Sensory Integration Disorder: Special

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2012年10月11日星期四

5 Effective Special Education Methodologies For Children With Autism

Do you have a child with autism, pervasive developmental disorder, or Aspergers Syndrome? Have you been searching for specific methodologies that could benefit your child's education? This article will discuss 5 that are proven to help children with autism learn.

Curricula that are used to teach children are required by law to be research based which means that they are proven to work to teach children. The problem is that many school districts are sticking to antiquated curricula and methodologies, rather than looking for research based ones.

Below is a list of 7 that you can ask for to benefit your child's education:

1. Applied Behavioral Analysis has been researched since 1987 and is proven to help children with disabilities learn. ABA is intense 1-1 from 25-40 hours per week. Children are taught skills in a simple step by step manner such as teaching colors one at a time. ABA is extremely expensive; between $35,000 and $50,000 per year. For maximum benefit the child should start as close to age 3 as possible and continue for at least 4 years. Many states are beginning to cover autism treatment, so check and see if your state is one of them.

2. Reading should be taught using a multisensory reading instruction that is Orton-Gillingham based. Make sure that any teacher that teaches your child has received the appropriate amount of training. Also make sure that they are giving your child direct instruction, for the amount of time that the reading system prescribes. Many school districts may use a good multisensory reading program, but do not train the teachers, and do not give the child direct instruction for the prescribed amount.

A few names of multi sensory reading programs are: the Barton Reading and Spelling System, Lindamood Bell system, and the Wilson reading program.

3. Social Skills can be taught by using the SOS system (Social Skills in School) by Dunn. Also Building Social relationships by Bellim, or Social Skills interactive software. A new method for teaching children how to develop relationships is called the Relationship Development Intervention.

4. For Central Auditory Processing disorder there are several effective methods available; Fast ForWord, Earrobics, and Berard Auditory Integration Training (called Berard AIT). Also make sure that the method used is used for the correct amount of time, or progress may be minimal.

5. For children with sensory integration disorder there is a program called the Alert Program: How Does Your Engine Run? Occupational therapy is also used for children with sensory integration dysfunction (SID-which most children with autism have). If your child is receiving occupational therapy for SID, make sure that the schools OT has the correct training, to deal with sensory integration issues. Ask for proof that they are SIPT qualified, before they are allowed to work with your child.

By knowing these 5 methodologies you will be well on your way to helping your child with autism learn. The internet can be used to find more information on those methods that you feel will help your child. Good Luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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2012年10月9日星期二

Categories For Special Education - Which One Fits My Child?

Have special education personnel stated that your child was ineligible for special education, because they do not fit into one of the 13 eligible categories? Does your child have Pervasive Developmental Disorder (PDD) but you were told by school personnel that this does not fit into the 13 eligible categories? Has your child been diagnosed as emotionally disturbed and you believe the child has autism? This article will discuss how you can determine what category of classification that your child can receive special education services under. By knowing these categories you can advocate for the one that meets your child's needs.

The Individuals with Disabilities Education Act (IDEA) states that every child with a disability must receive a free appropriate public education (FAPE). Also special education services to meet their unique needs. Labels or classifications do not determine, if a particular child is eligible for a particular special education service, though sometimes special education personnel act like it does.

Categories:

1. Autism: If you suspect that your child has autism ask special education personnel to give him or her, a childhood autism rating scale (CARS). The scale is done by the parent answering 13 questions about their child, and a knowledgeable person giving a score to the scale. The higher the number the more chance that the child has autism. If the scale is positive take your child to a specialized Pediatrician that specializes in autism.

Pervasive developmental disorder is on the Autism spectrum. Autism is one of the eligible categories for special education services. So a child with PDD is eligible for special education services under the category of autism.

2. OHI: For a child to be eligible under this category usually requires some type of documentation from the child's physician. Many children with ADD and ADHD receive special education services under this category.

3. Mental Retardation: Determined by IQ score; a child's IQ score under 75 is considered to be in the mental retardation range. Be careful if your child's IQ is normal and decreases as they grow older, this is indicative of an inappropriate education, not necessarily mental retardation.

4. Emotional Disturbance (ED): Many children with autism are being given an ED label-Why? Because in my opinion special education personnel are reluctant to give a child an autism label due to cost of special education services. For a child to truly be ED, they must have no other disability!

5. Deafness: This is a total loss of hearing and usually requires physician documentation.

6. Hearing Impairment: Not a total loss of hearing as above!

7. Visual Impairment: Severe impairment not fixed by glasses or contacts.

8. Deaf-Blindness: Total loss of hearing and total loss of sight.

9. Specific Learning Disability (LD): Children with reading difficulty despite appropriate instruction, math difficulty despite appropriate instruction, dyslexia, visual processing disorder, sensory integration disorder (SID), auditory processing disorder, all qualify under LD.

10. Multiple Disabilities. Must include another disability and also mental retardation.

11. Orthopedic Impairment: A child with Cerebral Palsy would qualify under this category.

12. Speech or Language Impairment. Includes delayed speech, communication disorder, language disorder such as dyslexia, receptive and expressive language disorder etc.

13. Traumatic Brain Injury: Any injury to the brain either at birth or when the child was older.

By understanding the 13 categories and what is required for each one, you will be able to be an informed advocate for your child. Children who need special education services and do not get them may have their lives ruined forever!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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Special Education Acronyms - What Do All Those Letters Mean?

Do you sometimes wonder what some of the Acronyms in special education mean? Do the acronyms make your head spin? This article will discuss common special education acronyms and what they mean. This will make it easier for you to actively participate in your child with disabilities education.

1. FAPE: stands for Free Appropriate Public Education. Each child has the right under IDEA to receive a free appropriate public education.

2. IDEA: stands for the Individuals with Disabilities Education Act; which is the federal law that applies to special education.

3. IDEA 2004: This is the federal law that was reauthorized in 2004. If you see this in an article, it usually means that something was changed in IDEA, by the reauthorization in 2004.

4. LEA: stands for the local educational agency, which is your local school district.

5. SEA: stands for the state educational agency, which is your states board of education.

6. IEP: stands for the Individual Educational Plan, which must be developed for every child that receives special education services.

7. LRE: stands for Least Restrictive Environment. LRE means that children with disabilities need to be educated in the least restrictive environment, in which they can learn. LRE starts at the regular classroom, and becomes more restrictive.

8. NCLB: stands for the No Child Left Behind Act.

9. IEE's: stands for an Independent Educational Evaluation. These are initiated and paid for by parents, to help determine their child's disability or educational needs.

10. IEE's at Public Expense: stands for an IEE where the school district pays for it. There are rules that apply to this, that you must learn before requesting an IEE at public expense. Many special education personnel try and do things that are not allowed under IDEA, so you need to educate yourself.

11. ASD: stands for Autism Spectrum Disorder, which some school districts use in their paperwork.

12. ADD: stands for Attention Deficit Disorder.

13. ADHD: stands for Attention Deficit Hyperactivity Disorder.

14. PWN: stands for Prior Written Notice. Parents must be given PWN when the school district wants to change things in the child's IEP. (such as eligibility, change services, refuse to change services etc.).

15. ABA: stands for Applied Behavioral Analysis that is an educational treatment for Autism.

16. SID: stands for Sensory Integration Disorder. A lot of children with Autism have difficulty with sensory integration.

17. SPD: stands for Sensory Processing Disorder which is the same as above, but some people in the special education field, call it different names.

By understanding the acronyms used by special education personnel, you can be a better advocate for an appropriate education for your child.

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2012年10月8日星期一

Special Education - How to Use an Independent Educational Evaluation to Benefit Your Child

Do you have a child with a learning disability or with autism that is

not making academic progress, even though they are getting special

education services? Would you like to know what educational and

related services your child needs in order to learn how to read, or do

other academics? This article will discuss what an Independent

Educational Evaluation (IEE) is, and how you can use one to benefit

your child with a disability.

The definition of an Independent Education Evaluation (IEE) is:

An independent educational evaluation is an evaluation conducted by a

qualified person, who does not work for the school district. Parents

of children with a disability often get IEE's so that they understand

what educational needs their child has and what services they require.

Most independent evaluations are parent initiated and paid for by the

parent.

Once you have decided to get an IEE, there are several things to

consider about the evaluator:

a. Make sure that they are qualified to perform the educational

evaluation. For Example: a registered Occupational Therapist could

conduct an Occupational Therapy evaluation. If sensory processing

disorder (used to be called sensory integration disorder) is an issue,

make sure that you find a registered Occupational Therapist who is

SIPT certified. If your child has autism, make sure the evaluator

specializes in educational evaluations for children with all types of

autism.

b. Whether this person is now, or ever has been an employee of

your school district. Talk to the person, and make sure that they do

not have a relationship with your school district. Be careful, even if

they used to work for another school district, make sure they are

truly independent, and willing to make recommendations for what your

child needs.

c. Make sure that the evaluator is willing to write a detailed

report, to include recommendations for related and educational

services. Ask the evaluator if they are willing to recommend specific

amount of minutes of service and specific methodology for educational

and related services. If they are not, consider going to a different

evaluator.

Once you have answered these questions, make an appointment and take

your child. Bring up any concerns that you have, and make sure that

you understand what tests will be conducted on your child. When the

report is finished, have the evaluator mail a copy to you. If you have

concerns about what is written, you may contact the evaluator and tell

them your concerns. Make sure recommendations are specific for

minutes, #of times per week, goals, methodology, etc.

Call the school district and set up an IEP meeting to discuss the

results of the IEE. If they request a copy up front, you can give it

to them. If possible, set up with the evaluator, a time that she or he

can participate in the IEP meeting by telephone. By having the

evaluator participate, special education personnel will have a harder

time not including the evaluators recommendations.

At the IEP meeting, if the school personnel will not put the

recommendations in your child's IEP, they must give you prior written

notice (PWN), as to why they are not willing to accept, the evaluators

recommendations. This notice must include the reason that they are not

accepting the recommendations, and what evaluations they are using to

refuse. If at the IEP meeting the school personnel do include the

recommendations, ask for reimbursement of the independent educational

evaluation.

An independent educational evaluation can be invaluable to your child.

By understanding what your child's educational and related needs are,

you may be a more effective advocate, for needed educational and

related services. If your child does not receive an appropriate

education their future may be in jeopardy!

JoAnn Collins is the parent of two adults with disabilities, has been an educational advocate for over 15 years, an author, as well as a speaker. JoAnn's recently released book: Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game helps parents develop skills to be an assertive and persistent advocate for their child. For more free articles, press release, upcoming speaking engagements, go to http://www.disabilitydeception.com Can be reached at Phone Number 815-932-9263

You are welcome to publish this article in its entirety, electronically or in print, free of charge, as long as you include my full signature file, and my Web site address in hyperlink for other sites. Please send a courtesy E-mail to JoAnn@disabilitydeception.com.

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2012年10月7日星期日

5 Areas of Special Education Testing and Test Recommendations to Help Your Child

Do you have a child with autism or a learning disability that will be receiving special education testing from your school district's school psychologist? Would you like to know what areas should be covered, as well as a small list of tests, that may help determine your child's educational needs? Then this article is for you, because it will be discussing areas that children in special education need to be tested in, and particular tests that you could ask for.

Area 1 and test recommendations: Occupational Therapy: A VMI should be done on any child with fine motor issues. VMI stands for Visual Motor Integration and deals with eye hand coordination. A Bender Gestalt Visual-Motor Integration test or the Developmental Test of Visual-Motor Integration could be used.

Also if your child has issues with sensory integration they should receive a Sensory Integration Praxis Test by a qualified Occupational Therapist who has successfully completed a USC/WPS Comprehensive Program on Sensory Integration.

Many school OT's are not specifically trained in the area of sensory integration, and cannot make a diagnosis of Sensory Integration Dysfunction. If you are offered a sensory profile for your child, say no and ask for a SIPT test by a qualified Occupational Therapist. The sensory profile is for screening only not as a diagnostic tool.

Area 2 and Test Recommendations: Speech and Language: CELF test is the Clinical Evaluation of Language Fundamentals and tests the child in all areas of language development. The areas of Receptive, Expressive, Language Structure, and memory are tested. The Goldman Fristoe test is used for articulation. Make sure that your child's language ability is tested not just their speech ability. Lack of language can affect your child's ability to learn to read.

Area 3 and Test Recommendations: Central Auditory Processing Disorder can affect children's ability to learn to read. The Reading Reflex can be used to determine an auditory processing deficit. The TOVA can also be used to help diagnose a central auditory processing disorder.

Area 4 and Test Recommendations: Testing for Dyslexia. Many children who struggle with reading have undiagnosed Dyslexia. Dyslexia is a specific learning disability that is neurological in origin. Dyslexia results from a deficit in the phonological component of language that is often unexpected in relation to the child's ability.

The CTOPP which is the Comprehensive Test of Phonological Processing can be used in this area. This test assesses phonological awareness, phonological memory, and rapid naming.

Other areas to be tested include letter knowledge, reading comprehension, reading fluency, and spelling. For these the Reading Comprehension subtest of the Wechler Individual Achievement Test could be used.

Area 5 and Test Recommendations: Every child with a disability should be tested for adaptive skills and functional skills. Many school districts us a Vineland to test for adaptive skills, which is appropriate for younger children. For older children over 11, I would recommend the Scale of Independent Behavior because it addresses adaptive areas, that apply to older children including job readiness.

The tests mentioned in this article are only recommendations. Check on the internet for other tests that may test the same areas. An independent evaluator can also help in this area, as they probably will be aware of different types of testing. Stand up for your child and make sure that every area of educational need is tested and educational services offered.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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2012年9月13日星期四

Can a Autism Diagnostic Observation Schedule Be Used by Special Education Personnel to Help My Child

Are you the parent of a young child who you believe has Autism or Pervasive Developmental Disorder(PDD)? Are special education personnel in your district refusing to acknowledge this diagnosis, despite a lot of evidence? Many school districts refuse to admit that a child has autism, because they do not want to provide the special education and related services that a child needs! But this tool can be used by special education personnel to see if your child has autism.

Below are 9 things that you must know about the ADOS:

1. Purpose: Allows an accurate diagnosis of autism and pervasive developmental disorder

2. Can be used for children who are 2 years up to adulthood.

3. Takes 30-45 minutes for a qualified examiner to use this tool.

4. The person using the tool must have prior education, training, and experience in using this type of diagnostic took. They must also have extensive experience with autism and PDD!

5. The person using the tool must take a clinical training workshop, and at the end receive a certificate of completion. Be sure and check that any special education personnel using this tool, has a certificate of completion.

6. Person should have at least 8 practice sessions to make sure that they are familiar with this diagnostic tool.

7. Typically the people who are using this tool are Doctors, Clinical Psychologists, School Psychologists, Speech Pathologists, Certified Occupational Therapists etc.

8. While this is not an objective test it is far from subjective. The ADOS is a schedule of observations which has been developed over several decades and has been found to be effective!

9. This tool should be used in conjunction with other rating scales, such as the Childhood Autism Rating Scale (CARS)! A full developmental history of the child, a medical history, developmental and academic evaluations, testing of adaptive functioning, and information on the child's sensory integration function, should also be included. As well as Speech Language evaluation and Occupational Therapy evaluations if needed.

Parents can become very frustrated with school districts who refuse to acknowledge that their child has Autism! A private independent evaluator who is trained can also do the ADOS on your child, so you do not have to depend only on school district personnel. Bring any private evaluations to special education personnel and they must consider the results! Keep fighting your child is worth it!

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2012年9月8日星期六

5 Reasons Why Your Child Receiving Special Education May Be Misbehaving

Does your child with autism have increased behavioral difficulty at school? Do you sometimes wonder, why your child misbehaves at certain times of day at school, or while doing certain activities? To determine what your child is receiving from the behavior a functional behavioral assessment (FBA) must be conducted. But this article, will give you a few things that could be causing your child's behavior.

Reason 1: Your child could be having difficulty with their behavior, due to a health concerns. When my daughter Angelina was younger she would have behavioral outbursts that seemed to be tied to not feeling well. I would take her home, she would go to bed, and wake up and do just fine.

Also if your child has seizures, the behavior could be seizure related. Keep track of the behavior and check with your child's doctor, if you think there could be a health reason for the behavior.

Reason 2: Many children with autism or other disabilities have sensory integration dysfunction; which can negatively affect their behavior. Some children misbehave, because they are wanting, sensory stimulation. Or some children are trying to avoid sensory stimulation.

You can learn more about sensory integration dysfunction, by reading a book about the disorder. Or search the internet for treatments and things that can be done in the classroom to help your child.

Reason 3: Your child could be trying to escape hard academics, or a situation that they cannot handle.

Investigate and make sure that your child is being taught academics at their level so that they do not get frustrated.

Reason 4: Some children misbehave because they are trying to get attention, from other students or special education personnel.

Reason 5: If your child is not receiving an appropriate education in the right type of placement, they may experience a lot of behavioral difficulty.

When my daughter Angelina was younger, she would throw herself on the ground to avoid hard academics. Also if a child is unable to learn academics, it might be time to consider functional skills training. In my advocacy I have seen many children positively respond to functional skills, without behavior. Angelina also responded very well to increased functional skills training rather than a focus on academics.

By learning if any special circumstances are causing your child's behavior difficulties, you will be able to try some different things to see if they help! Good Luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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An Independent Consultant's View of Mental Health Disorders and Special Needs

According to the National Center for Children in Poverty, one in five children from birth to 18 has a diagnosable mental disorder. Moreover, one in 10 youths has mental health problems that are serious enough to impair how they function at home, in school, or in the community in which they live. Among the diagnosable mental disorders common in children are anxiety, mood disorder such as depression, and disruptive disorders such as attention deficit and hyperactive disorders.

Special needs, however, are a different concern. Special needs is an umbrella term under which a broad array of diagnosis can be put. Children with special needs may have learning disabilities that range from being mild to profound mental retardation. They may have developmental delays from which they may catch up quickly or some from which they may not catch up at all. Also they may have an occasional panic attack or serious psychiatric problems. Some special needs that can be clearly diagnosed include fetal alcohol spectrum disorder, dysfunction of sensory integration, autism, and dyslexia.

Problems peculiar to children with a mental disorder and special needs are not uncommon. It is not unusual for a child with attention deficit hyperactive disorder to have a learning disability such as a central auditory processing disorder and may struggle with school work regardless of their intellectual abilities.

As a independent mental health consultant, here is the distinction that I make. Mental disorders are essentially psychological problems while special needs are disabilities that affect how a child can effectively function in society. The psychological problems such as mood swings, fits of depression, and feelings of anxiety can be addressed by a competent psychotherapist using one or more approaches such as cognitive-behavioral therapy, social skills training, and parent counseling. Medication may be required, but should never be the sole therapy. It is often most effective when used in combination with a behavioral based treatment. A child will not learn socially acceptable behavior if it is never addressed in therapy. A child with special needs represent a set of different concerns and approaches. They may require specialized learning strategies to help the child to meet his potential and to avoid the loss of the child's self-esteem and reduce behavioral difficulties.

Effective approaches will also involve the school system which is lawfully required to engage the child in an educational program designed to meet his needs. However despite these efforts and time, the child may not respond. Still, you have to continue with love, seek to understand the situation, and have child work towards self-sufficiency.

Keep up to date with timely financial and personal growth tips and strategies. Visit http://www.yourconsultantsite.com and http://www.youcontrol.blogspot.com. You can subscribe to the monthly Financial/Personal Growth newsletter at either site as well as read and download the free articles and e-books. Will Barnes is a financial and personal growth consultant based in Illinois. Mr Barnes has conducted hundreds of workshops on parenting and counseled parents for decades.

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2012年8月26日星期日

Teenagers and Sensory Processing Disorder: The Special Challenges

Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

1. Finding the right OT can be difficult. Few occupational therapists are trained or experienced in working with teenagers who have sensory processing disorder. Play-based SI therapy may seem silly and embarrassing to teens.

2. Poor self-esteem. Teenagers who have had sensory issues for years will have learned at least some accommodations to get around them and are less likely to experience the extreme behaviors and responses they did when they were younger. However, years of feeling different and not knowing why, and noticing that they have never been quite as mature and self-controlled as their peers, take their toll. Teens with sensory processing issues usually struggle with self-esteem. They need a lot of encouragement to admit they have sensory issues and need some help.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

4. Desire to fit in. Even teenagers who don't feel the need to have a lot of friends or be conformist want to have some friends they feel they fit in with. Sensory challenges can embarrass them and may make them feel isolated, and different in a negative way.

5. Changing hormones. Teenagers have ever-changing hormones that can exacerbate sensory issues by making them more sensitive to input than they were in the past. The normal changes of adolescence can also make them more moody and emotionally sensitive.

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

1. Modify traditional SI therapy techniques to be more teen friendly. As a substitute for playing with a tray of shaving cream or finger-paints, encourage the teen to cook, garden, do art or arts and crafts, and engage in other activities that challenge his tactile issues. Work with a sensory-smart occupational therapist who is willing to alter her approach to helping your teenage son or daughter to reduce any embarrassment or defensiveness.

2. Talk about sensory issues positively. Reassure your teenager that sensory issues are simply a difference in brain wiring that can have advantages but that can also be controlled and addressed to make life a little easier. Explain what SPD is and why in some cases, it's good to be extra sensitive or to crave certain sensations, and that people with sensory issues often have other gifts as well, such as the ability to "think in pictures." Then explain that there are "tricks" you and/or an OT can teach them to "make their lives easier." Everyone wants his life to be a little easier! Acknowledge how hard your teen has to work to be organized or tolerate certain sensations and praise her for her efforts.

3. Offer accommodations and sensory diet ideas for him or her to choose from. Present accommodations and activities to teenagers and let them decide which they would like to use. Honor and respect their choices and encourage them to engage in collaborative problem solving with you. If they don't want to be seen doing a brushing protocol for tactile issues, can they do it discreetly in the bathroom at school? If all the kids are wearing loose clothes and they prefer them tight, can the teen wear tight clothing, such as bicycle shorts, underneath looser clothes that seem more stylish?

4.Help your teen with sensory issues to feel okay as he is and find a group of peers he's comfortable with. Practical solutions for grooming, picky eating, and dressing, and encouraging talks about the upside of being different, can help your teen with sensory issues feel more comfortable among his peers. However, he may also feel better about himself if he expands his group of friends. Encourage your teen to develop hobbies and engage in new activities from individualized sports that don't require high levels of skill and competitiveness to enjoy them to groups that engage in the arts, community service, spiritual growth, etc. Extracurricular activities can help kids find their "tribe" and feel the power to make a difference in the world as well.

5. Accept that your child may be more emotionally sensitive at this stage. Be alert to signs of increased anxiety and depression and consult a medical health professional with any concerns you have. Remember, addressing sensory issues will reduce overall anxiety that can lead to mild or moderate depression (when you feel you can't manage your discomfort, over time, you can develop depression). Don't forget some of the most effective treatments for mild or moderate anxiety and depression include physical exercise, time spent outdoors, meditation, and breathing exercises. Mindfulness practices from yoga and tai chi to tai kwan do and karate can help, too.

6. Focus on self-awareness and accountability for self-regulating. It's very difficult to get others to accept poor self-regulation in a teen, even if you educate them on hidden disabilities. Therefore, the sooner you collaborate with your teen in creating a workable sensory diet that prevents negative behaviors, the better. It will be easier for your teen to develop better self-regulation if she is trained in using specific self-calming and self-alerting techniques that she knows work for her. Hold her accountable for using her alerting music and gum, taking time out to sit in a quiet space and do breathing exercises or use a brushing protocol, etc. Have her participate in creating a sensory diet tailored to her needs to keep her sensory needs met and to prevent fight-or-flight behaviors. Let her experience the natural consequences if she refuses to use her calming, focusing, alerting techniques.

Above all, never forget that kids with sensory issues need a "just right" challenge, a balance of accommodations to make them more comfortable and challenges that take them out of their comfort zone. Sensory diet activities for teenagers help them to develop a higher tolerance for situations and activities they'll encounter in life, and over time, retrain their brains to process sensory information more typically. Be creative and encouraging in setting up a sensory diet for a teenager, and always be collaborative to respect the teen's need for independence.

Finally, if you're a parent frustrated by trying to get your teenager's sensory issues under control, consider joining an in-person or online support group or creating one. Knowing that you aren't alone, and having practical and emotional support from other parents going through the same experiences with their teen, can help you enormously at this stage of your child's development.

Nancy Peske is the coauthor of the book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. Learn more about sensory issues at http://www.sensorysmartparent.com and visit Raising a Sensory Smart Child on Facebook.

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2012年8月21日星期二

Is Auditory Processing Disorder Affecting Your Child With Autism in Special Education?

Does your child with autism struggle to understand verbal information? Do you sometimes think that your child must not be listening enough, because they always mix up verbal directions? Have you heard of Auditory Processing Disorder and wonder if your child has it? This article will be discussing APD, diagnosis and possible characteristics of this disorder.

It is important to understand that many disabilities have Co Morbid conditions that may occur with them. For example: a child with Autism may also have Sensory Integration Disorder, ADHD, learning disabilities and also Auditory Processing Disorder. By having knowledge of all disabilities that a child has, you will be able to advocate for appropriate needed special education services.

Auditory Processing Disorder is the inability to attend to, discriminate among, or understand auditory information. Language is developed by children by listening. When auditory skills are weak, the child may experience auditory overload; which makes learning much more of a challenge.

Also much of school learning is done verbally, which puts the child with this disorder at a terrible disadvantage!

Here are a few characteristics and symptoms of APD:

1. Has normal hearing but has difficulty in the reception (receiving) and interpretation of auditory information. Trouble making sense of what he or she hears.

2. May have difficulty staying on task.

3. May look around for visual cues, since they do not understand directions.

4. Responds fairly well in quite situations but may have great difficulty listening in noisy environments.

5. May have difficulty telling the difference between words that sound familiar.

6. May have difficulty remembering information in the order it was said?

7. May be visually alert.

8. May perform poorly on tests requiring verbal language information.

9. May have difficulty working independently.

10. Inconsistent performances.

If your child is showing some of these signs, you may refer them to your special education personnel in your school district, for an Audiological evaluation. Most school districts do not have Audiologists on staff, so they would have to pay for the evaluation for you to take your child to a private Audiologist (if they agree of course-though some hearing officers have given parents Independent Educational Evaluations at public expense, if the school district refuses to evaluate a child in all areas of suspected disability).

A complete Audiological evaluation includes all of the following:

1. Referral

2. Case History

3. Complete Audiological Evaluation

4. AP test battery

5. Results of whether the child has the disorder; and any recommendations for needed special education services or equipment.

Use this information to refer your child for an evaluation if you think that your child may have this disorder. Auditory processing Disorder negatively affects a child's education, but with appropriate special education services and equipment, your child can continue to learn and have a bright future!

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2012年8月5日星期日