Parenting Special Needs

H E A LT H • I N F O R M AT I O N • I N S P I R AT I O N

G

SPRIN

into Good Health

Part II of Part IV

PERSONVENTURED

Entrepreneurship Series

10

Things to cover at the IEP Meeting

Anxiety

In Children and Adolescents

Autism Resources at Your Fingertips!

The Autism Community Hub is the best source for resources on Autism Spectrum Disorders (ASD) for individuals and the general community.

AUTISM AWARENESS

COMMUNITY HUB

Presented by Children’s Specialized Hospital and Kohl’s Autism Awareness, The Community Hub is the only comprehensive source providing reliable information on Autism in your community. Together, we can build stronger, more inclusive communities.

Take an adventure through The Community Hub now!

VISIT: VISIT: www.childrens-specialized.org/ www.children-specialized.org/ KohlsAutismAwareness KohlsAutismAwareness

This community service is made possible by the Kohl’s Autism Awareness program at Children’s Specialized Hospital

inside this issue...

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21

Anxiety

32

COVER: Mary M. & Justin Bates son, Cover Image Courtesy: MaryMaChandra Forest-Wilder Justin C.

M. Bates,

Paige Talhelm: My brother helped shape who I am and will become...

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Spring Into Good Health

30

Whether it’s Your First IEP or You’re a Pro:

Tips for achieving a Healthy Lifestyle

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ANXIETY

40

What to Expect When

8

10

12

Real Sibs Share

10 Things to Cover at the Meeting

In Children and Adolescents

58

Mar Apr 2015 Features

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In Children and Adolescents

Establishing Expectations

psn community news Noteworthy!

Media Alert: Allergy Foundation Statement Forbrain Awarded Prestigious Award Zoo Campers with special needs benefit with Let’s All Play

check it out!

New Products & Products You Can Use & Win! Ask the

real life

PROFESSION PROFESSIONAL AL

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Fun and Educational Things kids can do during their Spring Break

16 18

Balancing The Care Of siblings with different needs

Bullying How to Identify, Address & Change Harmful Behavior Affecting Your Child

MAR/APR 2015

Parenting SPecial needS.org

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30 inside this issue...

Mar Apr 2015 your life

50

36 38

Mommy Time Outs

60

Proud Moments

Enjoy the Bluebonnets of Texas

How do you keep your kids active? without breaking the bank.

Readers share two words that describe their child’s personality

in focus

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Person-Ventured Entrepreneurship: Part II of a IV part series

O = Objectives of “Person-Venture” Entrepreneurship

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54

Carol Cooper Boosting Children’s Confidence

health & fitness

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60 in every issue 6 psn contributors 7 from the heart 9 contest/giveaways

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Making A Difference

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50

Fitness Fun

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Special Diets

The Four Features of Total Fitness: The Foundations of Better Livings Taking Care of Your Child’s Special Food Needs

fun & functional

54

What’s Appening?

56 57 58

Power of Play

Health & Nutrition – Apps for Family Fun

Don’t Throw that Styrofoam Away

ASL Video + Tips Colors Signs

“Foodie” Fun: Healthy Ambrosia Fruit Salad Dessert

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Parenting Special Needs Magazine is a FREE, online publication.

Empowering parents, caregivers, and everyone by providing resources, information and inspiration.

Subscribe FREE Today at www.PaRENtiNg SPEcial NEEdS.oRg

psn contributors making a difference Founder/editorial director

Chantai Snellgrove

chantai@parentingspecialneeds.org Publisher/editor-in chieF

Tom Snellgrove

tom@parentingspecialneeds.org design director Meme Hieneman Ph.D. in Special Education

Barbara Sher

Pediatric Occupational Therapist & Author

Eric Chessen

Barrie Silberberg

M.S., YCS, Exercise Physiologist

Author

Chantai

info@parentingspecialneeds.org graPhic designer

Michael Leisttein

info@parentingspecialneeds.org adVertising sales

Chantai/Judy Jaszcz Corporate Sponsors & Ad Sales Manager sales@parentingspecialneeds.org

Curt Mellott

Tracy Felix

Douglas Haddad

Christina Bartlett

Jim Hasse,

Xlinked1 Special Needs blogger

Ph.D. (“Dr. Doug”) Author, Full-time Contributing Writer

Registered Dietitian

Founder of cerebral-palsy-careerbuilders.com

MidWest & Lower Eastern curt@parentingspecialneeds.org

Advertising Sales Person Needed

inquire at Sales@parentingspecialneeds.org circulation & Pr

Bob Jaszcz

bob@parentingspecialneeds.org Webmaster

Sean Thompson

sean@parentingspecialneeds.org

Cynthia Falardeau Executive Director of the Education Foundation of IRC

Cristen Reat Co-Founder Bridging Apps.org

Ernst VanBergeijk

Ahren Hoffman

Ph.D., M.S.W. NYIT/VIP

(CTRS), Manager of Industry Relations & Partnerships at the National Lekotek Centerr

“A life not lived for others is not a life.” ―~ Mother Teresa Angie Craft

Becca Eisenberg

Amanda Morin

Deaf Education Specialist; Spec. Ed. Teacher

Speech Language Pathologist

Education Writer, Special Education Advocate & Author

Parenting Special Needs Magazine is available bi-monthly and distributed digitally for free. www. parentingspecialneeds.org 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 © 2015 Parenting Special Needs, LLC. All rights reserved.

Reproduction in whole or part without permission is prohibited.

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Tel: 772-532-4423 • Fax 772-299-4310

www.parentingspecialneeds.org

editorial director from the heart

Proper perspective...

5 THINGS I LEARNED FROM THIS ISSUE

1. If I can’t envision how it will all work in practice during my child’s IEP, it’s okay ask: How does that program work; who will be teaching reading to my child? (p.30).

2. The real impact on siblings (p.20).

3. Anxiety looks and shows up differently in children (p.32).

4. Use S.M.A.R.T to establish Good Health (p.54) 5. How to differentiate between choices vs directions when speaking to my child (p.40).

As I was driving home a few days ago I couldn’t help but feel a little “out of sorts”.......am I the only one who still hasn’t adjusted to Daylight Savings Time? My internal clock really hasn’t caught up to the “new normal” time lines. Of course, as soon as I thought this I also thought “gee, silly, how do you think every single parent and child(ren) in our special needs community feels every-single-day?” And just like that, proper perspective found its way back to me. More daylight.....less daylight....didn’t really matter. What matters is what we’re doing with any and all hours of our lives. Are we making a difference? Are we helping others? Are we fighting the good fight? Are we grateful for what we DO have? Are we loving?

Are we loved? The resounding answer for me is simple: I’m certainly doing my best...isn’t that all anyone of us can do?

Just do our best?

With that in mind, part of doing our best has to include taking care of ourselves and our families. Our health has to be at its best always. This issue happens to be centered around health so that each of us can have the best shot at always doing our best.

I continue to be humbled and amazed by our contributors and by the impact that their information and experience has on our readership, our community and our daily lives.

Chantai Snellgrove Founder and Editorial Director chantai@parentingspecialneeds.org

Next Issue: FAMILY TIME

MAR/APR 2015

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psn community news

Sharing

updates

Forbrain Awarded Prestigious BETT Award

Media Alert: Allergy Foundation Statement on Recent Cumin Warning

AAFA STATEMENT-The Food and Drug Administration (FDA) issued a warning to people with peanut allergies, advising them to consider staying away from all food products containing ground cumin or WINNER cumin powder after a wave of recalls. Ground cumin, apparently “ICT Special Education Needs from overseas suppliers, has been found to contain trace amounts of peanuts. The recalls began in late 2014, and the FDA issued the wider Solutions” category warning on Wednesday, February 11, 2015. Remember, cumin may not be specifically mentioned on the label of food products that contain it. Ground cumin may be sold as a spice, in a spice mix or kit, or as a minor ingredient when used in finished food products like soups and The BETT Show is the chilies. Most finished products are expected to have low amounts of world’s largest technology ground cumin, and therefore low amounts of peanut protein. Products in education show and the made before 2014 are unlikely to contain the affected ground cumin.

BETT awards are considered the highest recognition in View a list of Recalled Product >> the industry. FORBRAIN is a Visit: www.aafa.org distinctive and innovative resource that helps the engagement of students in their learning. Becoming a BETT winner is something that companies strive to achieve. Forbrain was recently placed in the spotlight thanks to a scientific review from the University of Barcelona which concluded that “The brain needs to learn to cope with and filter the The Chicago Zoological random variations created Society (CZS) has

by Forbrain’s dynamic filter partnered with the National Inclusion Project this year to in what can be regarded as implement a training program titled Let’s All Play that will enable Zoo a training exercise for the Camp staff at Brookfield Zoo to better serve children with disabilities. executive control of attention”.

They will train their Zoo Camp staff members in inclusion techniques, expand their camp staff to include a counselor experienced in working Visit: www.forbrain.com with children with special needs in informal settings, and provide Zoo Camp scholarships for children with disabilities. Visit: www.CZS.org

Zoo Campers with special needs benefit with Let’s All Play

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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.

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W in it!

Look for this symbol on pages then enter to WIN at PSN Contests

Busy Bugs Travel Puzzle from Ableplay

Rush Hour fom Ableplay

BOOK: A Manual for Marco

This month’s cover features Mary M. Bates and her son, Justin C. Bates, who is 12 and has been diagnosed with Septo-Optic Dysplasia, Blindness & Autism. He has three older half-brothers and he loves to listen to classical music, play his tambourine, and make beats on the drums. He also likes to imitate different sounds like emergency vehicles and large trucks. Mom’s main wish is for Justin to be a productive, young man.

Cover Image Courtesy: MaChandra Forest-Wilder

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Mural was done by Jason Jenkins at Martin’s Restaurant and Bar in Jackson MS MAR/APR 2015

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check it out! special products

new Products avaz ToGeTHer app

SCoooT

new Device Gives Disabled Kids Freedom to ‘Scooot’

Avaz Together is the world’s first app that can be used at home, in everyday life, to help your child learn communication faster. Avaz Together will help parents develop, teach and track their children’s communication skills. Parents can learn how their child uses different sentence structures, or strings together pictures to communicate their needs, through the app. Avaz Together is the only speech therapy tool that trains you, the parent, to help your child start communicating. www.avazapp.com

Scooot is a 3-in-1 rider that allows children with disabilities to move and play without an adult’s help. Scooot is the latest creation from Firefly, the online company behind the much-celebrated Upsee. Scooot doesn’t stand out as a special needs product, so it’s easier for children to join in and participate in games with other kids. It has three modes to suit different kids and it’s more affordable than most mobility products. www.fireflyfriends.com/scooot

Kozie Snap Snap Swimwear – maximuS This one-piece, rash guard suit features our fish print in awesome colors and longer sleeves for your little man. Kozie’s SnapMe helps children (and caretakers of children) with motor, neurological, social, and emotional challenges dress, toilet, and change: No more messy diaper changes or struggling with wet suits, just unsnap and change. Suits are full lined and have two rows of snaps for an adjustable fit. accurate dosing! www.kozieclothes.com/swimwear

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Developing communication skills helps kids with autism live fuller, richer lives!

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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! “inCarceration”

W in it!

S

pring break and the onset of summer prompts families to pack up the car, roll down the windows and take a road trip adventure. Many families plan vacations to help kids learn about new places and gain new experiences. the great news is that the destination travel time can be packed full of learning opportunities, too.

Being in a car for an extended period of time can inspire feelings of shared collective adventure or sometimes can feel like an “incarceration.” one trick to make travel time or hotel stays feel like a healthy family experience rather than captivity is to pack play products with the same priority you pack clothes.

Here are a few suggestions that will make the miles and minutes fly and memories of the journey almost as fun as getting to the destination:

1

. thinkFun-thinkFun has many options for travel games and many games come with a cloth bag to store pieces!

Helpful Books for Parents of Children Body Safety education -- a parents’ guide to protecting kids from sexual abuse’

by Jayneen Sanders ,Upload Publishing, Ltd.

This step-by-step guide is for parents and carers so they know how to protect children from sexual abuse through personal Body Safety Education. This guide contains simple, practical and age-appropriate ideas, as well as important information about how abusers groom as well as signs a child may be being sexually abused. This book is an invaluable guide for parents, caregivers, teachers and healthcare professionals.

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W in it!

Travel Friendy Companions Rush Hour is a classic game that as survived the test of time in its popularity and will hopefully be the only traffic jam on the trip! amaze is the perfect travel companion because this puzzle is one piece with a ton of challenges to keep kids focused (and quiet too!).

enter parenting Special needs magazine

“mom & me” Cover Contest for our may/June issue

one Lucky winner will appear on the Cover of our may/June 2015 issue!

2

. Smart toys and games- Smart toys and games has designed a series of travel friendly companions like their Busy Bugs travel puzzle game which offers 48 challenges and four levels of play. the puzzle is magnetic and encourages young bug lovers to build logic and spatial reasoning skills. there are many other travel games that appeal to the personality and preferences of your child..

3

. downloadables- don’t forget about the classic scavenger hunt style games like state license plates or road signs. a family road trip is a great time to talk with your kids, engage in activities and unplug (for at least part of the trip!).

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 experience the benefits of play.

Find us on Facebook. Reviewed by Ahren Hoffman, Manager of Industry Relations &Partnerships, National Lekotek Center; ahoffman@lekotek.org

ragging PRIZE: B lus gifts Rights p 50.00 t $1 valued a 5th

1 5- April March 1 mmer

Su Theme: ime & Family T y Mobilit

Enter contest by sending image to: submit@parentingspecialneeds.org Remember to include name and age of child and put “Mom & Me” in email subject line.

with Special Needs a manual for marco

by Shaila Abdullah, Loving Healing Press

This confronting, yet touching book about sibling love, is perfect for children who are having trouble coping with an autistic brother or sister. From the viewpoint of an 8 year old sister, the book shares the day-to-day life with her brother. The author makes a list of the things that she thinks make him “special” and “not-so-special” and creates a “Manual for Marco”.

TIP: Magazine cover is vertical (portrait)in layout.

Please don’t compress images (large 708KB or actual size 2.6 MB).

Must have and include permission from photographer for copyrighted images.

FUN & Educational Things

Kids Can Do During Their Spring Break

by Douglas Haddad, Ph.D.

T

here is so much that a child can do during their spring break, and all from the luxury of their own home that is both fun and educational. On cold, dreary spring days when it is raining outside, there are a variety of indoor games and activities that can spur a child’s imagination and build their mental and physical skills all while having fun.

Engaging a child in ThE arTs Many children love to draw, color, paint, read, and write, especially when they aren’t required to do so.

Parents can encourage a child to do some pleasure reading and/or some free writing. Writing a story, poem, comic strip, or anything they want for that matter helps spur imagination and creativity. Before bedtime, parents can engage in storytelling with their child. Have a child make up a story about anything that comes into their minds. You could also provide your child with a topic and role play back-and-forth with him.

TEaching a child Through cooking It seems like while the kids are home during their spring break that would be a great opportunity to teach them about cooking and a healthy diet. In the process, you can teach your child more than just healthy eating through different recipes. Not only will children learn about units of measurement, how to read and follow a procedure, but they will also learn how to include math into recipes, such as using fractions, adding, subtracting, and learning new vocabulary in the process.

As a nutritionist, - Robert Frost I see an additional

“I’m not a teacher, but an awakener.”

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benefit in family cooking in that cooking with your kids can help spark their interest in trying healthier foods they might normally not willingly try. Kids will be kids and snack on junk food from time-to-time, but what is important is how they consume the majority of the time.

dr. doug’s kid-hEalThy nuTriTion Plan: • Consider stocking your home with nutrient-dense foods including a variety of fresh fruits, preferably organic to reduce pesticide loads. Opt away from fruit juice unless it is 100% juice.

• Kids typically like colorful vegetables. I would recommend purchasing cruciferous, dark green, red, and orange vegetables.

• Choose whole grains foods (cereal, oatmeal, chips, pasta, quinoa, wild or brown rice).

• Encourage a child to consume organic and nonGMO dairy products like yogurts and cheese and also drink fat-free or low-fat dairy products that retain their calcium content.

• Kids need a well-balanced diet that includes foods with protein (such as lean meat, poultry, eggs, legumes) and healthy fats (such as nuts, some fish, avocados, coconut and extra virgin olive oil).

MyPlate.gov has a variety of creative ideas to add a winter season twist to make healthy foods fun and festive.

image courtesy our Facebook Friends

advice real life Playing board gamEs Board games are a great way for families to spend quality time together. There are some great classics out there. Scrabble is an excellent game for teaching spelling and involves math in counting up words in all different directions.

Games like Monopoly teach you how to manage your money and assets. The game Memory helps a child’s concentration and overall memory. Chess and checkers are classic strategy games that help teach children valuable life skills, such as planning ahead, strategizing, patience, anticipation, and accepting consequences.

Taking your kids ouTsidE ThE homE for fun,

EducaTional acTiviTiEs There are a multitude of activities for kids to do away from home during their spring break from nature centers to kid-friendly museums to indoor play centers at affordable prices. For a list of events for kids during their school break, go to: www.kidsoutandabout.com and click on where you live to see what area. activities are going on in your area.w

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. www. douglashaddad.com

4-31-15

Balancing The Care

of siblings with different needs by authors name

P

arenting is hard. Parenting a child with special needs is hard, too. Parenting multiple kids with different abilities is one of the toughest jobs I have ever done.

Our oldest son has special needs. When he was born we had a lot of doctors and nurses that answered our questions and helped us along the way. We had therapists and social workers that helped us navigate the system that we had gotten thrown into.

They came to our house and taught us how to help improve our sons’ movement. We had family that wanted to learn how to care for him so we could have a night away. We had a lot of help.

Then we got pregnant again and this son was expected to be completely normal. No issues what so ever. (I might disagree with them now though. Some of the things he does seems so strange to me and I find myself always asking him why he is doing what he is doing.) We got sent home with this 3-day-old little crying baby that was eating normal, pooping normal, and hitting every milestone sooner

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than expected. People assumed that we knew how to take care of this one because of everything we had gone through with the first one. That was not the case and I still find myself saying “I am not ready”. Our boys were completely different right from the start.

So, how do you take care of kids that have completely different needs? How do you find time for all of the therapies that one kid needs, while trying to prevent the other one from climbing on top of the refrigerator? How do you not completely ignore one child while tending to the needs of the other one? I wish there was some magic button that I could give you that would pause time with one while you worked with the other. You could push the button again and time would resume and both kids would get equal time with you. Maybe. Someday.

But for now, all I can offer is a few tips.

First, I made a chart of an average day in our house. Child “A” is the older one with special needs.

Child “B” is the younger one.

MAR/APR 2015

Here is a FREE printable for you to help organize your day! click >>

As you can see, most of therapy and snuggle time happens while the other one is napping. The younger one gets fed in the morning while the older one’s chest PT is going, because it is an inflatable vest that vibrates once it is hooked

advice real life up to a machine and is completely automated. The treatment takes about 20 minutes and is just enough time to feed the younger one. I bring both kids into the kitchen and may be cooking or feeding one while the other one is working on picking up blocks or banging pots together. Most of the therapies can be considered playing and it gets me on the floor spending time with both of them. They love to

interact and they push each other to do better.

This is what works for us, in our house. This may not work for you but I made up a sheet for you to print off and use as you see fit. You could also find a calendar at a store and use that, but I have found that most of those only go from 8am-5pm and don’t really work for us. Download FREE Printout If you are looking for more than just an hourly planner I really like The Caregivers Notebook. This book is not something you will be able to use for all of your kids but it has great sections that help you keep track of all of your special child’s doctor’s, therapist’s, appointments and daily schedule. It also has some great sections that offer encouragement for you.

My last tip is to breathe. You will have days when you feel like you got everything all figured out AND days when you don’t. You can do this! You are enough! Just breathe and try again tomorrow.w Tracy Felix Tracy blogs about her life and challenges as a mom to a son with special needs. Her blog has provided a forum for parents to get support, share ideas, and learn. You can connect with her at www.xlinked1.blogspot.com and www. facebook.com/xlinked1

Camp Huntington A Special Camp for the Special Camper

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BULLYING How to Identify, Address & Change Harmful Behavior Affecting Your Child

by Dr. Colleen Logan

D

espite increased awareness, bullying continues to be a serious problem among young people, with research suggesting that nearly one third of teens are bullied at school every day.

As parents of children with special needs, you may be even more sensitive to this issue, and wonder what you can do to identify bullying in your child’s classroom or at home via the computer, and how you can best help your child overcome this abuse and ensure that their classroom is a non-hostile environment.

You are your child’s biggest fan and greatest advocate, so it is up to you to teach others how to treat your child with dignity and respect.

How can you tell if your child is a victim of bullying?

The truth of the matter is, any child, teenager or adult can be a bully victim, but a child that is viewed as different in any regard, may be particularly vulnerable. If you think your child is being bullied, talk and sympathize with them. Bullying is not a rite of

passage, as some may deem it to be. Bullying can have a wide, long-term impact.

Some signs that a child is a bullying victim include if they begin creating excuses for not going to school or arrive home from school hungry or with missing items or torn clothes. If you notice sudden behavioral problems at home and school—they can’t concentrate on schoolwork or experience a drop in academic performance—they may be the victim of a bully.

Isolation from friends and unexplained cuts and bruises can also be signs of bullying.

If your child doesn’t have a voice it’s your responsibility to help them find one.

What about cyberbullying?

This is the new frontier. Young people resort to cyberbullying for many of the same reasons they resort to any type of bullying—to gain power, retaliate, harm others and for revenge. The cyberworld may be seen as ideal due to the concealment it provides and the ability to reach a larger audience 24 hours a day.

To identify problems, monitor your child’s Internet activity, and know what sites he or she frequents, as well as with whom he or she is communicating. Ask for their passwords, and explain to them that as a responsible parent, you may look at their online communication if you have a concern.

But regardless of the type of bullying, you should

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advice real life talk with your child about bullying behavior. Don’t dismiss or discount what’s happening; have the courage to take a stand. If you think it’s happening it probably is.

How are schools addressing bullying behavior?

It’s rare today to find a school that doesn’t have a zero-tolerance policy. I actually work with school counselors and administrators to really live the zero-tolerance policy and not just have it on a piece of paper. But it’s not just about zero tolerance, it’s also about tolerance and appreciation of others. Many schools have inclusive programs to help students appreciate and respect differences. Many school systems also require training for teachers and administrators that includes specific tools and strategies to identify and address bullying. But parents must also take on the responsibility of knowing whether their child is being bullied or is a bully. We can’t just rely on schools to handle this problem. Parents, adults in the community— we all have a responsibility to stop bullying. w Dr. Colleen Logan program coordinator for the M.S. in Marriage, Couple, and Family Counseling at Walden University’s School of Counseling and Social Service and a licensed, practicing counselor, is a highly sought-after speaker, known for her expertise in topics related to bullying across settings and age groups. She has been instrumental in working with school counselors and administrators to institute and implement zero-tolerance policies toward bullying, with an emphasis on creating an affirmative environment for all students.

Tips

• Continue to zealously advocate for your child as you have likely had to do throughout his/her life.

• Join support groups for parents who are facing similar challenges.

• Become and stay active in your child’s school so you can advocate for your child via teachers, school counselors and administration.

parentingspecialneeds.org

Š 2011 Fox Broadcasting Company

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

Paige Talhelm

RealSiaBSre sh

Life’s lessons

My brother helped shape who I am and will become...

P

aige Talhelm contributed to this issue’s “Real Sibs Share” section. We asked her to give us an insight into herself, as well as into her life being a sister to a younger brother who has been diagnosed with Autism.

See what she said...

Photos courtesy Paige Talhelm

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Paige Talhelm

shares

PSN: Please give us a brief snapshot about your family and your brother (now).

PAIGE T.: Currently, Sammy lives at home with our mom and our younger brother, Jack, who is 16. During the week, Sammy goes to a school for individuals with Autism called the Vista School in Hershey, PA. There, he works one on one in a classroom with 5-7 other students. He attends year-round and at Vista he gets OT, PT, Speech, ABA, etc. My mom is his sole caregiver and has to build her schedule around his. She needs to be present to get him on and off the bus, take him to appointments, and whenever he is randomly off school. Sammy also loves to hang out with his brother, Jack, and watch him play video games. I, myself (Paige), am currently away at school but I come home many weekends to hang out with Sammy and my family. I am going to graduate with a Bachelor’s Degree in Psychology in May, 2015. I then go to Johns Hopkins to get my Master’s in Education for autism and other pervasive disorders.

PSN:Tell us a little bit more about your brother’s diagnosis, personality etc…

PT: Sammy, 17, has been diagnosed with Autism. He goes to an Autism specified school. He is non-verbal and considered very low functioning. He uses ProLoQuo2Go to communicate and is only able to tell us “I want ____.” Other than that, he is unable to participate in conversation. Sammy also isn’t toilet trained so he has many “accidents” each day. He might soak the bed, carpet, or couch which leads to a 3-day process for my mom to “air-out”, wash, and dry everything. To say the least, we have a lot of sheets, and even with as many sheets as we do have - there isn’t enough to keep up with Sammy’s “pee routine.” Other than that, Sammy has a beautiful smile. He is constantly listening to music - the more explicit, the better for him. He loves chips (he eats like a goat), but come between Sammy and his chips, and you might as well bite your own hand off. If he isn’t watching Law & Order SVU, golf, or something else with his family, he is chilling out in his room snuggled in a ton of blankets and pillows with his music. He has a crazy sense of humor and his laugh is contagious.

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Sammy

PSN: Share with us something YOU, personally, had to overcome by being a sister to a brother with special needs.

Something that I have always struggled with was letting myself hurt or feel angry about something. This is because as Sammy’s sister, I see him struggle with some of the simplest tasks that people take for granted every day.

With that being said, he always wakes up with a smile on his face and works harder than anyone else I know. When I am feeling disappointed or annoyed, I often find myself thinking I am “out of line” because Sammy has it way harder - he knows what a real struggle is.

PSN: When you were growing up, did you ever feel guilty if you were not well behaved (or didn’t get good grades, etc…)? Did you ever feel guilty if you did not use your abilities to the fullest because your brother wasn’t able to? (some people refer to this in a similar way as “survivors guilt”).

I was an only child for 6 years until Sammy came along.

To be completely honest, I was definitely jealous and angry with him for taking the attention. Not just the attention that any sibling feels when their first younger brother or sister comes along, but an attention that made me feel like I didn’t want him around. Which, of Photos courtesy Paige Talhelm

“

“

To this day, everyone that I let into my private life goes through the “Sammy screening”.

course, isn’t true anymore, he is the light of my life, my pure inspiration and I couldn’t imagine my life without him. However, as I’ve gotten older and began writing my blog, I have realized how much I appreciate some of the things I go through. Things like heartbreak, prom, getting a job, leaving a job, going out to dinner with a friend, etc… Those things mean so much more to me because Sammy hasn’t (and may never) experienced it. When I am super upset about something, I constantly remind myself that Sammy may not even have the chance to experience this kind of thing and then I feel bad for being so weak.

Whether it’s as “little” as going to class or as “big” as feeling sad because of a breakup, it kills me to know that Sammy may never know the feeling of love, graduation, depression, etc. That’s what life is, is it really life if you can’t experience all of it?

Well, I was always very upfront about my brother. Those people who seemed uncomfortable about it never seemed to make it to my home or became a big part of my life. I have always been very sensitive to the word, “retard,” and when it is used, especially in high school, I made it clear that it wasn’t the right word to use and it was hurtful. I’ll admit though, it definitely took awhile to build up the courage to stand up to my peers about this topic. I became a part of the “Spread the Word to End the Word” Campaign and spoke to schools in my home district, as well as classes at my university about the word and its hurtful affects. I also helped run the campaign at my high school and college. To this day, everyone that I let into my private life goes through the “Sammy screening.”

My life is all about Sammy, my friends have to accept him and respect our feelings.

PSN: Were any of your friends not accepting of your brother or treated you differently because you had a special needs brother? If so, how did you handle it?

PSN: What is one thing your brother does that makes you laugh or makes you proudest of his uniqueness?

Sammy has a crazy sense of humor

Mom (Michele) and Sammy

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Jack and Sammy (Jack is our youngest brother)

He is super stubborn and clever. I love when my mom is mad at Jack or me and when she is giving us “a talking to,” Sammy stands in the background and giggles at us. I’d like to think that he thinks it’s hilarious that we’re getting in trouble and he isn’t. He also does this thing where he refuses to close the door to the outside, and when one of us tells him to shut it, he goes and stands as close as he can to door and laughs - but never closes it.

PSN: What is an activity that you and your brother like to do together?

We love to listen to music together and just lay around.

We also love watching Law & Order SVU or eating Mac & Cheese.

PSN: Do you think about the future for your brother; are you concerned how it may impact your life?

I always have-it is something I always include in my future plans and it is something that I am constantly worrying about. For individuals like Sammy, there is little for him after 21. He isn’t done learning at 21. He isn’t anywhere near everything he can accomplish at 21, but that is when education ends for him. And even after that, there are jobs and specialized homes offered but not for individuals as low functioning as Sammy. Sammy will forever live with my mom until it is time that I take him in.

When that happens, I hope that I can give him the “away from home / college” experience as much as possible. I

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fun

Just for about Paige

Who are you most like in your family?

My dog - she is a diva with an attitude.

What is the best complement you have received?

“You are one of the boys” Favorite Quote?

“Never look down on someone unless you are helping them up” Finish this sentence: The world needs…? more acceptance What is your future dream job?

Running my own program for adults with Autism.

Photos courtesy Paige Talhelm

have planned my life around taking Sammy in. Eventually, my future family will have to be ready and accepting of that possibility. This is why I have dedicated my life and career to creating a program for individuals, like Sammy, with Autism after the age of 21.

PSN:I s there any special advice or tips you would like to share with other siblings?

Don’t be afraid to be mad, or jealous, or sad. Your sibling with special needs is a big part of your life now and it’s going to be a huge part later. But you are still important. Even though you may feel bad for asking for help, or wanting attention since you are “typically” developing, doesn’t mean you don’t deserve it. I can promise you that your sibling is going to open your eyes to a million new things that you will never imagine and you are lucky to have them in your life.

You were given this because you are more than strong enough to handle it and can help change the world with your experiences.

PSN: Are there any special resources you have found that have helped you on your journey? (local or web) I am part of an organization called PALS Programs.

PALS is a program for individuals with Down Syndrome and I have met many individuals with siblings who have disabilities, or just people willing to help the special needs communities. I have met some of my closest friends through this program and having them in my life has provided an outlet for me to “vent” to people who genuinely understood what I was going through, or genuinely wanted to help. w You can read more from Paige by visiting her blog at www.sammyssister.weebly.com PSN: Paige, thank you so much for sharing your experiences with us and for inspiring us with your commitment, love, dedication and career goals.

G

SPRIN

into Good Health

by Christina R. Bartlett

N

ow that we are almost out of winter and headed for spring, we can concentrate on how we can get our bodies into shape. It may even have been a “left over” resolution you haven’t gotten around to yet!

If achieving a healthy lifestyle is your goal, start making small changes today.

More importantly, ask yourself: o What short-term goals can you set up to accomplish your ultimate goal? o Are my short-term and long-term goals realistic? o What are your current healthy habits? o Nutrition o Physical Activity o Behavior Modification o How often do I practice my healthy habits? o Do my healthy habits outweigh the habits that are keeping me from moving forward? o What’s stopping me from instilling more healthy habits?

Using S.M.A.R.T to establish your goals will keep you on track and accountable.

Specific Measurable Attainable/Achievable Realistic/Relevant Time based Example: Ultimate/long-term goal: Live a healthy lifestyle by losing 10-20% of my current body weight over the next year, and to reduce the amount of medication I am taking to control my chronic health diseases (high blood pressure, high cholesterol, diabetes and asthma).

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S.M.A.R.T goals to achieve ultimate/long-term goal: o Nutrition goal: Do not skip breakfast. For the next two weeks I will consume a minimum of three, portion controlled, food groups for breakfast. o Physical activity goal: I will walk in place during commercial breaks, when I am watching my favorite T.V. show three nights a week. o Behavior goal: Stay positive while I am changing the above behaviors.

It’s a great idea to combine physical activity and good eating habits to achieve a healthy lifestyle and body weight. Sometimes, it is much easier said than done.

If we can combine the two, they can reduce the risk for developing serious health conditions. It can also manage current health conditions, so they do not worsen over time.

Plus, when the two are combined, it makes our weight management journey a bit easier.

Aim to focus on modifying all of your your nutrition, physical activity and behavior goals as you make progress.

NUTRiTioN

VARieTy

When it comes to nutrition, remember that a diet does not work. A lifestyle change is what makes your health goals permanent and sustainable.

When meal planning, use balance and moderation to control portions. This allows you to fit all foods into your meal plan.

Choose a wide variety of foods: fruits, vegetables, whole grains, poultry, lean meat, seafood, eggs, beans, peas, nuts, seeds and low-fat dairy. This helps you to get all the nutrients your body needs.

• Vary the color: aim for more than one color on your plate • Vary the flavor: sour, sweet, bitter and spicy • Vary the texture: crunchy, soft, smooth • Vary the preparation method: cooked versus raw

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 lowercalorie foods.

Example: Higher calorie food = piece of fried chicken + Lower calorie food(s) = steamed vegetables and/or a salad + piece of fresh fruit.

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 hungry, satisfied or stuffed.

Avoid extra helpings, splurging, ‘all-youcan-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, and 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.).

PhySicAl AcTiViTy When you are looking for ways to incorporate physical activity, it can be anything that gets your body moving.

Use the F.i.T.T acronym when establishing your physical activity goals.

• Frequency-how often you are engaging in physical activity. o End goal: 5 or more days a week.

• intensity- how hard your heart and muscles are working o Last one to increase. Slowly work on increasing frequency and time first.

• Time- length of time you are engaging in physical activity o End goal: > 150 minutes a week of moderate intensity cardiovascular activity.

• Type- cardiovascular, strength, flexibility/stretching and work/lifestyle activity o Starting with cardiovascular/aerobic activity is encouraged. It will aid in burning fat and building muscle.

TheRe ARe FoUR TyPeS oF PhySicAl AcTiViTy:

• cardiovascular/aerobic: When the body’s large muscles move in a rhythmic manner for a sustained period of time and the heart beats faster than usual. o Examples include aerobic classes, swimming, running, walking, kickboxing, dancing and cycling • Strength: Causes the body’s muscles to work or hold against an applied force or weight. This includes

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BehAVioR We know that we need to make changes, but the hardest part is making it happen. Even when we’re strongly motivated, adopting a new, healthy habit — or breaking an old one — can be terribly difficult.

When it comes to weight management, people become wary of even starting because of past failures.

The thought is, “I’ve been there and done that and it didn’t work. Why try again?” They fail to ask themselves, “Why didn’t it work?” They could have been following a fad diet, starving themselves, consuming weight loss pills and/or shakes, etc. Plus, weight gain didn’t happen over-night, but for some reason people expect weight loss to happen very quickly.

Usually if you lose weight quickly, you will gain it back.

Sometimes the weight gained back is more than when you started.

As mentioned before, setting goals will help you make those proper behavior changes to stay on track.

You have to be mentally ready for change. Starting a new behavior on a whim is not the answer.

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image courtesy our Facebook Friends

resistance training and lifting weights. o Resistance can be generated using elastic bands, handheld weights, or body weight. o Other unconventional modes include yoga, Pilates, and utilizing water buoys in water aerobics • Flexibility: Form of physical exercise in which a specific skeletal muscle (or muscle group) is deliberately stretched along the length of the muscle in order to improve the muscle’s elasticity. o The result is a feeling of increased muscle control, flexibility, and range of motion. o Stretching is also used therapeutically to alleviate cramps.

• Work and lifestyle: Movements you do at work or at home through normal, everyday activity. o Work activity might include taking the stairs, walking to the other side of the building to speak with a co-worker, or participating in a walking meeting. o Lifestyle activities might include mowing the lawn, mopping floors, social dancing and washing the car.

determine where you are in the stages of change: • Pre-contemplation. At this stage, you have no conscious intention of making a change.

• Contemplation. In this stage, you are aware that the behavior is a problem and are considering doing something about it, but you still aren’t committed to taking any action.

• Preparation. At this stage, you know you must change, believe you can, and are making plans to change soon — say, next month.

• Action. At this stage, you’ve changed — and you’ve begun to experience the challenges of life without the old behavior.

• Maintenance. Once you’ve practiced the new behavior change for at least six months, you’re in the maintenance stage. Now you’re working to prevent relapse and integrate the change into your life.

When you are mentally ready, this is when you are the most successful.

Remember, if you want credible nutrition advice that is tailored to meet your nutritional needs, seek out a registered dietitian to help you through your weight loss journey.

Receiving nutrition and healthy eating advice from someone that is not a registered dietitian, is like going to the dentist when you have a broken arm. It’s not going to help you and why would you do that to yourself? w 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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Whether it’s Your First IEP or You’re a Pro:

10 Things to Cover at the Meeting

by Amanda Morin

F

or some schools, spring is Individualized Education Program (IEP) season. Whether you’re sitting down with the team for your first IEP meeting or your fifth, it’s always good to have an idea of what you need to discuss before you walk in the door. Keeping in mind that your child’s IEP should identify and address his individualized educational needs, here are ten questions to make sure the team covers at a meeting.

1. What’s my child’s Present Level of Performance (PLoP)?

Every IEP plan has statement of a student’s PLoP, but every PLoP should be different. The discussion leading up to its creation includes conversations about any recent evaluations and scores, what teachers are seeing in the classroom and your questions and concerns about your child.

This is the time not only to bring up what you are concerned about, but also what your child is doing well.

That’s because the statement should include information about your child’s strengths, his needs and how his disability impacts learning.

g IEP Meetin !!

Tomorrow . @ 3:30 p.m !!

I’m READY

For example:

“John is a social fourth-grader who gets long well with other students and is eager to learn. Testing shows his math skills

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are at grade-level, but that his reading and writing skills are at a 2.7 grade level. John struggles to stay on task and requires frequent redirection. His specific learning disability affects his ability to recall and organize facts and his reading comprehension.”

2. Is my child’s eligibility category correct?

There are 13 categories of disability under which students can be eligible for special education. Some children may fit into more than one of these categories. Your child’s category should reflect the disability that affects his learning the most. For example, if your child has a learning disability and an orthopedic impairment, the team needs to determine which disability has the biggest impact on his learning.

3. Are my child’s goals appropriate?

The question here is whether your child’s goals address the needs outlined in his PLoP. Are they SMART (Specific, Measurable, Attainable, Realistic and Time-limited)? In other words, the goals need to explain what skills your child should be learning, who will help, where that will be done and when, how the skill will be addressed and measured and by when it will be accomplished.

4. How will my child’s progress be reported?

If your child’s goals are SMART, you should already have an

concerns and ask the team to work toward a solution.

7. What other supports and training should we consider?

This is a crucial question, especially if your child’s disability and needs are complex. This conversation can cover things like assistive technology and classroom aides. However, it also is the time to talk about what support the staff working with your child may need. If you think the staff needs training to learn more about your child’s specific disability or how to handle medical needs, ask that to be included in his IEP.

g

8. Will my child need Extended School Year (ESY) services?

If your child is at risk for losing skills over school breaks, the team should talk about providing services during vacations. Having good progress reporting and data tracking in place can help make this decision easier. If you’re able to see a pattern of regression, then it’s easier to determine the need for ESY. Keep in mind, too, that if your child’s IEP services haven’t been provided consistently, you can request ESY to make it up. idea of how progress is going to be measured. But does everybody know how often you’ll be notified and who is responsible for providing you with that information? Make sure to have that conversation!

5. What special education and other services does my child need?

By definition, special education is specially designed instruction to meet your child’s needs. Don’t leave the table without talking about where your child’s education will take place—in the general education classroom, a special education classroom or a combination of the two. Discuss, too, what other services he will need to help, (such as physical therapy or occupational therapy) and how often all of these services will take place.

Most importantly, if you aren’t able to envision how it will all work in practice, ask. It’s okay ask things like,“Can you explain who will be teaching reading to my child? How does that program work? What will his schedule look like?”

6. What does this mean for my child’s graduation path?

Your child’s team will discuss how he will participate on statewide tests. That’s a good time to make sure you understand whether his program puts him on a path to a regular diploma or a certificate of completion. If you’re not comfortable with the answer, be sure to bring up your

9. Does my child need a Behavior Intervention Plan?

A behavior intervention plan is a plan that outlines ways to help your child learn coping strategies and maintain appropriate behavior. If your child is having difficulty, it’s important to talk about creating a positive and proactive plan that all the staff can follow. If your child has not had a functional behavior assessment, ask for one and follow that up with a written request. The assessment examines your child’s behavior to identify causes. It helps provide information to create appropriate interventions.

10. Do we need to create a transition plan?

If your child is 14 years or older, his IEP needs to include goals and planning for post-high school life. This is called a transition plan. If it’s not on the agenda, you may need to schedule another meeting to discuss it in depth.

Of course, if you have other questions or concerns, those should be addressed at the IEP meeting, too. You don’t have to limit yourself to answering these ten questions, but making sure they are covered is a good start. w Amanda Morin, is an early intervention specialist, education writer, special education advocate and mother of two children with special needs. Her latest book, The Everything Parent’s Guide to Special Education, aims to demystify the special education process and empower parents.

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Anxiet

es

In Childre and Adolesc headaches 32

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en cents

A

n o i t a isol

nxiety; it’s something we all feel. In fact, it’s normal to feel anxious. It’s our body’s way of letting us know that something is unsafe or harmful. It’s our body’s way of revving up our energy supply so that we can run or hide or think quickly on our feet. But what happens when that anxiety is something that you feel often, like every day? And it can sometimes, or all the time, get in the way of what you or your children want to do?

Then, it’s a problem.

Anxiety in adults and in children can look different. Children who suffer from anxiety may exhibit: • withdrawal • isolation • agitation • restlessness • inattention, poor focus • somatic symptoms – headaches,

by Dr. Liz Matheis

stomachaches • avoidance • tantrums • crying

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Children who are anxious don’t always know that they feel anxious. They just know that they don’t like how they feel, they don’t know how to make it stop, and so they let you know how children know how to by: • refusing to go to school • having meltdowns before school about clothing, hair, shoes, socks • having meltdowns after school about homework • having difficulties with transitions within school, and between school and an activity/sport • having difficulty settling down for bed • having high expectations for school work, homework and sports performance

The flip side is that your child may have ADHD or LD and is anxious about his weaknesses, thereby there is comorbid anxiety.

School Supports So, now that you know what it is, how can you help your child at school?

It’s very easy as a parent to think that your child has a behavioral problem, an Oppositional Defiance Disorder even. However, look closer. There’s a strong likelihood that your child is anxious, very anxious.

There are three types of plans that your child may qualify for with anxiety an Intervention and Referral Service Plan (I&RS Plan), a 504 Accommodation Plan, or an Individualized Education Plan (IEP).

Rule In and Rule Out

An I&RS Plan is created by your Guidance Counselor, Teacher, and your Principal who will sit down with you and review your child’s needs within the classroom.

Within this plan, accommodations can be provided without a diagnosis. However, it is a short-term plan that will be reviewed again within 4-8 weeks. The goal is to get the ‘situation’ under control and to eliminate the plan.

Yes, and the two complicate each other. Two very common disorders that are comorbid with anxiety are Attention Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities (LD), and sometimes your child’s behaviors and complaints may look like ADHD or an LD but the truth is, it’s anxiety.

Often times, an anxious child is preoccupied with thoughts and appears to be distracted in class. Your child may be losing chunks of class instruction, which is often seen as being due to an attention disorder like ADHD. And, when your child is losing instruction, she may not be able to complete school work. This is often mistaken for a learning disability.

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If your child is suffering from a peak in anxiety due to a new stressor, such as a move, death in the family, divorce, parent illness, or change in a parent’s work status, this is a good plan to have.

A 504 Accommodation Plan is another type of plan that requires a diagnosis. So you will need a formal document indicating that your child is suffering from anxiety and the specific anxiety disorder by name. This plan will also give your child accommodations in the

Me

Helping your child thrive and flourish

s n w o d lt

ABR improves...

• Respiration • Digestion and food absorption • Sleep • Robustness • Weight-bearing performance • Balance • Gaze • Alertness • HAPPINESS

classroom. It is reviewed annually. Through this plan, your child can also be provided with statewide testing accommodations, such as small group administration, providing extended time, having directions read to your child, etc).

An IEP is offered to your child when there is a need for an academic program because your child’s anxiety is interfering with his ability to access the curriculum.

Your child would potentially be eligible under the category of Emotionally Disabled (ED), or Other Health Impaired (OHI).

Your child’s academic program would provide supports to help complete assignments and participate in class due to anxiety or a possible comorbid learning disability. For example, your child may need to have a special education teacher or a paraprofessional to help your child to make sense of assignments that are perceived as frightening and to break them down. Your child may need to have a quiet place within the school building where she can go when she feels overwhelmed and needs to decompress.

Your child may also need a related service, such as Occupational Therapy, Speech Therapy, Physical Therapy or Counseling (by the School Social Worker or School Psychologist). These services are not available through the other two plans.

As a parent, we are always trying to figure out how to help our child function at their best. Sometimes, it just takes us a little time to figure out what is happening or going on. Be patient and forgiving with yourself. These are our babies and we are not objective about them.

We are emotional. If you are seeing some of these behaviors and symptoms with your child, you may have found your “why” answer. w

T: 514-328-9837 info@abrcanada.com www.abrcanada.com https://www.facebook.com/abr.canada

Additional exposure opportunities AVAILABLE! Sales@parentingspecialneeds.org

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Dr. Liz Matheis is a clinical psychologist and school psychologist in Parsippany,

NJ who provides assessment, psychotherapy, consulting, and advocacy for children and families managing autism spectrum disorders, ADHD and learning disabilities (www. psychconsult.weebly.com). She is also a contributor to several popular press magazines

We Share!

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Mommy’s Timeout : T ake a time out and use V isualization Meditation to relax.

Imagine yourself here as the morning sun rises over the fields of wild bluebonnets.

Enjoy the beautiful colors in nature.

Take a couple of deep breaths and begin to let go of any stress.

Texas Prairie Photos courtesy of Š Texas Parks and Wildlife Department /flicker.com Music courtesy Ryan Judd www.TheRhythmTree.com

breathing space your life

How do you

get your kids active?

Our readers shared with us (on Facebook) how they get their children active without breaking the bank.

Bonnie L.

Special Olympics

My son and I have a “dance” party everyday. We turn on some oldies or children’s tunes and we dance away. He never tires of it, it’s fun, it’s free and gets us both off the couch.

Shake that booty is his fav!

Ann D. Kristy S. My daughter does Special Olympics and also is in the TOPSoccer Program in our area.

Those are all free. With special olympics, regional and state events would require travel, but you do not have to have them compete at that level.

TopSoccer is free and open for all ages...here it runs in the Spring for 6 weeks. If you have Little League you could see if they have a Challenger League.

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Out and About in the park playing the game “Who Can Find...”. Who can find a flower and then go onto the next thing etc.Have running races; just simple everyday things and reward with a choice of DVD when you all get home tired/ dirty but happy having had lots of fun.

Jess S. Get a trampoline for your garden my boys love it.

solutions your life Peggie N.

Swim Team Joann C. I have heard swim team is a good activity because it is a group yet a single sport.

Yvonne M. Museums: one annual fee but at least in my state once you buy a membership you can visit all of them. Also, long walks, art days....

Running track teams or just with the three of them. Outside work; gardening is great and it’s not hard...all you need is dirt. Start a compost pile and let each child put stuff in it=free soil. Helping other people once a week and bike rides for the family

Martha K. Make a garden: flower, vegetable, whatever; you could even do pots.

We do raised beds so my kids know where not to walk in the vegetable garden. Sidewalk chalk.

Zoos, museum, library, park, nature trails, pool. Check for challenger teams in your area. Sand is good.

Sprinklers. Build something: bird bath, chair, table..

Christie G. We have a lot of children in the spectrum in scouting! Not too expensive; many activities and all year long.

Grow a garden

Patti W. Special Olympics: my kids are in swimming. Both have autism.

My daughter is non verbal.

They have a “strokes” class that has a one on one with new swimmers which my daughter did and my son has been in it seems since he was 11 years old. He is 19 now and still competes. Gold medal winner in Florida several times. Special Olympics has all kinds of sports, find your local group and check it out.

Crystal O.

Kitty R. I have heard swim team is a good activity because it is a group yet a single sport.

Natasha M.

Trampoline

images courtesy our Facebook Friends

That really depends on their interests, but we got wrestling mats and balls and they create slides and all sorts of structures from those few basic things.

Play dough is cheap and you can make it at home... In Winter it’s very hard because mostly when it’s nice out I take them outside to play. Me, I’m content to read a book inside most of the time, but my kids are so active.

My kids have push scooters and a trampoline. Also they are learning to skip with ropes and using hula hoops! A sandpit is also lots of fun!!!!.

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What to Expect when Establishing Expectations

by Meme Hieneman & Monica Gilbert

A

s parents, we often say things like, “I just wish my child would ____ (e.g., get ready on time, put away his things, finish her homework)”. Establishing expectations involves letting children know exactly what we want them to say or do, both generally and in particular circumstances. We all have expectations for our children’s behavior, but sometimes we may be less than clear about what exactly those expectations entail.

This article provides strategies that will help increase the likelihood that children will understand and comply with our expectations.

Before launching into specific strategies, it is important to note that expectations are influenced by a number of different issues. First, families, communities, and groups have certain cultural and societal norms that dictate behavior, often communicated through laws, rules, and social etiquette. Second, expectations change and children grow and develop. We expect much more from a teenager than a two-year old with regard to their independence, social skills, and other abilities. Finally, expectations vary across circumstances. We are expected to behave differently at ball games, family gatherings, libraries, and religious services. Because expectations are influenced by these circumstances, as well as our personal values, every family will be unique in the behaviors they desire.

Taking these issues into consideration, we can establish expectations using the following principles:

Determine your priorities. Decide what behaviors are most important for your children to succeed not only at home, but also at school and in the community. Think about what is expected now, as well as what children may learn to do in the future. Then prioritize: determine which behaviors will lead to the ‘biggest bang for the smallest buck”. You might fill in the blank, “if my child would only do __, things would be so much better.” You might decide, for example, that sharing belongings, using gentle hands, listening, and/or picking up after oneself are essential to success across settings.

Establishing expectations is an important aspect of parenting.

Be clear about what you expect. Define exactly what you expect your child to say or do to meet the expectations. When defining expectations, be clear, complete, and concise, taking into consideration the age and level of understanding of the child. For example, gentle hands may mean “touching people only on their arms or shoulders with an open hand and listening may mean stopping what you are doing, facing the person, and following the instructions given. It is important to clarify behaviors that violate expectations as well (e.g., hitting, walking away when someone is talking).

Provide environmental cues. If needed, provide visual reminders of expectations. For older children, you might have a list of house rules (e.g., posted on the refrigerator or some other conspicuous place). For young children and other non-readers, you can use pictures or other arrangements (e.g., bins for belongings) to remind them of the expectations.

Model the behaviors you want. Follow the expectations yourself and encourage other family members and guests to do the same (e.g., say “We are teaching Leslie to use gentle hands with her friends. It may help if we would all avoid horseplay for a while.”).

When modeling the behavior, point out and describe your actions, making them very clear for children (e.g., “I’m tired and don’t feel like cleaning up, but I will because we have agreed to pick up after ourselves”).

Clarify choices versus instructions. Differentiate whether giving a child the option to do something or telling the child she or he is required to perform a particular action. Choices begin with words such as “would you like, which one, and can you”. Instructions do not provide options (e.g., “Please start your homework now”) and are stated firmly. While we do want to maximize choices in our children’s lives, there are certain instructions that simply must be completed.

Set deadlines and criteria. Let children know when tasks must be completed and how well they need to be performed. For example, we might say “All of the clothes in the laundry basket must end up in your drawers” or “We are leaving at 3:05 and I need you to be in the car at that time.” A great way we can establish deadlines is through fun routines such as singing the “clean-up song” with the

expectation that everything will be put away by the time the song is over.

Celebrate children’s successes. Provide

In this house... we are real special

we make mistakes we say I’m we give second chances we have fun we give

sorry

we forgive

hugs

inside voices

we do praise whenever we are patient children follow we are expectations. If the children respond right away, try very hard, do a little extra, or take initiative, reward them in a bigger and better way such as offering a special activity or treat. One idea is to place tickets with special privileges (e.g., snuggle, trip to the park, choose dessert) in a jar, allowing children to select one ticket for following expectations all day or doing something particularly difficult for them.

family we love.

Stick to your guns (follow through). Say what you mean and mean what you say. If you establish an expectation, or ask a child to do something, make sure it is performed. Only ask children to do things that are reasonable and enforceable (e.g., because you can withhold privileges such as video games or outdoor play until it is done). Consistency is not easy, but it is critical to establishing expectations.

Establishing expectations is an important aspect of parenting. In doing so, it is very important not to overestimate or underestimate our children – or ourselves. We need to start with what our children are doing right now and gradually shape their behavior, expecting more and more until they have achieved goals that will allow them to succeed in all aspects of life. We must be both realistic and limitless. We also need to believe in ourselves: our ability to put all of these things in action, remaining unwavering even when it is hard. We will make mistakes and let things slide from time to time because perfection is not possible, but we can always reset and reinforce our expectations. w 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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PERSONVENTURED

by Amanda Morin

Entrepreneurship:

“ a f o s e v i t c 0 = Obje

“With out

passion you dont have energy, with out energy you have nothing.” ~Donald Trump

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T

here are many reasons one might be opposed to self-employment.

But we have learned that when parents, family members, friends or even the person with a disability objects, it is usually because they have misconceptions about the objectives.

Let’s clarify those misconceptions.

The objective is only one thing… the person.

Part II of IV | A Picasso Einstein Series

s s e n i s u B ” d e “Person-Ventur Person-Ventured Entrepreneurship is nothing like the ventures of Silicon Valley. There, if the idea, no matter how innovative it is, cannot substantiate big returns on investments, it is quickly pushed aside, and forgotten along with the heaps of other bright ideas.

With that said, please know that Person-Ventured Entrepreneurship needs no less planning and innovation than that of Silicon Valley. We would even dare to say that initiating a Person-Ventured small business needs even more innovation and planning than traditional businesses. Many traditional businesses sell their profits as an exit strategy, and cash out, leaving little concern for sustainability. Person-Ventured businesses are planning for a life-long journey of independence and selfdetermination, a journey demanding sustainability.

THE PERSON OBJECTIVE Traditional Planning Let’s talk about traditional planning. Most supports common to families with disabilities use traditional planning objectives, approaches and outcomes. What does that mean? It means when they are about to put their pen to paper for a plan, the first thing they think about is the person’s disabilities. Then they carve out a plan, fundamentally derived on the notion that this individual “can’t”.

Then, because the family probably received guidance from an “employment specialist” of some sort, the

WE ENTREPR ENEURS

Let’s compare how traditional planning differs from Person-Ventured planning and you will clearly see the difference in objectives, approaches and most importantly the expected outcomes.

by Amanda Morin

MAR/APR 2015

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s s e n i s u B ” d e r u t n e son-V

r e P “ a f o s e v i t c e j 0 = Ob

outweighs the risks when assuming they can. Starting off any venture with your loved one, on the basis of what they cannot do, removes endless opportunities of growth, new experiences, and most importantly, the opportunity to make mistakes.

Person-Ventured Planning focuses in on what the person wants, desires and loves, and relishes in the critical information provided by family members, friends and even community mentors. PVP seeks to balance the viewpoints of both professional and non-professional individuals involved in the planning.

specialist’s opinion often outweighs that of the parents, the family, and more often than not, even the person with a disability (if their opinion is even sincerely sought out). Then as the plan develops, the references and suggestions are mostly based on standardized tests, assessments, reports and studies.

THE GOAL OBJECTIVE

Person-Ventured Planning (PVP) Person-Ventured Planning is solely focused on what the person can do. It narrows in on hobbies, things they love and things they do all on their own. It most importantly assumes that the person is competent, 100% of the time.

All too often, people fail to realize that the risks one takes when assuming someone cannot do something, far

*

Traditional Planning When it comes to goals, here is where things get hairy and foggy. What is our goal? How do we find the answer to that question? Well, much of the answers depend on the basis of planning. Meaning,

?

“ How Do I Get Started”

The Best Executive Summary WINS!

Win BIG!

CAN Do! their

WANTS?

their

IDEAS

download list of questions Click here >>

Biz Start- Up Kit , which includes the following: • Logo design • Slogan • Flyer design • Biz card design • Website design 4-Part SERIES This 4- part series will be open to submitting summaries during parts 3 and 4.

E FUTUR

their

Parenting SPecial needS.org JAN/FEB 2015 2015 48 44 Parenting SPecial needS.org MAR/APR

L = Learn Entrepreneurship O = Objectives of “Person-Venture” Entrepreneurship

V = Viable Concepts E = Everyone Should be Educated on Entrepreneurship

”

before you ask what the plan is, ask yourself, “Why am I planning?” This is where the difference between Traditional Planning and PVP becomes more apparent.

Traditional supports often focus on the rehabilitation of social, cognitive and/or social deficits of the individual.

Subsequently, the planning moving forward is paved with exiguous goals fixated on fixing.

Traditional planning seeks out supports, whether that of the community, commodities and or therapeutic supports. Unfortunately, both our personal experience as parents and our professional experience have revealed that these supports are often segregated in nature, even with completely unrelated goals.

Person-Ventured Planning (PVP) Goal setting in PVP is across the board. Goals focus primarily on the capacity building, not capacity fixing.

PVP is all about maximizing current abilities, loves and passions through proper goal setting. Of course, PVP must understand in depth, a person’s written limitations (reports, IEP, etc, etc). Clearly it makes no sense to help a person plan a goal of driving, if you have no understanding of their visual impairment.

PVP goals include all supports, traditional and nontraditional, formal and informal. There is no such thing or person that cannot be a support. If it makes sense for the person, then is makes sense as a support. Systemic supports typically serve a particular need, where nonsystemic supports are used in conjunction and to support global goals.

NOW, AND NOT NOW Why is PVP goal setting so superior? At a recent transitions conference, one of the speakers with a disability said something that I think needs to be said in this article particularly when referring to goal setting. He said that for many, if not most persons with special needs, their concept of time is categorized in two compartments; NOW & NOT NOW. So, when we try to teach our loved ones things like financial literacy, banking, or credit, if the goal is for when they get older, then it immediately goes into the “NOT NOW” compartment. You speak to young adults about having employment skills, and yet they are not employed, it goes into the “NOT NOW” compartment.

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PVP is all about the NOW! Goal setting is about taking what someone already does, and promote that very same behavior. Hobby or love into a micro-enterprise opportunity. So when we teach financial literacy, or employment skills, it is about NOW, not… NOT NOW.

TEAM OBJECTIVES Traditional Planning When creating a team to support goals for your loved one, the functionality, the output and the execution of these teams, vary significantly between traditional and PVP. Traditional Planning typically place family members, friends and peers in a passive role. These individuals become bystanders to the plan. Imagine going to any restaurant where you can only watch from a distance while others tell you how great or terrible the food is. Traditional planning involves too many paid professionals either planning or dictating what is good or bad for your loved one. Moms and Dads need to get involved in your TEAM. Get your son’s or daughter’s sibling and friends involved; get a teacher involved, a local business (wo)man, and BE THE TEAM.

Person-Ventured Planning PVP places parents, family, friends, local mentors and anyone that the person crosses paths with regularly, as NOV/DEC MAR/APR 2014 2015

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49 45

PERSONVENTURED

by Amanda Morin

Entrepreneurship

“I would rather die of passion than of boredom.”

the core of the team. This approach addresses a factor that traditional planning never does, sustainability. It is unreasonable, and unrealistic to set up goals through a team that only gives you half the story, and makes up only a quarter of the life experience of that person. The more people at the core of the team, the more likelihood of the sustainable nature your goals will have.

PROPER SUPPORT OBJECTIVES Traditional Planning We have touched a little on supports prior in this article, but we wanted to further distinguish between traditional supports and person-ventured supports. Traditional planning relies heavily on prescriptive education, based on research, data and other ‘proven’ strategies. More often then not, these highly prescriptive educational programs were developed with the disability in mind, not the abilities. So, they disregard the ‘potential’ for capacity building, and once again get stuck in capacity fixing. In our experience, most educational programs are being delivered unknowingly stuck in the “NOT NOW” compartment of their students. Similarly, support goals are provided to individuals based on a ‘perceived’ readiness constructed on an assessment of the today, never peering into tomorrow.

My family deals with highly prescriptive goals for our sons constantly. Yet, at our home, with a 12 year-old boy on the autism spectrum, and a 13-year-old boy with classic autism, we find nothing determinate about them at all.

Prescriptive methods are based on guides, and established understandings. We certainly haven’t received a ‘guide’ on autism, and I am not sure I want one.

Who am I to pre-determine what our sons can or cannot do? I want to see them try first. That is our determinate… failure, mistakes, good ‘ole fashioned human nature.

Person-Ventured Planning PVP must include education that is highly customized, or else there would be nothing ventured by the person.

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~Vincent van Gogh Picasso Einstein uses its proprietary educational method called the “Teaching Vowels®: The A, E, I, O, U of Teaching.”

Our educational method uses Activity-based learning tools for students and families.

We understand the Environment plays a significant role in learning. We use high-impact sensory stimulatory activities that engage both Executive and Motorfunctions of students. We make sure our Instruction is clear, concise, with minimal one-way auditory directives and accessible 24/hrs a day through our private, online social network for entrepreneurs with disabilities and their families. We promote Opportunities for peer learning (Peeragogy). If there is a debate in class, we get involved, not to stifle, but instead to observe the myriads of skills sets being yielded through debate. We mostly get out of our own way and allow students to teach students. Small groups that work as teams for the duration of the program allow students to learn as much from each other as they do from the instructor.

Lastly, our U is our favorite. We are hoping that today’s Unconventional teaching will become the new traditional teaching of tomorrow. The best teachers on the planet are the ones whom are willing to try anything and everything to teach their students without the fear of making mistakes. We appreciate teachers that are not caught up in their profession, but instead are captives to teaching.

So, what is the objective of Person-Ventured Planning?

The person. And if the plan is truly and sincerely designed, in a simple, realistic fashion, with all moving parts focused on the individual, then you have already started down the path of Person-Ventured Entrepreneurship. In our next article, we will speak about the third letter of our L.O.V.E. story, “Is Self-Employment Viable? w Minerva Vazquez Santiago, co-founder, is a succussful attorney focused on special needs law. She has experienced entrepreneurship for the past 15 years.

Boaz Nelson Santiago, co-founder, has a background in psychology specializing in youth leadership and entrepreneurship education the past 15 years. www.picassoeinstein.com

parentingspecialneeds.org

Temple Grandin, PhD Doctor of Animal Science

cc

Image Courtesy Eustacia Cutler

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.

no limits!

Support Different-Ability Awareness

Special Needs Teacher

Carol Cooper

Boosting Children’s Confidence through a Story and Superhero Bears

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inspire making a difference

C

hildren of all kinds struggle in learning at one time or another and, in her role as reading specialist, Carol Cooper has seen firsthand the impact positive affirmations can have on the willingness of children to keep trying.

Her experience inspired her to develop unusual tools to foster self esteem in kids: A pair of blissfully soft, bright yellow plush bears named Brian and Brianna, meaning “strength.”

What makes the bears unique? The combination of Brian and Brianna, who are the foundation of an inspiring tale of overcoming challenges that Cooper penned in storybook form, included in each bear’s package, as well as their own special cape and mask, and colorful pendants.

During the decade or so that it took for Cooper to bring her dream of publishing the story and bears to reality - successfully establishing her company and its brand, she attracted attention at the school for special needs children where she works – Windsor Learning Center in Pompton Lakes, N.J. Her achievement positioned her to lead implementation of a new program at the school to teach children as young as nine how to develop their own business.

Brian and Brianna have become symbols of hope for children whose lives are impacted by a range of differences, from ADHD and dyslexia, to more complex diagnosis. Children at Windsor are able to earn their own bear by earning points for achieving personal goals. Parents who’ve seen the positive influence on their children attribute the transformation to magic – which echoes the storyline of the Ready Set Go bears.

The story depicts Brian and Brianna as the main characters who are sad about school and reluctant to attend because they struggle to read.

The bears experience a “magical” moment with a special old woman who shares special language that the children adopt to transform their sadness

and gain confidence. Brian and Brianna get “Ready” to overcome their fears, “Set” their goals high, and “Go” out and be the best they can be.

The bears can be dressed in a vivid red – for Brian - or pink – for Brianna - superhero mask and cape, showing their super abilities, and a special dog-tag style pendant features the Ready Set Go logo which children remove from the bears and wear.

Tangible and tactile-friendly, the bears are visual reminders to use the Ready Set Go language to reinforce their ability. The story of Brian and Brianna is simple, memorable, and effective.

“When children are self confident, they are more willing to try, and through trying, they can achieve success,” stated Cooper. “Over the years, I’ve worked with children who seemed so lost. Brian and Brianna help kids regain confidence, and they learn resilience - the future becomes brighter.”

In the works is a music video, written, developed and choreographed by the music staff at the school for children with special needs where Cooper teaches, which features singing and dancing students.

Already available to the public is a colorful animation on the Ready Set Go website at www.readysetgonow.com that brings Brian and Brianna to life.w MAR/APR 2015

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4

Features of Total Fitness:

The Foundations of Better Living

by Eric Chessen, M.S., YCS

“Did you wash your hands really good?”

I inquire suggestively to my 11-year old athlete as he quickly exits the bathroom. “Yes!” is the nearly instantaneous reply.

“Okay cool, let me see.” We go back into the bathroom and I observe as he turns on the faucet, misses the liquid soap as it drops to the sink counter, and proceeds to scrub his hands for a total of five seconds, drying them on the towel for nearly a pro-wrestling three-count.

“Let’s slow it down. Pump that soap into your hand. Nice getting the soap. Show me some good scrubbing…” I am not, nor could I possibly be a hypochondriac working with the autism and special needs populations. Having spent over a decade nonchalantly dealing with nearly all bodily fluids (there must be one or two withstanding), I can say that “germaphobe” does not define my outlook. But washing hands after using the bathroom, or rendering a tissue to confetti, is not without significant merit.

There are four concrete pillars upon which optimal health can be built. They are also four pillars that are overlooked, often sailing away in the “We’ll get to that eventually” enchanted canoe. Physical activity, hygiene, nutrition, and sleep are each significant in boosting all the other things we care about; emotional well-being, independence, general/ medical health, cognitive functioning, and socialization. As should be tattooed next to my autism puzzle piece motif, there is saying, and then there is doing.

How: Hygiene skill acquisition is a hands-on process that should have a quick exit strategy (absolutely no pun intended). Hand-over-hand prompting for cleaning routines should be incorporated with fading procedures, moving from the most-to-least effort on the part of the instructor. Here is a recent teaching analysis (TA) I wrote for one of my athletes:

TA for Going to the Bathroom: Voiding

1) Complete urination in toilet 2) Pull up pants 3) Zip (if pants have zipper) 4) Buckle belt (If belt is on) 5) Close toilet lid 6) Flush 7) Wash hands Now each of these steps would be taught to mastery for the entire chain to become independent. With such a strategy, the learner gets accustomed to performing each step in order and correctly. Visual aids can also be employed as can social stories (narratives with pictures) in hard copy or on tablets (there are some great programs for the iPad).

Hygiene is certainly one of the less-thrilling life skill endeavors, but it is highly important for the self-efficacy, independence, self-esteem, and social acceptance, not to mention health, of each individual.

WASHING HANDS

Feature 1: Hygiene

What: I need to change my Autism Fitness intake to ask whether or not the athlete can wash his/her hands. I tend to work on that a lot with my athletes. Similar to movement skills, this often seems the kind of ability that people assume an individual already has. Teaching a student to use the bathroom and then clean up can be a decent challenge in single-digit and early double years. At eighteen it can pose some problems. In addition to any behavior, speech, and motor interventions, teaching independent hygiene skills gets my stamp as a “must” to the best possible ability of the individual.

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Feature 2: Nutrition

What: Books and more books about specific and amaaaaaaazingly miraculous diets to cure all sorts of symptoms overnight! Mostly bunk, but nutrition is highly important for general health and cognitive functioning, and works in conjunction with physical activity as a cornerstone

fun fitness health & fitness from the falling asleep stage to waking up at 3am. We want to aim for 7-9 hours of sleep per night on average.

How:

for better living. Recent and well-conducted studies suggest a growing trend towards obesity and medical conditions (Type II Diabetes) in individuals with ASD as a result of poor diet and restricted access to appropriate physical fitness programs.

Nutrition can be made relatively easy or secret-level-of-Tetris complicated.

How: Real food. Minimally processed. Proteins (meat, chicken, fish) and vegetables should make up the majority of diet with some healthy fats (coconut oil, nuts, unheated olive oil), and some (SOME) healthy carbohydrates (oats, potatoes/ yams, rice). Allergies can be serious and dietary choices should reflect any true intolerance or inability to digest specific foods.

Just because something says “gluten-free” does not make it a healthier option. Labels can be misleading, particularly when “natural” and “organic” show up to the party. Juice sucks.

Would you feed someone 12 oranges in a sitting? Probably not, but it seems that if it is in a glass or rectangular box then it’s just dandy. That, unfortunately, is not the case.

Many individuals with ASD can be picky eaters. I’ve learned to adopt a few mid-term strategies that have proven effective: - Offer vegetables in small servings if they are not routinely eaten. Just leave a piece of cooked broccoli on the plate. Or on a plate next to the plate. Or across the table. Keep repeating until it is one day accepted and eaten, or at least tasted.

- Cook vegetables to a pleasing texture. Roasted or mashed cauliflower is much more appetizing than the steamed version.

- Get creative with spices. Sauces can be sugary, but the right combo of salt-and-whatever can change worlds.

- Avoid using edibles as reinforcers unless absolutely necessary for serious behavior situations. Pairing candy and processed snacks with appropriate behavior can lead to some issues.

Feature 3: Sleep

What: Sleep regenerates the body and brain, regulates hormones, and is necessary for emotional health. Sleep should be made a priority, though the process is often difficult for individuals with ASD and other developmental disabilities

- Logging off. Gradually reduce computer/TV/screen access the hour prior to bed time.

- Getting into a pre-bed routine. This can include reading the schedule for the next day, brushing teeth, and other almost-at-pillow activities.

- Have low-octane sensory activities prior to bed. Calming music, soft light, and items that promote relaxation (these can vary for different individuals).

- Keep a consistent bed time. Within about half an hour each night. Unless there are piñatas.

Feature 4: Fitness

What: I write about it in every column. Yes, I’m biased, but I’m also backed by piles of research and anecdotal evidence. Fitness is absolutely essential for the autism and special needs population. Regular physical activity that incrementally develops strength, stability, coordination, and motor planning is key to the best possible outcomes in the short, intermediate, and long-term.

How:

- Develop fitness programs that take into account the Physical, Adaptive, and Cognitive needs of the individual - Focus on big motor skills (crawling, squatting, pushing, pulling, climbing, jumping) - Objectives over objects (consider the goal rather than “hey we have this treadmill so let’s use it”) - Pair physical activity with behavior-specific praise and access to non-edible reinforcement - Begin with the most basic version of the movement/ exercise that the individual can perform successfully - Include fitness programming in the classroom, Adaptive PE gym, and at home - When creating home programs, opt for short (5-10 minute) periods of activity throughout the day (or time spent at home) - Support and encourage through movement activities.

Let the athlete know what he/she is doing correctly There are your four features. Granted books have been written about each, so I wanted to provide the fundamentals. A shift towards a more health-centered approach to education and life skills for the autism and special needs population can result in an extraordinary future. w Eric Chessen, M.S., is the Founder of Autism Fitness. An exercise physiologist with an extensive ABA background, Eric consults with families, educators, and fitness professionals around the world.

Eric works with his athletes in the NY metro area and is the author of several E-books. Visit AutismFitness.com for more information.

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Taking Care of Your Child’s

Special Food Needs

by Barrie Silberberg

I

n the age of technology, where information about the following strokes. everyday another computerized allergies: milk, peanuts, soy, wheat, If you are in the store and the item seems to be popping up on and eggs. In 2006, the FDA passed product is in front of you, you can the market, we have to look at some a law that packaged food products still look and compare different of these advances as helpful tools to must have ingredient labels, and brands and flavors to see which help us in our daily life. that the top 8 allergens (besides received the best reviews.

Cell phone companies are the aforementioned, it also includes You can also access assistance profiting daily. They continue shellfish, fish, and tree nuts) must be with web sites that offer help with to offer gimmicks and deals so notated somewhere on the package allergies. that everyone is in if they are contained in the competition to have product. But, there ARE some Here are some to check out: the best plan, the best products that are NOT covered prices, and the biggest by this law. The items that are networks. If cell phones NOT covered by the law are: weren’t enough, now cosmetics and personal care we have tablets from products, prescription and Allergeez Allergy Mate GlutenFreeVIP Vegan Xpress many manufacturers. over-the-counter medications What does this have or supplements, pet food, toys to do with food? Plenty! and crafts. PLEASE check Shopping, discovering these important pages if brands and comparing allergies invade your family life!

Ingredients Grain or No Grain- iAvoid Food Checkfood prices, literally, is at your Many people do not realize Handbook 101 Gluten-Free Allergy Allergy fingertips. There are that there is gluten in playPlus: Gluten Free & More APP and Gluten Free Health Magazine APP 1000’s of apps and the dough! Gluten is NOT one of selection grows daily! the top 8 allergens, just wheat.

Some are free, some Gluten is contained in wheat you have to pay a small to medium and also rye, barley and most oats.

This site has wonderful guides amount. to help you maneuver the world of Food Allergy Guides: You have to do the research to food allergies: LINK: www.kidswithfoodallergies.org/ LINK: www.kidswithfoodallergies.org/ find out which apps are the most resourcetopic.php?topic=food-allergens resourcetopic.php?topic=freeguides useful for you and your family.

Here are some other allergy This site includes a guide to help Remember, many are free! friendly web sites to assist you you read labels for hidden names Even if you chose not to use with your shopping, meal planning of foods you might not recognize, apps, web sites that are at your and becoming more educated to such as Lysozyme (means the food fingertips are also extremely helpful. the world of food allergies and contains eggs), or Arachis(avoid You can look online for products, intolerances: if you are allergic to peanuts). read reviews, check ingredients, LINK: www.foodallergy.org/ This site offers full sized lists and see a variety of flavors and locate LINK:store.foodallergy.org/ cards that you can carry to receive products; all with a few finger

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Here are more apps for dining out: Safe Gluten Free Travel Dine Gluten Free Bee Gluten Free Can’t Eat This Dash Diet Helper Allergy Caddy Fast Food Allergies Allergy Assassin Food Allergy Translate iEatOut Gluten Free & Allergy Free Gluten free Restaurants and Fast Food

Eating out? This site allows you to check off all or any of the top 8 allergens, as well as gluten and sesame to see what restaurants can accommodate your special food needs. http://allergyeats.com/ Eating out can be very risky, so please be careful! There are zero guarantees that your food will be safe. Be extremely clear with your wait staff.

They offer an app, too. You can download the app onto your iPhone or Android for FREE. This app has won many awards, including Healthline top app, and Reader’s

Choice best food allergy app. Some restaurants go out of business, so be sure to call first to see if they are still open and if they still can accommodate your allergy requests.

2015 is a wonderful time to discover the world of technology and how it can help you with your meal planning, grocery shopping and eating out. Even if you do not have access to a smart phone or tablet, use your computer, or find one at the library. You can investigate all of the possibilities available to you, and your family, to make your life easier, healthy and, most importantly, safer!w 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

LINK www.nourishinteractive.com/healthy-living/free-nutritionarticles/33-parents-grocery-shopping-childrens-food-allergies-readingfood-labels-article LINK: www.foodallergygourmet.com/Food%20Allergy/FA%20Safe%20 Shop.htm

Now we get Mondays off!

One day a week, cut out meat.

APPS

Health & Nutrition Apps for Family Fun

by Cristen Reat and Cathy Foreman

I

t is no surprise that children with special needs and their caregivers juggle over-packed schedules so that eating habits and exercise can easily be overlooked. Yet, we know that nutrition and regular physical activity lead to better overall health. Research has shown that students who make healthier food choices and exercise do better academically, feel better about themselves and have more energy.

We have compiled some of our favorite apps for children and adults that are educational, but most importantly - fun! These apps can be modified and adjusted according to ability, making them an ideal hook for engaging kids. Use of these apps may lead to behavior change toward healthier eating and physical activity. “The point is not some radical exercise regimen or strict diet, but activities that can be incorporated into a typical week to enjoy together while practicing healthy habits,” says BridgingApps Reviewer and Registered Dietitian Cathy Foreman.

WeCookit - recipes, cooking tips and food for kids

Calorie Counter & Diet Tracker

by MyFitnessPal

WeCookit is a fun cookbook app for families with kids. With a very clean and visually attractive interface, superb photography, and the appeal of mobile device technology, it is a great way to hook children into getting in the kitchen and interacting with food.

Families with a “picky eater” or even a resistant eater can, with this app, make interacting with food a fun and positive experience. New and different foods are placed in a new limelight where a “try me bite” can hopefully be self-initiated.

Price: $2.99 IOS: https://itunes.apple.com/us/app/wecookit-

Nutrition and diet apps for mobile devices have become powerful tools for self-awareness, accountability, and monitoring dietary intake. Many of these apps have tracker capabilities that have replaced the tedious task of keeping food records by hand on paper.

Leading the pack of countless nutrition and diet apps is Calorie Counter & Diet Tracker by MyFitness Pal. Designed for adults, MyFitnessPal is a calorie counter and food diary app that is, by design, a fantastic tool to help with weight management goals.

Price: FREE IOS: https://itunes.apple.com/us/app/calorie-

recipes-cooking-tips/id731343271?mt=8&ignmpt=uo%3D4

Full review:

http://bridgingapps.org/app/?id=731343271

counter-diet-tracker/id341232718?mt=8&ignmpt=uo%3D4 Google Play: https://play.google.com/store/ apps/details?id=com.myfitnesspal.android&hl=en

Full review:

http://bridgingapps.org/app/?id=341232718

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Map My Ride +

Eat & Move-O-Matic

Map My Ride + is an easy to use bicycling app developed to track your route via GPS while you cycle. We trialed Map My Ride + with users aged 13 and up. Our users cycled on the recreational bikes they already owned. All found the app easy, fun, and motivating. We have found that this app can also be used for those who do not or cannot go on an actual bike ride outside. Such users who have difficulty with mobility, but still enjoy cycling on a stationary/recumbent bike (or other non-bike activities) can log and share this information. Logging and sharing of information can be extremely useful for someone with mobility difficulties like hemiplegics, persons with seizure disorders and other disabilities that will not allow for traditional cycling.

Price: $2.99 IOS: https://itunes.apple.com/us/app/map-my-

Eat and Move-O-Matic is an app that teaches the classic concept of “calories in versus calories out” to explain the principles of energy balance as it affects body weight.

The number of calories consumed in various meals, snacks or beverages are highlighted on an EAT spin wheel.

Next to the EAT spin wheel is a MOVE spin wheel that displays many different types of physical activity and the energy each activity burns. But, the wheels work together. When the EAT wheel identifies the total calories of a food, drink or meal, the MOVE wheel indicates the amount of time needed in various physical activities to use or “burn” those specific calories.

For young adults or teenagers needing to monitor or learn about body weight, this app is an excellent visual tool. Its use can help support the understanding of some basic concepts of nutrition, physical activity and body weight for healthier living.

Price: FREE IOS: https://itunes.apple.com/us/app/eat-move-o-

ride+-gps-cycling-riding/id306561234?mt=8&ignmpt=uo%3D4 Google Play: https://play.google.com/store/ apps/details?id=com.mapmyride.android2&hl=en

Full review:

http://bridgingapps.org/app/?id=306561234

matic/id522849906?mt=8&ign-mpt=uo%3D4

Full review:

http://bridgingapps.org/app/?id=522849906

Super Stretch Yoga Specifically designed for children, Super Stretch Yoga uses a combination of a friendly animated super hero cartoon character with videos of real children demonstrating poses. It is a great combination that makes the app nurturing, fun, and entertaining. There are twelve different poses demonstrated. Each pose has been translated into kidfriendly, animal-like moves complete with how-to instructions, focused breathing and upbeat music. It is all about fun and doing the best you can while practicing monkey, cat, cow or butterfly like moves.

Price: FREE IOS: https://itunes.apple.com/us/app/

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.w 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.

Cathy Foreman is a Registered Dietitian, a Reviewer, and involved in special health care projects with BridgingApps.

super-stretch-yoga/id456113661?mt=8&ignmpt=uo%3D4 IOS Spanish: https://itunes.apple. com/us/app/super-stretch-yoga-spanish/ id561252908?mt=8&ign-mpt=uo%3D4

Full review:

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fun & functional power of play

DON’T Throw That

Styrofoam

by Barbara Sher

T

he next time you get some equipment packed in Styrofoam blocks, grab it! It’s the basis of a perfect toy.

Next, you’ll need to get golf teas. You can get them at any sports shop. Get them in every color that they have!

The game is to stick the tees in the Styrofoam, but you probably won’t have to tell them. As any parent will attest, for little ones, sticking things into things comes naturally.

If your little one doesn’t have the strength yet, make it easier by making the holes ahead of time. Push a tee all the way in and pull it back out.

Make a possible porcupine by putting holes all around the Styrofoam block.

Your excited child will see a glorious heap of colorful sticks and perfect holes to poke.

We’ll see a child increasing her eye-hand coordination and lengthening her ability to focus If you want to make it a little harder for the older child, make it a hammering game. You could use the same golf tees or you could use penny nails from the hardware store. You could also get a small tack hammer there. Or you could use a toy plastic

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AWAY!

hammer or even a rock. Learning to hit a nail with a hammer takes the ability to persevere and keep trying. Another good skill.

Want more challenge for your child or have an older sibling? Get out the screwdriver. Screws go more easily into Styrofoam than they do in wood.

And kids learn how to use their forearms for more strength.

And if all the learning possibilities weren’t enough, you are finding an educational use for the environmentally unfriendly Styrofoam. That’s a very green thing to do!w

GOT GAME? Barbara Sher’s ten books in eleven foreign languages has a gazillion ideas on ways to play with your child whether you’re a parent of one or an inclusive teacher with many. To see which of Barbara’s books and CD fit your needs, check website : www.gameslady.com

learning to sign fun & functional

ASK Angie ASL - COLORS

by Angie Craft HandCraftEdASL

My Smart Hands

Laurent Clerc A French teacher called “The Apostle of the Deaf in America� by generations of American deaf people.

Co-founder of the first permanent school for the deaf in North America.

COLOR SONGS-learn your ASL colors My Smart Hands, Laura Berg available on iTunes Resources: check out: My Smart Hands Channel Trailer - they post new videos every tuesday and thursdays. tuesdays are baby signing and music videos and thursdays are lifestyle and travel videos.

Angie Craft author and teacherbrings over 26 years of experience in deaf education and is committed to serving the deaf community. Keenly aware of the isolation that deaf students often experience, Angie developed and wrote HandCraftEdASL to bridge the communication gap between deaf children who primarily use American Sign Language and their parents, peers or educators. www.handcraftedasl.com

T

his time we are talking about colors and some origins of American Sign Language. Historians believe that ASL was originally from France (FSL). Laurent Clerc traveled to France in search of a method of communicating to his deaf daughter. He brought back sign language and established the first deaf school in America. The theory behind how to sign colors in ASL is based on signs that relate to body colors verses non-body colors. Colors found on the body are made on the face. Colors that are not a neutral body tone are made off the body. Brown, black, and tan are made on the face. Yellow, blue, green, and purple are initialized and signed in front of the body.

White is on the chest to represent purity and gray is a mix of all of the colors.

Learn More about the History of ASL American Sign Language (ASL) is the predominant sign language of deaf communities in the United States and most of anglophone Canada. Besides North America, dialects of ASL and ASL-based creoles are used in many countries around the world, including much of West Africa and parts of Southeast Asia. (source: wikipedia.org)

Happy Singing and Signing w

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Healthy Ambrosia Fruit Salad Dessert Encouraging Speech & Creating Yum!

Ingredients One 20-ounce can pineapple chunks (in juice) One 15-ounce can mandarin oranges 1-2 apples* (any kind, we used Gala) 1/2 cup chopped walnuts 1/2 cup shredded coconut One small (4-1/2ounce) bottle maraschino cherries for a cherry on top

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by PSN TEAM Language Tips by Becca Eisenberg

A

mbrosia was traditionally served at Easter at my house growing up. My mother made it using a classic recipe of juicy sweet fruit and miniature marshmallows folded into a rich and creamy dressing of sour cream, whipped cream or whipped topping, and shredded coconut.

Raising my children, I always try to give our food a healthier spin. We deleted the creamy dressing and in doing so we created an ambrosia salad that we enjoy not only for special holidays, but as a dessert, for breakfast or anytime. We hope you enjoy it as well.

MAR/APR 2015

foodie fun fun & functional

Language Time Tips:

Cooking Directions Parent: Open can of pineapple chunks & mandarin oranges.

Kiddo: Drain juice from pineapple

chunks and mandarin oranges one at a time using a kitchen strainer. Once the juice is drained, add fruits to bowl.

Parent/Kiddo: Peel and core

apples(s). Slice apple into small bite size chunks.

Parent/Kiddo: Chop walnuts or use

pre-chopped walnuts.

Kiddo: In a large bowl, gently

combine fruits. Adding walnuts and shredded coconut flakes gently mix together until well-combined. Serve in your favorite parfait dish and a cherry on top before serving. Store leftovers in the refrigerator in cover container.

Eat! Talk! Enjoy!

Making this recipe of Healthy Ambrosia Fruit Salad Dessert with your child can be easy and can provide you with many opportunities to help facilitate language. Starting with a simple recipe like this one can help you focus on the steps, language and experience rather than complicated methods and ingredients.

Before beginning the recipe, get all of your ingredients together and discuss what each ingredient is. An excellent way to work on literacy and language is to read the label of the can with your child. For example, the words of “mandarin orange” and “syrup” might appear on the can.

What is syrup? What does Mandarin mean? Define these words, so your child knows and understands the ingredients they are using. Incorporate some math into the activity by asking your child to find the amount of ounces in each can. When opening up the bag of shredded coconut, ask your child about the various attributes (color, texture, etc.). If you have a fresh coconut available, it would beneficial to your child to show them where the shredded coconut comes from. If you don’t have whole coconut available, show pictures of it online and explain to your child where coconuts grow, etc.

Focus on actions such as “open”, “mix”, “measure”, “drain”, “peel”, “core”, etc. In order to help your child learn and be able to label these actions, model language by saying “I am peeling the apple”, “Time to open the oranges”, etc. The next time you can leave the action out of the sentence and have your child fill in the word such as “The can is closed. I need the can opener to ____ the can.” As you are following the recipe, focus on each step and then ask your child to recall the last step. This will help them answer “wh” questions and improve their memory and ability to recall information.

As you are eating this Ambrosia Fruit Salad, talk about the different textures. The oranges are soft and sweet, the walnuts are crunchy and salty, the apples are juicy and crunchy, etc.

Carryover Picture Books for this Recipe Apples for Everyone, Eat Healthy Feel Great, End of The Rainbow Fruit Salad by Kitchen Club Kids >> 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.

proud moments® enjoy your life

Sharing“I CAN!”attitudes Hear Me Now After 6 years of speech therapy, my daughter Lily was able today to speak clearly and slowly enough to ask strangers for donations at the IHOP pancake day AND have them UNDERSTAND HER!!!! w ~ Lydia B. (Proud Mom)

Taking on Responsibility I home school my special needs 12 year old, so needless to say, when I have errands to run, from the Post Office to the grocery store, she comes with me.

A few weeks ago while at Publix, I noticed that the deli area was crowded with customers. I instructed my daughter to go and take a number and wait for me while I selected some canned tuna. By the time I found the right tuna and headed to the deli my daughter was talking to the deli lady. I thought “Oh no...she cut in line!!”. When I approached her from behind I checked the number she had in her hand and it matched the “now serving” number! Then without knowing that I was there, she tells the deli lady that her mom wants 1/2 pound of Publix sweet ham.

Lily exhibiting an “I CAN” attitude Photo courteousy Facebook Friends

I had tears in my eyes as I watched her carry out the entire transaction on her own. The deli lady was super and when she saw me she said that Kate was a great customer. From now on, she handles the deli order. I am so proud of her! w ~ Dani S. (Proud Mom)

Saying you’re sorry…

“My son has severe, high-functioning autism, ADHD, ODD, and OCD. When he has a meltdown, he says things out of anger from things he has heard from somewhere else. These things are sometimes very hurtful. Recently, after he has cooled down, he would come to me and say that he was so sorry for the way he acted and what he said. He would say this with his head down and in a low voice. I am sooo proud of him for being able to acknowledge these feelings and create an appropriate response to them. This is a start!” w ~ Sue T. (Proud Mom)

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Share a Proud Moment with us Next Issue!

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. submit@parentingspecialneeds.org

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