Anxiety, Autism, Gift Ideas, Parenting, Special Needs

Gift Ideas

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Shopping for your child may be a hard task. For GG her clothing has to be the right comfort and fabric, not scratchy or too tight or too loose. She has never really done the pretend play with dollhouses or cars and trains. Craft supplies and cooking/baking supplies require that I am available to assist her with these projects. She never liked to build with blocks or lego, play sports or and she’s not into video games.

As she’s gotten older, it’s getting easier to buy for her. She now has an idea of what she wants and doesn’t want. She loves Roots clothes (I swear we should own a share in this company since it’s all she would wear for years). She is very much into Apple products/electronics and she is still obsessed with elves and christmas itself. I can’t share what I got her this year, at least not before Christmas but I can share with you some neat toys that your children might like.

Here are my favourites:

The Tranquil Turtle is a night light turtle that projects and under water effect and also plays the sound of the waves and a melody.

They also have other turtles and ladybugs that project the constellation on the ceiling.

Trampolines are always great fun! You can get many different types of mini trampolines instead of just this basic one. There are some with handles or you can even get one with a net around it.

Hanging chairs/swings can also be hung in your house if you have the room. We even got a chin up bar that fits between the door jam so we could hang it up and take it down whenever we wanted. I don’t remember the name brand of the bar we had, but this gives you an idea.

Ikea has a well priced tunnel and tent that can collapse down so you can tuck it under the bed or behind a dresser. I’m pretty sure you can find these at Walmart as well. Ikea also has a circus tent and play kitchen with soft fabric food with your child would prefer this (and doesn’t put everything in their mouth). They also have real looking miniature size kitchen utensils and dishes. This is great for teaching them how to cook and serve in the kitchen.

Bean bags are a nice gift too but check out these Crash Mats! I haven’t bought anything from Hippo Hug, but I’m loving that it’s Canadian based and there is a video about the benefits of weighted blankets. They are pricey but if your child or adult calms with deep pressure, check it out! I love their mermaid bracelets and chewlery too!!

National Austism Resources share a whole bunch of ideas! It’s an American company but just google any toys that peek your interest. You can get just about anything online these days.

I hope this helps! Have fun shopping!!

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Adoption, Balance, Behaviour, Special Needs, Strategies

Fetal Alcohol Disorder

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Fetal Alcohol Syndrome is caused when a woman drinks alcohol during pregnancy. It is a spectrum of disorders.

Fetal Alcohol Spectrum Disorder (FASD), Fetal Alcohol Syndrome (FAS), Fetal Alcohol Effects (FAE), Partial Fetal Alcohol Syndrome (pFAS), Alcohol Related Neurological Disorder (ARND), Static Encephalopathy Alcohol Exposed (SEAE), and Alcohol Related Birth Defects (ARBD).  To go over each one would make this a very long blog post so check out the resources below.

The FASlink Fetal Alcohol Disorders Society  is a busy looking site but has a lot of information if you would like to learn more.

My absolute favourite resource and the one workshop where I learned the most was from Jeff Noble. If you ever get a chance to hear him speak, make sure you do!! You will not be disappointed! You can check out his website here. He has a Facebook page called Fetal Alcohol Syndrome Forever w/ Jeff Noble. Jeff also has a couple of great books. They are the first things I would recommend you read. Check there out here!

If you are a birth mother, one thing to always remember is that you did not intentionally hurt your baby. Jeff Noble makes it very clear in the beginning of his workshops that no mother ever intentionally hurts their child. Don’t be afraid to seek help and speak to him. He is non-judgemental and very understanding.

G got a diagnosis of ARND. She will always need an external brain (support people) to help her throughout life. It’s not easy. She is so very aware of her surroundings and how a “typical” 14 year old behaves. What they are able to do and what she struggles with. It’s heartbreaking. But as she gets older we are coming to a common understanding of what she can do on her own and what she needs help with. She is appreciating the help more often than she used to. She doesn’t like it, but when she thinks of how life would be without our help, it frightens her.

Fetal Alcohol Syndromes are extremely hard. Hard for the child/adult diagnosed and hard for the family and those assisting them. There are success stories for those who have the support. Don’t give up and don’t be afraid to ask for help! You don’t have to do this on your own.

Here are a few other resources you can check out.

FASDCHILDWELFARE.CA

FASDCHILDWELFARE.CA  Caregiver Curriculum has 6 Modules from the effects of the brain, living with FASD, caregiver self-care to symptoms and working with professionals.

The Government of Canada has many links to other supports in our country. Check them out here.

*For all of you caregivers out there, you will need some respite. That break that allows you to recharge your batteries.

Here is a list of Respite Services in Simcoe County.

Click here for the link of respite services located throughout Canada.

Our Ontario Government website explains how you can qualify and apply for respite services and who to call.

If you need anything else, send me an email at wellbalancedlife@rogers.com

Remember you aren’t alone!!

 

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Anxiety, Autism, Behaviour, Communication, School, Special Needs, Strategies, Symptoms

IEP – Individual Education Plan

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An IEP – Individual Education Plan is a LEGAL document that states what your child’s needs are and how the school will address these needs. This document has to be completed within 30 school days and developed with the input of parents and students if they are 16 years or older. Here is a link to our government website that explains the legalities of it.

I very rarely am invited to help develop the IEP. Some teachers have sent it home with the request of a signature only. When that happens, I read the entire document and pencil in where I would like changes or additions made. I DO NOT sign it! I leave a note saying I will sign it once the changes have been made. Sometimes, I get it sent home to me asking to review it, make changes and sign it. I still DO NOT sign it until I have the original hard copy.

This year, G is in high school and this process is new to me. I have had to send a few (several) emails to the SERT and/or teachers regarding different things and I hope that once the IEP is done, my emails will decrease. All staff have been so great with me and have been encouraging me to email or call anytime with any questions or concerns! I am so grateful for this!!

Gracie had a quiz or test in religion before any IEP was mentioned. Now I certainly don’t expect the teacher to hold off on doing any tests until our IEP is complete, but I had to share with her how she learns, how she may need someone to scribe the test for her (if she isn’t being tested on her printing skills) and how the language of what was being represented had to be simpler in order for her to understand. This test was on the 10 Commandments and the original language that this is written in doesn’t make any sense to my daughter! I’ve had to rewrite the notes she has taken in class into a way that she will understand it. I shared this with the teacher and she was very understanding! She sent me a sample test with the original word box (it was fill in the blank) so Gracie could study at home. Working together is what makes our children successful.

So my advice to you is, communicate with the school in the nicest way possible! Be honest. Be kind. Let them know you would like to work together. Ask to have a meeting to help develop the IEP. And go to that meeting with a list of strategies that you know work for you child and explain how it will help them at school as well to avoid any meltdowns and anxiety. Know your legal rights by reading the information on our government website. Until then, if your child is starting a new school, and/or starting high school where she will have more than one teacher or EA, send her to school with a little cue card for each teacher and EA that has some quick information on it about her that she can give them.

Here is a sample of Gracie’s card:

Feel free to put your child’s name and/or picture on it! You can also put your contact info. on it so they can text, call or email you with any questions they might have.

I hope some of this information helps you. If you need more guidance, please feel free to email me!

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Anxiety, Autism, Behaviour, Communication, School, Special Needs, Strategies

Classroom Management

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There are so many different fun and creative ideas out there. A quick google search and they are all at your fingertips! Here are some of my favourites!

For a younger chatty class or anytime you want to get their attention try some of these.

Here is the link to the blog post I got this picture from. We’ve used some of these phrases in our class and the kids love them!

Another teacher I’ve worked with allows the kids to grab a healthy snack first thing in the morning and they take a few minutes to rate their morning on a number scale. Each child says how they are feeling by picking a number between 1 & 5. This gives the teacher an idea of what they may be going through, good or bad. It probably only takes 10 mins. tops.

Chris, a teacher and creator of Special Books by Special Kids, who now travels around far and wide interviewing families, had videotaped his morning greetings to his students. It went viral and for a good reason. Starting the day like this allowed them to feel good about themselves. Who wouldn’t have a good day starting like that! Check out his viral video here and it’s worth the time to watch as many of his interviews as possible!

The classroom environment is important in classroom management. Read this blog post I wrote for more information.

Another teacher I’ve worked with uses a marble jar filled with marbles. She has two jars. One is empty, the other is full. Any time the kids are on task, she moves (or allows a student to move) anywhere from 1-5 marbles into the empty jar. I like the marble jar more than other reinforcements because she doesn’t have to say anything. There is no raising her voice to talk over the kids so they can hear her.  The kids hear the marbles dropping into the jar. If they are not on task and she has had to ask one too many times for them to follow direction, she just stands there and removes the marbles from the jar she is trying to fill and drops them back into the original jar. The kids hear this and stop fairly quick. When they are on task, they get extremely excited when they see the marbles have almost reached the top. Once the jar is full, they vote on different activities such as extra gym time, outside play, pajama day etc. This gets turned into a math activity with graphing.

These strategies work well with most of the students I’ve worked with one on one. Yet all of these strategies can be incorporated into the class so our children don’t stand out. Even incorporating their physio and occupational therapy programs within the class DPA (Daily Physical Activity) or phys. ed. is also great for the entire class to get moving around! Sometimes our kiddos act out because they feel so different from the rest of the group. This helps with that.

Lastly, check out Goldie Hawn’s MindUp website. There is science to back this up and there is great information on how meditation affects students learning.

Good luck to all the teachers and support staff starting school Tuesday!! You’ve got this!!

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Anxiety, Autism, Communication, School, Special Needs, Strategies

First Day of School

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The first day of school is just around the corner! Most of our kids are probably ready to get back to a routine. Unless you’re one of those parents who are able to have a very scheduled day. I’ve always wanted to be like that, but our planned day changes minute to minute!

 

There are a few things you can do to prepare your child/teen for their new school year.

  1. Most schools are open a week or two before school starts. Call your school at the beginning of the week to ask for a meeting with the principal and to bring your child for a tour. This way, you should be able to find out who their teacher is (most schools don’t share this information before the first day of school, but if it will help your child with the transition, most are pretty good about sharing that info.) If the teacher is at the school, the child can meet them and at the very least, go see their new classroom.
  2. Take pictures of the class, gym, library, halls, sensory room, washrooms, etc. if this is a new school for your child. You can create a social story or comic strips. If you are new to social stories, you can learn about them by clicking on this link. They were developed by Carol Gray and you can visit her website if you want more in-depth information. There are some social stories already created online and a google search should direct you to some.
  3. Read the social stories at home each day or before bed. The more you talk about it, the more comfortable your child should become.
  4. If your child is starting high school, check out this book Middle School: The Stuff Nobody Tells You About – A Teenage Girl with High Functioning Autism Shares Her Experiences by Haley Moss. I originally purchased it from Amazon but it was taking months (which is very unusual). I cancelled that order and went to Chapters online and it came within a few days. It is written for middle school if your child goes to a new school in grade 7, but works just as well for high school. We’ve been reading it every day and it has a ton of great tips for her!
  5. If your child is starting kindergarten and you aren’t already connected with the preschool services in your area, make sure you call them. We are so fortunate to have One Roof in Midland. The direct number to the Community Living Huronia preschool services is 705-527-7022, Ext 327. But One Roof has many many services all under “One Roof”.  If you don’t live in Simcoe County just Google Preschool Services for children with special needs. If you are having a hard time finding services in your area, ask your family doctor. Check out the information on the Ministry of Child and Family Services Special Needs Support. If you still need assistance, shoot me an email and I’ll see what I can find.
  6. Be positive!! Don’t let your fears of past experiences, or the thought of leaving your child with someone new scare you. Your child will sense it! The staff at the school should be well trained and want what is best for their students! They will do everything they can to keep them happy and safe.

Good luck!! This is just another one of the many progresses to come! I’ll post more throughout the year on specific issues that may arise at school and will update this post. If you or your child is struggling with something school related and need some help, send me an email and we can chat!

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AAC, Anxiety, Autism, Behaviour, Communication, School, Special Needs, Strategies, Symptoms

Behaviour or Symptoms?

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The definition of behaviour in the dictionary is “the way in which one acts or conducts oneself, especially toward others” and “the way in which an animal or person acts in response to a particular situation or stimulus.”

The key phrase that makes “behaviour” so challenging is the part that says ‘especially toward others.’ It makes things so hard for parents, siblings, caregivers, teachers, EAs, peers etc. because we feel that it is directed at us. But imagine being the child or adult who is losing control! No one wants to feel that way.  Nobody wants to feel out of control!

I love the way Jeff Noble from FASD Forever puts it…FASD (or insert diagnosis here) is forever. Frustration is not. He also opens our eyes to the fact that behaviour is a SYMPTOM. Just changing the word BEHAVIOUR TO SYMPTOM will help you be a little more understanding and less frustrated. Because ultimately, that’s what it is! A symptom of being over stimulated, tired, challenged, unable to communicate desires, etc.

There are many reasons why a person acts out either verbally or physically. And it’s not easy. But if you are able to figure out what is causing it, you may be able to prevent it. And remember, as your child grows, they may grow out of it. With your help of course. For others, it may be a lifelong challenge, but hopefully with growth and learning different strategies over the years, it will get somewhat easier.

Here is information on what an ABC chart is.  There are links to an example of one and a blank one for you to document the Antecedent (what happened right before the “behaviour”) Behaviour (what was the behaviour) and Consequence (what happened right after). Documenting allows you to see whether the cause is ESCAPE/AVOIDANCE/ATTENTION SEEKING OR SENSORY.

There are different strategies for different symptoms. It is important to be proactive as much as possible instead of being reactive.

  1. The number one place to start is the ENVIRONMENT. What can you do right now in your home or class to avoid any outbursts. How can you make your place a safe and calming area. Can you get rid of clutter in the room and on the walls, paint your rooms a calming colour, put sharp objects out of sight, make a “calming area” with lights, bean bags, weighted blankets, noise reduction headphones, soft music/sounds, books, fidget toys, etc. For small children a box, tent, or sitting under a table with curtains to close off the world might help. A small room for older kids and adults or even a corner of a room with a divider can be a great place of comfort.
  2. The second thing I like to do with my daughter and my students (no matter how young or old) is INTERVIEW THEM. If they are able to communicate, ask them…What makes you angry?  What makes you happy? What is hard for you? What is easy for you? What do you like? What do you dislike? How can I help you be successful? What kind of activities or treats do you like? What helps to calm you down? I can’t believe how much information I receive! They know what helps them or hurts them! So why try and guess when the best information you can get is right at your fingertips? Knowing that my student just needs 5 minutes to sit quietly or needs to go for a walk to get a drink or even just go to the washroom and put cold water on his face to calm himself down makes the day so much easier than him yelling and hitting and running out of the room. You can gain so many strategies with this information! And you’re teaching your child/student to advocate for themselves. It gets them thinking about what they need. And it shows them that they matter to you. Their thoughts and feelings are important.
  3. Using the answers from your interview or observations, you can develop visuals, choice boards, reward charts, schedules, etc. to use at home and school. Communication (or lack of communication) is one of the main reasons for challenging behaviour. So visuals around the home and school are very important! There are software programs such as Boardmaker that you can purchase (ask your speech pathologist about it) or even just using Google Images. You can get photos of just about anything! Place pictures around your home. Put pictures of food on your fridge so your child can point to what he/she wants. Make a board that says MORE and ALL DONE on it so your child can point to one or the other instead of throwing their finished plate across the room. Use a visual timer to show them how much time they have left for an activity. A time timer is great because it visually shows them with colour, but you can also buy the timers at the dollar store or use an app on your phone. There are so many strategies for every challenge. It’s just a matter of figuring out what works and what doesn’t through trial and error.

If you have specific questions or are in need of help, send me an email! I’ll do my best to guide you in the right direction 🙂

And remember, the calmer you are, the easier to it is to diffuse a situation. Take deep breaths, tell yourself this isn’t personal. This behaviour/symptom is based out of fear, frustration, anxiety, needing attention, etc.

Together we will get through it! xo

 

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AAC, Communication, School, Special Needs

Augmentative & Alternate Communication

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First off, I’d like to share a fantastic website! Check this blog out! There is a TON of information on it to browse through!! I’ve gotten many ideas from this resource!

I also like these websites:

Here is a good page to learn what AAC is and what types of systems you can use.

Holland Bloorview Kids Rehabilitation Hospital in Toronto is an amazing place! They have speech and language pathologist, Communicative Disorders Assistants and Occupational Therapists that can support your child/student at home and at school.

Currently, my student is using a Tobii EyeGaze and SurfacePro eye gaze system for communication and academics. It has been a slow process but she is making gains all of the time!

There are many devices out there for your child to trial but make sure you document EVERYTHING!! Every comment or word they say so that you can show the AAC team what has happened while they are away. You need this documentation to prove that the device is the right one for your child.

I have researched a ton of information on AAC and it would be way too much to take in all at once so I’m just going to add some resources here for you to check out on your own time. If you have any other questions, don’t hesitate to email me.

Aside from the resources above there is a lot out there on the web.

One particular woman, Dr. Musselwhite has several videos out on YouTube. Check her out here. One important thing I learned from her was to allow my student’s peers to use her device too! Most professionals over the years have taught me that the AAC device belongs to that student only. It is their voice and no one else should use it. But Dr. Musselwhite shares that your child may be more interested and will learn more quickly if their friends are using it too! There is a whole process on peers teaching their friend how to use the device as well. I LOVE this idea!

PrAACticalAAC is another great resource. If you click here it will bring you to not only their blog but a link on that page will also bring you to Dr. Musselwhite’s blog which has AAC girls and more information on Communication Circles.

I’ll be sure to post more information another day, but this is a good start!

Enjoy!

 

 

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Anxiety, Autism, School, Special Needs

Advocating

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Advocating can be a challenge! It is a fine line between advocating for your child and being the crazed mom who everyone tries to avoid. I’ve been on both sides of the table as a mom and as an EA. I also understand how frustrating it can be as a mom when you feel like your child’s needs aren’t being met or as an EA when you feel like you are doing everything in your power to help your student succeed and yet it just isn’t good enough. I never ever like to assume things or judge a parent for how they are parenting their children. But I do need to mention that if you are going through the grieving process or if several different teachers and professionals have told you that they feel your child should see a paediatrician, please, please,  please trust that they know what they are talking about and only want what is best for your child. As an educator, we don’t speak to parents about an issue unless we feel very sure and strongly that it will help the student.

That being said, as a parent, we need to make sure that our child’s needs are being met. When we aren’t in the school day in and day out, we have no idea what is going on and we need to trust that the professionals know what they are doing. Communication is key! Here are some suggestions to help you be in the know:

1. Communicate!! Ask questions! Don’t be afraid to discuss any concerns with the EA, teacher, principal, group home worker etc. Having consistency between home and school will benefit your child greatly.

2. Have a communication book or agenda that goes back and forth. But make sure to read and write in it! If your             child is non-verbal, provide the school with a visual schedule that the EA can go over with your child at the end of the day. They can circle or stamp the activities they have done that day.

Better yet, ask the EA if they already have a visual schedule/daily agenda made that they could send home. Many schools have the Boardmaker software that they use in the school already. This also will allow for consistency with the photos between home and school. Click here for more information on Boardmaker.

3. Request a meeting. Before school starts, a month or two after school starts, and again in the spring. And any other time you feel you need to meet in person to discuss issues/concerns that can’t be written in the daily agenda.

Having a meeting before school starts each year allows you to go over any changes the summer may have brought. Strategies that work and strategies that don’t. A lot of growth can happen in just a couple of months. Meeting a month or two into the school year will give you a good idea of how things are going and where they are headed. It is so much easier to deal with situations that arise right from the get go instead of waiting months where the symptoms or behaviour become a habit. Being proactive is much better than being reactive. Make a plan together and follow through with it!

4. Check out this website that has specific issues needing intervention. Lindsay Moir was an incredible advocate who sadly passed away and is greatly missed by his family, friends and special needs community. Scroll down to the bottom and click  ‘View ask Lindsay Archive’

5. Bring in an 8×10 photo of your child to your meeting. Tape it to the chair beside you. Any time they start talking numbers (because let’s face it, it usually comes down to money) just point to the picture.  Remind them that your child isn’t just a number. It may have been Lindsay who suggested this at one of his workshops I attended. It was pretty powerful. (I would only use this strategy if the school board and I had been trying to see eye to eye for some time).

6. BE KIND. Always be kind and thankful. No one purposefully tries to sabotage your child’s learning. No one purposefully tries to be difficult to work with. We are all doing our best. Working as a team is how your child will succeed.

There is so much more information, but this is a start. It is hard to suggest something to you when each one of you will have a different concern. If you have a specific issue that you need help with, send me an email and I’ll see what I can do.

In the meantime, here are some links to help you know some of your rights!

Learning Disabilities Association of Ontario has a Parent’s Guide to the IPRC & IEP process

IEP (Indivual Education Plan) Resource Guide by the Ontario Government

ABC Ontario has an IEP guide for gifted students

Disability and Human Rights Brochure is located here

 

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Special Needs

Holiday Hangover!

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Wowzers!! Our GG has a major meltdown after every holiday or special occasion. We call it the “Holiday Hangover”. It never fails. Each and every time. After Christmas and her birthday are the biggest ones. Screaming, crying, laughing to screaming again. Scratching herself and bending joints. After 13 years, this is the FIRST time ever that she hasn’t had a meltdown! Now it’s only January 1st today, but we usually have it on the 26th of December. Fingers crossed we’ve passed the timeline! 🙂

Every year I wish there was something we could do to prevent it. But for us, the reality is, we gotta let her have it! She has to get it all out in order to feel normal again. I think with all of the excitement, sensory overload, sugar rush and disappointment that it has all come to an end (especially her best friend & elf, Sparkle, heading back to the North Pole for the year) is just too much for her to handle.

So for now, we let her have at it for a while in her room, then we hold her if she will let us safely to provide some deep pressure. I’ve put her between the mattress and box spring when she requires more pressure than a hug can give. It can last an hour or more. It’s hard to watch and hard to listen to but it has to come out. It is literally like a volcano has exploded. We don’t discuss it for at least two to three hours later. We then talk about some strategies she can try next time and discuss her feelings if she is able to express them. If not, we move on with our day.

If you have other children in the house check out my post on Sibling Sanity. There are some ideas on what your other children can do while the house is filled with cries and screams!

If you have any tips to help us out, please share!!

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Special Needs

Surviving the Holidays

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Christmas is GG’s favourite time of the year! She would talk about it all year round if we let her! But it can also be extremely stressful. She is filled with excitement and wonder and worries and questions! OMG the questions and comments about Christmas are never ending!

She worries about being on the nice list, she worries her elf will have lost her magic, she worries about how she will control herself around all of the food and she is stressed because we are so out of her regular routine, we don’t know what we are doing from day to day.

Here are some things we do to enjoy the holidays…

Schedule for the Day/Facing the Unknown: We try to keep as much consistency as possible. We keep to her scheduled eating (breakfast at 9:00, snack at 10:30, lunch at noon, snack at 2:30, dinner – when it’s ready). But over the holidays when we are visiting friends and family we let her eat 3 small treats or 1 large one if there is a display of food. We are fortunate that she will follow these rules even if she doesn’t like them.

We will write down a schedule for the week on a piece of paper and/or a whiteboard in her room. If we don’t know what we are doing we still make up a schedule but it just says “Stay at home”.   Some children (and adults) will benefit from a stay at home schedule that includes ideas of different activities they can do while at home. Such as 9:00 Painting, 10:00 iPad, 11:00 outside play, etc.

Change of Plans: If you have already told your child you will be doing one thing but then plans change unexpectantly, you can make up some little cards to help. The trick is to have these cards and bags handy. Store some in the glove box, your purse, by the door, etc.

Here is an example:

Change It Up!

Take Your Pick:

-Chew a piece of gum

-Choose a toy from the bag

-Take 5 deep breaths

-Suck on a candy

Hand your child the card when telling them about the change of plans. (Always introduce and teach a new strategy – such as this card – before needing to use it. Role playing works great)!

Getting a toy, piece of gum or candy distracted GG enough to get over the change in plans. She never chose the deep breaths! Lol The bag is just a small bag with a drawstring from the $ store filled with some characters, stickers, lego pieces etc. (also from the $ store). You can use pictures taken from google images instead of words if your child doesn’t read (or is too upset about the change to read).

Allow Downtime: We also allow more down time than usual. Spending time with other children is very difficult for her. As much as we try and encourage her to play when other children are visiting, we don’t bug her too much during this time of year if there are large crowds. For us, the holidays are not a time to teach play skills because it is too overwhelming for her to retain anything.

Every child is different and I’m sure each one of you has a challenge that occurs year after year. So instead of making this post too long, write a comment or send me an email with some of your difficulties and I’ll try to get back to you with some specific strategies. (The best I can without visiting and seeing you and your child in person). You can reach me at  wellbalancedlife@rogers.com

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