Did you know there is an Epilepsy Support Group in NW Arkansas? Take time to watch our video to find out more!
From our friends at friendshipcircle.org/blog written by Melanie Potock
“I never imagined my child would have trouble eating.” Those words are often one of the first comments parents have for me when they ask about feeding therapy. As a pediatric speech pathologist who specializes in feeding, I have the joy of being a “food coach” for kids and their families as we progress through the developmental process of learning to eat a variety of foods.
Whether working with children with special needs such as Autism Spectrum Disorders (ASD), Down syndrome or Sensory Processing Disorder (SPD) or with a child coined the “picky eater” of the family, the ultimate goal of feeding therapy is to establish regular, nutritious family meals that are joyful for the entire family.
Here are the top 10 things I want you to know before starting your family begins feeding therapy..." Read More
NWA Community Parent Resource Center gets this question a LOT and the answer is almost always YES! In the unlikely event that we don't have any information on what you're looking for, we will either do research and obtain that information or push you in the right direction in order to find it. We have information on all sorts of subjects pertaining to our families and their children that have all sorts of special needs stashed all around our office. Here are the main places we keep our information:
1. OUR WEBSITE - we have a lot of information through the "Parent Resources" link on our website, divided into categories to make it easy to find what you're looking for. www.nwacprc.org
2. PINTEREST - recently we have begun a pinterest board to collect all of the information we come across in a visually appealing way - if you don't like searching down through long lines of text to find resources on what you need, this might be a good option for you because you can easily scan pictures on boards set up into different categories to find lots of useful information. We started this less than a month ago, though, so we're steadily but surely collecting more information. www.pinterest.com/nwacprc
3. LIBRARY - Did you know we have a library with thousands of books located in the JTL shop, a building very close to the Jones Center? The Library is open Monday through Friday at 614 E. Emma, suite 131 in Springdale, AR. You can browse Tuesday through Thursday from 12 to 5pm or request an appointment to go in with us at any other time during the week. The instructions on checking out a book are simple to fill out and are hung up next to our office inside the Library (Suite 127). Most materials can be checked out for a month. We have books, binders, dvds, brochures, tapes, and cds on specific disabilities, special education law, inclusion, special education, assistive technology, parenting, activities, and much more. We also have an entire section devoted to materials in Spanish as well as a kid's section where they can go play and sit down while you're browsing!
4. ON SITE DATABASE - we have a server in our office where we collect all of the loose pieces of information we get by email, conference, or trainings. This includes scans of documents, PDFs, Power Point files, Word documents, videos, and a lot of other media. All of those loose pieces of information are separated into categories and are filed under their own specific folders in our server. If you don't find what you need on our website, library, or our pinterest page, please contact us in our office because we more than likely have something for you. You can e-mail email@example.com or call (479)927-3283.
5. OUR TRAININGS or WORKSHOPS - we have many trainings or workshops that cover all sorts of subjects of highly requested items in English as well as Spanish throughout the year. Contact us or visit the calendar section of our website to find out what's coming up next.
6. OUR STAFF - We have an experienced and knowledgeable staff that have a lot of information and are more than happy to guide you - some of their knowledge you can find in books, but a lot of it is practical experience that you would not be able to find elsewhere. Always feel free to call, to set up an appointment with one of them, or to e-mail us.
You can e-mail firstname.lastname@example.org or call (479)927-3283.
Hopefully this sheds some light on the multitude of information we have to offer here at the NWA Community Parent Resource Center. So, if you're wondering "Do you have information on..." the answer is most likely "YES!" and we would be glad to help you!
- Staci Bell, Technology Specialist / Librarian
NWA Community Parent Resource Center
FAQ Friday: "Do I have a right to observe the class before agreeing (or not agreeing) to a placement for my child?
Parent Observations v. Student Confidentiality
by Pete Wright and Pam Wright
"Do I have a right to observe the class before agreeing (or not agreeing) to a placement for my child? The special ed director said I cannot observe the class because of confidentiality issues with the other children."
I have represented kids with disabilities since 1978. In all these years, I have never had an instance where a school denied a parent, or the parent's private sector expert, the opportunity to observe a potential placement.
The school board attorneys with whom I have worked over the years have always permitted observations by parents and the parent's outside experts.
When a school administrator takes this position, it creates an appearance of two things (both bad):
(1) that the program is clearly not appropriate and the parent will quickly discover this, and
(2) that the school is attempting to keep important information from parents.
I think many Hearing Officers and Administrative Law Judges would view a refusal to allow an observation as grounds to find that the proposed placement was not appropriate.
VIEW FULL ARTICLE
The Institute for Behavioral Training (IBT) this week released ten of its top tips to minimize challenges for families of children with Autism Spectrum Disorder (ASD) during the holiday season. IBT is a leading training institute that provides innovative programs to meet the current and emerging needs of parents, caregivers, healthcare providers, and human service professionals across the globe.
“The holiday season is usually a time for celebration and joy, but many families of children with autism find that it can also be a time of stress,” says IBT director Cecilia Knight, MA, BCBA. “These children typically have a tough time coping with change, including different places and different people, and they are often sensitive to loud sounds, bright lights, and even touch. These ten tips are effective for many families with children with autism.”
Knight says families can prevent or reduce most stressful situations with the following ten tips:
1. Make a schedule of activities each day (using pictures or words) to ensure that expectations are clear for the whole family. Set this up ahead of time to help prepare your child for the events of the day and minimize negative reactions to unexpected activities. Also, don’t over schedule the day! Make sure there are plenty of opportunities for breaks and down time.
2. Have your child assist in the order of events or reinforcement schedule for each day (grocery store first, arcade second, then library). This will provide him/her with choices and a sense of control over portions of the day.
3. Take a day trip. Visit a museum or sporting event together; boredom can be your worst enemy.
4. Bring toys, video games, or other entertainment to keep kids occupied during commutes or wait time.
5. Remember to take visual cues (i.e., schedules and communication devices) with you on outings.
6. Try to identify the most important part of an occasion and limit your participation to that time period. Visits, family gatherings, and large events can be stressful for kids/teens. If Aunt Edna’s Thanksgiving Extravaganza always lasts four hours, plan to arrive just in time for the meal and then leave in a reasonable amount of time to avoid meltdowns.
7. Create fun in the home with inexpensive ways to entertain your child/teen. For example, create scavenger hunt, organize arts and crafts activities, build a fort, or play a family game of Twister.
8. Have reasonable expectations, and pick your battles! If your child/teen is a picky eater, focus more on table manners or his/her interaction with family during the holiday feast, instead of pushing him/her to eat a plateful of new foods.
9. Be consistent; schedule lunch, snacks, TV, chores, outdoor activities, or arts and crafts during the same time each day to avoid frustration during vacation.
10. Identify the holiday stressors; either work on them ahead of time or manage them in the vacation schedule. For example, if the endless hugs from family will set your child/teen on the wrong course for the day, then you might need a plan in place to practice that interaction. If that is not possible, then try to manage the situation in the moment with simple and reasonable rules: “Hug three people, and then we will go do something fun together.”
For more information about IBT, visit www.ibehavioraltraining.com.
article provided by http://northdallasgazette.com
My child is a freshman in high school. Her IEP includes this goal and objectives.
Judy will improve reading comprehension skills by using graphic organizers to access the curriculum with 70% accuracy per quarter.
The short term objectives are:
1. Judy will summarize or bullet important information in a variety of reading material with 70% accuracy.
2. Judy will recall specific facts, information & details after reading a variety of texts with 70% accuracy.
3. Judy will summarize a passage or story, relating essential components with 70% accuracy.
4. Judy will use vocabulary to identify the characters, setting, events, problems & solution in a story passage with 70% accuracy per quarter.
This goal doesn’t make sense to me. It seems vague. Shouldn’t an IEP goal include the child’s present levels of academic achievement or functional performance?
Writing Measurable Goals
You are right. This IEP goal makes no sense. Yes, before you can create any goal, you need to know the child’s present levels – that is the starting point.
Your child has problems with reading comprehension. How can teachers work to improve her reading comprehension skills by using “graphic organizers to access the curriculum with 70% accuracy? “ Even this goal was appropriate, how would you and the IEP team know if she “improved to 70% accuracy”? What will happen if her improvement in using graphic organizers was 62% or 57%? What do these numbers mean?
Change the facts. Assume that a goal states that the child will type 40 words-per-minute. She currently types at a rate of 38 words-per-minute. While improving typing skills by 2 words-per-minute may be acceptable as a weekly goal or objective, it is completely inappropriate as an annual goal. If a child’s present level of performance in typing is 20 words-per-minute, then an annual goal of 40 words-per-minute may (or may not) be appropriate.
How will a child ”summarize with 70% accuracy?” How will we know that she didn’t “summarize with 40% accuracy?” In addition to being inappropriate, you cannot measure progress with this goal.
Barbara Bateman wrote an excellent book about Writing Measurable IEP Goals and Objectives.
She also wrote Writing Individualized Education Programs (IEPs) for Success.
Check out this material about Writing IEP Goals - this is from a school district so it may be more acceptable to the IEP team members.
You’ll answers to your questions about present levels of performance and how to write IEP goals in Wrightslaw: All About IEPs.
Study the two articles about writing IEP goals and objectives.
1. Print the articles. Review each goal.
3. After you revise the IEP goals, you need to review your child’s most recent evaluations.
Looking Forward to Graduation
Since your child is in high school, she may need an extended day or extended year program so she can get the specialized instruction she requires without missing classes she needs to earn credits toward graduation. If your child plans to attend college, make sure you know what classes the college expects applicants to have, so she has time to meet these expectations before graduating from high school.
At age 16, a child’s IEP is driven by the transition plan. Make sure the transition plan is comprehensive and complete. Barbara Bateman’s article addresses transition. You will find answers to questions about transition plans and transition assessments in Wrightslaw: All About IEPs.
The New Hampshire Department of Education publishes a Transition Manual that includes a checklist and a good worksheet that you can use to review transition issues. Note: This document is from NH where the age for transition planning is 14. You need to check your state special education regulations to find the transition age requirements in your state.
Has your child had a comprehensive psycho-educational evaluation recently?
When you review her recent evaluations, you may see that the “comprehension goals” in her IEP should really focus on weaknesses in decoding, oral language, or phonological awareness.
The Wrightslaw Multimedia Training on CD-ROM - Understanding Your Child’s Test Scores - will help you understand the bell curve, mean, and standard deviations on tests. You will also learn about standard scores, percentile ranks, subtest scores, composite or cluster scores, and subtest scatter. You will learn how to draw the bell curve and how to use your child’s test scores to create powerful progress (or lack of progress) graphs.
Appropriate Annual Goals by Sue Whitney
- Provided by Wrights Law http://www.wrightslaw.com/blog/?p=6751
We gathered this article from AutismSociety.org, but we feel it may be also beneficial not only to children that have Autism, but applies lot of other types of kids with (or even without) special needs.
Most parents and caregivers view safety as a significant concern regarding their children in the home environment. Modifications such as placing gates in stairwells and doorways, covering electrical outlets and using childproof locks on cabinets are among the things many parents do to ensure safety.
In response to these concerns, the Autism Society has partnered with law enforcement and a preparedness consultant to create disaster preparedness tips and a Safe and Sound packet. The packet contains an emergency decal that can be placed on your door or automobile window and a companion piece called the Personal Information Record.
For parents of "typical" children, such safety precautions are usually necessary for the first few years of childhood, after which the child develops, matures and no longer requires the use of modifications. However, for parents of children on the autism spectrum, the story is sometimes different. There are myriad additional issues to consider when addressing the safety of the individual with autism, family members and the home environment — often throughout the life of the individual with ASD.
Consider the many behaviors an individual with autism may engage in that could be unsafe: throwing utensils, breaking plates and cups, sweeping items off surfaces, dumping drawers and bins, and climbing out of or breaking windows. Or consider what can happen when natural curiosity and household appliances converge: putting items in appliances, flushing things down the sink or toilet, touching burners, turning on hot faucets, inserting items into electrical sockets, chewing on wires, crawling into a washer or dryer. Finally, consider the potential dangers that can result from playing with matches, lighters or fire.
Often children with autism who display such behavioral concerns do not understand the ramifications of their actions, which can be bothersome at best and devastatingly tragic at worst. Therefore, it is the responsibility of the caregivers in the home to both provide both a safe environment and teach their children to be safe.
There are several environmental and safety modifications that can be made in the home as well as steps that can be taken to prevent unsafe or inappropriate behaviors. The following suggestions have been found helpful in preventing dangerous behaviors and ensuring a safer environment. The suggestions range from using locks for security or limiting the individual's access to labeling every functional item and area in the home with photographs or symbols to assist in communication.
Parents sometimes balk initially at the idea of having to place locks on doors or cabinets, place alarms outside a child's bedroom or label the house with photos or cards. They often say: "This is not a classroom." However, your home is indeed a natural learning environment, just like a classroom.
Establish priority areas for modification. Modify the most important areas first — the individual's bedroom, bathroom, leisure areas, kitchen and back yard — since these are the primary areas of interaction for many children. When getting started, think about the room(s) in which the child spends the most time; for some children, it would be a recreation/family room, while for others it might be the bedroom or kitchen.
In addition, consider the behaviors to be modified and the relationship of those behaviors to the environment. Behavior modification alters an individual’s behavior through positive and negative reinforcement. Remember, behaviors always serve some purpose, and in order to alter a particular behavior you must first understand it. If the individual likes to put things in the toilet or run hot water in the bath, modifications should begin in the bathroom. If the child runs out of the house, modifications should begin with securing exterior doors with locks.
Arrange the Furniture Appropriately Arrange the furniture in a way that "makes sense" for the activities the individual is expected to do. That is, if the individual will be doing "seated" activities, ensure that there are clear table surfaces and appropriate chairs. If the child frequently runs out of a room via a predictable path, arrange the furniture and close doors so he or she is unable to escape. Limit the need for excessive movement and/or transition. Move furniture away from shelves or places where the child may climb.
Keep furniture surfaces clear (if the individual is a "sweeper") and place items out of reach on shelves or bins, or lock things away. In addition, use gates or barriers to prevent falling down steps or to limit access to certain areas in the home.
Use Locks and Alarms Where Appropriate For individuals who run away or leave the home without supervision (also referred to as "elopement" or “wandering”), it is important to place locks and alarms on exterior doors and windows. This may prevent the child from leaving, or at the very least notify you if he/she attempts to open a potential exit route.
Some parents also express grave concerns about their child leaving their bedroom at night. It is a critical issue related to safety as well as overall quality of life for the family — parents need to get sleep while being assured their child is secure. It is advisable to call your local police and fire department and alert them of your child’s tendency to wander or run/dart. You may also want to find out if programs such as Take Me Home or Smart911 are available in your area.
It is also helpful to reach out to our local affiliates and other parent groups for suggestions and support. Parents are often a great source of creative and affective methods to manage the most challenging aspects of ASD. Search “Autism Society Affiliates” and “Information and Support” in the Autism Society’s resource database, Autism Source.
Door and window alarms can be a key investment in keeping your child safe. Consulting a professional who installs alarms is also a good idea, as he/she can advise you of the legal and larger safety implications of the security measure you are considering. If you feel more than an alarm may be needed and you choose to put locks on the doors, use locks that you are easy open: a hook-and-eye lock, or a slide-bolt. Some parents place the lock key above the door frame of the room for quick and easy access. It is imperative that you have immediate access to any locked room in the event of fire or other emergency.
It may also be necessary to use safety locks (often plastic devices) to secure items that may be unsafe for the individual. Many parents place these locks on bathroom and kitchen cabinets to prevent access to items in the cabinets.
Safeguard Your Windows
If your child likes to climb out of windows, place locks on them. Hardware stores carry special locks for just this purpose. If your child breaks glass or pounds windows, replace the glass panes with Plexiglas to prevent injury. Some parents must place wooden boards over windows to prevent injury or elopement.
Make Electrical Outlets and Appliances Safe Cover or remove electrical outlets and access to electrical appliances. Use plastic knob covers (also available at hardware stores) for doors, faucets, ovens and stove burners. Lock the door to the room or rooms with the washer or dryer, appliances or power tools to limit access.
Ensure that all wiring for appliances and electronics is concealed in a way that the child cannot play with the wires. Individuals on the autism spectrum often have a curious interest in how things work, but that can be coupled with a pervasive "unawareness" of dangerous situations — a potentially dangerous combination when it comes to electrical materials.
Lock Hazardous Items Away Secure items that are dangerous if ingested, such as detergents, chemicals, cleaning supplies, pesticides, medications and small items a child might mouth or chew. It is easy for an individual with autism to confuse a bottle of yellow cleaning fluid with juice based on appearance or to pour/spill liquids (some of which may be poisonous or toxic) out of a bottle.
Also, pills that look like candy can easily be eaten by mistake. Place such items out of reach or in cabinets with locks. Keep the poison control phone number in a permanent place that is clearly in view.
Secure items/materials that are dangerous or unsafe if used without supervision, such as sharp objects/ utensils (scissors, knives, razor blades). Many children like to cut things (clothing, curtains, wires, books, etc.) into pieces with scissors or knives when unsupervised. If necessary, use scissors that have blunted ends (child-safety scissors), and be sure to provide supervision when the child is involved in cutting activities. In addition, secure items that need to be limited (i.e., candy, video games, lighters, matches, TV, DVD player, toilet tank covers) with a lock or ties.
Label Everyday Items Place visual labels (symbols, photos, words, textures) on functional items, rooms, cabinets, drawers, bins, closets and anything that has relevance for the child. In a well-labeled environment, a child with ASD may better understand what is expected and be less likely to engage in undesirable behaviors. In addition, if the child understands the function of an item (e.g., a piece of furniture), he/she is more likely to use it for its intended purpose.For example, if visual labels for sleeping are placed on the bed, the child may be less likely to view the bed as a trampoline.
Placing labels on drawers and closets may reduce power struggles over asking your child to put things away because he/she will know where to put them.
Organize Everyday Items Organize functional items in see-through plastic bins/boxes with visual labels (symbols, photos, words, textures) so the child can see and use the receptacles. Place the bins on shelves or in places the child can easily see and access. Once again, the better the organization, order and structure in the environment, the more likely it will reduce the frustration level of a child on the autism spectrum and the less likely he/she will be to engage in inappropriate behaviors.
Institute Appropriate Seating Ensuring the individual is seated properly at a table or work station can help prevent behavioral problems, such as throwing objects, knocking over furniture, self-stimulatory behaviors and acts of aggression. For example, some children need to be seated in chairs with arms or a wrap-around-style desk when doing work.
Others may need to be seated in a place where they cannot easily escape from the table, such as against the wall or in a corner. In addition, a proper sitting posture (body at a right angle and feet flat on the floor) will help facilitate good learning and/or eating behaviors.
Use Visual Signs Use dividers, tape boundaries, and signs as needed for setting expectations and limits. For example, the use of STOP signs on doors, drawers furniture, and appliances has helped some children understand that these items/ areas are off-limits. For children who climb on high surfaces or enter areas they should not, STOP signs will let them know what they are doing is dangerous. Using color tape to designate boundaries on carpets, floors or walls can help to visually remind children where their bodies need to remain.
Secure Eating Utensils and Place Settings When using utensils during mealtimes, consider tying utensils to nylon string and attaching them to the chair or leg of the table. This way if the child throws the utensils, they will remain attached to the string. Children have "unintentionally" thrown forks across the table and injured other family members. If the child throws or sweeps plates, bowls, and cups, secure them with adhesive Velcro and attach them to a secure placement. Use plastic or rubber plates, bowls, and cups to prevent shattering of breakable items.
Safeguard Bath Items/Toys Consider keeping bath toys in a bag or bin away from the tub and unavailable until bathing and hair washing are competed. This will help the child focus on bathing and prevent power struggles while in the tub. You do not want a child flailing around in a slippery bathtub since he/she or you could be injured.
Keep bath items (soap, washcloth, shampoo, sponges, etc.) together in a plastic bin or rubber bag and accessible. Replace open-lip bottles with pump dispensers so the child will not empty or ingest the contents.
Remember Fire Safety Regarding fire safety, it is important to keep lighters and matches out of reach or locked up. Place safety covers over gas stoves and oven knobs so a child cannot turn them on. Always supervise children closely when there is an active fire in the fireplace or a barbecue with open flames. Many community fire departments can provide stickers (called tot finders) for children's bedroom windows so that in the event of a fire, firefighters can locate a child's bedroom quickly. While it may be difficult to teach an individual on the autism spectrum about the dangerous nature of fire, it may be possible to teach him/her about how to behave when it comes to fire safety.
Developing social stories (with photographs, pictures, words) about smoke detectors, fire drills, fire alarms, touching fire, etc. and reading the stories to the child on a regular basis is the place to begin. (A social story is a short, personalized story that explains the subtle cues in social situations and breaks down a situation or task into easy-to-follow steps.)
In addition to social stories, the use of visuals (photos, pictures) can assist the child in understanding what they are expected to do and what they are not supposed to do. For example, a "no touching the oven burners" sign could consist of a photograph of the oven burners with a bright red "no" symbol or STOP sign over the photograph to visually display the rule for the child.
Consider Identification Options It is important that your child have proper identification in the event he/she runs away or gets lost and is unable to communicate effectively. Once a child with ASD becomes mobile, he/she may decide to walk out of the home without supervision. Children on the autism spectrum often like to be outside and in motion, so leaving the home to go outside is common. Once outside the home, the child is vulnerable and may be unable to get home or communicate where he/she lives.
If the child will tolerate wearing a medical ID bracelet or necklace, get one (they can be found your local drug store). However, many children with autism do not like to wear jewelry, so the next best option is to place iron-on labels into each garment. Some children can be taught to carry and provide an identification card from a wallet or fanny pack and can learn to show their identification cards if they are not able to verbalize the information to another person. Some parents have also used specially designed tracking devices, perimeter systems or service dogs for children on the spectrum who are known to elope.
Introduce Intervention Techniques to Teach Safety In addition to the physical modifications to your home, you will want to introduce behavior modification techniques to teach your child how to be safe and act appropriately. There is a wide variety of augmentative behavioral interventions that can be employed to do this. These interventions include:
Resources Most of the items and products (safety knobs for appliances, locks, etc.) mentioned above can be purchased from hardware stores, department stores and children's stores in your community. You can also contact your fire department to see whether they have locator stickers or other materials that foster fire safety.
- AutismSociety.org ( original article can be found here http://www.autism-society.org/living-with-autism/how-we-can-help/safe-and-sound/safety-in-the-home.html )
Staff of the Northwest Arkansas Community Parent Resource Center (including original content as well as curated links to various authors around the web.)