental health services?

If you notice a drastic change in the mental health of you or a family member, then it is time to seek mental health services. For more information, see the National Institute of Mental Health’s page of warning signs.  

When to seek counseling for a child?

If your child is showing unusual behavior such as tantrums, too much or too little sleep, lack of energy, struggling academically, repeating actions, engaging in risky or self-destructive behavior, it may be time to seek counseling and mental health services for your child. The National Institute of Mental Health recommends that the sooner a child begins treatment, the better. Contact Families First Pediatrics or a mental health professional if you believe your child needs care. For more information on when to see a counselor for older children and teens, visit our blog

How are mental health services paid for? Does Medicaid pay for mental health services?

According to MentalHealth.gov, the Affordable Care Act requires most individual, small group, and Medicaid health insurance plans to cover mental health services. Employer’s plans differ on whether mental health services are covered. The best way to determine if your insurance covers mental health services is to look at your plan’s enrollment materials or to get in touch. To see which health insurance plans we accept, see our health insurance page.

Mental Health Resources

Resources for Anxiety

Diagnosis and Support

National Institute of Mental Health (NIMH) 

Mental Health

American Academy of Child and Adolescent Psychiatry (AACAP)

National Alliance for the Mentally Ill (NAMI) 

Utah Parent Center


Calm – Meditation and Sleep Stories

Mindshift CBT Anxiety Canada – Anxiety Self Check-in and Adjust Your Thinking

Headspace – Stress Less and Relaxing Sounds

MoodTools – Depression Help

Breathe, Think, Do with Sesame – Sesame Street – problem-solving, self-control, planning, and task persistence

Mightier – Build Emotional Strength

Books for Anxiety

Stop Anxiety from Stopping You

by Dr. Helen Odessky

Jonathan James and the Whatif Monster

by Michelle Nelson-Schmidt

Outsmarting Worry

by Dawn Huebner, Ph.D

Worry Says What?

by Allison Edwards

Coping Skills for Kids Workbook

by Janine Halloran, MA, LMHC

What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety

by Dawn Huebner, Ph.D

The Anxiety Cure for Kids: A Guide for Parents

by Elizabeth DuPont Spencer, M.S.W.

Robert L. DuPont, M.D.

Caroline M. DuPont, M.D.

If Your Adolescent Has An Anxiety Disorder: An Essential Resource for Parents

by Edna B. Foa, Ph.D

Linda Wasmer Andrews

Help for Worried Kids: Your Child Can Conquer Anxiety and Fear

by Cynthia G. Last, Ph.D

The Anxiety Workbook for Teens

by Lisa M. Schab, LCSW

Keys to Parenting Your Anxious Child

by Katharina Manassis

Treating Childhood and Adolescent Anxiety: A Guide for Caregivers

by Eli R. Lebowitz

Haim Omer


Worry Wise Kids www.worrywisekids.org

Kids Health https://kidshealth.org

Child Mind https://childmind.org

Anxiety and Depression Association of America https://www.adaa.org

National Institute for Mental Health www.nimh.nih.gov 

Help Guide www.helpguide.org

Gozen-Stress & Worry Management www.gozen.com

Download the Anxiety Resources PDF


Resources for Depression

Depression is not a personality or character flaw. Depression does not define who a person is or make them any less of a person. It is a condition, like diabetes or the flu and should not yield feelings of shame.

Diagnosis and Support

National Institute of Mental Health (NIMH)

American Academy of Child and Adolescent Psychiatry (AACAP)

National Alliance for the Mentally Ill (NAMI)

Anxiety and Depression Association of America

Coping Skills/Tools

  • Self Care: eat healthy, exercise daily, get appropriate amount hours of sleep based on the age of the individual, maintain positive relationships with family and friends, engage in fulfilling hobbies or activities. 
  • Make and keep supportive friendships and other relationships. When depressed, it is important to challenge the inclination to isolate. Connection is one of the greatest tools for fighting depressive symptoms. 
  • Deep breathing: Take a deep breath in through the nose – pause – then breathe out slowly through the mouth.
  • Progressive muscle relaxation: Tense muscle groups in the body one at a time, then relax that muscle group for 15 seconds before moving to the next muscle group
  • It is important to acknowledge what can and cannot be controlled, focusing on things that can be controlled.
  • Avoid guilt, shame, or blame. Focus instead on problem-solving, and how to move forward.
  • Identify and talk about feelings with a trusted adult. 
  • Break down chores and tasks into smaller steps. This can be motivating and help prevent from feeling overwhelmed.
  • Challenge unhealthy or unhelpful thoughts: Avoid thinking traps such as over-generalization, all or nothing thinking, mind reading, and jumping to conclusions. Identify and challenge these unhealthy thoughts and try to replace them with a more helpful thought. 
  • Practice mindfulness or grounding exercises. 
  • Draw or write about feelings. 
  • Listen to music or play a musical instrument. 
  • Get outside and go for a walk or hike. 
  • Visualize a calm and peaceful place: notice what you see, hear, smell, taste, and touch. 
  • Ask for help, Cuddle, or play with a pet, Get or give a hug. 
  • Get moving: engage in intensive cardio exercise (such as running) for 30 minutes. 
  • Stay focused and centered in the present (don’t dwell on the past or worry about the future).

Parental Support

  • If there are firearms in the home, ensure they are locked up and not accessible to children
  • Reach out to a professional or school counselor for help. 
  • Be responsive instead of reactive when talking to a child. 
  • Communicate availability and openness to talking about problems and feelings
  • Avoid lecturing that may cause disconnection
  • Together, come up with a plan to manage screen-time
  • Assist with self-care by structuring bedtime and sleeping routines, and encouraging healthy eating practices, and regular exercise.
  • Give hugs multiple times everyday
  • Maintain consistent family routines and rituals, such as eating dinner together as a family
  • Remember that it is not your job to “fix” your child, but to be his or her advocate and cheerleader.


SafeUT – Crisis Text and Tip Line for Students and Parents

Virtual Hope Box – Tools for Coping, Relaxation, Distraction, and Positive Thinking

Mindshift – Anxiety Self Check-in and Adjust Your Thinking

Headspace – Stress Less and Relaxing Sounds

Stop Breathe and Think Kids – Kids Meditation and Better Sleep

Happify – Activities, Games, and Meditation for Overcoming Negative Thoughts and Stress

What’s Up Coping tools for Depression, Anxiety, Anger, and Stress

MoodTools Depression Help

Books To Help With Depression

Conquer Negative Thinking for Teens

by Mary Karapetian Alvord, Ph.D

Anne McGrath, MA

Beyond the Blues

by Lisa M. Schab, LCSW

Don’t Let Your Emotions Run Your Life for Teens

by Sheri Van Dijk, MSW

Adolescent Depression: A Guide for Parents

by Francis Mark Mondimore, MD

Patrick Kelly, MD

My Feeling Better Workbook

by Sara Hamil, LCSW

How To Get Unstuck From the Negative Muck

by Lake Sullivan, Ph.D

My Many Colored Days

by Dr. Suess

The Way I Feel

by Janan Cain


Kids Health

Child Mind

Help Guide

National Institute for Mental Health

The Imagine Project Inc.

Download the Resources for Depression PDF


Resources for Families and Children with ADHD

Diagnosis and Support

CHADD – Children and Adults with Attention Deficit Disorder
A non-profit organization designed to help educate, support, and advocate for families affected by ADHD. Information available about local support groups, parent to parent training, conferences, etc.

Utah Parent Center – Parent Resources and Education 

Jordan Family Education Center – Parent Information/Education Center

Books for ADHD

ADD-Friendly Ways to Organize Your Life

by Judith Kolberg

Kathleen G Nadeau, Ph.D

ADD and the College Student: A Guide for High School and College Students with Attention Deficit Disorder, Revised Edition

Edited by Patricia O. Quinn, M.D.

ADD Quick Tips

by Carla Crutsinger

Debra Moore

Driven to Distraction

by Edward Hallowell, M.D.

John J. Ratey, M.D.

8 Keys to Parenting Children with ADHD

by Cindy Goldrich

Executive Skills in Children and Adolescents

by Peg Dawson

Richard Guare

From Chaos to Calm: Effective Parenting for Challenging Children with ADHD and Other Behavioral Problems

by Janet E. Heininger, Ph.D

Sharon K. Weiss, M.Ed.

The Gift of Adult ADD

by Lara Honos-Webb, Ph.D.

Late, Lost, and Unprepared: A Parents’ Guide to Helping Children with Executive Functioning

by Joyce Cooper-Kahn, Ph.D.

Laurie Dietzel, Ph.D.

Smart but Scattered

by Peg Dawson, Ed.D.

Richard Guare, Ph.D.

Smart Kids with Learning Difficulties (includes ADHD)

by Rich Weinfeld

Linda Barnes-Robinson

Sue Jeweler

Betty Roffman Shevitz

Taking Charge of ADHD: The Complete, Authoritative Guide for Parents

by Russell A. Barkley, Ph.D.

Teaching Teens with ADD & ADHD

by Chris A. Zeigler Dendy, M.S.

You Mean I’m Not Lazy, Stupid, or Crazy?

by Kate Kelly

Peggy Ramundo

Resources for Autism Spectrum Disorder

The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders is the main diagnostic reference used by mental health professionals and insurance providers in the United States. The current (fifth) edition, which was published in 2013, is commonly referred to as the “DSM-V.”

Diagnostic Criteria for Autism Spectrum Disorder

    • Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive):
      • Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
      • Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and non-verbal communication.
      • Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
    • Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive):
      • Stereotyped, or repetitive motor movements, use of objects, or speech (e.g. simple motor stereotypes, lining up toys or flipping objects, echolalia, and idiosyncratic phrases).
      • Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g. extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take the same route or eat the same food every day).
      • Highly restricted, fixated interests that are abnormal in intensity or focus (e.g. strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).
      • Hyper- or hypo- reactivity to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
    • Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capabilities, or may be masked by learned strategies in later life).
    • Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
    • These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

Testing, Treatment and Therapy Options

Some options for ASD testing and treatment in the Salt Lake Valley are, but not limited to:

  • Neuro Assessment and Development Center
  • Wasatch Pediatrics
  • Psychological Solutions
  • Autism Solutions
  • University Autism Spectrum Disorder Clinic
  • Utah Autism Academy
  • Autism Assessment and Treatment
  • Autism and Behavioral Intervention
  • Coping Cat Program

Common Testing Measures to help provide a diagnosis of Autism Spectrum Disorder are:

  • Autism Diagnostic Observation Schedule, 2nd ed. (ADOS-2)
  • Childhood Autism Rating Scale, 2nd ed. (CARS-2)
  • Childhood Autism Rating Scale, High Functioning Version, 2nd ed. (CARS-2-HF)
  • Gilliam Autism Rating Scale, 2nd ed. (GARS-2)

Once your child has an ASD diagnosis there are a variety of therapy and treatment options.  Common therapies include, but are not limited to:

  • Applied Behavioral Analysis (ABA)
  • Naturalistic Developmental Behavioral Interventions (NDBI)
  • Pivotal Response Training (PRT)
  • Cognitive Behavior Therapy (CBT)
  • Social Skills Training
  • Speech Therapy
  • Occupational Therapy

Books and Resources

Why Choose
Families First Pediatrics?

"Very personable, and really takes the time to answer any questions and make you feel comfortable. Everyone on the staff was very friendly and helpful. My toddler loved coming here, and so did I."

- Bonnie E. -

"We have 3 little boys under the age of 7. Dr Zarbock is such a fun doctor! My boys love him and he is super knowledgeable. I feel like we are always treated well and other than the fact that we are usually sick when we go there it is a very pleasant experience!"

- Andrew Brown -

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