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“Baking”
A Difference
Options Beyond High School Special Resources
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inside this issue... july aug 2014
Features
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28
15 24
Real Moms Share Charlotte Chapman Shares about “Baking” a Difference!
PARTY ON! Party Planning Tips
32 Reinforcment Improving Behavior One Interaction at a Time
psn community news
9
Doodle Bugs! Children’s Center recognized for ”Doodle Differences” Hypoallergenic Peanuts
46
10
Noteworthy!
Robots4Autism Breakthrough Autism Intervention Program
check it out!
10 Products You Can Use & Win! real life Dr. Doug
20 Sneaky Ways To Keep Your
Ask the
PROFESSION PROFESSIONAL AL
Child Learning This Summer
Builder 22 Career What Does Success Mean For Your Middle School Child? COVER Charlotte & Allix Chapman Cover photo courtesy of Emily Hamner
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Proud Moments Renee Farrow Bennett shares a proud moment
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inside this issue... july aug 2014 your life
34
26
Mommy Time Outs
28
The Birthday Gift
30
Atlanta Botanical Garden
My daughter’s birthday party and the special gift
Mom Essential’s Stacy Warden shares 5 summer essentials
special focus
32 43 12 38 28
in every issue 6 psn contributors 7 from the heart 8 contest/giveaways
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34
Options Beyond High School Overview of options
health & fitness
36 38
Nutrition
40
Special Diets
Can All Foods FIT?
Fitness Fun Moving in the Right Direction
Celebrate Food
fun & functional
42
Celebrations Big & Small
44
Power of Play
46
Apps for miles of smiles Having a party? Get a Box
“Foodie” fun for kids: “Cheesy” Cauliflower Popcorn
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Resource Center www.parentingspecialneeds.org Serving the Special Needs Community
psn contributors making a difference FOUNDER/EDITORIAL DIRECTOR
Chantai Snellgrove chantai@parentingspecialneeds.org PUBLISHER/EDITOR-IN CHIEF
Tom Snellgrove tom@parentingspecialneeds.org DESIGN DIRECTOR
Chantai info@parentingspecialneeds.org Meme Hieneman
Barbara Sher
Eric Chessen
Barrie Silberberg
Ph.D. in Special Education
Pediatric Occupational Therapist & Author
M.S., YCS, Exercise Physiologist
Author
GRAPHIC DESIGNER
Michael Leisttein info@parentingspecialneeds.org ADVERTISING SALES
Chantai/Judy Jaszcz Corporate Sponsors & Ad Sales Manager sales@parentingspecialneeds.org
Curt Mellott MidWest & Lower Eastern curt@parentingspecialneeds.org Robin Newman
Douglas Haddad
Christina Bartlett
LCSW, PC Clinical Social worker, Adjunct Professor
Ph.D. (“Dr. Doug”) Author, Full-time Contributing Writer
Registered Dietitian
Jim Hasse, founder of cerebral-palsy-careerbuilders.com
Advertising Sales Person Needed inquire at Sales@parentingspecialneeds.org CIRCULATION & PR
Bob Jaszcz bob@parentingspecialneeds.org WEBMASTER
Sean Thompson sean@parentingspecialneeds.org Parenting Special Needs Magazine is available bi-monthly and distributed digitally for free. www. parentingspecialneeds.org Cynthia Falardeau Executive Director of the Education Foundation of IRC
Cristen Reat Co-Founder Bridging Apps.org
Sarah Cook
Becca Eisenberg
Photographer Cookwire photography
Speech Language Pathologist
Ernst VanBergeijk
Ellen Metrick
Ph.D., M.S.W. NYIT/VIP
Director of Industry Relations & Partnerships National Lekotek Center
The more you praise and celebrate your life, the more there is in life to celebrate. ~Oprah Winfrey
Editorial Submission are welcome. We reserve the right to edit, reject, or comment editorially on all submitted material. We can not be held responsible for the return of any submitted materials. Articles and advertisements in Parenting Special Needs Magazine do not necessarily reflect the opinion of the publisher nor does the publisher assume responsibility for statements made by our advertisers or editorial contributors. Acceptance of advertising by Parenting Special Needs does not constitute an endorsement of products, services or information. Parenting Special Needs Magazine, is © 2014 Parenting Special Needs, LLC. All rights reserved. Reproduction in whole or part without permission is prohibited. PUBLISHED BY: Parenting Special Needs ,LLC 518 S. Valencia Circle S.W. Vero Beach, FL 32968
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www.parentingspecialneeds.org
editorial director from the heart
Let’s Celebrate... Celebrations come in all sizes: some big like New Year’s Eve, a wedding or the 4th of July and some small like a good grade on a test, meeting a deadline at work or “landing safely” after a plane flight. But, all of these have a common thread: they don’t happen every day. So, it begs the question: do we celebrate enough? Our community has cause to celebrate daily. We have personal victories that can be celebrated....we can even simply celebrate that we made it through one more day! This issue shares about various forms of celebrations from “baking a difference” (notice our beautiful cake on the cover?), special gifts, food and games, and sage advice from our guest contributor, Kate Reynolds, who shares tips on party planning and how do avoid meltdowns and have fun! We even have a futureforward article titled Preparing for future celebrations, take a look at Options Beyond High School. As with each and every issue, PSN Magazine always wants to CELEBRATE our contributing writers. They bring their passion and share their knowledge with all of us. I may be dating myself... but, like the Kool and the Gang song says: Celebrate good times...COME ON!
Enjoy! Coming Next Issue School Success Chantai Snellgrove Founder and Editorial Director chantai@parentingspecialneeds.org
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about our cover...
Great Giveaways Log on to parenting special needs.org click on CONTESTS and enter to WIN these great products.
Want W in I t ? it! Look for this symbol on pages then enter to WIN at PSN Contests
This issue’s cover photo shows Charlotte Chapman with her daughter, Allix, who has autism. Allix, 21, lives deep in the heart of “cajun country” (Louisiana) with her mom, dad (Mitch), and big brother, Bryce. She loves exercising,travel, baking and all things “Disney”. Allix recently won The Good Samaritan Award from Catholic Service Center of Acadiana. The award recognizes those who reach out to the needy, hungry, and sick.
Crosswind Concepts Freedom Chair from Crosswind Concepts
Rush Hour® Jr from Ableplay
FunBites from Ableplay
101 Kids Activities That are the Bestest, Funnest Ever!
Magic Moves® Electronic Wand
from Page Street Publishing
from Ableplay
Cover Image Courtesy: Emily Hamner
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Child Care
Hypoallergenic Peanuts
COMING SOON!
In Development
Hypoallergenic peanut products could someday be available to the millions of Americans allergic to regular peanuts. Researchers from North Carolina’s Agricultural and Technical State University have developed a patented process that reduces peanut allergens by up to 98 percent. The new process reduces them by soaking de-shelled and roasted peanuts in a solution of foodgrade enzymes. The treated peanuts are made to look and taste like regular roasted peanuts, and they are not genetically modified. Source: Reuters.com
based on education & hands-on learning
Doodle Bugs! Children’s Center ”Doodle Differences” Doodle Bugs! Children’s Centers was recently included in the “2014 Best of the Burgh” list in the Kids and Family category. Chosen for their “doodle differences” going above and beyond typical public and private schools. Doodle Bugs! Children’s Centers provides education-based care for children ages six weeks to 12 years, including Preschool/Pre-K and Summer Camp programs. The BRAVO! Curriculum®, which is professionally designed and exclusive to Doodle Bugs!, combines theme-related, developmentally appropriate classroom experiences, all-inclusive enrichment activities and a series of center events. For more information or franchising opportunities, please visit www.doodlebugs.com.
Robots4Autism Hello My name is: Breakthrough Autism Intervention Program MILO Robots provide therapeutic benefits to children with autism, including an increase in motivation and engagement in social situations, as shown in studies detailed by Yale University. RoboKind, the world leader in social robotics, offers Robots4Autism, a breakthrough autism therapy curriculum that is researchproven and delivered by the first humanoid robot purpose-built for autism intervention. Autism experts from the University of Texas at Dallas partnered with RoboKind engineers to build the innovative Robots4Autism program. RoboKind is also offering Robots4Autism Matching Grant Program For more information, visit www.Robots4autism.com JUL/AUG 2014
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check it out! special products
Some of these Special Products are available for Parenting Special Needs Contest Winners. To enter, click on CONTESTS on our site and register.
Products you can use and win!
Successful Summer Celebrations
S
W in it!
ummer is a time to unwind, relax and have a bit of fun. Children with special needs may be thrown off balance with the change of routine and added family celebrations. But rather than throw in the towel and not attend these festivities, a little planning and a little creativity can make for a successful gathering. As you plan your summer celebrations, think about these quick pick ideas for making them fun for everyone. Create and bring a travel bag of tricks that have the comforts of home. Small fidget toys, like Tangles may give kids the confidence they need to socialize with others. Take a look at photos of the people who will be at the party so kids are familiar with the faces they’ll see. You can place them in Zatswho® Soft Photo Frame Cards and create games to help kids recognize family and friends. Plan a place for downtime should the party get rowdy. A quiet time activity like Rush Hour® Jr by Thinkfun, Inc. used in a quiet corner of the house may help children soothe and calm themselves. Thinkfun products include bags to store pieces and parts to every game!
Helpful Books for Parents of Children Party Planning for Children and Teens on the Autism Spectrum How tto Avoid Meltdowns and Have Fun! by Kate E. Reynolds, Jessica Kingsley Publishers b
Parties and celebrations can be highly challenging for children and teens on t autism spectrum and they can often feel reluctant to participate. This book the shows that if parties embrace the differences intrinsic to autism, and are planned s c carefully, they can be inclusive events enjoyed by all. Drawing on personal experience, the author highlights aspects of conventional parties that can heighten the anxieties of those on the spectrum and outlines practical solutions to these issues.
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Party Fun
W in it!
Party foods are often a part of the festivities but with uncontrolled eating or policing, kids can go overboard with foods that will affect allergies, attention, anxiety, mood and energy. Create your own “approved” snacks in fun bite-size shaped pieces with FunBites® cutters. They’ll easily cut bread, watermelon, cheese and burgers! If your kids are reticent and less likely to jump into the conversations, give them a “job” to do. Being a photographer can help with awkward family conversations and social scenarios. The Polaroid Instant Print 300 camera not only lets kids capture the moments, but can also deliver t he goods with instant photos to share.
W in it!
Bring along an active game that’s easy to learn and fun to play. Magic Moves®Electronic Wand by Educational Insights is the perfect ice breaker for kids to get acquainted. As kids play and interpret movement, they’ll soon be wiggling and giggling together. For more play ideas and toys for children with special needs go to www.ableplay.org. This website was created by the National Lekotek Center to encourage children of all abilities to experiences the benefits of play. Find us on Facebook. Reviewed by Ellen Metrick, Director of Industry Relations &Partnerships, National Lekotek Center; emetrick@lekotek.org
with Special Needs W in 101 KIDS ACTIVITIES THAT ARE THE it! BESTEST, FUNNEST EVER! by Holly Homer and Rachel Miller, Page Street Publishing b
W Whether your kid is 3, 5 or 12 years old, there are hundreds of fun, educational and engaging things h tto do in this book. When they ask to watch television, yyou’ll have the perfect solution. This book has ttime-tested, exciting activities (even one-of-a-kind aactivities) to keep your children laughing and learning for the whole day, every day.
check it out! special products
The Crosswind Concepts Freedom Chair
W in it!
The Crosswind Concepts Freedom Chair works great to transport wheelchair users across difďŹ cult and rough surfaces. Sand, dirt, twigs, snow, and rocks won’t slow down the Freedom Chair. This easy-to-use device allows wheelchair users access to trails, beaches, camping and paths making outdoor fun possible and more enjoyable. For transport, the lightweight (19-23 lbs.) and durable (made from aircraft grade aluminum) Freedom Chair easily folds and ďŹ ts in most car trunks. The Freedom Chair can also be used in emergencies as an evacuation chair to transport people up and down stairs and can hold approximately 650 pounds. This is an all-purpose device that even has the availability of an umbrella and “beach tiresâ€?. There is almost no place it, AND YOU, can go. See ad page 23 From www.crosswindconcepts.com
Helping your child thrive and ÀRXULVK •
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SIZE 2-14
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special products check it out!
DuoSpoon If your child has sensory challenges, this newly deigned spoon may be the answer. The DuoSpoon is an oral motor tool that can assist in the transition between soft and textured foods. It is made of sturdy, yet flexible, FDA approved silicone and one side (the textured “speed bump” side) acts as an aid in increasing upper lip activity in food removal. The “smooth” side has a shallow bowl which is excellent for beginners or those with poor oral motor skill. This is two tools in one and children love the playful texture. Do you have a product you would like to share with our readers? Please send usan email describing your product along with images submit@ parentingspecialneeds.org Please make sure to put Product Share in email subject line.
From www. mealtimenotions.com
parent pare aren en e n tingspec ingspec ing e c ialnee i lneed ed dss.o ..or org o rg
Š 2011 011 Fo Fox xB Broa r dcasting roadcast ttiing C Com ompa pan p ny
Lauren Potter - American Actress As an actress, Lauren has appeared on the hit show, Glee, but she is also an advisor to the White House for People with Intellectual Disabilities and appointed by President Obama. Lauren was born with Down Syndrome.
no limits!
Support Different-Ability Awareness
Charlotte Chapman Life’s lessons
“Baking” a Difference...
C
harlotte Chapman is a special mother who contributed to this issue’s “Real Moms Share” section. We asked her to give us an insight into herself, as well as into her life raising her daughter Allix. We asked her a series of questions; some serious and some “just for fun”. See what she said...
Photos courtesy Charlotte Chapman & Emily Hamner
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PARENTING SPECIAL NEEDS: Tell us a little bit about yourself and family. Charlotte Chapman: I am a retired 8th grade math teacher and my husband, Mitch, works for Chevron overseas. He works for 28 days and then is home for 28 days. My husband and I both grew up, and still live, in Cajun Country. We have a son, Bryce, who is 16 months older than Allix. When they were younger, he thought they were twins. He has always loved and accepted his sister just the way she is. Allix, 21, works part time with the chef at Indulge desserts. She loves to workout and we go to exercise classes at a small gym where she has stolen the hearts of the people she works out with. She loves to travel and is always planning our next vacation. She loves her iPad and iPod and ANYTHING Disney… especially if it has to do with Frozen. PSN: Tell us a little bit more about your child’s diagnosis and personality. CC: When Allix was about 15 months old we knew that “something was wrong”. Most times she didn’t respond to language. If I was in the room and you asked “where’s mom”, not only would she not point to me, she wouldn’t even look at me. Initially, we thought she might have been hard of hearing. We brought her to a hearing specialist and found that she had fluid in her ears. The fluid, when present, caused 40% hearing loss. But, it wasn’t there all the time. So, we thought, “that’s the problem, put tubes in her ears and her hearing returned to normal”. After a few months even though her hearing was normal nothing improved. At 24 months we started speech therapy and about that time the temper tantrums started. The older she got the more frustrated she became. She would bang her head on concrete floors. This could happen anywhere: home, friend’s houses, or the grocery store. Allix also began flapping. She would rock back and forth, flap her hands, shake her head from side to side, and say “eeeeee” all at the same time. All the research I had read said that if children weren’t talking by age 5, they would probably remain nonverbal. As her
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5th birthday approached it seemed like a terrible deadline. But, not long after her fifth birthday, she finally started talking. Her speech continues to improve and at 21 she still goes to speech therapy. Allix attended a parochial school, St. Leo Seton, for elementary and middle school and attended a parochial high school, St. Thomas More. After a couple of weeks, I picked Allix up from school and she said to me, “Mom I like STM but unfortunately I’m in the wrong class”. That’s when I realized she had no idea that she had special needs. We had to sit down with her and talk about autism. She is very strong willed and when she makes a decision she is determined to follow through. She wanted to make cooking videos so she taught herself to use Windows Movie Maker and made those cooking videos and many others PSN: Share with us something YOU, personally, had to overcome by being a mother to a child with special needs? CC: I had to overcome my need for perfection. Or, maybe I should say, I had to change my idea of what perfect really is because I truly believe my family is perfect just the way it is. Photos courtesy Charlotte Chapman
PSN: Will you share with us some life lessons you’ve learned on your journey raising your child with special needs? CC: When she was ďŹ rst diagnosed I was devastated. I realized my life was not going to be the one I had imagined. I think the most important lesson I learned was that even though my life is different than I imagined it would be, that doesn’t mean worse; it just means different. We also learned humility, patience, and understanding. PSN: What was graduation/transition/work like for your daughter? CC: Allix enjoyed school, but like most kids, she was ready to graduate her senior year. The transition from school to work was really easy for her because she was hired by the bakery where she had done her job training. The chef she works with has been wonderful and has taught Allix so much. PSN: How did you help Allix to soar and become her own person? What were the speciďŹ c challenges? CC: When she was younger, I read everything I could about autism and tried to do it all. But, one day, I realized that I just couldn’t do it. I also knew that I couldn’t live in her world and she was just going to have to learn to live in our world. Our mission statement was to have as “normalâ€? a life as possible especially since we had another child only 16 months older. We decided that autism was not going to deďŹ ne our lives. We took her everywhere we went and expected her to behave appropriately. At ďŹ rst it was a struggle. She would get upset and people would stare. But, slowly she did learn to behave appropriately in public. Now, until she starts talking, people can’t tell that she’s autistic.
Parties with a Purpose My Special Day Project was started in July, 2013, by Emily Hamner. After seeing a national news story about a lady having birthday parties in homeless shelters in New England, something spoke to Emily. She contacted her, but at that time, she was only interested in selling her business model. So, while at the beach with a group of friends, they came up with the name, a logo, a mission statement and a general idea of what they wanted to do. As the Executive Director of her family’s private foundation, Emily reached out to her local children’s shelters to see if this was a need in the community. It Was!!!! They began hosting parties at two local women and children’s shelters and one after school program for “at riskâ€? kids in September of 2013. To date they have had parties for over 60 kids in their community. There are 11 members in the group and they each have jobs: shopping for the presents, baking the cakes, attending the parties, PR or donations. Each party is set up with decorations, goodie bags and balloons. Emily says “we color, play games, have cake and open presents. The kids and adults have a great timeâ€?. Emily was introduced to Allix and “Ms. Charlotteâ€? (mom) at the end of last year. Emily continues, “They are such a blessing. Allix is so talented. She gets the information about each birthday child and makes a cake for that child. The kids love that they have a cake just for them with their name on it and it’s something they like, for example: Princess, Spiderman, dinosaurs, etc‌ Allix takes ownership in her cakes and explains the cake’s theme and then cuts and serves them to the party guests. I couldn’t do what we do for these kids without the tremendous work that Allix and Ms. Charlotte doâ€?. To donate or more information visit: My Special Day Project 7 5NIVERSITY !VE s ,AFAYETTE ,! Facebook: My Special Day Project
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PSN: How did you discover Allix had a talent/ gift/passion for cake decorating? Allix’s senior year of school they did job training. Her teacher sent home a questionnaire for the parents to fill out asking what we thought they should do. Allix has always been good with computers so I said “she should work in an office”. Allix told me she wanted to be a baker. Now, I’m not much of a cook and rarely baked at home, so, baking wasn’t something she knew how to do. I told her that office work would be better for her. When she got to school she told her teacher that she didn’t want to do what I had written on the form, she wanted to be a baker. I’m happy to say that her teacher listened to her instead of me and found a bakery that allowed her to train there. When I realized that she had a talent for baking, I put her in as many cake decorating classes as I could. I attended the classes with her, but didn’t excel like she did. At home she wanted to bake and decorate cakes all the time. We don’t eat sweets much so we didn’t know what to do with the cakes. That’s when we got involved with the My Special Day project. PSN: What do you most want for your child? CC: Most of all I want Allix to be happy. I want her to have a purpose in life and I want her to feel special and important. PSN: Can you share with us about Allix’s compassionate side, and how she gives back? CC: The My Special Day Project is a nonprofit organization that puts on birthday parties for children living in homeless shelters and for under privileged children. They put on 2 – 3 parties each month and Allix bakes the birthday cakes. The shelters provide information on the children that are celebrating birthdays. Allix then plans, bakes, and decorates a special cake for each child. She also attends the parties as well as cutting and serving her cakes. She loves going to a local diner that serves the homeless. She tries to go at least once a week for breakfast. She helps cook and serve the breakfast Photos courtesy Emily Hamner & Charlotte Chapman
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Recently, she baked a cake to be auctioned at an event benefiting Special Olympics. Her caked raised $607. PSN: What do you know now that you wished you had known earlier? CC: I wish I had known the person that Allix would become. If I had known that, I would have worried a lot less. I hope her story will show other families that there really is hope for a wonderful, full life for children with autism. PSN: Do you have a proud moment about your child that you would like to share? CC: When she graduated from high school she walked across the stage, got her certificate of achievement and turned to the audience and blew them a kiss. PSN: In conclusion, is there anything else that you would like to share with our readers? CC: We have had so many wonderful people (friends, teachers, assistants and therapists) in our lives that have helped so much. Our extended family has been incredible. People tell me that God doesn’t give you anything that you can’t handle. I think in my case he did give me something that I couldn’t handle alone but he sent me everyone that I needed. Y PSN: Charlotte, thank you so much for sharing your experiences and for inspiring us with the lessons you have learned raising Allix. We look forward to seeing and hearing more about Allix in the future.
Above: My Special Day Cakes: Allix creates each child a personalized birthday cake. She receives information about each birthday child in advance and then makes and designs a cake for that child based on their preferences. The kids love that they have a cake that is made just for them with their name on it and it’s something they like.
fun
Just for about Charlotte What do you do to find time for you? I have the most wonderful Mom. Allix spends many weekends at her house. It gives my husband and me time to spend with each other. Also, when you have a child with special needs they sometimes seem to get all the attention. This gave us time to spend alone with our son. Mommy timeout: Dream vacation? A week at a resort on a tropical island Favorite treat? Time to sit outside on our patio and read. Your one makeup essential? I can’t say that I have one. Do you drink Coffee or Tea? Coffee Are you a dog or cat person? Neither Favorite wacky word or phrase? When she has a cold, she says she has “burglars in her nose”.
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To Keep Your Child Learning This Summer
by Douglas Haddad, Ph.D.
Find a way for a child to express him/herself in a creative manner that can be presented to the family
Use multimedia to create something that is both audio and visuallyexpressive
Kids have been reading, writing and doing Let a young child read his/her favorite book math all school year long. There are many sneaky and record it. Save it to the computer and let her ways to keep children learning this summer that listen to her story. This can inspire a child to create are fun and don’t involve shoving original stories and turn them into academics down their throats. an audiobook series. If there are The key thing is to find an outlet several children in the family, they for a child to express his/her can brainstorm ideas together for creativity. Some young children characters and setting. Younger may enjoy experimenting with kids can write down their ideas different art media and playing and then act them out in front of with different types of paint, others. pastels, colored pencils, and Older kids can write their creating masterpieces that stories on a computer. An excellent - Nelson Mandela (antican be hung up somewhere way to present a story creatively apartheid revolutionary, in the house. Other kids may politician, and philanthropist) is through Google Presentation enjoy playing “restaurant” where all kids can simultaneously which provides them with an work on it from remote locations. opportunity to design menus, So if you are on vacation and in count money, and practice developing verbal a hotel room or on the beach and have Internet communication skills by taking orders as a waiter/ access and a portable electronic device handy, a waitress. It also provides an opportunity for kids to child can spend time creating some eye-catching, learn good sanitary habits when handling food. creative products.
“Education is the most powerful weapon you can use to change the world.”
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advice real life Kids can be stars and make fun, silly videos with kid-friendly technology Older kids love making all kinds of videos. With the ability to record decent quality videos with smartphones and easily import them into kidfriendly programs, kids can make these videos and readily share them with others. There is an app that is free with Mac products called Videostar. Recently, my students enjoyed doing a project in which they worked in groups to create a music video explaining the workings of a human body system of their choice, its associated parts and functions, along with a brief description of a disease related to that system.
Parents can sneak in learning in different ways both at and away from home Parents can give a child an option to visit a
museum of his/her choice based on unique interest.
Physical activity stimulates neurological connections using the multiple intelligences. Signing up a child for different sports or sports-related camps works the bodilykinesthetic intelligence, along with developing interpersonal communication and problemsolving skills. Other great activities children can do in the comfort of their own home include science experiments, puzzles, and board games. During these summer months, it is important to try and limit your child’s “useless” tech time, such as chatting on social media and playing video game marathons. For more information on empowering your child and assisting in his/her maturation, decision-making, overall development and becoming super healthy, check out Dr. Doug’s official website: www.douglashaddad.comY Douglas Haddad, Ph.D. (“Dr. Doug”) is a public school teacher, nutritionist and the author of parenting/child guidance book Save Your Kids… Now! The Revolutionary Guide To Helping Youth Conquer Today’s Challenges and co-author of Top Ten Tips For Tip Top Shape: Super Health Programs For All Professional Fields..
reallife advice
What Does Success Mean For Your Middle School Child? Have you asked?
K
nowing when and why your child feels successful can have a far-reaching impact on his or her career down road in terms of finding fulfillment while at work. For instance, I have found that defining what success means to me has helped me more easily pinpoint my accomplishments and identify the key success factors in my career. That list of accomplishments and key success factors has given me the framework for developing my resume and my talking points for showing prospective employers how I can contribute to their continued success. By first recognizing what must be present before I -- or others who work with me -- can feel successful, I have a bit of self-knowledge that enlightens everything from my career choice to how I supervise others. If, for example, as a job seeker with CP, I feel I need to have a perceived advantage over others to be attractive as an employee, this knowledge -- and the ability to use it -- can be my competitive edge in today’s job market. In my eyes,
by Jim Hasse
making the most of that advantage is my definition of success. Individuals tend to define success in at least four ways: recognition, accomplishment, belonging and influence. Such issues, of course, are probably not much of a concern for your child at the moment. But, keep these four definitions of success in mind. Ask yourself which of these four ways of defining success best describes your child as he or she participates in school activities. That may give you some insight into which environments at school, at home, or at play can best support your middle school child as selfconfidence builders.
With that knowledge, you can: s (ELP YOUR CHILD LEARN ABOUT WHAT TRUE SUCCESS means for him or her. s 'UIDE YOUR CHILD IN GAINING THE BEST lT FOR HIM OR her at home, in school or at play. s (ELP YOUR CHILD USE THAT SELF AWARENESS AND the awareness of different approaches others may have) to work more effectively with family members and school mates as practice for future decision making in terms of choosing a career, a job, and an employer as well working with coworkers.Y Jim Hasse, founder of cerebral-palsy-careerbuilders.com (the career-coaching guide for parents of CP youngsters) is an Accredited Business Communicator and Global Career Development Facilitator. He has CP. See http://www.cerebral-palsy-career-builders.com/ mentoring-stories.html
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by Kate E. Reynolds b ld ere comes the summer! It’s time for barbecues, outdoor festivals, street parties, family gettogethers and camping out…or, if you’re the parent of an autistic child, you may be thinking it’s time for sensory blowouts, extreme behaviours and emotional outbursts. The summer is a great time for social gatherings, however, with changes to routines and full of surprises, these can be the most challenging events for autistic children and teens. There are ways to help our youngsters manage parties and social gatherings better – and even develop evelop me tips some social skills along the way. So, here are some about how to prepare for, and manage, partiess and other social gatherings:
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1. Routine and predictability: Whatever age the children are, use invitationss as a visual aide so that parents can run through whatt will happen with younger kids and teens can read through ugh and prepare for the party. Have a timetable of when activities or games will be played; if possible with some timings or order. der. ow It’s particularly helpful for kids and parents to know when food will be served - nothing promotes an emotional outburst like an empty belly. If you’ve got unusual equipment, take a photo to and include that as part of the invitation. Perhaps ps le you’re doing a swimming party with an inflatable as the main focus – why not make the image of thee inflatable the cover of your invitation? A copy of the schedule of the party can bee o placed on the wall to remind autistic kids what to expect if they forget in the emotion and anxiety of a social gathering.
2. Sensory issues: These may affect any of the five senses, all of which may be assaulted at parties and other social gatherings. The most likely causes
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of sensory blowouts are surprises such as balloons popping or other kids screaming. Some kids may find groups difficult, so this may be managed by ensuring the numbers of guests is in the invitation. Others may be extremely visual, meaning that ‘tricks’ by magicians may be believed absolutely and can leave some kids disturbed and running for the exit. Younger and older autistic kids may find eye contact difficult and socialising a mystery. Sometimes giving them a specific task to do can ease them into a social
Parties and social gatherings of all sorts can be great learning opportunities 4. 1:1 support
gathering. For example, getting an autistic kid to do the photography for an outdoor event keeps them focused and ‘in’ the party but without too many social expectations. They can engage to a limited extent by asking people to look at the camera and say ‘cheers’. Don’t pressure them with high expectations of the photos and you may get some unexpectedly good shots!
3. Emotional outbursts and meltdowns: Provide a quiet area in case a meltdown happens. The aim is to return kids to any party situation, which they may manage better once they are calmer. Quiet areas have been criticised as marginalising special needs kids by removing them from social situations, but I believe they can be used as a temporary retreat while a specific activity is happening, or during an emotional outburst. It’s better not to have any form of screen in the quiet room, because you may end up struggling to return the child to the party. Parties and social gatherings with autistic teens often are complicated by the addition of hormones, which open the door to fights and sexual behaviours. If alcohol is added to the mix, you may be extremely grateful to have a quiet room already put aside to enable autistic guests some calming time.
Inviting autistic kids to a party is great, but for them to be fully included may involve extra pairs of hands. Having a 1:1 for autistic kids really helps things along by ensuring that kids don’t run or wander away and that any potential emotional outbursts are noticed early. Although many parents are used to staying throughout social events, many hands make things far easier and more pleasurable. How about asking a local high school if any students would like to volunteer to help out without responsibility for a child? This could be mutually beneficial if you provide a short awareness-raising event about autism and they get experience – you can always provide a work reference – and free food! For autistic teens, why not try buddying them up with someone who doesn’t have autism? This can work by giving non-spectrum kids a learning experience when they can model socially appropriate behaviour for an autistic peer – but choose your ‘modeller’ carefully! Parties and social gatherings of all sorts can be great learning opportunities for autistic kids. They can observe social behaviours, hear social greetings and gain other social insights which will help them manage such occasions in the future with less anxiety. If you want to learn more, why not take a look at ‘Party Planning for Children and Teens on the Autism Spectrum’ (2012, Jessica Kingsley Publishers)? It gives lots of ideas and tips for managing parties. You may even stop dreading parties and start to look forward to them!Y
Kate E. Reynolds BSc (Hons) RGN, PGDipHEd, PGDipCouns. Kate worked for the UK’s socialised health care system for 18 years before having her two children. In 2005 her son was diagnosed as having autism disorder with severe speech delay. Since then Kate has written numerous articles and several books for Jessica Kingsley Publishers. She has returned to the University of Bristol, UK, to study a Masters degree in Disability Studies. She blogs at autismagonyaunt.com
Image courtey Intex Recreation
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Mommy’s Timeout : T ake k a time i out and use V isualization Meditation to relax. Imagine yourself here viewing this beautiful Earth Goddess, on display at the Atlanta Botanical Garden. Take a couple of deep breaths and begin to let go of any stress. Imaginary Worlds: A New Kingdom of Plant Giants, showcasing 28 giant topiary-like sculptures at the Atlanta Botanical Garden on display until October Photos courtesy of Š Atlanta Botanical Garden Music courtesy Ryan Judd www.TheRhythmTree.com
breathing space your life
The Birthday Gift by Chantai Snellgrove
My daughter’s birthday party actually gave me a gift
by Meme Hieneman & Milissa Yeagley
very year I struggled with what to do for my daughter’s birthday. Of course, my daughter starts planning for her next birthday as soon as we have eaten the cake of the current birthday. Still, I struggled with what to do. Do I invite my friends and their children, whose children are not really friends with my daughter, but come out of obligation to their parents? The other kids take over and how much fun does my daughter really have? Plus, I struggled with myself and the hurt and pain I feel that my daughter’s life is neither easy, nor typical.
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On this particular birthday, I decided to make it easy on myself. I was busy at work and just wanted a simplified birthday. I had thought about what my daughter would like… she would like a party with her friends (who were her friends and not just the kids of my friends). But, that again always caused me pain because my daughter does not have very many friends. But, her friends, the ones she talks about, were from her ESE classroom. This presented a problem because several of the children were in wheelchairs and their parents did not normally bring them to parties. We had experienced this at another child’s birthday….where we were the only ones that attended, when, in fact, the whole Gen. Ed. class had been invited. The disappointment the family felt showed in their faces. I decided to go at this from a different angle. I went to her ESE teacher and asked if we could have a party in the classroom at lunchtime. A REAL party. One with a theme, invitations, perhaps play a game, and extend lunchtime from 20 minutes to an 1 hour, so as to not disrupt too much education time. After getting permission from the principal, it was a go! My daughter chose the theme of Princes and Princesses. We made handmade invitations (doesn’t everyone like the feeling of being invited to
something….the sheer excitement) and sent them in advance of the party date. We made the boys a crown and the girls a princess hat, and, of course, a goodie bag. Decorations were a tablecloth, paper plates and napkins. Lunch was McDonalds (I know not the best but kid’s favorite), the teacher took the children’s order in advance and we went and got it. The game was the classic Pin the Tail on the Donkey. It was the best birthday ever. She had such a good time, as did her friends. I noticed that I was actually enjoying the party and I wondered “what was different”? Then, it dawned on me that not once did I have to say “Kailee stop. Kailee, don’t do that or we don’t act /behave like that”. I was actually able to relax and enjoy the party. Everything she did was ACCEPTABLE. Everybody there, her teacher, aides, and friends all loved her for her. Shouldn’t I be more accepting of who my daughter is and let her be “herself”? Perhaps my own insecurities and pre-judgments were holding my daughter back … that birthday actually gave ME a gift!... The gift of accepting my daughter for who she is. While I now try to be more accepting of who my daughter is and the things I cannot change, I don’t allow this knowledge of acceptance to stop me from encouraging, pushing, and expecting her to be all that she can be. Like the Serenity prayer, I pray for the wisdom to know the difference. Y
Mrs. Salisbury’s second grade classroom at Thompson Elementary
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your life special finds
Stacy’s 5
SUMMER ESSENTIALS
I love stumbling upon great products that work well for Noah and other children who have special needs. 1
Sprout Rise Organic Morning Smoothie Variety Pack: Chef Tyler Florence is the maker of the very popular brand Sprout Organic Baby Food line. I’ve always wished for pouches to have a slightly higher calorie count for children that are past the toddler stage, but still are in need of pureed foods. The calorie counts range between 130 and 150 per pouch. They come in approximately 8 different flavor combinations. Begin Again Bathtub Ball I’m always in search of toys that have the potential to be easier held and grasped by hands that have some challenges. I found the Begin Again Bathtub Ball in a children’s magazine. For expert hands the toys within the ball can be taken out and re-inserted.
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Goddess Garden Organic Sunscreen Noah has very sensitive skin and his eczema always seems to flare up, especially seasonally. We have fallen in love with the light scent and smooth lotion feel that Goddess Garden Organic Sunscreen provides. It rubs in easy and doesn’t leave a film or greasy texture. This is very important for a child that has sensory challenges both to smells and products that rub the skin. Can You Imagine Air Power Soccer Disk-Light Up We are always looking for creative new ways to incorporate family participation and found this product called Can You Imagine Air Power Soccer Disk-Light Up. It glides on the floor and allows you to play indoor soccer in the Upsee by Firefly! Kickee Pants & Butterfy Brand Two new lines which we love are Kickee Pants, and the Butterfly Brand. Kickee pants is a Bamboo blind that feels softer than silk. The Butterfly Brand is also a new line that recognizes how irritating seams can be for children with delicate skin and sensory issues and has a line where the seams are inverted and remain on the outside of the clothing. Noah has tried both and they are very popular with him. I also love how these two companies give back to the special needs community
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Images Courtesy of Sprout Organic Foods, Begin Again Toys, Can You Imagine, Kickee Pants.
More About Stacy Stacy Warden is an in-home parent CNA, who worked in the legal profession prior to the birth of her first son, Noah. Noah has severe, spastic quadriplegia cerebral palsy with athetoid movements due to a birth injury. Noah has a younger brother, Luke, who is always eager to assist him so they can play together. Stacy’s passion has shifted towards advocating for those with special needs and offering encouragement and inspiration. She constantly craves coffee and enjoys quiet walks with her boys. When she’s not hunting a Starbucks drive-thru, she is flipping through Irish and English recipe books in search of the next best dish. You can find her at Noah’s Miracle (www.noahsmiracle.blogspot.com)
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REINFOR RCEMENT IMPROVING BEHAVIOR ONE INTERACTION AT A TIME by Meme Hieneman
P
ediatricians and educators tell parents to “reward good behavior”, but what does that really mean? Reward is often used as a lay term for the behavioral principle of reinforcement, but understanding what reinforcement really is and how to use it effectively is essential for increasing children’s desirable behavior. That is because our reactions and other results of behavior determine whether children’s behavior will continue and increase. The purpose of this article is to define reinforcement and provide tips for maximizing its power to produce positive change. Reinforcement is defined as providing or removing events in order to increase behavior. There are a couple important parts to that definition. First, reinforcement can be either providing things children want or removing things they do not want. Second, reinforcers are described as “events”. Events can include a wide array of things – not just praise or goodies. They can include social
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interactions, items or activities, avoiding or delaying unpleasant demands, or experiencing conditions that just feel good. Reinforces can also include events that have been paired with these outcomes (e.g., money, tokens, success at a difficult task).
To illustrate, some of the following events might be really reinforcing to children: Listening attentively as your child talks about anything he wants Earning checks or dots toward a sleepover or trip to the mall or movies Helping your child to complete chores or just letting her off the hook Providing massages, tickles, roughhousing, warm baths, or snuggles Letting your child make choices or be in charge for a little while
T Finally, reinforcement – by definition – results in increases in behavior. That means that if a child’s behavior does not improve, the event used is not reinforcing. Reinforcers vary from child to child, and across circumstances. Some children will work really hard to get attention of their parents or favorite peers; others are motivated by videogames or sports; others would rather just have some time off, especially when tired or overwhelmed. One of the best ways to determine what may be reinforcing for a child is to simply pay attention to how she chooses to spend her time. The only way, however, to know if something is reinforcing is to see its impact on behavior. Reinforcement only works to a parent’s advantage if it is available for desirable behavior and not available when that behavior is absent (or the child is engaging in problem behavior). For example, if a child receives privileges when she demonstrates responsibility (e.g., taking care of belongings or doing her chores) instead of when she wears her parents down by nagging, responsibility will happen more often and nagging will diminish. Rewards for good behavior should be bigger and better than those received following problem behavior. Controlling access to these preferred events may be challenging, but is very important for improving behavior. Consistently rewarding children’s behavior may be a habit that has to be developed – meaning we have to reinforce ourselves for following through. One effective strategy is Image courtesy our Facebook Friends
Here are a few tips for making reinforcement work: 1. Be clear about the specific behaviors that you expect and look for them. 2. Select rewards that you know to be motivating to your child. BE CREATIVE! 3. Rely on natural reinforcers (e.g., activities rather than tokens) whenever possible. 4. Provide reinforcers immediately when children are learning new skills or behavior patterns. 5. Reward positive behavior at least three times as often as you react to misbehavior. 6. Vary reinforcers periodically to keep your child interested and motivated. 7. Withhold or minimize reinforcement following behaviors you do not want. to choose activity rewards that are “mutually reinforcing”; that means they are enjoyable, and therefore motivating, to both child and parent. Examples might include baking or cooking together, taking turns listening and dancing to one another’s music, or lounging in the pool as a nice respite from the day. Encouraging positive behavior through these strategies will help children as well as parents. Y Meme Hieneman, has a Ph.D. in Special Education and is nationally certified as a behavior analyst. She has published a variety of articles, chapters, and books including “Parenting with Positive Behavior Support: A Practical Guide to Resolving Your Child’s Difficult Behavior.” In her professional career, Meme has worked with children with severe behavior problems for more than 20 years.
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Options Beyond High School A by Robin Denman
s a person with learning disabilities, or the parent of a student with LD, there are many decisions to be made about the future, post-high school. Maybe college is one option, or a different educational opportunity may be the right choice. Perhaps a career path such as an internship, apprentice program, or some entrepreneurial enterprise is more suited. Whatever direction is ultimately taken, the following information will help provide some insight and assistance as options are reviewed. A terrific site that should be visited by parents and students alike is www.heath.gwu.edu/node/134.
Educational Options Some students and parents haven’t even considered college an option before due to developmental/ intellectual disabilities; well it’s time for that thinking to change. The Higher Education Opportunity Act of 2008 ( www.thinkcollege.net/topics/opportunity-act) has really made an impact on college programs all over the country. There are adult education programs, job training programs, occupational certificate programs and new comprehensive postsecondary transition (CPT) programs. CPTs are programs offered in over 140 schools around the country that provide students with ID/DD an opportunity to learn career, academic, and independent living skills as they prepare for the future. “Think College” (www.thinkcollege.net) is an outstanding resource for potential college students with numerous links and a plethora of information. College options for students with intellectual disabilities www.lifeafterieps.com/college-options-for-students-withintellectual-disabilities-think-college/ can help identify
various other options as well.
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Community College These schools offer basic, core requirements that usually allow for transfer to higher learning institutions, along with liberal arts and science subjects. Most also have degree programs for training in specific occupations, such as criminal justice, medical assisting, computer programming, etc. Community colleges provide an A.A., A.S. or A.A.S. degree upon matriculation. For some students this provides for a more conducive step-up transition to University, allowing for live at home stability while acclimating to all the new changes college brings.
College/University Four-year colleges and Universities all differ in size, location, cost and admissions standards. Students who graduate earn a B.S. or B.A. degree. These students can go on to graduate school or institutions of higher learning, where there is no end to what may be accomplished. Networking By and For College Students with Disabilities http://weconnectnow.wordpress.com/ is a student run resource where undergraduates can connect and share resources and experiences from around the world.
Adaptive Technology /Assistive Devices Whether preparing for college, pursuing a career, entering a Life Skills program or choosing any other path forward, it’s vital to understand rights and options regarding these products and services. Vocational rehabilitation agencies are generally responsible for most costs associated with these needs/services (except those provided by educational programs/policies), as long as they are in line with State policies. It should be noted that it is vital they be addressed and included in the Individual Employment Plan (IEP). The following is a non-inclusive list of available services: s !DAPTIVE SERVICES s !UXILIARY AIDS s !SSISTIVE TECHNOLOGY SPEECH RECOGNITION SYSTEMS talking calculators, software that predicts and edits WORDS s #OLLATERAL SUPPORT SERVICES s !CCOMMODATIONS Two great sites for more information are www.washington. edu/doit/Faculty/Strategies/Academic/Adaptive and www. paulabliss.com/accomd.htm/
Vocational Rehabilitation Every state has a vocational rehabilitation agency whose major function is to assist individuals with disabilities to prepare for, get, or keep employment. Typically, vocational rehabilitation counselors help an individual: s %XPLORE )NTERESTS SKILLS AND EXPERIENCES s $ETERMINE SUPPORT NEEDS !4 !$ s $EVELOP EMPLOYMENT GOALS s $EVISE AN )NDIVIDUAL 0LAN FOR %MPLOYMENT )0% TO HELP achieve goals
Life Skills Programs Some students with developmental disabilities need more concentrated services than most schools can provide. Life Skills programs are educational programs designed to help young people learn the skills necessary for independent (or semi-independent) living. Most programs are found in residential environments and provide training in: s %FFECTIVE 4IME -ANAGEMENT s 3OCIAL 3KILLS s "ASIC 0ERSONAL (YGIENE s #AREER EXPLORATION s 3ITUATIONAL !WARENESS s -ONEY -ANAGEMENT While there are a number of LSPs around the country, they are generally costly, require an application/ interview process and students must meet certain criteria before enrollment. All of these conditions vary widely from program to program, as do the educational programs offered by individual facilities. A good place to start your research is: Young Adult Transition and Gap Year Programs. www.iser.com/young-adult-transitions.html ADDITIONAL RESOURCES: www.gainlifeskills.com www.lifedevelopmentinstitute.org www.askjan.org/soar/index.htm
In most states, VR services are provided at no cost. In some states, some of the services available are based on the individual’s ďŹ nancial need. The VR services a person is eligible for are outlined in an Individualized Plan for Employment (IPE). These services may include one or more of the following: s 6OCATIONAL COUNSELING AND GUIDANCE s *OB PLACEMENT ASSISTANCE s #OLLEGE OR VOCATIONAL TRAINING s 3UPPORTED EMPLOYMENT SERVICES s 3KILLS TRAINING s *OB COACHING OR TUTORING s 4RANSPORTATION s !SSISTIVE TECHNOLOGY SERVICES s 2EFERRAL SERVICES s &OLLOW UP SERVICES UP TO DAYS AFTER JOB PLACEMENT Services may be provided directly by the VR counselor, coordinated with other agencies, or purchased by the VR agency as needed. Purchasing services means VR pays another agency or organization to provide services. For example, VR may pay for skills training, or for a community employment agency, to work with an individual on their behalf. TO FIND THE LOCATION OF THE NEAREST STATE VOCATIONAL REHABILITATION OFFICE GO TO: www.askjan.org/cgi-in/TypeQuery.
EXE FOR AN EXPANDED LIST OF LOCAL AGENCIES AND SERVICES VISIT THE DRM REGIONAL RESOURCE DIRECTORY GO TO:
www.disabilityresources.org/DRMreg.html
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health & fitness Nutrition
by Christina Bartlett, RD, LD
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hen meal planning, use balance and moderation to control portions. This allows you to fit all foods into your meal plan.
Balance Balance what you eat and drink with your activity level. Pay attention to the calories you are consuming. If you consume higher-calorie foods, balance this with lower-calorie foods. Example: Higher calorie food = piece of fried chicken + Lower calorie food = steamed vegetables and/or a salad.
hungry, y, satisfied ti fi d or stuffed. t ff d Avoid splurging,‘all-you-canoid extra helpings, helpings splurging ‘all you can eat” buffets and slow down your pace of eating. Put down your utensils in between each bite, chew food thoroughly and sip water before, during and after your meal. Plate your meal in proper portions and take your time eating. Learn how to savor the aroma, texture, flavor and how it is feeding your body. If you are still hungry after twenty minutes, consume a fresh piece of fruit and/or non-starchy vegetables (green beans, carrots, broccoli, asparagus, salad, etc.).
Variety Choose a wide variety of foods: fruits, vegetables, whole grains, poultry, seafood, eggs, beans, peas, nuts, seeds and low-fat dairy. This helps you to get all the nutrients your body needs. X Vary the color: aim for more than one color on your plate X
Vary the flavor: sour, sweet, bitter and salty
X Vary the texture: crunchy, soft, smooth X Vary the preparation method: cooked versus raw Allow these healthy habits to change over time. It will make life easier in the long run, when your family works together to live a healthy lifestyle.Y
Moderation Learn how to eat until you are satisfied, not stuffed. It takes twenty minutes for your stomach to send signals to your brain to notify you if you are still
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Christina Bartlett RD, LD is a Registered Dietitian and the owner of Everything In Moderation. Dedicated to providing nutrition information that is tailored to the individual. Visit: www.eimnutrition.com
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IN THE RIGHT DIRECTION by Eric Chessen, M.S., YCS
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hen one of my athletes begins trying something new or different, I let it happen. Discovering an enjoyment of movement, even if it is a slightly different way to jump or swing the fitness rope around, is cause to get excited. There is certainly a lot of practice individuals with autism have to apply to become more fit and active, but play, and celebrating small accomplishments is essential to long-term success and a healthier lifestyle.
THE SCIENCE OF BSP Behavior-specific praise is instrumental for great fitness and active play programs. Behavior-specific praise (BSP) tells the athlete exactly what they did correctly. For example, if my athlete is performing jumps over some low hurdles I may say, “Good bending knees and looking forward” as opposed to a more general “Good job!” or “That was great”! Using BSP provides the individual with a blueprint on how to succeed again. BSP also allows us as instructors/coaches/ parents to provide effective feedback without having to comment on what the athlete is not doing correctly. When we hear a negative “Don’t do it that way”; “You’re doing it wrong”; “No, you’re other left”, not only can it be discouraging, but also, it can easily confuse an individual and not just those with special needs. Several studies have demonstrated that athletes who are provided BSP without any mention of mistakes tend to improve in performance. They are able to focus on what they are doing well, continue doing it, and improve. In the now, BSP helps us to consider the small improvements an athlete is making. Over time
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this is how we achieve more demanding goals. Anything from frog hops to riding a bike to running up a hill are going to require the investment of time, proper effort, and sufficient motivation.
BITE-SIZED SUCCESS Break movement activities down into smaller steps. What needs to be done first in order to independently master this particular exercise or activity? Usually teaching the whole thing at once is overwhelming, particularly if there are several steps that have to be performed in a specific order. If I want my athlete to pick up a ball, raise it overhead, and then carry it across the room and touch a cone, the instruction needs to be delivered in pieces, especially if these are all new movements and words. With that overhead carry, we might break it down into smaller accomplishment steps: 1) Pick up the ball 2) Raise ball overhead 3) Walk to cone at opposite end of the room
fun fitness health & fitness
Each step would be independently mastered before moving on to the next item. This not only builds the physical skill, but can also build confidence. The concept of behavioral momentum suggests that when we do one or two things we are good at, the next, more challenging item will be met with more confidence and a higher possibility of success. What we’re doing here is setting up our athletes for performing better than they would if just given a difficult new movement or activity. With a little planning and structure, we can individualize the process.
THE POWER OF SECOND Secondary reinforcers are specific activities or items that we know are preferable to an individual. If exercise
activities are aversive, we may build in a contingency plan (if/then). We can start out as simple as standing on two spot markers earning the athlete some break time or the opportunity to listen to a favorite song. Apart from edibles (squatting for gummy worms isn’t really conducive to our fitness goals), just about any preferred object or activity (within reason) can be used. The idea over time is to “thin” the reinforcement schedule, so rather than a single medicine ball throw being rewarded with a 14-minute break, 10 medicine ball throws are rewarded with a minute or two of individual time. We still always, always want to include behaviorspecific praise, even when fitness activities are motivating on their own. There is a Japanese concept called “Kaizen,” meaning small improvements every day leading to great achievements. We have to make time and effort to be joyful about the little successes that come with good programming, patience, and setting up an environment that increases aptitude. Changing fitness and physical activity from a “have to” to a “want to” is hardly an easy prospect in many cases, but one that is well worth the effort. Celebrate each little hurdle step. Y Eric Chessen, M.S., YCS Eric Chessen, M.S. is the creator of the PAC Profile Assessment Toolbox (www.PACProfile.com), PAC Profile Workshop series, and consults with special needs programs around the world. Available on www.Autismfitness.com
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by Barrie Silberberg
W
hen one is on a special diet it does not mean that they have to miss weddings, birthday parties, holiday BBQ’s, or other events where food is served. More and more people, especially caterers and those who work in the restaurant industry, are becoming aware of the many dietary restrictions that people need, due to health issues or any number of reasons. If one is attending a birthday party, it is perfectly ok to contact the host and explain that you or your child has a certain allergy or intolerance. You should ask if it would be acceptable if you brought his (or her) own food and/or drink. You could also ask what is being served and see if there are any items that you or your child could consume. Keep in mind cross contamination could occur and often it is wiser to just bring your own food. Even a utensil put into the wrong dish or container can cause ill health. If you are attending a BBQ, wrap up the meat, corn, and bun in foil so that the food will be safe and will not be contaminated by other items on the grill. If an adult will not be present, make it completely clear to your host to keep the foods in the foil until they are
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on your child’s plate. Once again, do not expect others to understand. Clearly contaminations often do occur. Notes on the food can assist the host, too. Remember, they are busy making sure everything is going well with their party and may be forgetful or become preoccupied. If you or your child just have a food preference (vegetarian, for example) that is a different story. They can choose whatever items fit with their dietary restrictions and just stay away from the offending foods or beverages. Children, as apposed to adults, have a more difficult time fitting in with their peers. So, again, it is best to call ahead and ask the host what he or she will be serving at your child’s parties. That way you can pack identical foods for your own child, yet safe for their special diet. Pack it in a lunch box or cooler with an ice pack and make sure that the host is aware of the lunch box when you are dropping off your child. Make sure that your child knows what the container looks like, so he or she can be reassured that what is inside is safe and packed by their parent. Do not forget the very important cake, cupcake and/or ice cream. Again, find out what kind, what flavor, etc. and try to buy or make something that looks like the birthday cake or cupcakes being served. If they are serving ice cream, again, bring something comparable and label it with your child’s name. Ask your host to put it in the freezer and make sure that your child knows it is there, too, so they can remind the host when it is being served.
In time you will learn which hosts are more than happy to accommodate and which will be a problem. Hopefully, in this day and age, when allergies run rampant, parents either have a child with an allergy or know someone with one, so it is not a foreign concept. Weddings and other similar events can be trickier. Do not bother the hosts this time. Contact the venue and ask to speak to the head chef or caterer. Explain your dietary needs and ask if they might be able to accommodate your needs. If the hosts know you well, they might have already spoken to the people in charge and will notify you, but if they are not aware of your dietary needs, it is fine to contact the person in charge of food for the event. If they will accommodate you, that is terrific. Make sure there is no chance of cross contamination. If you are not feeling comfortable, or the person you spoke
to does not seem very understanding about special dietary needs, it might be best to eat before or after the event. Another option is to keep some crackers, nuts, snack bars, or other snacks in your purse or pocket. You can excuse yourself from the table and go into the lobby or outside and have a snack to hold you over. When you R.S.V.P. be courteous and mark the card that you will not be eating the food. If the servers bring you a meal that is not eaten, it is a huge waste of money for the hosts. It is thoughtful to be considerate. Even though so many events are centered around food, please remember it is NOT about the food, but about the celebration and the people.Y Barrie Silberberg is the author of The Autism & ADHD Diet : A Step-byStep Guide To Hope and Healing by Living Gluten Free and Casein Free (GFCF) And Others Interventions. Her web site is: www.puttingyourkidsfirst.com
© The Monday Campaigns, Inc
Images courtesy © jcplbasilisk /flickr.com
special diets health & fitness
Now we get Mondays off!
One day a week, cut out meat.
by Cristen Reat h summer, how we have waited for you--a time to relax with family and friends, a time for vacation (or staycation) and endless lazy days… Celebrating the summer season can be full of excitement, new adventures and steps towards independence by trying new things like camp or play groups. For many families of children with special needs, a change in routine can bring a much needed break. For some of us, new routines and summer time activities like parties, cook-outs, reunions and festivals can also produce feelings of dread. Confronting new sights, sounds and people can affect those with sensory issues and can be a trigger for challenging behaviors. This season can be welcome relief from the school year, but more accurately feel like a roller coaster or obstacle course! Here are some ideas for celebrating special events–both big and small—whether it is gearing up for the raucous birthday pool party or enjoying fireworks on a quieter scale. App suggestions include making a special virtual cookie together and sending it to a loved one, creating a social story with pictures and video to help prepare for that extended family picnic, and celebrating rewards for completing a task independently or reaching a new milestone.
O
iiReward b Grembe Inc. by iiReward is a simple app that has motivational ccharts to reinforce positive behaviors in cchildren or young teens. Early childhood sspecial educators have used this app with children who have Autism, Down syndrome, ADHD, and other Developmental Delays. It can be used as a visual reward system to motivate the children to finish a task or to prepare them to try something new. It has also been used as a “First/Then” motivator (i.e. first get through the noisy parade, then they will get ice cream). Kids would see pictures of both activities and it helped them to persevere through the task that was less enjoyable for them. The app is customizable, supports multiple users, it is easy to learn and use. We also liked that we could upload our own pictures, so that the reward that the user was working towards was very specific and customized to them. Price: $2.99 IOS: https://itunes.apple.com/us/app/ireward/ Full review: http://bridgingapps.org/app/?id=324643198 PARENTING SPECIAL NEEDS.ORG
b Tipitap Inc. by iiDiary for Kids is a journaling app for children that aaligns with Common Core Writing Standards. It eenables them to write creative personal journal entries, add cute stickers, upload photos and draw pictures. The graphics are kid-friendly and the interface is simple and easy to use. We used this app with students with dysgraphia, ADD and autism spectrum disorder. Students who normally struggle with putting ideas and words on paper used the inspirational voiceover writing prompts and images to get their creative juices flowing. iDiary for Kids app is a fun and engaging alternative to traditional book journaling. It can be used to help a child express emotions visually before or after a new experience, like camp or the family cook-out. Price: $1.99 IOS: https://itunes.apple.com/us/app/idiary-for-kidsjournaling/id424283623?mt=8
Full review: http://bridgingapps.org/app/?id=424283623
id324643198?mt=8
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i iDiary for Kids: journaling platform for writing & drawing p
JUL/AUG 2014
iiLoveFireworks
Cookie Doodle C
b Fireworks Games by iiLoveFireworks is a great app for a reward, tteaching cause and effect and just plain fun. TThis app allows children to create a single fifirework or a multitude of fireworks with music running in the background. We have found it can help with fine motor skills for single finger touching or a user can use of any part of the hand to create fireworks. We have used it with children who have a variety of disabilities as a reward between tasks. They love creating a show that they can save and share later. Price: 99¢ IOS: https://itunes.apple.com/us/app/ilovefireworks/
b Shoe the Goose by Cookie Doodle is an app that is great for C w working on comprehension of step by step iinstructions. The app allows for your child to ccustomize a cookie, complete with different colored frosting, shapes, and decorations for a variety of holidays. For younger children, this is a good app to work on comprehension of directions and to work on naming the shapes, colors and decorations of cookies. For an older child, this app can be used for receptive listening skills as well as help with learning the sequencing of events. The combinations of cookies to make are limitless which means you never have to make the same cookie twice! Price: 99¢ IOS: https://itunes.apple.com/us/app/cookie-doodle/
id301027080?mt=8
Full review: http://bridgingapps.org/app/?id=301027080
id342128086?mt=8
Toca Birthday Party T
Full review:
b Toca Boca AB by TToca Birthday Party is a fun app that addresses p pretend play, language skills and is designed tto be played with another person(s). The aapp stimulates the imagination, encourages turn-taking and gives the child plenty of opportunities for communication. The graphics are clear, crisp and engaging. We have used this app with children from 2 years to 9 years with diagnoses of autism spectrum disorder, expressive and receptive language delay, Down syndrome, articulation disorder and pragmatic language disorder. Price: $2.99 IOS: https://itunes.apple.com/us/app/toca-birthday-
http://bridgingapps.org/app/?id=342128086
party/id469933147?mt=8
Full review: http://bridgingapps.org/app/?id=469933147
Storehouse S b Storehouse by SStorehouse – Visual Storytelling is a mobile aapp that touts the collage-like functionality oof Pinterest with the social media popularity oof Facebook. Geared towards young adults, this app is ideal for the teenage population that it was trialed with. Users capture their ‘stories’ by combining photos, text, videos etc. into professional-looking montages that can then be shared online with other Storehouse members (or not). As with any online activity, parents should supervise and determine the appropriateness of all content that is posted and viewed. Price: FREE IOS: https://itunes.apple.com/us/app/storehouse-visualstorytelling/id791297521?mt=8
Full review:
Images courtesy Facebook Friends
http://bridgingapps.org/app/?id=791297521
If you are interested in searching for more apps, creating your own list of apps and sharing them, please go to BridgingApps.org. BridgingApps, a program of Easter Seals Greater Houston, is a community of parents, therapists, doctors, and teachers who share information about using mobile devices (iPad, iPhone, and Android) with people who have special needs.Y Cristen Reat is co-founder of BridgingApps and a mother who found success when using a mobile device with her children who have special needs.
JUL/AUG 2014
PARENTING SPECIAL NEEDS.ORG
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GET A ?
a g n i v a H
y t r Pa
BOX! by Barbara Sher S
I
f you wantt your party t tto b be a bi big hit with ith kid kids, get a box. Get a big box…the kind appliances come in. Just the box alone will be a draw and the kids will just love climbing inside it. It won’t matter if it’s right side up, or on its side. But, if you want to be a bigger hit, cut doors in the front of the box. Just make a cut down the middle of one side and on the top and bottom (like a giant letter “I”). The doors will then open and the fun can begin. One game that I’ve done many, many times is called “Who’s In The Box” and it’s always a gigantic hit. The way you play is to have all the kids turn their backs to the box and close their eyes (no peeking!). Then, choose one child to get in the box. If you made doors, close the doors. If you didn’t make doors, just pick the child up and put them inside of the box and close the top flaps (partially or all the way).
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PARENTING SPECIAL NEEDS.ORG
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Then sing this cha chant with the kids Who’s in the box? Who’s in the box? Knock Knock Knock (actually knock on the box) Who’s in the box? The kids have to look around and see who is missing and figure out who is gone. After guessing, they look inside the box to see if they are right. If my experience is any guide, everyone will be “over the moon” with excitement-- jumping up and down wanting their turn to be in the box. In a school situation, this game can be a way to increase social awareness, but, at a party, it’s just plain fun to be in the box. After awhile I let more than one child in the box, maybe even a few. They love getting squashed together. Young children crave that physical closeness that doesn’t require conversation. I have found this is particularly true for children on the spectrum who respond to that deep proprioceptive touch that happens when you are cuddling close with others. Y Barbara Sher M.A.,O.T.R, an occupational therapist and author of nine books on childrens games. This game is adapted from Barbara’s new book THE WHOLE SPECTRUM OF MOTOR, SOCIAL AND SENSORY GAMES: Using Children’s Natural Love Of Play To Enhance Key Skills And Promote Inclusion. Check out Barbara’s other game books at any on-line bookstore or get a free game designed for your child at her web site: www.gameslady.com
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by PSN Team & Becca Eisenberg
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or your next Movie night or Game night, instead of fixing a bowl of buttery popcorn, try this kid-friendly veggie snack. It tastes so good that kids will think it’s popcorn. Plus, there are so many benefits to serving Cauliflower; it is loaded with nutrients including vitamins, minerals, antioxidants, and other phytochemicals. To add to the fun we served our “cheesy” cauliflower Popcorn in dollar store popcorn containers.
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PARENTING SPECIAL NEEDS.ORG
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7\ab`cQbW]\a >`S^`ObW]\ >O`S\b( Preheat the oven to 425ÂşF. Line a
baking sheet with parchment paper.
>O`S\b 9WRR]( Rinse cauliflower and dry with paper towel.
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sections
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florets about the size of popcorn.
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evenly onto the parchment lined baking sheet.
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nutritional yeast, sea salt, all seasoning and Parmesan cheese. Optional: you could also toss all ingredients in a large bowl until well coated.
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cauliflower is slightly brown and tender, stirring once halfway through. Serve warm or at room temperature‌and be prepared to be addicted!
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i*>Ă•Â?>ĂŠ>˜`ĂŠ>]^Q]`\ĂŠLÞÊ Ă€>Â˜ÂŽĂŠ ĂƒV…°Ê7…ˆÂ?iĂŠ ĂžÂœĂ•ĂŠ>Ă€iĂŠi>ĂŒÂˆÂ˜}ĂŠĂŒÂ…ÂˆĂƒĂŠÂŤÂœÂŤVÂœĂ€Â˜ĂŠĂŒÂœ}iĂŒÂ…iĂ€]ĂŠi˜VÂœĂ•Ă€Â‡ >}iĂŠĂžÂœĂ•Ă€ĂŠV…ˆÂ?`ĂŠĂŒÂœĂŠĂŒiÂ?Â?ĂŠĂžÂœĂ•ĂŠĂœÂ…>ĂŒĂŠĂŒÂ…iĂŠÂŤÂœÂŤVÂœĂ€Â˜ĂŠ ĂŒ>ĂƒĂŒiĂƒĂŠÂ?ˆŽiĂŠÂi°}°ÊVĂ€Ă•Â˜VÂ…Ăž]ĂŠĂƒ>Â?ĂŒĂž]ĂŠVÂ…iiĂƒĂž]ĂŠiĂŒV°Ž°Ê ĂƒĂŠ ĂžÂœĂ•Â˝Ă€iĂŠĂ€iĂ›ÂˆiĂœÂˆÂ˜}ĂŠĂŒÂ…iĂŠĂ€iVÂˆÂŤi]ĂŠĂƒÂ…ÂœĂœĂŠĂžÂœĂ•Ă€ĂŠV…ˆÂ?`ĂŠ ĂŒÂ…iĂŠÂŤÂˆVĂŒĂ•Ă€iĂƒĂŠĂŒÂ…>ĂŒĂŠĂžÂœĂ•ĂŠĂŒÂœÂœÂŽĂŠ>ĂƒĂŠĂ›ÂˆĂƒĂ•>Â?ĂŠVĂ•iĂƒĂŠĂŒÂœĂŠÂ…iÂ?ÂŤĂŠ Ă€iV>Â?Â?ĂŠĂŒÂ…iĂŠĂƒĂŒiÂŤĂƒĂŠÂœvĂŠĂŒÂ…iĂŠĂ€iVÂˆÂŤi°Ê ˜Â?ÂœĂžtĂŠY Becca Eisenberg is a mother of two young children and a speech language pathologist, author and instructor. Her website, www.gravitybread. com encourages learning time during mealtime. On her website, she writes children’s book recommendations, app recommendations, as well as child friendly recipes with language tips their family.
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Temple Grandin, PhD Doctor of Animal Science
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As a doctor of Animal Science, Temple has been instrumental in the way we treat animals. She is a Professor, Inventor, Author, and Consultant. She is the basis for the eponymous, award-winning HBO movie. Temple was diagnosed with Autism in 1950 at age 2.
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Sharing“I CAN!”attitudes AMAZING GRACE! From the time Christian knew his sister, Mandy, was pregnant, he practiced holding the baby and telling us he/she was going to hold his pinkie and for many, many months he was going to play her a lullaby on his guitar when she was born. Although we never spoke of the medical issues Mandy faced, he knew something was going on. Maybe he sensed it. Christian Jack-Douglas Bennett used to love to stand in front of the baby crib, before the baby was born, and say these words, “how much I love you in my heart…I love you so very much, I love you baby”. We did not know what the sex of the baby was going to be, we wanted it to be a surprise! He never once worried, never showed concern about the medical issues, he only knew that he loved the baby. He only spoke of love! So the day finally arrived when the baby was going to be delivered…nearly 90 days early. Mandy went through many medical problems including: vasa previa, placenta previa and Velamentous cord insertion. Now, Christian’s extraordinary faith and God’s amazing “Grace” have come together! Oh, to have a faith as strong as that! Meet three miracles: Christian, Mandy and Grace Renee. ~ Proud Mom Renee Farrow Bennett
Next Issue! Share a Proud Moment with us Proud Moments can be any time that you have been extremely proud of your child with special needs. It can be when they are giving it their all or reaching a milestone. Please make sure to include photos. submit@parentingspecialneeds.org Images courtesy Renee Farrow Bennett
Image courtesy Christy White Photography
Christian achieving with an “I CAN” attitude
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