Things to Look for When Choosing a Preschool

Choosing your child’s first school can be both exciting and overwhelming. If your child has special needs, it’s especially important to thoroughly explore different options. As space is sometimes limited, it’s best to start researching early and apply to several programs.

There are several things to look for as you begin to visit preschools. According to Harvard’s Graduate School of Education, look for the following:

Adults are talking to children in nurturing and encouraging ways. They address them by name, get down to their eye-level, listen and try to understand. A perfect example of this was a parent dropping off a recently potty-trained 3-year-old who wanted to wear his underwear backwards. The teacher understood that the little boy wanted to have the truck on the underwear in the front—where he could see it. And it wasn’t an issue.

Teachers focus on helping—not punishing—children who are behaving inappropriately. Good teachers help preschoolers develop social and emotional skills and self-regulation, with consistent routines, and strategies such as timers for turn-taking, and games for times a child needs to be physical.

Classrooms are joyful and fun. Teachers need to continually provide new activities and challenges in an environment focused on play.

Children are active. Artwork should cover walls, children should get lots of outdoor time, and they should not expected to sit for more than 20 minutes at a time.

Staff seem happy and are supported. It’s ok to ask about teacher turnover, and availability of regular professional development and planning time for teachers. Do they seem happy and excited—or bored? Teachers can make or break a child’s experience, so go with your instincts. If you feel good about the teachers, your child likely will as well.

Once you have arranged to visit a school, asking questions can further help you assess the program and decide. Call in advance to arrange a tour and try to schedule a follow-up visit with your child to see how he/she reacts to the school. Below are some suggested questions to ask and points to consider, from pbs.org’s pbsparents:

Ask yourself “What kind of school environment am I looking for?” Do you picture your child in a busy, active place with lots of other children, or are you looking for a small, nurturing environment with just a few kids? What specific needs does your child have: toilet training, napping, socializing?

Consider if this school is a good fit for your child—and you. How will he do socially in this environment? How does the school fit with your child’s disability, unique needs, strengths and personality?

Spend time observing. During tours, watch silently in the classroom and observe the interactions.

What is the educational philosophy? Some philosophies are play-based, some introduce reading and math earlier than others, and many schools incorporate multiple philosophies.

How large are the classes and what is the teacher-child ratio? The important thing to consider is how your child’s needs and your own will be met by this equation.

What is the look and feel of the school? Does it feel warm and inviting? Is it clean and organized, or messy and chaotic? Do they have a gym or play yard? How often do they use it? Is there a separate room for Speech, OT, PT and Psychologist services?

Is the atmosphere exciting? Do students seem happy? Do the teachers seem like they enjoy teaching here?

What kinds of activities are children doing? Are the projects controlled or open-ended, enabling children to do many different things with the same materials?

What is the focus on reading? Ask if it focuses on teaching early literacy skills and at what age. Does this approach seem right for you and your child?

Are children working all together or individually? Is everyone doing the same project or activity at the same time? Are individual interests being accommodated?

Organization. Are the classrooms organized? For children with Sensory Processing Disorder, are there visual and auditory organizers such as wall charts, schedules and timers to help minimize over- or under-stimulation?

How much do the children play? Both boys and girls need room to run around and time to do it, with plenty of opportunity for imaginative play.

How do parents get involved in the school? Is there an active parent’s organization? Can parents volunteer in the classroom?

How is information communicated to parents? Is there a newsletter? Can you e-mail the teachers?

How does the school address social-emotional issues? How does the staff help children resolve conflicts? How are issues like hitting, throwing, and biting addressed?

Food and mealtime. Where do students eat? In a classroom or lunchroom? How does the school handle special dietary requirements and how are food allergies handled?

What are the discipline policies? Are children punished for inappropriate behaviors? Ask for details about their discipline policies.

Is this school accredited? Public schools need to meet state and district requirements. Private schools get additional accreditation from organizations like the National Association for the Education of Young Children (NAEYC)and the National Association of Independent Schools. Accreditation standards vary, and some schools may meet standards without being accredited by outside organizations.

Specialists and therapies. What therapists visit the school and how often? Does the school have regular access to Speech Therapists, OTs, PTs and Psychologists? Does the school offer adaptive physical education? If your child has difficulties with speech and language, ask what method the school will use for communication. Do they have access to assistive technology? Are any extracurricular activities open to special needs students?

Paraprofessionals. If your child is going to need a para, ask what training is given to him/her. Will your child get the same para each day? Will the para be with your child at recess and lunch?

Request a copy of the class schedule. How is the day structured? Is it the right fit for your child’s intellectual, emotional and physical needs?

What are the medical policies? Is there a nurse on site full time? How are medications handled? How does the school handle injuries or illnesses? Can kids come to school with a cold but not a fever?

Is the space safe? Is it up to code? What evacuation plans are in place?

Can you get references from other parents whose children go to the school? If you haven’t been personally recommended, ask for some numbers of other parents who might answer more specific questions.

While there are many factors to consider when selecting a preschool, with some diligent exploration you’ll be able to find the right setting for your child—a nurturing yet stimulating environment that will positively shape his/her orientation toward learning for many years ahead. If you have any questions about your child’s development, reach out to us! You can call 516-731-5588 or contact us by email.

Note: The information in this article is for informational purposes only. It is not an attempt to diagnose or treat any medical condition. Always consult your child’s pediatrician with any specific medical questions. MKSA is also available to answer questions about child development. Contact us at 516-731-5588 or www.mksallc.com.

 Sources:
https://www.gse.harvard.edu/news/uk/17/11/how-pick-preschool
pbs.org’s pbsparents
Child Mind Institute, childmind.org

Things to Consider When Choosing a Summer Camp for a Child with Special Needs

It might be cold and dreary outside, but there’s no better time to explore summer camp for your children. It’s important to find the right setting for your child, whether it is a day camp or sleepaway camp. To find a summer camp for children with special needs, there are additional factors to consider based on your child’s skills, interests and abilities. Special Needs is a comprehensive category that includes issues such as physical-care needs and orthopedic appliances to speech delays, learning disabilities and behavioral issues. For all children that fall within the special needs category, summer camp is more complicated than just sending in a deposit.

You’ll want to start thinking early about the kinds of activities your child would benefit from, and this involves assessing your child’s needs, your options and details about each camp you are considering. Consider your child’s age, interests and personality. You’ll also want to think about how summer activities can help support your child’s year-round learning. Questions to ask yourself include:
What would your child enjoy? Does your child have a passion such as animals or music? If so, you could look for summer programs that encourage his passion, such as a music camp or zoo program.
What skills is your child working on? A child who needs help learning to read could benefit from a program that provides specialized reading tutoring. If he’s been focusing on socialization skills, a noncompetitive camp setting with lots of interaction with other children could be a good opportunity to continue learning social skills. Consider the goals he has been working toward during the school year and how he could progress over the summer.
If your child has difficulty in new or unfamiliar situations, talk with other parents in your child’s class or neighborhood to see if your children could attend a program together.
Options to consider include summer programs in your community. You can learn about these from your child’s school staff. Teachers can likely recommend programs and activities that have been accommodating and successful for children with special needs. Ask other parents as well. Some local options might be:
Local park and recreation programs. Usually half-day or all-day programs, these often cost less than other programs but may have residency requirements.
Day camps. Religious organizations, schools and Ys offer day damps. They may have limited hours but might offer extended-day coverage.
Activity programs and workshops. Organizations like libraries, museums and nature societies offer short-term workshops in a variety of areas.
Overnight camps. These may offer stays by the week, month or all summer. Many are oriented toward specific activities such as sports, nature or the arts.

Once you have found several programs that might work, some in-depth questions to ask include:
What is the program philosophy? Look for camps with clearly stated goals, that will be a good match for your child’s personality and will increase her sense of confidence and self-esteem.
How much training and experience do staff members have? Are staff members able to make needed accommodations? Can they effectively manage your child’s behavior in a way that makes you comfortable?
What is the ratio of staff members to kids? A camp with an adult-to-child ratio of 1:2 is very different than 1:10.
What kind of medical facilities or professionals are on site? Find out if a nurse is available and how medications are dispensed. Be sure the camp staff is trained to respond to medical emergencies such as seizures.
Are the facilities accessible?
How will you communicate with staff members and with your child? For day programs, ask if you will have opportunities to speak with counselors at drop-off and pick-up time. Will staff members be available by phone or email? If your child will attend an overnight camp, find out how often you will be able to speak with him.
What are the sleeping, bathing and eating arrangements? For overnight camp, you’ll want to be sure your child will be comfortable and get the help she needs to be able to fully participate in the program.
Check references and learn what other families think of the program.

According to summer365.com, a free camp advisory service, below are five main points to remember when searching for a camp for special needs children:
There is a camp out there for your child. There are specialty camps designed for nearly every disability or need, some running for a full summer or a shorter session, and some taking over another camp’s facility for a period of a few weeks at summer’s end. Mainstream camps sometimes work with specific needs as well. Susan Kasnett, Co-Founder of summer365.com says “One summer, I saw a girl in a wheelchair having a wonderful time at a traditional summer camp. Depending on your child’s needs and the camp’s capabilities, things that might not seem like an obvious fit could work.”
Ask for advice in deciding if your child is ready. Parents should speak with a child’s teachers, psychologists and anyone on their team when deciding if a child is ready for camp, especially a sleepaway experience. A good barometer is if parents feel that a child has outgrown whatever they’ve been doing in past summers, it could be time to explore new experiences. Keep in mind that it’s okay to encourage a child to move out of their comfort zone and encourage a new experience. Some children who rely deeply on routine might never openly volunteer for a change but could ultimately thrive and learn in a new environment. However, you don’t want to send a child who’s going to be anxious or miserable to the point of being unable to participate.
Interview the camp. While camps that focus on a particular disability or need tend to interview families, you need to interview the camp as well. Important questions to ask include: What is the camper-to-counselor ratio? How is staff selected and trained? Is there any therapy programming offered? Have past campers been eligible for extended school-year funding or insurance reimbursement? How does the camp handle homesickness or other needs particular to your child? Visiting a camp while it is in session is the best way to get a feel for the camp’s culture, philosophy and accommodations.
Be honest with the camp about your child. Do not play down your child’s needs; you want to make sure everyone is on the same page. If your child has behavior issues, let the camp know. If your child is physically independent at the beginning of the day, but by evening needs far more help, make the camp aware of these things.
Be honest with your child about camp. Take to him/her about homesickness and share your personal experiences with it. Let him/her know that is it natural but will pass. Being at camp can be wonderful, but going away from home can be hard, and there’s no reason to gloss over that issue with any child.

Parents must also remember that it is discriminatory for a provider to tell you that your child cannot be admitted to a program because of her disability. If your child needs one-on-one assistance at a camp but the camp cannot provide this, your insurance company or state department that oversees the welfare of children with disabilities may be able to pay for an extra teacher, aide or counselor.

As an additional resource, we’re including links to some sites that may help in the search for a summer camp:
Federation for Children with Special Needs Camp Guide:  FCSN Camp Guide 2019
Long Island camps for children with special needs: https://www.nymetroparents.com/article/summer-camps-that-offer-special-needs-programs-and-services-for-campers-on-long-island
Hofstra University REACH Program for campers with autism spectrum disorders and other special needs: https://www.hofstra.edu/academics/ce/summer-camp/specialty_reach.html
NYC camps for children with special needs: https://mommypoppins.com/newyorkcitykids/nyc-summer-camps-autistism-special-needs-aspergers-adhd-sensory

With some solid research as well as conversations with your child’s teachers and other parents, you’ll be able to find the perfect summer camp environment for your child. Before you know it, you’ll be deep in preparation for that fun time—sunscreen, bathing suits and more!

If you have any questions about your child’s development, reach out to us! You can call 516-731-5588 or reach us by email.

 

Note: The information in this article is for informational purposes only. It is not an attempt to diagnose or treat any medical condition. Always consult your child’s pediatrician with any specific medical questions. MKSA is also available to answer questions about child development. Contact us at 516-731-5588 or visit our website for more information..

Sources:
American Camp Association acacamps.org
Kidscamps.com
Parenting.blogs.nytimes.com  
Summer365.com

 

 

Holidays for Children with Sensory Needs

We are deep into the holiday season and all of its shopping, visiting, dinners and more. For children with special needs and especially those with Sensory Processing Disorder (SPD), this time of year is very challenging and often downright impossible to navigate. A child with SPD who is trying to handle the sights, sounds, smells and crowds of the holidays can experience a rapid meltdown.

Sensory Integration is the process by which we receive information through our senses, organize the information and use it to participate in daily activities. Sensory Processing Disorder is a condition in which the brain has trouble receiving and responding to external stimuli. SPD may affect a single sense, such as taste, touch or hearing. It may also affect multiple senses, and people can be under-responsive or over-responsive to things with which they have difficulties.

It can be viewed as a spectrum, with sensitivities that range from mild to debilitating. Difficulty processing information from our senses leads to a variety of issues including:

-trouble communicating

-uncoordinated movement, balance and gait

-difficulty with spatial orientation

-discomfort and pain

-dietary restrictions

-depression and anxiety

-learning disabilities

SPD is an ongoing issue that becomes elevated during the holidays. With so many additional situations, such as lights, sounds, odors and crowds it’s important to have coping strategies to help your child during this time of year. It’s also important to know your child, and know his/her triggers as you plan for the holidays.

The most important aspect of the holidays and SPD is remember that you know your child. An ounce of prevention is worth a pound of cure! Before outings, shopping and get-togethers prepare items, toys and foods that offer calm and peace to your child when he/she is stressed. Involve your child in packing these items. Reminding your child that you worked together in planning will help assure him that he’s not alone in the overwhelming situation. Speak with family or friends who will be attending seasonal activities with you. Explain that you are preparing some strategies in support of your child’s sensitivities.

We’ve put together a list of some situations and strategies that might help:

Crowds
This time of year means extra crowds. There will be a lot of people at the mall, shopping centers, small stores, and holiday get togethers. Certainly, if you can leave your child home while shopping, that’s the best option. For those times you can’t realistically avoid crowds, you can try to shop at non-peak hours to help your child adjust. You can also try some of the following:

-use headphones if external noise is troublesome; this is a good way to keep a constant, comfortable sound level

-try sunglasses to help deal with excess visual stimulation

-use weighted vests and ankle weights to provide the physical pressure to stay calm

Travel
Each family knows their child best, and knows what items and strategies work best during travel. Favorite electronics and other activities can help with a long car ride.

Photos with Santa
We’ve heard of extremes regarding children with SPD and having photos taken with Santa. Some children are—let’s be polite here—not happy about it. Red-faced, screaming and sweaty, these children are not pleased when propped on Santa’s lap. There are also children who are so interested in Santa they touch his beard, play with his bells, and take a long time with the bearded man. For those children, it’s worth exploring ‘Caring Santas,’ available at certain malls this holiday season. Here are two links to these events: https://www.instagram.com/mksallc/  and https://events.longisland.com/caring-santa-at-smith-haven-mall2.html

Get-togethers
Plan ahead with regard to houseguests, whose presence can cause over-stimulation like any other crowd. Be sure your child has a quiet area in which to play or rest. Let relatives know if hugging is ok or off limits. Overall, it’s important to try to keep your child’s routine as normal as possible, even if it means parents wind up rearranging their own routine or schedule. It’ll be worth it!

Meals
The holidays are synonymous with big meals and a lot of special foods. Oral defensiveness is a common issue for children with SPD, and this can lead to picky eating. While this is likely something that is worked on throughout the year, the holidays mean new, unique holiday dishes, many with strong odors. Some strategies for handling this include sticking to your regular routine with regard to meal times and placement of dishes and silverware. Notify guests of your child’s dietary issues when appropriate to avoid hurt feelings when a child refuses to eat new foods. At mealtime, allow your child to explore new foods, respectfully and discretely. If possible, prepare one or two of your child’s non-holiday favorites. New foods, a large crowd at the table and a lot of distractions are very difficult for a child with SPD to handle. Reward good behavior with special treats, extra play time or special praise.

For additional coping tips, take a look at this list: https://sensoryprocessingdisorderparentsupport.com/tips-for-a-more-successful-sensory-christmas.php

 

We’ll circle back to the most important point: remember that you know your child. Trust your intuition; no one knows your child better than you do. Make no apologies for your child and surround yourself with people who understand you, and what your child is going through.

Wishing you a happy, healthy holiday season.

 

 

Note: The information in this article is for informational purposes only. It is not an attempt to diagnose or treat any medical condition. Always consult your child’s pediatrician with any specific medical questions. MKSA is also available to answer questions about child development or about Sensory Processing Disorder. Contact us at 516-731-5588 or www.mksallc.com.

 

Sources:

https://www.interactivemetronome.com/spd-and-the-holidays.html

https://sensoryprocessingdisorderparentsupport.com/tips-for-a-more-successful-sensory-christmas.php

http://www.puttingsocksonchickens.com/holiday-traditions-with-your-spd-kid/

Back to School Tips for Families of Special Needs Children

As families and their children get ready for the back-to-school transition, there’s a lot to be done to get into a new schedule. The new school year means a new grade, new teachers, and even a new school. Back to school can be an anxiety-provoking time for parents under the best of circumstances. Making sure your kids have the right clothes and the right supplies can be overwhelming, but when you’re the parent of a child with special needs, you have to make sure they have the right program in place, too. Getting organized—both physically and mentally— before the year begins will go a long way toward creating and maintaining peace and success in the year ahead.

We’ve listed below some areas to address in preparing for the school year, along with 50 Tips for School Year Success:

Schedule a special back-to-school meet-and-greet/tour for your child prior to the first day of school
Many children with special needs need prior exposure to new experiences to help ease their anxiety. If this sounds like your child, we recommend reaching out to the school to request a special meeting and/or tour with your child’s teacher. For elementary students, try meeting with teachers, the principal and the school nurse. For middle and high school students, you’ll want to meet with the guidance counselor as well. For many children this is necessary even if they are just moving up a grade into a new classroom, but it is especially important if s/he is undergoing a significant transition. As with the back-to school IEP meeting, it is recommended that you include this special meeting/tour in your child’s IEP accommodations in their IEP every year.

Review your child’s IEP
For children with IEPs, it is important to refamiliarize yourself with the services and accommodations your child will receive in the upcoming school year. The IEP is the cornerstone of your child’s educational program, so it’s important that you have a clear understanding of it. Note when it expires and if your child is up for reevaluation this year. Most importantly, check to make sure that the IEP still reflects your child’s needs.

Meet your child’s new teachers
Special Education Advisor points out that many kids with special needs have some quirks that teachers ought to know about. But your child also has wonderful things about him that the teacher should know as well. Make an appointment to sit down with or schedule a conference call with your child’s new teachers to tell them the good things and the not-so-good things they need to know about your child. Reading a child’s file isn’t the same as learning about him from someone who knows him.

Set up transportation
Special transportation is frequently a service on an IEP, meaning the school will provide transportation other than the regular bus to get your child to her school or special education program. If you haven’t heard yet, check in with the bus company or special education office to get the details about where and when your child will be picked up. Then you can do a “run-through” to make sure your child understands the routine.

Organize all that paperwork
In the world of special education, there are lots of meetings, paperwork, and documentation to keep track of. Try to keep a family calendar of school events, special education meetings, conferences, etc. Setting up a binder or folder to keep your child’s special education documentation, meeting notices, and IEPs in sequential order can also help you stay organized.

Start a communication log
Keeping track of all phone calls, e-mails, notes home, meetings, and conferences is important. Create a “communication log” for yourself in a notebook that is easily accessible. Be sure to note the person you spoke with, dates, times, and nature of the communications you have. It might be useful to send a communication notebook to and from school with your child to help him/her and the teachers keep on top of what’s happening. It’s also a great way to stop playing phone tag with the school and let them know if your child is having a rough day.

Talk and prepare
Just talking about the upcoming year and changes can help reduce some of that back-to-school anxiety! Talk to your child about exciting new classes, activities, and events that they can participate in during the new school year. Children pick up on your mood, expectations, frustrations, and disappointments. Of course, they also pick up on your excitement, pleasure, anticipation, and gratitude. Be sure you are starting the year off in a positive manner. If attending a new school, try to schedule a visit before the first day. With older students, it is sometimes helpful to explain the services and accommodations in their IEP so that they know what to expect when school begins.

Attend school events
Take advantage of Open Houses, Back-to-School Nights, and parent-teacher conferences to help you and your child get a feel for the school and meet the teachers, other staff, students, and families. Share the positives about working with your child, and let the teacher know about changes, events, or IEP concerns that should be considered for your child.

Clothing and weight/compression
Is your child a sensory seeker, or in need of special clothing? Be sure clothing is soft, comfortable, and provides pressure if needed to calm and comfort. Tagless shirts, compression vests, and other sensory-savvy clothing items can help kids adjust and perform at their best. By applying compression to the joints, a compression shirt or garment can provide an all-day hug to calm, engage, and help with focus. If your child has a hard time sitting still, try a wiggle seat, weighted vest, or lap pad. Your student might also like a wiggle cushion or ball chair for school or during homework at home. Sensory filters such as weight and movement can really help children transition well to school and not lose touch with their physical needs.

Behavior and Rules
Talk to your child about school expectations—and yours as well. Be sure your kids know the rules. Have them repeat those rules back to you, so you are clear that they are aware and understand. Give them space to voice any concerns as well. If your child needs assistance with emotional intelligence, regulation, or social communication, be sure to discuss this with the teacher and to give your child ample opportunity to express himself or herself.

Eat Well
Providing a healthy breakfast, lunch, and snack can have a huge impact on how kids perform, as well as on how they feel as they manage their day. Be sure to stock up on easy-to-access fruits and vegetables. In addition to edibles, some students can benefit from a chewy or fidget to have throughout the day to help ease stress.

50 Tips for School Year Success
For some specific strategies to help you and your children get, and stay organized, take a look at these tips:

  1. Set your kids’ sleep schedules back to “School Time” two weeks before the first day.
  2. Get your kids involved in programs that they can do after school to keep them active.
  3. Reacquaint your kids with the calendar schedule they’ll use to manage their activities.
  4. Set up weekly meetings to review your kids’ schedules for the week(s) ahead.
  5. Create a family calendarthat tracks everyone’s activities and commitments.
  6. Refresh your rules about screen time for the school year. What’s allowed and when?
  7. Establish a set “Family Time,” whether it’s during dinner or before bed.
  8. Use an egg timer to get your kids used to focusing for specific periods of time.
  9. Teach your kids to prioritize their assignments by making to-do lists with deadlines.
  10. Set a regular alarm each day that signals the start of homework time.
  11. Discuss what your kids can expect on the first day so they feel more prepared.
  12. Visit the school with your kids so they can get familiar with their new environments.
  13. Include your kids in back-to-school shopping by letting them pick out their items.
  14. Create a dedicated space for your kids to store their school supplies and technology.
  15. Establish a specific space like the family office as the official “homework area.”
  16. Remove distractions like TVs and video game consoles from homework areas.
  17. Repurpose and relabel plastic tubs to organize all school supplies.
  18. Help your kids develop a filing system for organizing their documents for each class.
  19. Set–and enforce–regular weekday and weekend
  20. Set–and enforce–regular weekdayand weekend wake-up alarms.
  21. Keep track of existing extracurricular activities to prevent over-scheduling.
  22. Create a list of fun after-school activities and gamesto keep your kids entertained.
  23. Touch base with teachers early on to troubleshoot any issues your kids may be having.
  24. Create an after-school schedule that allows time for snack, relaxation, play and study.
  25. Establish regular bedtime routines for elementary school kids and preschoolers.
  26. Carve out blocks of fun time for your kids, whether it’s through sports or playdates.
  27. Encourage your kids to lay out their school clothes the night before.
  28. Have your kids pack their school bags before they go to sleep that night.
  29. Have your kids also pack their gym bags the night before and leave them by the door.
  30. If your kids bring their own lunch, pack their lunch boxes before going to bed.
  31. Establish rules for where they should put lunchboxes, etc. when they come home.
  32. Go through your kids’ schoolwork once a month to toss the things you don’t want.
  33. Create an inbox for kids to leave things that need your attention, like permission slips.
  34. Get copies of school menus in advance to discuss lunch choices.
  35. Get your kids involved in creating and preparing their daily lunch menus.
  36. Buy reusable sports bottles to increase their water consumption during the day.
  37. Keep a small emergency allowance in your kids’ bags, just in case.
  38. Use sticky notes to flag important items in kids’ folders that they should pay attention to.
  39. Set your clocks forward 10 minutes. This makes it easier to be on time.
  40. Use positive phrasing, such as “You can go outside after your homework is done,” rather than “You’re not going outside until this is finished.”
  41. Make sure your kids (and you!) have an effective wake-up alarm that works for them.
  42. Set an alarm or notification 30 minutes before bedtime.
  43. Remove mobile devices from kids’ bedrooms to focus them on sleeping.
  44. Set up the breakfast table before you go to bed.
  45. Set up a hanging organizer with five boxes for clothes for each day of the week.
  46. Dedicate a rack in the garage, basement or entry way for sports equipment.
  47. Schedule study blocks on the weekends before big tests, mid-terms and finals.
  48. Talk openly with your kids about their feelings about returning to school.
  49. Do something fun to diffuse this stressful time of year for all of you.
  50. Take a breath!

Your child’s well-being is the most important back-to-school preparation. Addressing sensory, physical, and psychological needs as kids head back to school can help ensure that everyone has a great back-to-school experience. Be sure to address your own as well!

 

Note: The information in this article is for informational purposes only. It is not an attempt to diagnose or treat any medical condition. If you have any specific questions regarding your child and his/her needs at school, consult your primary care physician.

 

Sources:
Ilana Danneman at Friendshipcircle.org
LizAlton at care.com    
Lara Cleary at Npnparents.org 
Amanda Morin at Popsugar.com
 

 

 

What You Need to Know About Autism Spectrum Disorder

What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) is characterized by difficulty interacting and communicating with others. Children with ASD also may engage in repetitive behaviors, which could be physical (flapping hands, jumping repetitively) or vocal (repeating videos, making repetitive sounds). Play skills are often immature and repetitive. Severity varies widely and each child on the spectrum presents with a unique array of symptoms. While all children with ASD present with some challenges in the areas of language and socialization, some may have a little or no spoken language and more challenging behaviors that interfere with learning and daily life.

ASD is often diagnosed between the ages of 18 months and 3 years. Studies indicate that autism is five times more common in boys than girls, with a higher risk if a sibling is diagnosed with autism.

INDICATORS OF ASD

Some indicators of ASD may include:

-doesn’t babble/make meaningful gestures by 1 year

-does not speak one word by 16 months

-does not combine two words by 2 years

-does not respond to name

-loses language or social skills

-doesn’t play with toys appropriately

-excessively lines up toys or objects

-no pointing or showing

-does not imitate

-lack of social-emotional reciprocity (i.e. limited or no back-and-forth conversation, reduced sharing of interests/emotions, failure to initiate and respond to social interactions)

-abnormal eye contact and body language; lack of understanding and use of gestures; lack of facial expressions and nonverbal communication

-difficulty in developing, maintaining and understanding relationships; absence of interest in peers

-repetitive motor movement, use of objects or speech (i.e. lining up toys, flipping objects, echolalia)

-insistence on sameness, inflexible adherence to routines (i.e. difficulties with transitions, need to take same route or eat same food every day)

WHAT IS ABA SERVICES?

Applied Behavior Analysis (ABA) is considered the treatment of choice for autism spectrum disorder (ASD).
Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning. ABA uses these techniques and principles to bring about meaningful and positive changes in behavior. Positive reinforcement is one such principle. When a behavior is followed by some sort of incentive or reward, that behavior is more likely to be repeated. ABA therapy sessions often involve one-on-one interaction between the ABA provider and the child. These techniques can be used in structured situations such as the classroom as well as in everyday situations.

MKSA continues to be a leader in bringing standardized testing and ABA services to early intervention. Our agency has some of the area’s most experienced and respected diagnosticians. Experts at ruling out ASD, they use the most current testing procedures, informal observation and clinical judgment, and take the time to make sure they have a complete picture of your child.

Our psychologists have PhDs and are licensed by NY State. The Director of Behavioral Services and many of our ABA staff are NYS Licensed Behavior Analysts (LBAs) and Board Certified Behavior Analysts (BCBAs). ABA team leaders and providers are all experienced special educators with years of education, training, and practical experience in developing programs, and providing individualized instruction to young children with ASD. This expertise is combined with a genuine concern for families and an understanding of the challenges they face.

WHEN SHOULD A CHILD BE EVALUATED FOR AN AUTISM SPECTRUM DISORDER?

An evaluation should be considered if your child demonstrates some of the following “red flags”:

– rarely looks you in the eye for more than a second or two, or seems to be avoiding eye contact

– does not respond when you call his/her name

– does not point at something he wants or to show you an object of interest

– is not beginning to imitate what you do (clapping, “so big,” blowing kisses, etc.)

– demonstrates repetitive motor movements (rocking, hand flapping, jumping), repetitive actions with toys (spinning, throwing to floor repeatedly, lining up), or repetitive vocalizations

-repeatedly vocalizes parts of TV shows, books, or previously heard conversations, often days after he heard them

-has difficulty with changes in daily routines and get inordinately upset when routines may change

– show no interest in his peers and does not observe what other children are doing

As with any concerns, always speak with your pediatrician first. MKSA is here for you, and we are available to answer your questions. If necessary, we can make appropriate referrals. For more information, call (516) 731-5588 or contact us by email.

 

The information provided in this post is for informational purposes only. It is not designed to be used as a substitute for information provided by medical professional, and is not an attempt to diagnose or treat any condition or situation. Always consult your child’s pediatrician for any concerns.

Some information courtesy of autismcenter.org, National Institute of Mental Health, and DSM-5 checklist