FREE PORTLAND AND SW WASHINGTON’S ONLY MAGAZINE FOR AUTISM SPECTRUM DISORDER
FALL 2014
ANIMAL-ASSISTED THERAPY BUILDING SOCIAL SKILLS THROUGH NATURE SOCIAL SECURITY DISABILITY INCOME (SSDI) DIGITAL EDUCATION INCLUSIVE CHILD CARE QIGONG SENSORY TRAINING INSTITUTE
Special Needs Planning Every parent of a special needs child asks themselves
“What will happen to my child when we’re gone?”
We can help you find the answers Special Needs Trusts Guardianships and Conservatorships Sorting Out SSI & Medicaid Asset Protection Plans Wills Living Trusts Financial Powers of Attorney To order a free copy of our Legal/Financial Planning Guide, call (503) 245-0894 or visit our website at naylaw.com
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FALL 2014
contents
Inclusive child care
F E AT U R E D S E C T I O N S Lifespan
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Social Security Disability Income (SSDI)
Navigating the hurdles of applying for SSDI with an autism diagnosis.
Recreation
Health & Wellness
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Dressing to accommodate sensory sensitivities
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“My Turn�
Breaking down Sensory Processing Disorder (SPD) and ways to find accommodating clothing. One story of life with autism.
Therapy
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Building social skills through nature
Getting outdoors presents the perfect opportunity for practicing social skills.
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Animal-assisted therapy
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Qigong
Using boffer to build relationships
Autism advocate Jonathan Chase leads simulated handheld combat using padded mock weapons.
The many benefits of using animals as a therapeutic option. Finding relief of autism symptoms through touch.
Education
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Bullying 101
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Digital education
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Inclusive child care
Forging strong skills and strategies to combat bullying. Tapping into digital options for learning. Finding the right fit for a special needs child. www.spectrumsmagazine.com
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FROM the PUBLISHER
FALL 2014 | VOLUME 2, ISSUE 3 SPECTRUMS MAGAZINE LLC Courtney Freitag, Founder and Publisher
Road trips. Weekend staycations. Swimming pools. Family movie nights. Summer is winding down and the new school year is in full swing. I dubbed our 2014 summer “White Knuckle Summer,” intent of loosening the grip on the rigid routine and embracing unexpected adventures. Following his lead, my son demonstrated some nice strides in practicing some flexiblity and trying new things. Last minute playdates? Check. Pack a picnic and head to the river? Check. Stay in pajamas all day and watch movies? Check. Our family relished in the flexible schedule and witnessed some marked growing and bonding—by all of us. As school doors reopen, many families search for ways to supplement their child’s education. Traditional brick and mortar K-12 schooling isn’t for everyone. Flip to page 18 to read about some options for digital education, from full-time online schooling to supplementing certain areas of need. There are literally hundreds of options to find individualized ways to tailor your child’s education—from the comfort of home. Individualized? Check. Lots of options? Check. And as children head back into the classroom and navigate social hierarchies, opportunities for bullying begin to creep up. We review some strategies to empower children to become self-advocates and also create an open dialogue with educators and other families. Occupational therapist Joanna Blanchard reviews tips for setting personal boundaries and preventing children from becoming a target for bullying.
Mailing address: 1722 NW Raleigh Street, Suite 422 Portland, Oregon 97210 Phone: (971) 998-5967 • Fax: (971) 327-6702 www.SpectrumsMagazine.com courtney@spectrumsmagazine.com Connect with us online! /SpectrumsMagazine @SpectrumsMag SpectrumsMag Editorial Advisory Board: Genevieve Athens, Michael Brooke, Amy Donaldson, Karen Krejcha and Jody Wright Spectrums Magazine LLC makes no warranty, guarantee, endorsement or promotion of any service, provider or therapy option listed in this publication or its website (www. spectrumsmagazine.com). This is a free community magazine created as a courtesy to the public. Spectrums Magazine LLC cannot be held liable for any action or decision based upon information found in this publication or the magazine’s website. It is the responsible of individuals to discuss any therapy or treatment option with the care team. Every effort is made to ensure accuracy and verify information, however readers using this information do so at their own risk. No part of this publication maybe reproduced or transmitted without prior written consent from the publisher. ©2014 All rights reserved.
Empowering? Check. Collaborative approach? Check. So, while we return to the routine, I hope that our “white knuckle” experiment this summer will begin to have some ripple effects. It was a nice trial to see not just what my son is capable of, but our entire family as a unit. Balance? Check. Progress? Double-check.
Courtney Freitag Founder and publisher
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ON OUR COVER Animal-assisted therapy, has long been used in the autism community to establish independence and create connection. Equine therapy, such as our featured cover photo, uses horses to aid those on the spectrum. Read more about animal-assisted therapy on page 28.
Open 7 Days a Week 9 a.m.-6 p.m. Speech Therapy Occupational Therapy Play/Social Skills Training Academic Tutoring Private OT Gyms Dedicated Outdoor Therapy Space Low Sensory Waiting Room Available Self-Care Teaching Room Practitioners work as independent businesses
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lifespan IDEAS AND TOPICS FOR ALL
IN THIS SECTION Social Security Disability Income (SSDI).................................................8
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AGES AND STAGES
Dental care for families of children with special needs Make a trip to the dentist more smile-worthy. At Providence Specialty Pediatric Dental Clinic, children and young adults receive excellent dental care in a safe, fun environment. Our dentists and staff welcome patients ages birth to 26 with behavioral, developmental and medical needs, and their siblings too. We’re changing the world of special-needs pediatric dentistry, one smile at a time! For more information, call 503-215-1056 or visit www.ProvidenceOregon.org/pediatricdental. Providence Child Center • 830 NE 47th Ave. • Portland, OR 97213
Providence Child Center offers families of children with special needs comprehensive services through Swindells Resource Center, Providence Neurodevelopmental Center for Children and the Center for Medically Fragile Children. www.spectrumsmagazine.com
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LIFESPAN
Social Security Disability Income (SSDI): Understanding coverage for those with autism
By Melissa Kenney, Esq.
When you (or someone you love) have autism, attending school or working in a neurotypical world can be overwhelming. Attention deficits, sensory and muscle motion problems, and social/communication misunderstandings can prevent one from being able to independently adapt and perform work or school tasks in typical environments. The Social Security Administration (SSA) considers autism a complete disability in children and adults when certain criteria are met. But how will you know if you should even apply? If you have a young adult who is about to turn 18, you may be scared that he or she might not qualify for disability help even though your young adult does not have the skills to obtain or hold a job. And if you yourself have autism, you might wonder whether it is autism preventing you from succeeding in a job or whether you just need to find that perfect fit instead.
Abe’s parents applied for Abe’s SSI because they lost their home, assets and income due to Abe’s mother’s medical problems when Abe turned 11. As an 11-year-old, Abe’s attention problems in class caused poor grades except in his favorite class (math). Abe was diagnosed with Asperger’s syndrome when younger, but no longer met DSM-5 criteria for autism. In spite of occasional irritability caused by being around certain lighting or sounds, Abe can talk to others to share ideas and complete schoolwork with reminders to stay on task.
Children on the spectrum.
Abe has two friends from special education classes who also share similar interests. Although Abe gets anxious about changes, he doesn’t blow up or hit others when faced with a change in routine. Abe can’t make small talk and appears shy, but all his teachers say he is easygoing and polite in class, even when inattentive. Finally, Abe is fully toilet trained, doesn’t wet the bed and can bathe, feed and dress himself without help, although his parents have to give him reminders.
Families eligible to receive Medicaid and/or food stamps often fit SSA’s allowable income limit. Abe’s parents would first need to see if they qualify financially. Then, to decide if Abe is disabled under SSA regulations, SSA needs evidence from a doctor (Ph.D., Psy.D., or M.D.) and medical records with clinical findings and test results.
In the above example, SSI would deny Abe’s disability application because his spectrum disorder doesn’t cause serious problems in his functioning in school, having friends, communicating, or self care. Based on these facts alone, Abe would appear to have moderate problems at best.
SSA also looks at detailed statements from family/ friends, caretakers, therapists and teachers. The medical evidence from the doctor, based on teacher or treating therapy reports, parent reports and independent testing. Statements from others must identify that Abe has deficits in reciprocal social interaction (e.g., doesn’t know how to play with others, still engages in parallel play beyond typical age), deficits in communication (e.g., at least 1 ½ to 2 standard deviations below the mean for his age), deficits in age-appropriate imaginative play or concepts as well as restricted activities and interests.
Young adults on the spectrum.
Here is what SSA looks for when evaluating children, young adults and adults on the spectrum. Let’s use Abe, a male with a spectrum disorder, as our example.
Abe’s doctors must then provide an assessment opinion showing how these deficits cause serious limitations in at least two of the following areas of functioning: communication/cognitive functioning, social functioning, personal functioning, and/or sustaining concentration, persistence or pace. Most parents think their child qualifies for disability only
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because she or he is diagnosed with autism or Asperger’s syndrome. This is not the case. Below is an example showing how Abe likely will NOT qualify for disability:
SSA determines an adult is disabled if she or he either is severely impaired and meets SSA’s definition of autism impairment, OR if an adult with autism can’t do the work at his/her education level or training or work simple enough to learn within 30 days or less. When Abe turned 18, different medical and non-medical rules determine if Abe qualifies for SSI disability. His parent’s income does not count; only his income and resources (which can include free room and board if he still lives with his family). Our Abe is intelligent, but needs a lot of supports and reminders to stay on task for a job, remain physically clean and to interact appropriately with others. (SSA does NOT consider whether Abe could successfully interview to obtain a job, but SSA can look at evidence showing Abe’s lack of social skills prevent him from Continued on next page
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Social Security, continued from page 8 working well with coworkers, supervisors and the public). SSA needs evidence to decide if Abe’s limitations prevent him from being successful at competitive employment— as opposed to a sheltered work environment where disabilities are accommodated by the employer, and performance is not measured against neurotypical people. In general, Abe must prove he is too disabled to work with (1) medical records and testing results; (2) school IEPs and functional assessments; (3) his testimony describing his limitations (which should parallel with what he tells his doctors, therapists, or is demonstrated in assessments); and (4) witness descriptions of his problems and limitations in social interactions, self care, persistence and pace on tasks or hobbies.
Vocational assessments should indicate limitations, a requirement for sheltered work or a reduced pace as strong evidence for SSDI.
Because Abe is so young, Abe should be enrolled in vocational rehabilitation, and, very importantly, should obtain a vocational assessment. Abe’s vocational assessment should contain a summary of his medical history, testing results and opinions, summary of his IEP goals that were achieved and not achieved, and what jobs, if any, Abe can perform with his limitation.
who can describe Abe’s limitations they personally observed. They should be able to describe limitations in concentration, pace and persistence at tasks, social interactions and self-care. If a medical professional or therapist observed these same limitations, they should be fully documented in Abe’s medical, therapy and/or vocational records as well.
If his vocational assessment says Abe can only work parttime because of his limits, or requires sheltered work that permits constant redirection and a reduced work pace below normal, then Abe’s vocational assessment provides strong evidence that Abe is unable to work full-time in competitive employment. If Abe obtained disability, SSA likely would review his case every several years to see if Abe learned enough skills (whether educational or adaptive skills) to be able to work in spite of his disabling condition.
Finally, if Abe was over the age of 18 and diagnosed with autism before age 22, he can get additional financial benefits through his retired or deceased parent’s SSDI, as long as he never married.
Older adults on the spectrum. Imagine if Abe’s loving parents owned a small quiet corner market where Abe would help out by running a cash register, stocking shelves and answering phones. The store rarely had more than three to five customers at a time. Abe wasn’t really very good at the job because he needed a lot of reminders, was slow and couldn’t make eye contact with customers, but since everyone knew him, people were patient. Abe tried living on his own, but was kicked out of his apartment because he never cleaned the place and it attracted vermin. Abe rarely bathed, too, and his brother always brought him clean laundry because Abe never remembered to do it himself. When Abe turned 40, his parents closed the store and retired. Abe tried to find work: with his high school education, some vocational training and experience at his parent’s store, no one hired him. He decided to apply for disability. Under SSA regulations, the same proof that Abe needed at 18 still applies. In addition, Abe should also get witness statements from third parties that are not his family, such as former customers, neighbors, or family friends
In our practice, the biggest hurdles for our clients with autism are that they possess exceptional gifts and intelligence, but also possess significant limitations in self-care, ability to work with others and ability to stay on task. Many of our clients succeeded in college only due to a sheltered parental home environment where others made sure basic hygiene standards, class registration and attendance take place. Because of their parents’ well-intentioned supports, our clients with autism get an education, but are unable to transfer their education to an independent work environment. Most SSI analysts and administrative law judges see only high IQ scores, and conclude that a high IQ shows an ability to work. As such, parents and family need to be sure to provide SSA college attendance records, journals, receipts and other records. These should demonstrate that their adult children receive significant social, self-care and work supports from family and community. Melissa Kenney, Esq. is a member of KP Law, PC, a social security and veteran’s disability law firm providing representation throughout the Pacific Northwest. In addition to pas work for people with disabilities and involvement in disability rights groups, Melissa is also a proud parent to her neurotypical step-daughter, her spectrum son and her neurotypical daughter.
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recreation INCLUSIVE WAYS TO HAVE FUN
IN THIS SECTION Building social skills through nature.........................................12 Boffer: weaponry that teaches..................................................... 14
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Family-Centered, Child-Driven, Therapist-Led Occupational Therapy • Speech-Language Therapy Counseling • Dance-Movement Therapy Ongoing Parent Support and Parent Counseling Groups
1425 N Killingsworth Street, Portland www.sensorykidsot.com • (503) 575-9402
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RECREATION
Building social skills through By Elizabeth Sautter, M.A. CCC-SLP
Outdoor activities foster opportunities for exploring new things, building imagination and increasing social competence. Getting in touch with nature gives your child a chance for outdoor play and exploration, and also offers teachable moments where you can nurture social and emotional skills. Next time you are outdoors, practice one of these activities with your child:
Nature Walk
Why not build social skills while also getting some exercise? While walking, help your child make observations about the environment. What does it mean about a family if there are toys on their front porch or a doghouse in the yard? After the walk, your child can practice sharing information by telling other family members what’s new in the neighborhood.
Social Spying
While at the park, help your child build “social detective” skills by observing others and trying to determine their relationship to one another (e.g., mom and daughter,
Getting in touch with nature gives your child a chance for outdoor play and exploration, and also offers teachable moments where you can nurture social and emotional skills. 12 www.spectrumsmagazine.com
grandma and grandpa, etc.). Help your child understand the clues that show how people are connected, such as their body language and what they say to one another.
“I Spy”
This is an activity you can do in your own backyard or while walking. Begin by making smart guesses about what you and your child are seeing. For example, to describe a ladybug you would say, “I spy something red with black spots.” It will be up to the child to ask questions and determine what you are looking at.
Scavenger Hunt
In your backyard or another outdoor location, place clues around and have the child hunt for them to find the final prize. Start out with a verbal hint such as, “The first clue is under Dad’s favorite lawn chair.” If needed, help the child figure out the meaning of a clue. Being able to search for clues and follow directions supports social competence. Continued on next page
Nature, continued from page 14
Find Your Green Thumb
Gardening is a great outdoor activity to enjoy as a family. First, decide where to garden and what your child will plant. Whether you’re growing flowers, herbs, or vegetables, teach your child what is required to make them grow (water, sunshine, care, etc.). Create a schedule so your child will know when to water the seeds or plants. Your child will learn that it takes a lot of responsibility and nurturing to keep something alive, and it takes patience to watch it grow.
Get Artsy
At a park, beach, or in your backyard, create art using natural materials. Sticks, rocks, leaves, acorns, sand and shells are all terrific art supplies. Your child can practice planning and sequencing by imagining the artwork and then gathering the needed materials. Collaborating with a friend or sibling provides a chance to practice cooperation and perspective taking. And, your child can practice flexibility if a creation falls down, blows away, or doesn’t turn out quite as expected.
Not only will practicing social skills outdoors encourage your child to appreciate nature, but it will also increase observation skills that will carry over into other social situations. Remember, whether you are in your own backyard or far from home, there is a teachable moment waiting. Most of the activities described here and many others can be found in my book, Make Social Learning Stick! Elizabeth Sautter, M.A. CCC-SLP is co-director and co-owner of Communication Works (cwtherapy.com), a private practice in Oakland, Calif., offering speech, language, social and occupational therapy. She is the co-author of the Whole Body Listening Larry (socialthinking.com) books. Her most recent book is Make Social Learning Stick! How to Guide and Nurture Social Competence through Everyday Routines and Activities (aapcpublishing.net). Follow her on Facebook: /Make-Social-Learning-Stick and on Twitter @ MakeSocialStick.
SHARE PHOTOS OF YOUR OUTDOOR ADVENTURES ON OUR FACEBOOK PAGE!
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RECREATION
Boffer: weaponry that teaches Group activity teaches leadership and spatial awareness By Robert Parish
Jonathan Chase is an autism advocate, professional musician, TEDx presenter, board member of the Autism Society of Oregon and mentor to ASD parents and children. Obviously, the 31-year-old Portland resident has a wide range of diverse talents and special interests.
“At the most basic level, it’s fun. It’s a physical activity for people who are not physical and athletic. Everybody gets to win, and everybody loses. On a deeper level, I see it as a window I can use it to open up and teach things that are hard to teach without a good context.”
One of his interests, by any standard, is very special.
Jonathan notes that his boffer workshops aren’t all fun and games. Boffering teaches receptive language, group strategy, leadership and spatial awareness.
Several times a year, Jonathan, who was diagnosed with Asperger syndrome when he was 14, organizes playful interactive educational events called “Boffer Workshops.” That’s not a typo. The word is “Boffer.” So, what’s a “Boffer Workshop?” Jonathan’s definition: “Light contact battles with foam armaments designed to challenge individuals ages 10-30+ in a fun, safe collaborative environment.” In other words, live-action, non-life-threatening roleplaying.
“It’s a fun group activity. But, on a deeper level, I can use it to teach critical skills to the population that needs it the most. In a way, that’s fun.” For more information, or if you have a indoor space to donate, please contact jonathan@jonathanchase.net. Robert Parish is an autism activist and filmmaker who lives in Portland. His autism awareness films and books can be found on the web at: www.comebackjack.org. He is regular content contributor to Portland Radio Project, www.prp.fm.
Boffer armaments are handmade replicas of medieval swords, shields and hammers—think Mel Gibson’s personal hand-held arsenal in the movie Braveheart. Unlike the real thing, boffer weapons do not harm or maim. In fact, when one is struck by a boffer sword, laughter often follows the blow. “It was a hobby I had as a teenager,” Jonathan recalls. “My best friend John and I would build these things with our friends and have sword fights. When I started working in the autism community with teens and young adults through my mentoring business, I was looking for different activities.” One day, while meeting with a client, Jonathan decided to bring out one of his old foam swords for inspection and discussion. His client’s interest was strong, and the result was spectacular. Before long, the teenager who had trouble connecting with people he didn’t know, was running around in a field swinging a sword. “It lit a spark,” Jonathan says. From there, Jonathan started organizing and running group classes outdoors around Portland in the summertime. The group is actively looking for a donated space to hold workshops indoors during the fall and winter months. “The weapons are silly. They’re bright colored foam and tape and cloth swords, shields and axes,” Jonathan says.
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John Rahberger (left) and Jonathan Chase, friends since second grade, hold their handmade weaponry. [Photo by Robert Parish]
PlaySpace where kids connect
Therapeutic social skills groups for developing: Engagement Cooperation Communication Pretend play Friendships All groups at PlaySpace are designed to meet the needs of children ages 3-10 years who are experiencing communication, social, sensory and behavioral challenges. Groups run year round and can be billed to insurance
Contact us for more information: Call: 503.224.2820 Email: info@pdxplayspace.com Visit: www.pdxplayspace.com 1727 NE 13th Avenue • Portland, Oregon 97212
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education KNOWLEDGE TO EMPOWER FAMILIES AND PEOPLE ON THE SPECTRUM
IN THIS SECTION Bullying.......................................................................................................17 Digital education....................................................................................18 Inclusive child care.............................................................................. 20
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BULLYING 101:
Strategies for self-advocacy and prevention By Joanna Blanchard, OTR/L During elementary school, our family was able to partner with school staff to navigate most of the social issues that cropped up. However, middle school and high school is a totally different story for any child. For those with difficulty processing social cues in the first place, it can be very challenging.
Another important prevention technique is to take time to talk to your child about his or her day, which is often a challenge for children with autism. Making sure to communicate with school staff regularly via email, journal, or in-person is important, especially for nonverbal students.
Our oldest child, now entering seventh-grade, is on the very high end of the autism spectrum, coupled with intense ADHD. In the past, it seemed his lack of awareness about what his peers thought was a blessing. He didn’t worry about it, so neither did I.
If you are able to volunteer at your child’s school, it allows you to begin putting faces to the names of kids that your child talks about. Getting to know your child’s classmates first-hand enables you to help your child interpret difficult things, including tone of voice and sarcasm, and help you find solutions together.
Now that he’s more aware of social norms, things that other kids have moved past at this age still cut him deeply and cause anxiety. He often feels blind-sided, despite years of social groups and therapy. To help educate his peers, I’ve shown a video in his elementary classroom about bullying, talked about autism, drawn tangled neurons to emphasize that a person with autism has a bigger brain. This presentation was always as enlightening for me as it is for the kids—all who had the most amazing insights and questions. However, older kids tend to be more sophisticated and guarded about what they say in front of each other. This is challenging to approach talking about the subject without sounding “preachy.” I am not sure what to look for or say within an older, savvy group of kids to encourage social inclusion. “I’m not sure we can prevent bullying,” says Lori Ohama, a fourth-grade teacher in the Battle Ground School District and parent of two teens. “But we need to inform our kids of different forms of bullying, how to respond and make sure schools take it seriously.” She recommends parents and educators address each incident individually and promptly to ensure students that adults within the system will not fail them. Mark Moy, owner and head instructor at Moy Martial Arts and Tai Chi in Vancouver, has several tips to prevent bullying, and suggests scenario training with your child, asking: “What would you do if…” He also advises parents to have a “permission talk” with kids, giving your kids permission to say no to other people, setting personal boundaries and preventing being an easy target.
Some effective mantras our family has practiced over the include, “Fly under the radar like a stealth bomber” or “Lions look for the scared zebra,” which keeping a low profile, even if you want to be part of the action. Loud, silly, over-reactive, or attention-seeking behavior can call attention, attracting bullies. There are often indicators when your child is being bullied. These can be subtle and especially challenging to see in non-verbal individuals. Both Ohama and Moy say to look for changes in behavior, such as avoidance or withdrawal from participation in class or at recess. Moy and stopbullying.gov also list the following red flags: • Unexplained injuries • Unexplained damage or loss of personal items, including electronics, clothing, books or jewelry • Negative self-talk, such as “I’m stupid” or “I feel like killing myself” • Self-destructive behaviors, such as harming themselves or wanting to run away • Declining grades, avoidance of friends • Frequent headaches, stomach aches, or faking illness • Difficulty sleeping, nightmares • Loss of appetite, unexplained gain in appetite or binge eating (could be hungry from missing or avoiding lunch) Responding to actual bullying is stressful for everyone involved. Ohama recommends approaching administration consistently with every single incident. “Every time that something happens you have to email, call, or do both,” she says. “No matter what, you have to Continued on page 21 www.spectrumsmagazine.com
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EDUCATION
DIGITAL EDUCATION:
An alternative to traditional learning
By Alexis Morley As many parents of children on the autism spectrum will attest, traditional school settings may present the challenge of a one-size-fits-all approach to education. Several factors can inhibit the learning experience for a student with autism: teachers moving too quickly through material, multiple transitions throughout the day and general overall social requirements.
By being able to learn at an individual pace and adapt to unique learning abilities and style, online students can take extra time to absorb information without the pressure of holding back a whole class. Learning online can provide deeper instruction in specific areas of need, whereas some teachers in a traditional setting are constricted by time and a high student ratio.
Luckily, there are a number of alternate options offering a different pace and path to education. Online education is one option and can provide either supplemental or fulltime instruction for students with ASD.
Alternatively, students who are able to move through subjects quickly no longer grow bored or distracted waiting for other students to complete a lesson. Time4Learning is designed to let students separate their math and English work rates to approach learning each subject at different rates as needed.
At first glance, the world of online education can be vast and overwhelming. One way to determine which option provides the best support for your child is to consider if you’re looking for the entirety of his or her’s education to be online, or if you’re looking for more supplemental opportunities. For those looking to get out of the physical classroom completely, organizations like Connections Academy or Time4Learning offer complete curriculums for parents to use at home. Connections Academy is a free, online public school where students in grades K-12 study both the basics, as well as electives in areas such as art history or technology. Supplemental field trips and online forums allow students to connect with others in small, contained groups. Time4Learning, an online paid service specifically geared toward students with autism, also provides pre-K-12 students with the core subjects and electives in economics or health. Both programs allow users to work at their own pace, highlighting a reason that online education is a good fit for students with autism.
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Some families are unable to commit to the time it takes for full-time online education. Therefore, using online education as a supplement to what is already being taught during the day might be a better fit. Autism Expressed is a company that works to add additional information to the current K-12 standard curriculum. While many students on the autism spectrum are well-versed in digital gaming and online videos, Autism Expressed tries to supplement general digital and Internet skills. Jobs today, and increasingly many of our social interactions, rely an understanding of the nuances of digital literacy. With a curriculum specifically geared towards ‘tween and teens on the spectrum, Autism Expressed hopes to “teach digital skills that can support students as they move through school and onto higher education, jobs and overall independence.” Just like full-time online schooling, modules are studentdriven and self-paced to allow an individualized rate of learning. They start with Internet basics and move through to more advanced skills, like safely interacting Continued on next page
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Digital, continued from page 18 on social media. Students finish with a completed online portfolio showcasing their skills and abilities that they can take to future job interviews or attach to college applications. This extra instructional time for Internet basics can include online social skills, how to organize an electronic calendar and being able to organize thoughts in a computer program before writing a paper. The development of apps for use with a smartphone, such as an Android or iPhone®, along with software, are other ways to boost your child’s educational experience. There are apps that address social communication, such as QuickCues by Fraser, language, like FaceUp Matching and functional skills, like Chore Pad HD. Other apps are available to aid in reading skills, learning pronouns, increasing vocabulary and identifying emotions. One thing to consider when selecting an app, or really any online education program, is the research and efficacy behind the app. There are plenty of entertainment apps, (AngryBirds, anyone?), however ultimately they don’t expand your student’s academic skills. Other apps and online programs will weave proven therapy methods, such as Applied Behavior Analysis. A good approach to find the best apps for your child is to speak with a clinician or educator. Often a professional’s suggestion can offer apps that are tailored to a specific skill, or area of weakness, your child is working on. Several organizations will list apps, how they can help a certain area and what the evidence exists to support their use.
ADDITIONAL RESOURCES Time 4 Learning Special needs online education modules for K-12 students. www.time4learning.com/homeschool/ homeschooling_special_needs.shtml (888) 771-0914 Washington Virtual Academy Individualized online education for K-12 students. Company based in Tacoma, Wash. www.k12.com/wava#.U_96Vv1k_nc (866) 548-9444 Connections Academy Free online public K-12 school www.connectionsacademy.com/home.aspx (800) 382-6010 Autism Expressed Digital skills for adolescents with autism www.autismexpressed.com
Online and computer-based education can be a great fit for students on the spectrum due to their unique attributes. Many programs, apps and software not only allow for students to learn through multiple sensory modalities (pictures, sounds and hands-on activities), but also provide videos that model correct behavior or skills.
Adirondack Learning Academy Online customized K-12 education www.adirondacklearningacademy.com (800) 374-1007
Video modeling has been shown to be effective method when working with children on the spectrum. A video model, unlike a teacher in a classroom, can be paused and viewed repeatedly until a child is able to master the skill. Many programs target a connected skill in addition to addressing the main purpose of a lesson. For example, while learning how to send an e-mail, a student might also work on appropriate ways to address a friend online, or the etiquette behind sending a note to a professional colleague.
Teach Town Educational products for children with autism. www.web.teachtown.com (800) 283-0165
Gaining multiple skills from one lesson helps children integrate what they’ve learned into daily life better than learning in isolation. Kids can make connections they might not otherwise get if solely focused on learning one specific skill. Alexis Morley is a second year speech-language pathology Masters student at Pacific University. In the past she’s worked in Portland State University’s Autism & Child Language Disorders Lab as well as served as a volunteer with Autism Society of Oregon. She has previously written content for Seattle Magazine and InsideJobs.com. www.spectrumsmagazine.com
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EDUCATION
INCLUSIVE CHILD CARE: Accommodating the needs of all children
By Courtney Freitag
Finding the right person to provide respite or child care is a common challenge for any family. However, children that require special care or medical requirements add an extra layer of complexity. As school doors open and students are welcomed back into the classroom, families juggle schedules that often require care for children with autism. The level of care can vary from dressing, grooming and feeding care to accommodating sensory needs, toileting and assistance with homework. However, having options and choices for a welcoming, safe environment is a critical step for children to be appreciated in a diverse setting. There are also many benefits to early childhood and school-age children in an inclusive setting—for both the child and the caregiver. “Inclusive child care is important because it makes child care about caring for children, not separating someone because they may be labeled as ‘different,’” says Sheila Baer, owner of Baerly Big Child Care in Tigard. “It starts with teaching tolerance for one another.” Children with autism will require an individualized approach to their needs, being aware of how to incorporate social skills, behavioral goals and different strategies than their neurotypical peers. Whether it is in a group setting or a one-on-one caregiver, a reliable and qualified provider is like an extension of your family. Inclusive child care simply means children with and without special needs are cared for together. Addressing the specific needs of your child, and setting up parameters for proper support, is a step toward inclusivity so children on the spectrum are given a chance to meet their potential. When inclusive child care options are available, families don’t have to face potentially losing a job or be forced to be the primary caregiver for a special needs child. First, decide what type of child care setting and option is the best fit and what works best for your family dynamic. There are a few varying types and each one has its own benefits depending on the needs of the child: • In-home: A daycare professional that serves the family in their home. • Home-based daycare: Small setting generally in a licensed provider’s home.
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• Inclusive/specialized schools: Quality care by those trained and experienced with children on the spectrum. Depending on what type of set-up is ideal, creating a plan and outline of information is essential. The Inclusive Child Care Program outlines helpful information that will help a provider serve a child on the spectrum, such as: • A child’s interests, special likes/dislikes and favorite activities • A child’s strengths and abilities • A child’s specific needs and the best way to meet them • Any fears or concerns • Best ways to communicate with the family • How to keep consistency between home and the child care facility (if off-site) • People that may be helpful to a provider, such as a therapist or specialist that works with the child ICCP also outlines the many benefits of inclusive child care to children and youth, whether they experience a disability or not: • Young people are not segregated. The negative effects of labeling and lack of familiarity are decreased. • Young and school-age children have opportunities to learn from and share experiences with each other This includes positive models for learning, communication and behaviors. • All children feel a sense of belonging. • Children of all ages learn to appreciate diversity in others. • When everyone participates, children have opportunities to be creative, resourceful and cooperative. Child care providers also benefit to opening their doors or servicing families with children on the spectrum. Gaining knowledge and skills of this population allows educators to bring their knowledge to children requiring a bit of extra care, demonstrating a flexibility and understanding that each child has its own unique needs. “I’ve always thought of myself as a caretaker,” Baer says. “So accommodating children with autism or any other ‘ability’ comes naturally. I just want children to have a fun and safe environment to be in. A child should never feel excluded for being who they are.”
Visit Spectrums Magazine’s website for a list of questions to ask a child care provider.
Bullying, continued from page 17 fight for your child that has been bullied,” she says, adding that email correspondence works best to keep a record of communication. It is also important to talk to kids about the difference between how to react to situations. Moy stresses that self-defense is different than fighting and uses several strategies to teach this. “Self-defense is when I tried to ignore it or walk away, but the bully continues to physically harm me, and I physically resist,” he explains. “Fighting is when I can walk away, but don’t and lose my temper, entering a physical altercation.”
100 percent behind him if the school is not going to take action.” It is also important to remember that kids often don’t report bullying at all. Statistics show that only about one-third of bullying cases are reported, in part because kids don’t want to be judged as weak or be more socially isolated than they already are. Most children will want to handle the problem on their own, particularly as their approaching adolescence. They do not want to be labeled “tattle tales” and may fear backlash from bullies or peers, according to stopbullying. gov.
In his classes, kids repeat drills yelling, “Stop! Leave me alone! Back off!” and practice turning and walking away from imaginary bullies, as well as learning how to break holds, block hits and twist out of grabs.
Moy explains that when a bully begins bothering a child, teaching these simple points are some of the most effective in avoiding escalation of a problem:
For children who have difficulty communicating verbally, these phrases can be programmed into an augmentative communication device, or pictures placed on note cards to carry. Make sure your child’s school staff is aware of these options and that they are respected when used.
• Ignore them and walk away • Don’t let the bully poke, push, pinch, punch or grab me • Use my voice: “Leave me alone” • Report my problem to an adult that I trust
Both Moy and Ohama expressed the importance of making a child feel supported when they stick up for themselves.
In addition to teaching the appropriate tools, ensuring open and frequent communication between you, your child and your child’s school is key to helping them to stay safe and feel supported.
“If there is a zero-tolerance policy at the school, and the child gets in trouble due to defending themselves, the child needs to know that the parent will still stand by them,” Moy explains. Ohama adds: “Kung Fu really has helped our child’s confidence and given him tools to deal with bullies. We have it on record if he has to defend himself that I am
Joanna Blanchard is an occupational therapist and the mother of two boys on opposite ends of the autism spectrum. She is the owner of Everybody Stims Occupational Therapy in Vancouver, Wash. She can be reached online at www.everybodystims.com or via email at joanna@ everybodystims.com.
Statistics show that only about one-third of bullying cases are reported, in part because kids don’t want to be judged as weak or be more socially isolated than www.spectrumsmagazine.com 21 they already are.
health & wellness PROMOTING HEALTH AND WELL-BEING
IN THIS SECTION Sensory sensitivities: helping children find comfort....... 24 “My Turn”.................................................................................................. 25
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It’s About Your Child, Your Family Clackamas Speech is focused on connecting with your child to make good things happen. We focus on maximum results that take into account the specific needs of your child, family and the child’s support system. And, we make therapy affordable.
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Our mission is to provide evidence-based treatment and financial support to families affected by autism. Afterschool programs • Parent training In-home programs • Social skills groups Early Learners Program
Occupational Therapy Specializing in Sensory Processing Disorders Auditory Interventions • DIR/Floortime • Handwriting Therapy Intensives • Interactive Metronome • Yoga Posture/Core Development • Qigong Sensory Massage Rhythmic Movement Training • Counseling Social Skills Training • Support Groups
AdvancedPediatricTherapies.com Portland & Vancouver locations: (360) 885.4684
(503) 516-9085 ahopeforautism.net www.spectrumsmagazine.com
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HEALTH & WELLNESS
SENSORY SENSITIVITIES:
Understanding processing difficulties By Susan Donohoe, OTR/L, SI/SIPT Certified
Many children on the autism spectrum experience sensory processing difficulties or sensory processing disorder (SPD). Sensory processing is the neurological processing and interpretation of sensation within one’s own body and from the environment. In short, it is the brain’s organization and interpretation of the sensory input from everyday use.
difficulty functioning in life. Symptoms vary and not all are present, and it is also a marker of neurological dysfunction that an individual may show symptoms one day, or with one activity, and not the next. Therapy for SPD is mainly performed by a trained sensory certified occupational therapist, and includes a safe and challenging level of sensory stimulation.
This is a complex interrelationship of processes, hence the term sensory integration. “Modulation” is a term you may hear describing the neurological process which an individual’s central nervous system appropriately regulates, and continually adjusts, behavior responses to external and internal sensory stimuli. If this modulation is not working well, a person with SPD may seem under responsive, over responsive (seeking stimuli), both—or may be overwhelmed to sensory stimuli.
Activities are performed to encourage movement that focuses the individual on tolerating and integrating sensory input, which is driven by the individual’s interests and the “occupation” of play. Other therapy focuses on making environmental adaptations (such as in the home and school).
When this behavior interferes with an individual’s “occupation” in life (social, emotional, play, school, attention, body mechanics, self-care, etc.), then it is termed a disorder, hence sensory processing/integration disorder. Anyone and everyone have some sensory processing or integration problems from time to time. This is because any kind of sensory stimuli can temporarily disrupt one’s normal functioning. The three main sensory systems are tactile/touch (influencing motor control and emotional development); proprioception (sense obtain through one’s own muscles, ligaments, deep pressure to the skin that in turn give a sense of body position, organization and calibration of movement); and vestibular (sense of movement and gravity, specifically postural control, muscle tone, coordinated use of both sides of the body, coordinating eye movements, etc). Other sensory systems include olfactory (smell), auditory, visual and gustatory (taste). Sensory difficulties are individual to each person and some may be mildly affected while others have greater
Dressing for Success! As mentioned above, making adaptations within the child’s everyday life is also a part of understanding the child. Every child deserves to feel comfortable and confident in his or her clothing. What if that same clothing could offer qualities that address sensory discomfort and therapeutic input? A child’s image of himself, and how he feels in his environment, can enhance the social and emotional quality of life when that child feels organized and calm. We all have sensory qualities that make us who we are. However, when these neurological qualities interrupt our participation in life in a negative way, it should be recognized and accommodated. There are many children with an array of diagnoses that are subject to sensory hyper- or hypo-sensitivities, motor difficulties and social differences, including autism and Asperger’s, ADHD, sensory processing disorders, anxiety and many other developmental disabilities. Why not make their clothing possess some of the very neuroscience qualities that could help enhance their social and emotional well-being? Continued on next page
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Common symptoms of SPD include: clumsiness (tripping, bumping, falling); poor fine motor skills; delayed self-care skills; poor muscle tone; difficulty initiating tasks; poor timing; poor posture; poor hand-eye coordination; learning disabilities; poor handwriting; poor organization skills; becomes easily frustrated; difficulty with social relations; constantly touching objects; doesn’t like to be groomed; difficulty with clothing seams, socks, waistbands; seeks only soft clothes; likes tight clothing, small spaces, weight of blankets; opposed to being touched, would rather be the one to touch; hates being tickled or cuddled; often touches people or objects too hard; difficulty with eye contact; often smells objects; poor attention skills; picky eater; stuffing food or objects into mouth; difficulty with transitioning; hyper or hyposensitive to noise; hypersensitive to touch; little awareness to pain and temperature; hyposensitive to touch (may not notice when clothes are twisted or on improperly); hypersensitive to light; movement produces an anxious reaction (swinging, roller coasters); overseeks movement (swinging, spinning, Continued on next page rolling); takes excessive risks in movement, extreme activity levels; walking on tiptoes.
Sensory, continued from page 24 As a mother of a child who suffered from sensory processing disorder, and as a long-time sensory pediatric occupational therapist and advocate, I know firsthand it is not easy for our children. Parents, therapists and educators often express to me the benefits of weighed garments, chew objects, compression garments and a child’s desire for soft materials. However, they frequently state that what is offered to them is too “therapeutic looking,” and therefore, stigmatizing. It’s hard to use many of these garments throughout “normal” life. Construction of a garment for children who suffer sensory processing difficulties should include specific consideration to address such sensitivities. These can include ease-of-function, tactile sensitivity, relevant design, safety, consistency in design for spatial orientation and proprioceptive input (the unconscious awareness of sensations coming from receptor’s in one’s joints, muscles, tendons and ligaments). These considerations help promote independence as well as organization, alertness and simplicity where quickness of dressing is often expected throughout an individual’s day. When choosing a weighted vest or blanket, for instance, it is significant to hear the child ask specifically for the “soft one,” the “cool one,” or the “nice one.” It is equally important to give parents beautiful, easy-to-use superior fabrics that are relevant and stylish. It is the right of the individual and their parents to have non-stigmatizing products. Just as important is the idea of play, and accommodating products should express the youthful nature and playfulness inherent in children. Respect, pleasure, playfulness, comfort and a feeling of security are aspects that can be inherent in children’s clothing. As the design of the child’s apparel and play products are considered, it is important that as many of their personal characteristics are taken into consideration, in addition to the ability for children to take some therapeutic qualities along with them anywhere all day long. There are so many strategies that help a child with SPD. Considering the aspects of their clothing is just another way a parent can use a non-invasive strategy aimed to let the child know you understand and accept what he or she is feeling! Susan Donohoe, OTR/L is a pediatric occupational therapist with 33 years experience and certification in Sensory Integration and SIPT testing. Through many years of active practice and working closely with educators, therapists, manufacturers, nursing and experts in design, she founded Kozie Clothes (www. kozieclothes.com) as a way to incorporate neuroscience principles into relevant designed apparel for children with special needs.
MY TURN ONE PERSON’S STORY OF LIFE WITH AUTISM
By Dana Woodhouse-Nagy
When my son was born on my father’s birthday, I jokingly asked if it guaranteed a place in the will. I would learn quickly that a birthday was not the only thing my son shared with his grandfather. He carries the same blue eyes and the same penchant for routine and mischief. Dad nicknamed my son “E Man,” bellowing it from his armchair as soon as we entered their house. My son and daughter, unable to pronounce Woody, called him Papa Woo. Ethan was a chubby, cheerful baby and toddler. He was naturally friendly, and drew people to him by giving what a friend labeled his “movie star” smile. Upon first introductions, my father scooped my son up and walked around, flipping and flopping him in that way that only grandfathers can while Ethan laughed and kicked his little legs in delight. We celebrated Ethan’s first birthday and my father’s 62nd together. Given my dad’s love of Tools, the theme was, appropriately, Bob the Builder. Ethan ate his first bite of cake that day, smashing it with his hand and shoving it in with no regard for decorum. “The E Man!” my dad kept exclaiming, laughing at my son while my son laughed back at him. When Ethan began showing signs of autism, my father announced that he had sensed something was wrong for a while. He shared my disbelief and helplessness in the changes happening to Ethan, watching this beloved boy lose his smile, withdrawing into a world we couldn’t enter. My husband and I approached the diagnosis with an attitude that we’d be part of the 30 percent recovery rate. It is always a race in the beginning and we were bereft of any village elders to tell us that it was a marathon. My father purchased CDs of sign language instruction so that we could teach Ethan. He and my stepmother came to my home for the initial workshop training with our first Applied Behavior Analysis (ABA) consultant. He listened as I talked and talked about different therapies, diets, medications, trainings and theories. However, at times I complained to my husband that it felt as if my father never trusted me to help my son. I was wrong. My father always thought me capable of doing something once I made the commitment. He worried that I would never make peace with my son’s autism. It took many more years for me to learn that lesson. Continued on page 27 www.spectrumsmagazine.com
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therapy THERAPEUTIC OPTIONS FOR AUTISM
IN THIS SECTION Animal-assisted therapy............................................................................. 28 Qigong.................................................................................................................... 30
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My Turn, continued from page 25 I lived in a lonely world for the first few years after my son’s diagnosis, most of it by choice. I couldn’t help feeling like I was somehow walking in a different reality. I avoided friends and refused to make new ones. I immersed myself in my family and my son’s autism. My dad would ask me to breakfast, each call coming at 8:30 a.m. because he was a man of strict routine. Many times I would decline, make excuses of chores to be done, when in reality I was sitting on the couch reading books and trying to calm the anxieties that wracked my brain. Four years ago my father called me to ask if I would meet him for breakfast. After I refused saying I was busy, he hung up, but called right back and insisted that I needed to join him. I drove and met my dad at a new restaurant. That should have been the first clue. It was there, over coffee and eggs that my dad told me about the cancer in his lungs, about the upcoming lung removal and subsequent chemo. The doctor was confident that it was contained. My dad, a nurse for 40 years, had his doubts. Life changed that day for all of us. Being the only child near, I was a main support for my stepmother. Together we went through surgery, chemo, petscans, more chemo, sickness and kidney damage, more chemo. The cancer came back, like my dad knew it would. Instead of a cure, my dad fought for more time. Dad and Ethan still celebrated their birthday together. We kept it simple for both their sakes. So long as there was cake for Ethan and vanilla ice cream for dad, it was all good. They shared
the same approach to food: keep it on schedule, keep it coming, bring the ice cream and keep it simple. If dad liked it, we knew Ethan would. It made dinners together very easy to plan.
“Bye, E Man,” my father called. “Buh-bye,” Ethan answered.
I tried to explain to Ethan as simply as I could what was happening to his Papa Woo. I described to him that the cancer was something bad growing inside him and that he was taking drugs and medicine to try and kill it. I looked up simple stories from other parents and read them to him.
“Honey, it’s time,” my stepmother said.
One day my husband and I were getting ready to go to the hospital. I told Ethan we were going to see Papa and would be back later. He walked away, emerging a few minutes later wearing his sandals. He stood patiently by the door, waiting. I explained to Ethan that he couldn’t go into the hospital room, that Papa looked different, was thin with tubes and equipment. “See Papa,” he answered while he tried to turn the doorknob. We got to the hospital. I walked into my father’s room. He was sitting up. My stepmother sat next to him. “Hi, Dad,” I said, nervously, “Ethan wanted to come see you. He put his shoes on and waited at the door when I said we were leaving to visit you.” Silence filled the room as my dad stared at me. His eyes, so like my son’s, bore a hole in me. I overshot this one, I thought. Finally, my dad spoke. “Yeah, he can come in,” he said in a raspy voice, “but he stays at the door, and only for a minute.” We walked in and stood at the entrance. Ethan took a skip and stopped suddenly. He stared intently at Papa. He looked at the wires and the tubes and equipment. I held his hand and his belt. “E man!” my dad called out. His voice crackled. “Say hi,” I encouraged. “Hi,” Ethan said quietly.
It was four in the morning when the phone rang.
When I arrived in the room my father was sitting up in bed breathing quietly, eyes closed. We sat with him for the next three hours, holding his hand. I promised him that I would look after my stepmother and all our family members. I assured him Ethan would be fine and that he didn’t need to worry about the E Man. My father died a few minutes later, two days before his 73rd birthday. My son turned 12. At one point my father had proclaimed that his birthday would be a nice day to die. I disagreed, reminding him that it was also his grandson’s birthday. Dad told me curtly that it was “his choice.” I said nothing but before I left I tearfully asked him to reconsider. We kept Ethan’s birthday simple that year. I let him make all his own choices. He chose to go through the car wash. He chose a bubble gum dispenser and a bubble maker. He chose banana cake with whip cream. It’s hard to know how far Ethan’s grief over the loss of my dad goes. For the first few weeks he insisted on sleeping with the door open. He wept. I stood by his bed and reassured him everything would be there when he woke up: mama, dada, sissy; his room and his house; his dog and his trampoline. We would have breakfast, I promised. We loved him always. After a time Ethan’s anxiety eased, and our happy boy returned. I don’t see many shadows in his eyes these days. I know that he misses his Papa. That he loved his Papa Woo. And I hoped that he realizes how much Papa loved his E Man. Dana Woodhouse-Nagy is a secret writer who just recently came out. Her loved ones were not surprised and support her life choices. She lives in the Pacific Northwest with her husband, daughter, son, one cockatiel and a very ungrateful dog. Her blog site is: www.southofnormal.blogspot.com
When a few minutes passed, it was time to leave and Ethan leaned toward my dad’s bed for a kiss goodbye. It was what he always did when we left. My dad put his hand up and Ethan gave him a gentle high five. www.spectrumsmagazine.com
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THERAPY
Animal-assisted therapy: Unspoken bonds that speak volumes
By Alexis Morley
When she talks about meeting Dalma for the first time, Doris Dehm smiles and says, “I was so emotional, because you sit there and wait for a new member of your family.”
bigger one if possible. They said they try to take that in to account but they can’t guarantee if the dog doesn’t match the child’s personality.”
Dehm isn’t talking about welcoming a new baby to the family, but rather the Goldendoodle service dog she and her husband got for their daughter, Anna, in January 2013. A blonde, bubbly woman with dark-rimmed glasses, Dehm once lived in Lake Oswego and now lives in Australia with her family.
After selecting a dog, training begins. First, 4 Paws for Ability sends its animals to a foster family for six months of socialization before the dog heads to a correctional facility to train with inmates for an additional four to six months. In prison, dogs get basic training, as well as some fun extra skills, such as how to do a high-five and fall over when you shout “Bang!”
We connect over Skype, where I speak to her in Australia’s morning and Portland’s afternoon. As Dehm talks, Dalma and Anna periodically run into the room, curiously poking their heads in front of the computer’s camera to become part of the conversation. Anna, who is diagnosed with autism, is thin, with dark hair, bangs and a shy smile. Today she’s wearing a lot of pink, which helps to set off Dalma’s curly, white blonde fur. The two of them appear tethered together by an invisible string. When Anna runs off Dalma follows, watching where the child lands and following if needed. Dehm describes how connected the two of them are, laying together while Anna colors or cuddling while Anna reads. Dalma proves to be more than just a fuzzy friend and provides necessary daily support. “Anna used to have a lot of fears,” Dehm explains, “for example, butterflies…And now she’s lost that entirely.” Since welcoming Dalma nearly two years ago, Anna’s behavior has improved in other areas as well. Before connecting with Dalma, Anna had meltdowns and would harm herself, and there were also difficulties sleeping and low self-esteem. However, Dehm now sees a marked difference in her daughter. Along with therapy, “the dog is so effective with helping Anna confront her fears, her meltdowns and her sleep,” Dehm says about Dalma. “The last years have been amazing, we couldn’t imagine the changes [we’ve seen].” After connecting with other families online, Dehm and her husband decided to get a service animal for Anna through 4 Paws for Ability. The worldwide organization initially required over an hour of video footage of Anna for trainers to get an idea of her behavior, both public and in the home. Trainers then selected a dog that matched Anna’s characteristics, personality as well as the needs of the family. “We didn’t get to pick the dog at all,” Dehm says. However Anna has allergies and asthma, “so we asked if possible we would like a hypoallergenic dog, and we asked for a
Once a dog has been trained the basics, working with the animal on the specific needs of the child are addressed. While the dog is going through this transition, the family also works by completing 12 full days of training at a 4 Paws center. Once the dog becomes part of the family, training continues, but on a much more subtle level. “I’m still do training, commands, teaching her not to run ahead on a walk, listening when I give her commands, behavioral training (sitting until released at the park), etc,” Dehm says. “It’s easy because the dogs are so well trained. Saying ‘no’ in a strict voice is the only punishment she needs, she knows she has disappointed me.” Dehm attributes Anna’s behavioral improvements and independence to the fact that her daughter feels dogs are less threatening. “The dog is a much more non-judgmental entity than people were.” Anna’s improvements are also in part because Dalma is able to take on a unique role in Anna’s life. Before getting Dalma, Anna would push away from her parents during a meltdown, but now Dalma is able to lie on Anna to provide deep pressure and calm her down faster than another person would, her mother says. Dalma also encourages Anna’s independence and selfconfidence by being a friendly, yet calming force. When she thinks about Anna being a teenager and doing things on her own, Dehm says, “I feel more comfortable.” Before getting Dalma, Dehm and her husband had to take on a role of being “helicopter parents.” Now with the dog, who is trained in tethering though the family no longer uses this method, Anna has a lot more independence “which leads to more freedom, more self-esteem. It’s steps, she knows Dalma’s there and she doesn’t need my hand”. Many other organizations exists throughout the world to provide trained animals that help provide independence for people with autism. Continued on next page
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Animal, continued from page 28 Autism Service Dogs of America also trains and provides dogs for families with children on the spectrum. Those interested in animal-assisted therapy can contact breeders directly for specifically qualified training dogs for children with autism. While dogs might be the first that come to mind when thinking of animal-assisted therapy, the options are (literally) much bigger. Horses are used in both hippotherapy and equine therapy and generally depend on the severity of the disability. Hippotherapy is led by a physical, occupational or speech therapist; trained by the American Hippotherapy Association; horses and patient are matched depending on demeanor and physical attributes; there can be additional staff members that act as a “side walker or spotter” when the patient is on horseback.
Animal relationships with people on the spectrum create strong bonds and can lead to independence. [Photo by Lori Gregory]
Equine therapy is led by a Therapeutic Riding Instructor who is familiar with riders who have special needs; they hold a Professional Association of Therapeutic Horsemanship (PATH) certification. Riders typically are guided by the instructor to learn how to manage and ride a hose with the goal of instilling as much independence as possible. One main difference is that equine therapy cannot be billed to insurance, while hippotherapy can be covered by insurance. Forward Stride, an equine and hippotherapy ranch in Beaverton, has several therapeutic adaptive riding programs for children and adults of all abilities. The adaptive program includes classes in basic riding, dressage, drill team, western patterns and jumping. Other large four-legged animals available for therapy include llamas and alpacas, specifically through Mountain Peaks Therapy based in Vancouver, Wash. Mountain Peaks Therapy began regularly visiting schools, hospitals, senior communities, weddings, camps and rehabilitation facilities in 2007 and recently completed its 900th visit. Owner Lori Gregory describes her introduction into owning llamas as a “fluke.” Rojo is Gregory’s first llama, since joined by Smokey and Beni, and originally was purchased as a way to keep the lawn low. One day, while at a fair, children flocked to the 400-pound red hued huggable llama, and someone suggested he become a therapy animal. With their gentle nature, soft fur and willingness to take multiple sensory-seeking pats, llamas can be ideal animals to interact with children on the spectrum. Mountain Peaks Therapy allows children to gain confidence and trust by feeding the animals by hand, as well as walk them around when allowed. The organization primarily works with groups, but occasionally does individual
therapy sessions with children upon request. What began as a hobby has now become what Gregory describes as an “obsession.” She says the power of transformations that she’s seen through her work with animals and children on the spectrum. She loves to see how children open up and express happiness around her animals. The connection between humans and animals is strong and for children on the spectrum, this special bond can provide a unique way to improve on skills and ultimately work toward a more independent life. “It’s so rewarding to see how people respond in a natural way,” Gregory says. “Parents and therapists in school tell us all the time how it’s hard to get a kid to talk or hug and then our animals show up and they don’t ask anything. The kids just want to hug and talk to them.”
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THERAPY
QIGONG:
The power of touch
Photos by Tyra Murray of Grace Portraits
By Courtney Freitag When her son, Joshua, was four years old, Jamee Homuth began administering an ancient Chinese method known as qigong massage to her son, hoping to alleviate some of his autism symptoms.
Her passion of helping those with chronic medical problems led Silva to focus on how qigong and a parentled daily massage program have been shown to effectively reverse sensory sensitivities and behavior improvement.
Homuth took part in a parent-led qigong massage program offered through a federal grant at Western Oregon University’s Teaching Research Institute.
“When it comes to children with disabilities, I believe the parents are the child’s greatest resources and advocates, and must be empowered and helped to do what they do naturally,” Silva said. “When a close friend of mine had a child with autism, I started to see how devastating the diagnosis was, how little help was offered, and I chose to teach the parents a massage I had learned from Chinese medicine.”
Homuth says the improvements in Joshua have been profound. “About a month into treatment, we experienced a huge jump in Joshua’s language ability,” the Washougal mother says. “He became conversational, understanding more and articulating more clearly. His improvement was so pronounced that people who didn’t know that we were doing the massage began to comment on how much his speech had improved in such a short period of time.” Through a workshops focused on naturopathic options for autism, she was referred to Dr. Louisa Silva, founder of the Qigong Sensory Training Institute (QSTI) and co-author of a dozen studies on qigong that have appeared national reputable peer-reviewed publications. Silva, a doctor of Western medicine, Chinese medicine and public health, has led a team of trained therapists for 14 years. In 2012, Silva was awarded a three-year grant totaling $842,382 from the U.S. Department of Health and Human Services’ Maternal and Child Health Bureau. Part one of her two-part research has allowed Silva and her team to treat 100 children thus far.
Silva began seeing how qigong helped the children feel better and was compelled to begin research on it. At the time, all information coming out about autism was that it was genetic, she says. “I knew that the research would have to be very good to convince people that something like daily massage could help to change the course of autism.” The basic premise of Silva’s research is that some children with ASD have difficulties with touch, and that, in turn, interferes with development. The research shows that “all children with autism have problems with touch,” Silva says. Sensitivities can be of varying degree, and include refusal to be touched on the hands and face; difficulty trimming fingernails and haircuts; clothing seams can cause aggravation; problems with food textures in the mouth; Continued on next page
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Qigong, continued from page 30 and many children can have a numbness in response to pain and very high pain thresholds for burns, cuts and bruises.
of nervous system dysregulation,” Homuth says. “He had a significant speech delay—both expressive and receptive— anxiety and limited food intake.”
“Like with autism itself, the cause of the problems with touch is unknown,” Silva continues. “It was only last year that sensory problems were included in the diagnosis of autism, and so the cause of the touch problems has not yet been fully Evaluated. We cannot say for sure that there is no loss or damage to the sense of touch.”
Joshua’s anxiety decreased slightly, and his food aversions began to lessen, allowing him to be more comfortable being exposed to new meals.
Part one of her research is concluding this fall, with results being published early 2015. Part two of the research focuses on the qigong massage treatment that has been developed and shown to reverse the problems with touch. The team has carried out two randomized controlled trials: they demonstrate that when parents are trained and supported to give their children a daily qigong massage protocol, the touch problems return to normal, behavior improves and development starts to pick up. The massage is called Qigong Sensory Therapy, a whole body massage that takes about 15 minutes to give, and is usually given at bedtime. Parents are guided through a three-hour group training in the massage, then practice on each other or on a neurotypical child first. Families are then given weekly home visits for the first five months where the therapists work with them to perform the massage, and help them to learn to attune the massage to their individual child. “It may not be easy to do at first, as there are areas of the body which are uncomfortable,” Silva says. “We teach parents not to avoid these areas but to find the techniques which make them comfortable. We have a number of different adaptations of the techniques, and a lot of success with finding our way through the children’s difficulties with touch.” Homuth attended several hour-long training sessions at QSTI where the 12 steps of qigong massage was explained and broken down. The proper techniques for administering each step were taught, as well as how to modify the massage based on the behavioral responses of the child. “Before the training sessions with QSTI professionals began, Josh struggled with frequent meltdowns and a lot
Marla Sheffel, a Troutdale mom to three-and-a-halfyear-old Theodore, also participated in the parent classes and now massages Theodore five to six times a week. Diagnosed with autism, sensory processing disorder and born with Torticollis, a dystonic condition defined by an abnormal, asymmetrical head or neck position, Theodore began responding positively 45 days into the parent-led massage. Sheffel also reports improved language, motor skills, mood, dexterity and regulation. The curve from his Torticollis has also improved. Before beginning the massage, Theodore was screamed often, was nearly non-verbal and had to be bounced or swung nearly all hours of the day. Sheffel learned how to tailor the massage to meet Theodore’s needs and also practices it on her hyposensitive 5-year-old daughter. “I understand all the intricacies of doing the massage in the right order, and how to realize if Theodore needs more of something or needs to just feel my presence or hand on his chest to know that he is safe and secure,” Sheffel says. Silva and her staff began a pilot study in 2013 of children ages 6-11, and published results will be available in early 2015. She says that children show signs of “normalizing” within just a few months. At the same time, self-regulation begins to pick up, sleep improves, and tantrums decrease as the normalization of touch on the face and hands and eye contact improves, Silva says. “Parents are not used to the idea that they can communicate directly with the child’s brain and body through massage,” Silva concludes. “But once they see that they can make a difference in their child, and start to see the first small signs of improvement, they start to understand that they have the power to help their child get better.”
Parents are guided through a three-hour group training in the massage, then practice on each other or on a neurotypical child first.
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DIRECTORY
of
THERAPY OPTIONS www.spectrumsmagazine.com THE PORTLAND/SW WASHINGTON METRO AREA HAS HUNDREDS OF EXPERT PROVIDERS, THERAPISTS AND PROFESSIONALS. FIND YOURS TODAY. Spectrums Magazine began with a vision of creating a comprehensive guide of therapy options and resources—all in one place. Our print directory has the most up-to-date contact information for therapy options, and our website is a hub for the latest news and information on everything from health and wellness, education, tutoring, insurance, employment and more. While we can’t endorse, promote or guarantee the services or outcome of any one provider or type of therapy, this directory was compiled with community input. And we want yours: if you would like to be added to our online directory, please email info@spectrumsmagazine.com. APPLIED BEHAVIOR ANALYSIS (ABA) ABA Learning Solutions 15915 SW Stratford Loop B, Tigard (503) 381-8440 www.abaportland.com abalearningsolutions@hotmail.com A Hope for Autism (see ad on page 23) 2900 SW Peaceful Lane, Portland (503) 516-9085 www.ahopeforautism.net robbin_ahfa@yahoo.com AKA Consulting LLC (971) 258-5555 www.akaconsultingportland.com alice@akaconsultingportland.com Autism Behavioral Consulting (see ad on page 15) Two locations: 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Building Bridges 4724 SW Macadam Avenue, Portland (503) 235-3122 • www.bridgespdx.com beth@bridgespdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton (503) 985-9527 centerforhealthandperformance.com Christine Shaw 2816 NE 12th Avenue, Portland (206) 406-0060
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Life Tools Jennifer Knipling, MA, BCBA (503) 853-9408 ABALifeTools@gmail.com Melissa Gard, Ph.D., BCBA (612) 432-4135 Melissa4135@gmail.com Northwest Young Autism Project 15685 SW 116th Avenue, King City (503) 620-9952 • www.nyapllc.com info@nyapllc.com Pathways for Potential 10151 SW Barbur Blvd, Suite 108, Portland (503) 201-7750 pathwaysforpotential.com sue@pathwaysforpotential.com Play Connections Early Learners 15050 SW Koll Pkwy, Suite C Beaverton (503) 737-4693 www.playconnections.com melanie@playconnectcenter.com Portland Autism Center 10300 SW Greenburg Road #240, Portland (503) 206-6285 www.portlandautismcenter.com Synergy Autism Center 7739 SW Capitol Hwy, #220, Portland (503) 432-8760 www.synergyautismcenter.com synergyautismcenter@gmail.com Wynne Solutions (See ad on back page) Dr. Maria Wynne (408) 479-4357 www.wynnesolutions.com maria@wynnesolutions.com
ANIMAL-ASSISTED THERAPY Autism Service Dogs of America autismservicedogsofamerica.org info@autismservicedogsofamerica.org Canine Companions for Independence (800) 572-2275 • info@cci.org City Dog Country Dog 5531 SW Macadam Avenue, Suite 258-210, Portland (503) 740-4886 www.citydogcountrydogtraining.com Creative Therapy Solutions 5232 N Interstate Avenue, Portland (503) 922-1345 • www.ctcportland.com info.creativetherapy@gmail.com Dogs for the Deaf (Autism Assistance Dogs) 1-800-990-3647 www.dogsforthedeaf.org info@dogsforthedeaf.org Flyin’ Changes Ranch 11904 NE 314th Street Battle Ground, Washington (360) 921-2341 flyinchangesranch@gmail.com Therapy Gone to the Dogs 5410 SW Macadam Avenue, #270, Portland (503) 764-9508 www.therapygonetothedogs.org ART THERAPY Annette Shore, MA, ATR-BC, NCC 1942 NW Kearney Street, Suite 31, Portland (503) 222-1807 www.nwarttherapy.com annetteshore@comcast.net Continued on next page
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Cheri Epstein 2929 SW Multnomah Blvd, #201, Portland (971) 205-2708 www.nwarttherapy.com Children’s Healing Art Project (CHAP) 1910 SE 11th Avenue, Portland (503) 243-5294 • www.chap.name info@chap.name Counseling & Art Therapy 525 1st Street, Suite 110, Lake Oswego (503) 635-8122 Erica Fayrie 2931 NE Broadway, Portland (503) 953-0234 www.ericafayrie.com contact@ericafayrie.com Erika Johnson 2901 SE Clinton Street, Portland (503) 236-7884 Erika.k.johnson@gmail.com Face in the Mirror Counseling 599 Weidman Court, Lake Oswego (503) 201-0337 • www.fitmc.org info@fitmc.org In Touch Counseling Services 203 SE Park Plaza Drive Park Tower II, Suite 105 Vancouver (360) 334-9959 better@intouchcounseling.com AUDIOLOGY Center for Communication & Learning Skills 371 Sixth Street, Lake Oswego (503) 699-9022 www.commlearningskills.com Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 802-5273 www.childrenspdx.org audiology@childrenspdx.org Patty Ehlers 1010 Washington Street, #280 Vancouver (360) 699-6374 www.pattyehlers-speechtherapy.com Providence Neurodevelopmental Center for Children EAST - Providence Child Center
830 NE 47th Avenue, Portland (503) 215-2233 Providence Neurodevelopmental Center for Children WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 www.ProvidenceOregon.org/pncc BIOFEEDBACK + NEUROFEEDBACK Advanced Neurofeedback Clinic 2301 NW Thurman Street, Suite A Portland (503) 243-7907 • www.nurofeed.com kana@nurofeed.com Biofeedback & Behavioral Management 9450 SW Barnes Road, #255, Portland (503) 292-0707 Insights to Health 2929 SW Multnomah Blvd, #302 Portland (503) 501-5001 www.insightstohealth.net info@insightstohealth.net Nantz Ruby 10175 SW Barbur Blvd, #109b Portland (503) 245-9999 OT Solutions 5115 SE 38th Avenue, Portland www.otsolutionspdx.com Info@otsolutionspdx.com Portland Neurofeedback 1306 NW Hoyt Street Portland (503) 248-1182 DANCE/MOVEMENT THERAPY Disability Art and Culture Project (503) 238-0723 • dacphome.org disabilityartculture@gmail.com Happy Mindful People (202) 420-8754 happymindfulpeople@gmail.com Heart & Soles emilydmurer@gmail.com Imagination Yoga (971) 645-9606 www.imaginationyoga.com
Juliana Friedman 4110 SE Hawthorne Blvd, #723 Portland (503) 250-4373 JulianaFriedman@yahoo.com MoveAbilities 9955 SE Washington Street, Suite 109 Portland (541) 647-8811 North Clackamas Parks and Recreation Department (Various inclusive classes) 150 Beavercreek Road, Oregon City Shelli Vrabel, Recreation Coordinator (503) 742-4371 • www.ncprd.com svrabel@clackamas.us Polaris Dance Theater All Access Dance 1501 SW Taylor Street, Portland (503) 380-5472 www.polarisdance.org colleen@polarisdance.org Portland Parks and Recreation (Various inclusive classes. Check website.) 1120 SW 5th Ave #1302, Portland (503) 823-PLAY www.portlandoregon.gov/parks/ Sensory Kids (see ad on page 11) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com Tualatin Hills Park & Recreation District (Various inclusive classes. Check website.) 15707 SW Walker Road, Beaverton (503) 645-6433 • www.thprd.org DEVELOPMENTAL/BEHAVIORAL PEDIATRICIAN Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 802-5291 www.childrenspdx.com marym@childrenspdx.com OHSU CDRC Dr. Peter Biasco Dr. Gregory Blaschke 707 SW Gaines Avenue, Portland (503) 346-0644 Continued on next page www.spectrumsmagazine.com
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Therapy Directory, continued from page 33 Dr. Sara Cuthill Kaiser Permanente 3550 N Interstate Avenue, Portland (503) 331-6577 Children’s Program Dr. John Liedel Dr. Robin McCoy 7707 SW Capitol Hwy, Portland www.childrensprogram.com info@childrensprogram.com Providence Neurodevelopmental Center for Children EAST - Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233 WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 Dr. Michele Raddish Dr. Martine Sacks Dr. Sarojini Budden Dr. Fulgencio Del Castillo www.ProvidenceOregon.org/pncc Evergreen Pediatric Clinic (Legacy Salmon Creek) 2101 NE 139th Avenue, #370 Vancouver (360) 892-1635 www.evergreenpediatrics.com Evergreen Pediatric Clinic (PeaceHealth Southwest) 505 NE 87th Avenue, #120, Vancouver (360) 892-1635 www.evergreenpediatrics.com DIR/FLOOR-TIME Autism Behavioral Consulting (see ad on page 15) Two locations: 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Advanced Pediatric Therapies (see ad on page 23) (Two locations) 8339 SW Beaverton Hillsdale Hwy Portland 4201 NE 66th Ave, Suite 106 Vancouver (503) 245-5639 • (360) 885-4684 www.pediatric-ot.com sharron@aptot.com
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Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com Family Connections Northwest 2001 H Street, Vancouver (360) 993-0866 leahreitzrdi@yahoo.com Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 pnpt1@comcast.net rosemarywhitepediatricservices.com Sensory Kids (see ad on page 11) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com FAMILY PHYSICIANS Children’s Program 7707 SW Capitol Hwy, Portland (503) 452-8002 www.childrensprogram.com Dr. Jennifer Lyons The Vancouver Clinic Columbia Tech Center 501 SE 172nd Avenue, Vancouver (360) 882-2778 Dr. Mary Lynn O’Brien Kaiser Division Clinic 7705 SE Division Street, Portland (503) 777-3311 www.kaiserpermanente.org Integrative Pediatrics 11790 SW Barnes Road, Bldg. A, #140 Portland www.integrativepediatricsonline.com office@integrativepediatricsonline.com The Evergreen Center 516 High Street, Oregon City (503) 722-4270 childrenandautism.com/evergreencenter/ theevergreencenter@msn.com Pediatric Associates of the Northwest (Two locations) 2701 NW Vaughn, Suite 360, Portland (503) 227-0671 and 4103 SW Mercantile Drive Lake Oswego
(503) 636-4508 www.portlandpediatric.com The Children’s Clinic (Two locations) 9555 SW Barnes Road, Suite 301 Portland (503) 297-3371 19260 SW 65th Avenue, Suite 340 Tualatin (503) 691-9777 www.childrens-clinic.com Thomas Koch, M.D. Doernbecher Children’s Hospital Neurology 745 SW Gaines Road, Portland (503) 494-5856 www.ohsu.edu/xd/health/services/ doernbecher/programs-services/ neurology/ IN-HOME SERVICES Autism Behavioral Consulting (see ad on page 15) (Two locations) 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Beyond the Clinic 10600 SE McLoughlin Blvd, Suite 202 Milwaukie (503) 496-0385 • beyondtheclinic.com info@beyondtheclinic.com CDM Long-term Care Services 2409 Broadway Street, Vancouver (360) 896-9695 • www.cdmltc.org Children’s Nursing Specialties 9900 SW Greenburg Road, #290 Portland 1-866-968-2401 www.cnsnursing.org cnsi@cnsnursing.org Everybody Stims Joanna Blanchard, MOTR/L (360) 608-5143 www.everybodystims.com Steele Speech Language Therapy 1827 NE 44th Avenue, Portland (503) 810-5921 • www.pdxspeech.com erica@pdxspeech.com
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Heather Thompson, M.A. CCC-SLP 14585 SW 87th Avenue, Tigard (503) 505-4516 www.heatherthompsonslp.com heatherthompsonslp@gmail.com Raindance OT (In-home therapy) (503 805 3851 www.raindanceot.com raindanceot@yahoo.com MENTAL HEALTH THERAPY Brooke Psychologists (Two locations) 516 SE Morrison Street, Suite 1010 Portland 400 E Evergreen Blvd, Suite 208 Vancouver (503) 235-8696 x2 www.brookepsychologists.com drmbrooke@brookepsychologists.com Catherine Pivetti 3433 NE Sandy Blvd, Portland (503) 388-9028 • JoyPivet@aol.com Collective Perspectives 5201 SW Westgate Drive, Suite 105 Portland (971) 264-7025 • www.cptts.org Counseling for Moms 5234 NE Farmcrest Street, Hillsboro (503) 459-2073 www.counselingformoms.com Creative Connections Counseling Services (503) 309-8671 www.debra-creativeconnections.com Carol B. Markovics 1880 Willamette Falls Drive, Suite 230 West Linn (503) 305-8505 • dr.carol@mac.com Edie Dietzen, M.A., M.S., L.M.F.T. 800 A Officer’s Row, Vancouver (360) 953-0169 www.ediedietzen.com In Touch Counseling 203 SE Park Plaza Drive, Park Tower II Suite #105, Vancouver (360) 718-8544
www.intouchcounseling.com better@intouchcounseling.com Karen Joy Campbell 516 SE Morrison Street, Suite 310 Portland (503) 998-7030 morejoy2_2000@yahoo.com Kimberly Johnson (503) 260-8971 www.counselingforportland.com kimberly@counselingforportland.com Katie Statman-Weil, MSW, MS (503) 564-0131 www.nurturingtherapy.com Kathy J. Marshack (360) 256-0448 www.kmarshack.com info@kmarshack.com Leslie Carter 9600 SW Oak Street, Suite 280, Tigard (503) 807-7413 www.drlesliecarter.com Life Choices Counseling Center 7000 SW Hampton Street, #204, Tigard (503) 446-5199 www.lifechoicescounselingcenter.com eklearman@hotmail.com Linda Fishman, Ph.D 720 SW Washington Street, Suite 340, Portland (503) 227-4211 www.lindafishman.com info@lindafishman.com Mental Health Association of Oregon 620 SW 5th Avenue, 5th Floor, Portland (503) 243-2081 • www.oradvocacy.com mhaoregon@oradvocacy.org Neurobehavioral Concepts 1609 Willamette Falls Drive West Linn (503) 803-9361 • www.neurobx.com lonny@neurobox.com Patrick Ethel-King 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us patrick@nhws.us Peggy Piers 7739 SW Capitol Hwy, Suite 220 Portland (503) 977-2411 • www.peggypiers.com piers.p@comcast.net
THERAPY
Tamerlano Speech & Language Services 3945 NE 37th Avenue, Portland (503) 481-5426 tamerlanosls@yahoo.com
Portland Autism Center 10300 SW Greenburg Road, #240 Portland www.portlandautismcenter.com (503) 206-6285 Psychologists Services to You (in-home treatment) 818 NW 17th Ave #6, Portland (503) 349-9973 www.psychologicalservicestoyou.com drebittner@comcast.net Rita L Smith 2929 SW Multnomah Blvd, #105 Portland (503) 427-8943 Robert Finkelman 1305 NE Fremont Street, Portland (503) 258-7971 www.robertfinkelman.com therapy@robertfinkelman.com Sundstrom Clinical Services 8440 SE Sunnybrook Blvd, # 120 Clackamas (503) 653-0631 www.sundstromclinic.com info@sundstromclinic.com Western Psychological & Counseling Services (Various locations) (503) 233-5405 • westernpsych.com OCCUPATIONAL THERAPY Advanced Pediatric Therapies (see ad on page 23) (Two locations) 8339 SW Beaverton Hillsdale Hwy Portland 4201 NE 66th Ave, Suite 106 Vancouver (503) 245-5639 • (360) 885-4684 www.pediatric-ot.com sharron@aptot.com Assistive Technology NW 2100 NE Broadway #119, Portland (503) 312-3348 www.assistivetechnw.com Carrie@AssistiveTechNW.com Celebrate the Senses 1509 SW Sunset Blvd. Suite 1K Portland (503) 810-0275 celebratethesenses.com
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Therapy Directory, continued from page 35 Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton (503) 985-9527 centerforhealthandperformance.com Cooperative Therapies NW 7759 SW Cirrus Dr., Building 26, Beaverton (503) 433-8085 www.cooperativetherapiesnw.com Creative Therapy Connections 5232 N Interstate Avenue, Portland (503) 922-1345 • www.ctcportland.com Early Choice Pediatric Therapy 106 E 15th Street, Vancouver (360) 750-5850 • ecpt4me@gmail.com Everybody Stims (in-home OT services) (360) 608-5143 www.everybodystims.com Groundplay Therapy Works 5220 NE Sacramento Street, Portland (971) 888-5265 www.groundplaytherapy.com mikki@groundplaytherapy.com Innovative Services Northwest 9414 NE Fourth Plain Road, Vancouver (360) 892-5142 www.innovativeservicesnw.org Legacy Meridian Park Medical Center Pediatric Rehabilitation 19250 SW 65th Ave, #125, Tualatin (503) 692-1670 www.legacyhealth.org Legacy Salmon Creek Medical Center 2211 NE 139th Street, Vancouver (360) 487-1000 www.legacyhealth.org Neurotherapeutic Pediatric Therapies 610 High Street, Oregon City (503) 657-8903 • nt4kids.org/#/home New Horizons Wellness Services 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us
OHSU CDRC 707 SW Gaines Street, Portland (503) 494-8095 www.ohsu.edu/xd/health/childdevelopment-and-rehabilitationcenter/index.cfm
Therapy Solutions for Kids 5200 SW Macadam Avenue, #100 Portland (503) 224-1998 www.therapysolutionsforkids.com info@therapysolutionsforkids.com
OT Solutions 5115 SE 38th Avenue, Portland www.otsolutionspdx.com info@otsolutionspdx.com
Thrive Therapeutics 2135 N Humboldt Street, Portland (503) 753-6943 thrivetherapeutics.com thrivetherapeutics@gmail.com
Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 • pnpt1@comcast.net Pediatric Sensory Therapy 6635 N Baltimore Avenue, #229, Portland (503) 477-9527 www.pdxpediatrics.com lisa@pdxpediatrics.com Pediatric Therapy Services 532 N Main Avenue, Gresham (503) 666-1333 • www.oregonpts.com Play 2 Grow 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com Randall Children’s Hospital at Legacy Emanuel Pediatric Rehabilitation 2801 N Gantenbein, Suite 2225, Portland (503) 413-4505 www.legacyhealth.org Providence Neurodevelopmental Center for Children EAST - Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233 WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 www.ProvidenceOregon.org/pncc Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 • pnpt1@comcast.net Sensory Kids (see ad on page 11) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com
Westside Pediatric Therapy 12525 SW 3rd Street, Beaverton (503) 641-2767 www.therapykidz.com info@therapykidz.com RDI® Barbara Avila, M.S. Synergy Autism Center 7739 SW Capitol Hwy, Suite 220 Portland (503) 432-8760 barbara@barbaraavilaconsulting.com SENSORY INTEGRATION/ PROCESSING Advanced Pediatric Therapies (see ad on page 23) (Two locations) 8339 SW Beaverton Hillsdale Hwy Portland 4201 NE 66th Ave, Suite 106 Vancouver (503) 245-5639 • (360) 885-4684 www.pediatric-ot.com sharron@aptot.com Dr. Chris Chlebowski 923 NE Couch Street, Portland (503) 236-9609 www.drchrischlebowski.com info@drchrischlebowski.com Early Learning Matters 1400 NE 48th Avenue, Suite 108 Hillsboro (503) 648-8917 www.strongthinkers.com kandy@strongthinkers.com Groundplay Therapy Works 5220 NE Sacramento Street, Portland (971) 888-5265 www.groundplaytherapy.com mikki@groundplaytherapy.com
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info@therapysolutionsforkids.com
Neurotherapeutics Pediatric Therapies (Four locations) 610 High Street, Oregon City (503) 657-8903 10130 NE Skidmore Street, Portland (503) 657-8903 5293 NE Elam Young Parkway #170 Hillsboro (503) 883-0036 2191 NE 2nd Street, McMinneville (503) 883-0036 www.nt4kids.com
A Hope for Autism (see ad on page 23) 2900 SW Peaceful Lane, Portland (503) 516-9085 • ahopeforautism.net Robbin_ahfa@yahoo.com
PlaySpace (see ad on page 19) 1727 NE 13th Avenue, Portland (503) 224-2820 www.pdxplayspace.com info@pdxplayspace.com
Aspiring Youth 68 SW Miles Street, Portland (888) 458-0481 www.aspiringyouth.net info@aspiringyouth.net
Playful Intervention 7824 SE 13th Avenue, Portland (503) 735-5870 www.playfulintervention.com info@playfulintervention.com
Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com
Providence Neurodevelopmental Center for Children EAST - Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233
Autism Behavioral Consulting (see ad on page 15) 9901 NE 7th Avenue, Suite C-116 Vancouver 129 NE 102nd Avenue, Suite E Portland (360) 619-2462 • www.autismabc.org info@autismabc.org
WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 www.ProvidenceOregon.org/pncc
Pediatric Sensory Therapy 6635 N Baltimore Avenue, #229, Portland (503) 477-9527 www.pdxpediatrics.com lisa@pdxpediatrics.com Pediatric Therapy Services 532 N Main Avenue, Gresham (503) 666-1333 • www.oregonpts.com Play 2 Grow Developmental Therapy Services 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com Providence Neurodevelopmental Center for Children EAST - Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233 WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 www.ProvidenceOregon.org/pncc Qigong Sensory Training Institute P.O. Box 92, McMinnville (503) 474-0218 www.qsti.org • info@qsti.org Sensory Kids (see ad on page 11) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com Therapy Solutions for Kids 5200 SW Macadam Avenue, #100 Portland (503) 224-1998 www.therapysolutionsforkids.com
SOCIAL SKILLS + GUIDED PLAY
Brooke Psychologists, LLC 516 SE Morrison Street, #1010 Portland (503) 235-8696 x2 www.brookepsychologists.com drmbrooke@brookepsychologists.com Building Bridges 4724 SW Macadam Avenue, Portland (503) 235-3122 www.bridgespdx.com beth@bridgespdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton (503) 502-2709 Happy Mindful People (202) 420-8754 happymindfulpeople@gmail.com New Horizons Wellness Services 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us Pathways for Potential 10151 SW Barbur Blvd, Suite 108 Portland (503) 201-7750
THERAPY
Minaz Chauthani, MS, OTR/L 1748 NW Miller Hill Place, Portland (503) 758-2728
pathwaysforpotential.com sue@pathwaysforpotential.com
Small Talk Speech Therapy Angela Arterberry, MS, CCC-SLP (503) 358-8182 MissASpeech@gmail.com Social Kraft (503) 381-9344 • www.socialkraft.net socialkraft@me.com SPEECH-LANGUAGE PATHOLOGY Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com All About Speech 8196 SW Hall Blvd, Suite 114 Beaverton (503) 641-2005 • allaboutspeech.net Assistive Technology NW 2100 NE Broadway #119, Portland (503) 708-5720 assisstivetechnw.com Kim@AssistiveTechNW.com Barbara Erskine Speech Therapy (Two locations) 8513 NE Hazel Dell Ave, Suite 201 Vancouver (360) 573-7313 7000 SW Hampton Street, Suite 127 Continued on next page www.spectrumsmagazine.com
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THERAPY
Therapy Directory, continued from page 37 Tigard (503) 675-7711 www.erskinetherapy.com info@erskinetherapy.com Buckendorf & Associates 10300 SW Greenburg Road, #410 Portland (503) 517-8555 www.buckendorfassociates.com ba.info@buckendorfassociates.com
Gresham Speech Therapy 4336 SE Viewpoint Drive, Troutdale (503) 312-9362 • www.gst-d2l.com/gst Jo Workinger (503) 422-3337 www.joworkinger.com
Center for Communication & Learning Skills 371 6th Street, Lake Oswego (503) 699-9022 www.commlearningskills.com
Kelli Murdock Eickelberg, SLP 7701 SW Cirrus Drive, Suite 32-D Beaverton (503) 520-5030 KelliEickelbergSLP@hotmail.com
Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, #220 Beaverton • (503) 985-9527 centerforhealthandperformance.com
Legacy Meridian Park Medical Center Pediatric Rehabilitation 19250 SW 65th Avenue Medical Plaza 1, Suite 125, Tigard (503) 692-1670 www.legacyhealth.org
Clackamas Speech (see ad on page 23) 2305 SE Washington Street, #102 Milwaukie (503) 654-1014 www.clackamasspeech.com Communicating Together 1727 NE 13th Avenue, Portland (503) 224-2820 www.communicatingtogether.com kerryr@communicatingtogether.com Cooperative Therapies NW 7759 SW Cirrus Dr., Building 26, Beaverton (503) 433-8085 www.cooperativetherapiesnw.com Creative Connections Counseling Services (503) 309-8671 www.debra-creativeconnections.com debra@debra-creativeconnections.com D’Onofrio & Associates 1827 NE 44th Avenue, Suite 20 Portland (503) 808-9919 www.donofrioslp.com Dvortcsak Speech and Language Service 818 SW 3rd Avenue, #68, Portland (503) 887-1130 • www.dslsi.com info@dslsi.com
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Early Choice Pediatric Therapy 106 E 15th Street, Vancouver (360) 750-5850 • ecpt4me@gmail.com
www.spectrumsmagazine.com
Legacy Salmon Creek Medical Center 2211 NE 139th Street, Vancouver (360) 487-1000 www.legacyhealth.org New Horizons Wellness Services 10700 SW Beaverton-Hillsdale Hwy, Building 3 Suite 618, Beaverton (503) 352-0240 • www.nhws.us NW Speech Therapy (503) 512-9355 • (360) 747-7144 www.nwspeechtherapy.com info@nwspeechtherapy.com Play 2 Grow Developmental Therapy Services 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com Providence Neurodevelopmental Center for Children EAST - Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233 WEST - Providence St. Vincent Medical Center 9155 SW Barnes Road, Portland (503) 216-2339 www.ProvidenceOregon.org/pncc Providence Rehabilitation Services 270 NW Burnside Street, Gresham (503) 215-2233 http://goo.gl/YbrQ2t
Randall Children’s Hospital at Legacy Emanuel 2801 N Gantenbein, Suite 2225 Portland (503) 413-4505 http://goo.gl/MqP5v3 Red Bird Speech and Language (503) 583-2314 www.redbirdspeech.com Paige@redbirdspeech.com Scottish Rite Center Kid Talk 5125 SW Macadam Avenue, #200 Portland (503) 226-1048 www.kidtalkoregon.org info@kidtalkoregon.org Small Talk Speech Therapy (503) 358-8182 MissASpeech@gmail.com Speech Language Pathology LLC 6035 SW Florida Street, Portland (971) 255-1961 www.speechtherapypdx.com Therapy Solutions for Kids 5200 SW Macadam Avenue, #100 Portland (503) 224-1998 www.therapysolutionsforkids.com info@therapysolutionsforkids.com VISION THERAPY NW Eye Care Professionals (Three locations) 15259 SE 82nd Drive, #101 Clackamas (503) 657-0321 9901 NE 7th Ave. #C115 Vancouver (360) 546-2046 10970 SW Barnes Road Beaverton (503) 214-1396 www.doctorbruce.net
steele Speech-Language Pathologists Occupational Therapy Consultations
Speech Language therapy
Speech & Play is dedicated to providing quality speech, language and social communication support to children and their families, using a mix of naturalistic play-based and tranditional therapy approaches. We believe children learn best when engaged in fun and motivating interactions! Social Skills Groups Speech & Language Groups Feeding Groups Individual Treatment Speech-Language Evaluations
Erica Steele, MS, CCC-SLP (503) 810-5921 erica@pdxspeech.com
Contact us: www.speechandplay.com Email: connect@speechandplay.com Phone: (503) 946-5375
All practitioners work as independent businesses at The Center.
Specializing in children who have autism, delayed language acquisition or language disorders, and sensory processing disorders.
Extensive experience working with children who have articulation, phonological, and motor speech disorders and children who have difficulties with executive functioning, reading, writing, and spelling.
Learn more about us at: thecenterforhealthandperformance.com NW 167th and Cornell in Beaverton
Lee Savinar LS Learning
(503) 422-3334 LSLearning2@gmail.com
Individual and group tutoring for all children through 9th grade.
Gluten-Free Casein-Free Diet Denise McMerrick, Consultant
Specialize in working with children on the Autism Spectru m and students with other learning differences.
“Since 2007, I’ve enjoyed being a consultant to families with loved ones on the autism spectrum. Specializing in the GFCF diet, I’ve been able to help many kids with this effective intervention, often seeing dramatic results.” Learn more about my work: Devinsmom.com Email me at: Consultations@Devinsmom.com www.spectrumsmagazine.com
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Helping Kids Succeed Improving the daily life of kids and families to reach their maximum potential “Because of the help we had from Dr. Wynne, we are the happiest we have ever been and so is our son. We have challenges at times, but we know how to handle them and how to handle our own lives in order to help our son.” —Wynne Solutions client
ABA services for all ages Collaborative care with children, parents, school staff, therapists and more Parent training and support In-person and tele-health services Innovative, cutting-edge technology to teach our future generations
Dr. Maria Wynne (408) 479-4357 maria@wynnesolutions.com www.wynnesolutions.com