Supporting Speech and Language Skills at Home

Lori Kallevig, M.A., CCC-SLP is a Speech-Language Pathologist. She is the owner of Sprout Therapy, which offers speech and occupational therapy to pediatric and adult populations. Sprout Therapy also partners with Strongsville Recreation Department and Beyond Words to provide camps that address speech and language skills.

If nothing else, in (almost) the past 6 months you have had more time to spend with family than you ever did before. During this time, there’s been an influx of feelings, both positive and negative. You may have previously had concerns about your child’s speech or language skills, or it’s an area that you are just starting to explore now. One of the most common questions we receive is “What can I do?” or “Where do I start?”

Be Intentional

Something about the word “intentional” continues to be a reoccurring theme for me. Be Intentional. Be intentional with your life, how to spend your time, and the conversations you have with your child. Your conversations hold such purpose and are the gateway to the way that your child interacts with the world around them. Children learn through models…peer models and adult models. The language that a child hears in their environment is the language (and way of using language) that your child will aim to replicate.

Speech Therapy 101

Whether you notice something about the way your child speaks seems different but you aren’t sure what; or, your doctor (trusted professional) has recommended speech therapy, it may bring up many questions. For example, you may wonder, they can make all of their sounds-- What is speech therapy anyways? Individuals (children and adults) attend speech therapy for a variety of reasons. Speech Language Pathologists may have many names (speech therapist, speech teacher, SLP) and may have many specialties. Generally, they are licensed to provide speech (articulation) or language instruction. Speech (articulation/phonology) has to do with the way an individual produces a sound (I.E.: if someone uses a “d” for a “g” sound- they say “dough” vs. “go”). Language skills can include social skills, making longer sentences, vocabulary, grammar, fluency (stuttering), augmentative communication (AAC/speech devices), etc. Speech therapists may also specialize in feeding, myofascial differences, executive functioning (ADHD/organization), special populations, and so much more! First and foremost, if you have concerns about your child’s speech and language skills, start with a screening or evaluation with a speech language pathologist that you are comfortable with. This will give you a piece of mind, but also will provide some guidance and a general course of any necessary treatment. Still, you can enhance your child’s speech and language skills in a multitude of ways at home along with any therapy that may be recommended.

Take a Step Back

You have so much on your plate. Make sure before anything else, you foster the relationship with your child, and do not put pressure to have your child repeat your speech patterns all day long. We often encourage our families to start small and get talking. Pick just one activity in your day and make it a language focus. Focus more on using the correct language that you what your child to produce, and less of a point of having your child repeat you. I know this seems counterproductive, but it will provide models while encouraging conversation skills that will last a lifetime!

Practice Makes Perfect

When you hear your child make a mistake, the best thing you can do is to rephrase what they say in the correct way. If your child is saying a speech sound wrong (i.e.: your child says “let’s DOUGH” vs. “Let’s GO”) you can respond by using (and over producing) the “g” sound correct in “go” (i.e.: you respond with “oh, your shoes are on, it looks like you are ready to GO! I’m ready too, let’s GO!”). If there is a language error such as trouble with past tense verbs (i.e.: your child says “I eated it already”) you can respond by repeating what they say with the error corrected (i.e.: “You ate it already!? How did you do that! I cannot believe you ate it already!”). Anything you can do to engage your child, keep it light, and make it fun!

Smarter Not Harder

In our parent/child early language courses, we say this from day one. You have enough on your plate. You do not need to curate a perfectly planned day filled with Pinterest/Instagram filtered speech and language beauty from the second your child wakes up, to the moment their eyes (finally) close. With my own kids, the Grocery Store was my favorite place to take my son (pre-quarantine!) We would spend our time following our list, looking for items, describing tastes, smells, and colors of the items in our cart. Since things have changed due to COVID-19, we have found ourselves loving the park, and taking trips to the carwash. At the carwash we talk about textures of the brushes (which ones look smooth or scratchy), sounds (the vacuums are loud, but the sound of the water is quiet), attributes (the colors of the soap, cars, brushes, etc). It often helps to make an outline of your day and identify just one area that you will dedicate to speech/language enhancing activities.

How Can We Help?

If you have questions about your child’s speech/language skills, are interested in an evaluation, or treatment please feel free to reach out to us through our website, or by phone/email.

SPROUT THERAPY, LLC
sprouttherapyllc@gmail.com
www.sprouttherapyllc.com
440-316-2416

For additional information about typical speech/language milestones visit the following article from the American Speech Language Association at: https://www.asha.org/public/Early-Identification-of-Speech-Language-and-Hearing-Disorders/

Back to School for Adult Students

Dean Malec received his PhD in Counseling Psychology from Cleveland State University. He trained in various university counseling settings during his doctoral education and completed his internship at Case Western Reserve University’s Health & Counseling Services. He is currently a postdoctoral fellow at Center for Evidence Based Treatment – Ohio, where he is supporting the development of an adherent DBT skills group exclusively for the young adult/college population.

Several months ago, college students experienced a number of sudden changes to their education and social lives, as classes moved to remote delivery and many students sheltered in place away from friends. While many students may have had some exposure to remote courses prior to the pandemic, the coming academic year will bring its own set of challenges and considerations, particularly for those students who will be incoming freshmen this Fall. Some colleges are supporting students returning to campus in-person while others are mandating remote learning; others are providing some combination of each. Given these unique circumstances, it is understandable if students occasionally struggle with adjusting to these new expectations. This blog post will review some considerations for supporting both academic productivity and personal wellness during the upcoming year.

Who among us hasn’t started our day with the best of intentions to work on a paper – only to go on social media for “just a minute”, and then wonder why we’re still staring at a blank Word document several hours later? Because students will be accessing remote courses through computers or phones, will not be in a traditional classroom setting, and may feel isolated from friends, these urges for distraction may only increase this upcoming year! Here are some tips to consider if you are needing some help with staying focused:

Maintain A Consistent Routine

While many students may not have to get dressed or walk to class this Fall, maintaining a daily routine similar to that you may have had with in-person classes will still be important for priming yourself to be alert and engaged. Routines have also been associated with various health benefits (click here to learn more), including stress reduction. Be sure that part of your routine involves regular, balanced eating and sufficient sleep (7-9 hours/night). If you’re struggling to fall or stay asleep, consider adopting some of the following sleep hygiene recommendations (click here to learn more).

Dedicate A Specific Environment for Academics

When possible, try to carve out a specific space in your house, or your bedroom, that will be dedicated for schoolwork. By associating a specific space with schoolwork, you may be better able to focus and stay on task when in this space. Consider the following recommendations for ideal study space qualities (click here to learn more).

Minimize Distractions from Devices

The very same devices that allow us to engage in remote learning and research information for assignments are the very ones that can pull our focus away. While brief breaks are healthy, it can be difficult to stay within those parameters. If you are needing additional help, consider putting your phone on airplane mode during class or when working on an assignment that requires more intense focus. Similarly, consider using the following Google Chrome extension (click here to learn more) which allows you to block your access to distracting websites, while allowing you access to pages relevant to your studies.

Set Up Virtual Study Sessions with Friends

You don’t have to carry all of the weight of your academics on your own! Particularly as students are encouraged to maintain physical distancing, staying socially engaged becomes even more important. Consider working with a friend virtually – set up a consistent time for a Zoom session to work on projects separately, but together. Some data suggests that having an ‘accountability partner’ when working on goals is associated with greater success at achieving these goals (click to learn more).

Take Regular Breaks

While you may have a long list of tasks to complete each day, and are tempted to power through without stopping, taking regular breaks throughout the day is associated with greater levels of productivity and well-being. If you notice yourself feeling rundown and needing more breaks despite not attending class in-person, try not to judge yourself! Recent research has shed light on possible reasons for this increased fatigue when using Zoom frequently (click to learn more).

Use Your College’s Academic Resources

Many colleges have Academic Success offices staffed with people to help students who might be struggling with their coursework. Additionally, if you have been diagnosed with a physical or mental health condition, or suspect that you might have one, you can reach out to your college’s Disability Resources office for additional assistance. They may be able to help you apply for specific accommodations, which will help your academic performance reflect your capabilities.

Practice Self-Compassion

Using all of the above techniques, however, will still not shield you from occasionally falling short of your goals. We are all human! Yet we often criticize ourselves when we do not meet our own expectations. While this might seem counter-intuitive, research has actually shown self-compassion (NOT self-criticism) to be associated with increased motivation and productivity (click to learn more). If you’re needing some help with how to practice self-compassion, Dr. Kristin Neff, one of the leading psychologists in this area, has some helpful practices at her website (click to learn more).

Given the stressful and unpredictable nature of this time, it is normal to be struggling with managing strong emotions. If you are needing additional support, please don’t hesitate to reach out for help. You may contact your college’s counseling center, or a therapy practice in the community, such as CEBTOhio, to speak with a mental health professional. At CEBTOhio, we will be offering a weekly Dialectical Behavior Therapy skills group specifically for young adults and college students. This group teaches a variety of evidence-based skills designed to help people with developing mindfulness, resilience, emotion regulation and interpersonal skills. It meets virtually on Thursdays from 10-11:30am, beginning on September 3. For more information, please call 216.544.1321. Wishing everyone a healthy, successful semester!

Living with Uncertainty

Selina Mathur is a licensed professional counselor (LPC) currently practicing at Santore & Associates Health and Wellness in Chesterland, Ohio. She has spent the past 18 years of her professional experience working as a special education teacher, school counselor as well as a mental health clinical counselor. Selina’s most recent experience includes working with children and adolescents in both the school and outpatient setting helping them to be more successful in their environments (family, school, and peer.) During this time, she developed her passion and niche for treating the family system as well as ADHD, anxiety, and depressive disorders. Selina believes in treating her clients holistically and considering all internal and external factors, including peer and family relationships, academic performance, and mental health disorders. Therefore, Selina will often serve as an advocate to families by attending both IEP and/or 504 meetings when necessary. She has specialized training in various parenting programs such as Love and Logic and Conscious Discipline.

Uncertainty is among us all on both a macro (global) and a micro (local) level. We are living through a pandemic which has triggered within us our most basic instincts as human beings, resulting in an increase in fear and its secondary component, anger. We have lost a great deal of the stability that once anchored us and supported us in maintaining our identity and our purpose. Our balance and stability are suffering as a result. There has never been a better time to self-reflect and determine the best course of action to improve our overall functioning and well-being.

Human beings find comfort in routine, structure, and security. Fear often develops or worsens when either of these components are challenged. This can result in worsening symptoms of depression and anxiety including sleep deprivation, irritability, anger, and withdrawal. When living in this state of heightened nervous system arousal our focus suffers which then impacts our performance at home, school or work.

In effort to free ourselves from the fear, brought upon by uncertainty, it is crucial that we first examine beliefs and habits that lead to suffering which often include “should’s” or “should haves.” When examining these beliefs and habits, we want to simultaneously address the feelings and emotions that come along with them. It is particularly important that we do not run away from these emotions/feelings, but rather accept them for what they are and nothing more. For example, many of us compulsively check our phone/emails, overeat, consume ourselves with work or engage in other destructive behavior. Upon examining these behaviors, one may discover that he or she is masking/ignoring the impact this pandemic has had on their finances while also contributing to the emotions of worry or despair they are experiencing. Once admitting the emotions that develop from beliefs and habits that contribute to suffering, we can commit to engaging in daily activities to bring about positive change. Remaining in the present moment and working to accept “what is”, especially during uncertain times, is often the best way to challenge our beliefs and values. Here, we accept the notion that uncertainty is a part of life and completely beyond our control which we then take pleasure in discovering the potential beauty of the present moment. One specific strategy to enhance your present awareness is to take a brief moment daily to simply pause and notice the sounds and sights within the environment you reside and succumb to the peace and quiet that often arise. The fear-based messages which lead/contribute to anxiety will dissipate for that very moment, bringing about utter tranquility. Additionally, coming to accept the sameness in all of us—i.e. that we are all in this pandemic together and will get through it together often mitigates the fear resulting from uncertainty. Reaching out to others at this challenging time and helping out in some way may help improve your mood and being which may also reduce suffering. As parents or caregivers, it is important to practice self-compassion and be kind to yourselves which may include carving out 5 minutes a day to do an enjoyable activity such as yoga, meditation, exercise, talking to a friend, or engaging in an art activity. In addition, daily gratitude journaling is a great tool to encourage positive thinking.

Overall, history supports that uncertain times will always exist AND they will not last forever. As a human being, it can be challenging to accept these current stressors and, in many ways, it may be easier to put up our blinders to cope. There has never been a better day than today to take the first steps towards challenging these thought patterns that proliferate the stress we experience. The joy and peace you can experience upon making these changes will be worth every effort made.

Keeping Your Cool with Back to School: 3 Solid Tips for Parenting in Pandemic Times

Georgie Gray, LISW-S, is a parent coach and therapist based in Cleveland Heights, Ohio. She has been working with kids and families for over 20 years, and believes that the most effective tool in your parenting toolbox is your strong relationship with your child. Learn more about Georgie’s approach and services by visiting her website: www.GeorgieGrayCounseling.com

Feeling optimistic about the start of the new school year? Feel like you and your kids are thriving after a relaxing summer? Yeah, didn’t think so. The only thing thriving right now is anxiety. Uncertainty breeds anxiety, and the one sure thing about life in a pandemic is that every single thing is uncertain.

Here are three proven parenting tips for handling anxiety and uncertainty as you stare down the barrel of another semester of online school. Or hybrid school. Or whatever kind of school it is in five minutes, because surely it will be different from what it is right now.

Tip #1: Connect When You Can

You can’t control much, but you can control the way you show up for your child. Remind yourself often that your child’s long-term development is better served by your close relationship with him than by his completion of his schoolwork. This is not to say that school doesn’t matter, or that the assignments should be ignored. But it is to say that the cost should not be endless battles between you. Back away from fights when you can. Understand that your child’s frustrations are most likely going to be dumped out on you. Don’t take it personally. We are all under stress, which means our capacity to handle challenges is waaay diminished. Connect when you can. Prioritize feeling good together. Feeling safe in your relationship together will get your child much closer to his academic goals in the long run.

What this might sound like:

“It looks like you’re having a hard time getting that math worksheet finished. Why don’t we take a walk around the block together. I could use a break from my work, too.”

Tip #2: Practice being calm

Don’t you hate when people say, “calm down”? It also kind of bugs me when people push mindfulness and meditation as solutions to stress. Don’t get me wrong, I absolutely believe in mindfulness and meditation as tools for stress management and overall mind/body health. But the words have become buzzwords, and sometimes feel too “soft” in the moment of crisis, anger, or worry. So, what do I mean by “practice being calm”?

I just mean, take a second to take a breath. Step away from this moment in your mind. Pretend you’re a bird, up above whatever situation you’re in. Can you relax your grip on anything right now – whether that’s a worrisome thought, or your need to control an interaction? Can you relax your stomach muscles, or your shoulders? Find a moment to regain perspective, whenever you can. Everybody in the world is in this same leaky boat, plugging holes to stay afloat. Stop staring at the little leaks for just long enough to breathe. Decide where you want to place your attention and your energy.

You might say to yourself:

“I am going to let go of this particular worry for just five minutes. I can come back to it later after I feel calmer.”

Tip #3: Be Curious

Anxiety makes us clench, and it closes us down. We get rigid. We seek control. Curiosity opens us up. Next time you’re tussling with your kid about sight words or times tables, practice curiosity: “What would happen if I…”

You might ask yourself:

“What would happen if I asked him what the best way is to practice?”
“What would happen if we went for a walk and did sight words or times tables later?”

It doesn’t matter what question you ask or how you answer it. The point is to make a mental shift. Curiosity enables you to step back from a situation. Your perspective widens. You can step away from conflict, and that makes connection more likely.

You might even be able to take a breath -and find that you feel calm.

Back to School: This is Frustrating, but I Can Roll with It

Jennifer Lewis is a Licensed School Psychologist who has a background in community mental health. Currently she is an Elementary School Psychologist and works within the Maple Heights City School District. Jennifer’s areas of specialization include early childhood development, social emotional learning, and anxiety. She works with families on a daily basis and is often their first point of contact with the school system as she walks them through the special education process. Jennifer co-leads live discussions with fellow School Psychologists discussing topics, providing resources, and answering questions through a new social media platform coined #AskASchoolPsych.

This is the time of year where we collectively begin our “Back to School” preparations as the summer comes to an end. As an educator my experience this time of year involves preparing for work and getting my son ready for the upcoming year. Every year usually involves school clothes shopping, purchasing school supplies, establishing a routine as we transition back into our school year structure, setting intentions, and getting motivated for the year ahead. However, this year feels very different. So far, 2020 has been a year flooded with new experiences, panic, adjustments, disappointments, and unknowingly has been a catalyst for creative thinking.

Just a few months ago, as a parent and as an educator the world as I knew it turned upside down. I made attempts to juggle working from home all while enforcing virtual learning for my elementary-aged child. I’m sure I experienced the same frustrations as many parents who were working from home. In the beginning things felt chaotic, uncomfortable, and ineffective. It took me a few weeks, but over time I found the following to be most helpful in my household:

Setting Boundaries

I spent time teaching my son internet safety and appropriate behavior for video calls. We discussed the importance of engaging in minimal interruptions as I held my virtual meetings for work. I also had to set boundaries for myself, by being realistic with my remote work productivity.

Creating a Visible Schedule

I collaborated with my son to combine his daily morning routine and his school schedule. We hung my son's schedule on his bedroom wall so that he could reference it throughout the day. At the start of each week we reviewed the assignments due for that week. I assisted my son with creating post-it notes for each day that listed the assignments/readings he needed to complete each day. He crossed off each assignment as he completed them, in order to stay organized.

Setup a Student Work Area

With my son’s input, we agreed on a work station location in our home. His work area consists of a desk, a work stool, a cool background (a way to express his personality in the background of his virtual chats), and school supplies (pencils, markers, notebooks, etc).

Be Flexible

At home our motto during times of difficulty is as follows: “This is frustrating, but I can roll with it”. I often try to model this in our everyday life. For example, one day earlier this year, my car battery died and my car would not start as I attempted to begin my day. I took the time to say our motto, took some deep breaths, and then made the necessary phone calls to get help. The same applies now as we shift to using and understanding virtual classrooms. We must be open to new ways of thinking and maintain composure when faced with challenges.

Engage in Self Care

We can’t forget to take time for ourselves and more importantly encourage our children/students to develop self-care strategies. This could be as simple as deep breathing, listening to our favorite song, journaling, drawing a picture with your child, or even taking a nap! Get active. Take some time for yoga and/or meditation.

Home-School Connections

It is so important that we as parents communicate our needs and concerns with our child’s educational team. If it has not already been done, make a request to schedule a 1:1 virtual meet and greet with your child’s new teacher. Touch base with your child’s teacher so that you know the standards or teaching goals for each week. Know that you have the right to reach out to your school team if you have concerns with your child’s progress (they may even offer intervention support).

As we prepare for the year ahead, I plan to continue utilizing these helpful tools and it is my hope that it will be a blessing to you. Be well!

Reading Assistive Technology

This week, we are welcoming a guest blog to our reading series. The team at LeafBridge of United Cerebral Palsy of Greater Cleveland are sharing information about low, mid, and high tech assistive technology resources that can help address your students’ reading needs.

Assistive Technology

An assistive technology (AT) device includes any item, piece of equipment, or product system used to increase, maintain, or improve the functional capabilities of a child with a disability. AT devices should promote access to the curriculum and student achievement. AT services are necessary to assess, select, and instruct in use of the most appropriate AT. Part 1 of this blog series (Assistive Technology: Review IEPs Prior to Back-To-School) includes general information about AT. In Part 2, the LeafBridge team reviews some possible “Low Tech”, “Mid Tech,” and “High Tech” AT solutions for reading.

Remember that individualized assessment (AT service) precedes choosing an AT device or tool. The following lists include EXAMPLES of AT for reading. The intent is to demonstrate a small snapshot of the MANY available options for reading AT. There are many other fine AT devices and tools available in addition to those identified in this blog. We intentionally placed the “cart before the horse” in this blog to help readers understand the importance of assessment to identify the most appropriate AT option for a student, rather than arbitrarily choosing from lists of AT. Please stay tuned to AT Blog Part 3 to review the assessment process for AT. The following products, manufacturers or vendors are meant only as examples. United Cerebral Palsy and LeafBridge Services do not endorse specific products and they do not have affiliations with the products, websites, or resources. Please note that vendors listed may not be the sole supplier for a product.

Low Tech Reading Assistive Technology

Resources for Printable Graphic Organizers for Reading

• https://www.teacherprintables.net/free-printable-organizers.html

• http://www.sanchezclass.com/reading-graphic-organizers.htm

• https://www.dailyteachingtools.com/free-graphic-organizers.html

Highlighters

• Sentence Reading Guides

  • E.Z.C. Reader Strips: https://www.reallygoodstuff.com/ezc-reader-strips/p/143538BL/

  • Ashley Productions: http://www.ashleyusa.com/store/Sentence-Strip-Reading-Guides-7-25-x1-25-c16157164

• Paragraph Reading Guides

  • Ashley Productions: http://www.ashleyusa.com/store/Big-Reading-Guides-7-25-x3-75-c16157166

• Page Reading Guides

  • Ashley Productions: http://www.ashleyusa.com/store/Full-Page-Reading-Guides-8-5-x11-c16157165

Book Holders

• Review Article on Book Stands:

  • https://www.hookedtobooks.com/best-book-stands/

• Links to various Book Stands:

  • https://www.healthproductsforyou.com/c-book-holders-and-page-turners.html

  • https://www.maxiaids.com/book-holders

  • A+ Book Stand: https://www.abookstand.com/

Enlarged or Modified Print

• Increase font size and spacing using standard simple font options

  • https://www.dyslexicadvantage.org/the-best-fonts-for-dyslexia/

Mid and High Tech Reading Assistive Technology

Fonts:

• Dyslexia Font: https://www.dyslexiefont.com/en/typeface/

Reading with Pictures

• Widget: https://www.widgit.com/

• Crick Software: https://www.cricksoft.com/uk/clicker

• Picture It: https://www.attainmentcompany.com/picture-it-software

• Symbol Stix: https://www.n2y.com/symbolstix-prime/

• Boardmaker: https://goboardmaker.com/

Audio and Digital Books

• Ohio Digital Library: https://ohdbks-mansfieldrichland.overdrive.com/library/kids

• Ohio Library for the Blind and Physically Disabled: https://cpl.org/aboutthelibrary/ohio-library-for-the-blind-physically-disabled/

Software Programs and Apps with Multiple Reading Technology Features

• Don Johnston Inc.: https://learningtools.donjohnston.com/product/

• Read and Write Literacy Software by Texthelp: https://www.texthelp.com/en-us/products/read-write/

• Kurzweil: https://www.kurzweiledu.com/default.html

Digital Recording Pen

• C-Pen Reader: http://www.readerpen.com/

• Wizcomtech Reading Pens: https://www.wizcomtech.com/

Cameras

• IPEVO Document Cameras: https://medium.com/ipevo/tagged/document-camera

• Hovercam Document Cameras: https://www.hovercam.com/document-cameras

About the Authors

Rebecca Guenther, M.A, CCC-SLP is a speech-language pathologist with 14 years of school based, home and outpatient experience with a primary focus on children with complex disorders including cerebral palsy, autism, and rare genetic conditions. Rebecca has a passion for developing and implementing functional communication systems using a combination of both low and high technology augmentative/alternative communication systems. Rebecca is a leader in her field and has provided hands on training and professional in-services to her peers regarding Augmentative/Alternative Communication. Rebecca remains current in this ever-changing assistive technology field by attending professional conferences such as the Assistive Technology Industry Association Conference and Closing the Gap. Rebecca is proficient in programming multiple AAC devices from frequently used vendors such as Saltillo, Prentke Romich Company, Tobii-Dynavox, Pragmatic Organization Dynamic Display communication books, and multiple tablet applications. Rebecca serves as the Speech and Language Pathology Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, she coordinates speech therapy programming, leads Camp LeafBridge for Extended School Year summer programming and she coordinates feeding therapy services provided at LeafBridge. Rebecca travels the state of Ohio to conduct Assistive Technology Evaluations and Independent Educational Evaluations.

Amanda Stohrer, MS, OTR/L, ATP is an Occupational Therapist with extensive experience in providing care for children with complex disabilities. Amanda serves as the Occupational Therapy Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, Amanda coordinates occupational therapy programming for school-based services, outpatient therapies, fieldwork experiences, a functional skills program, upper extremity serial casting, and the LeafBridge Steps to Independence program for intensive intervention. Amanda is a RESNA certified Assistive Technology Professional and is highly skilled with transdisciplinary assessment for seating and mobility in collaboration with the assistive technology team at LeafBridge. Amanda earned a BS in Interdisciplinary Health Sciences in 2008 and then a master’s degree in Occupational Therapy in 2009 through Western Michigan University. Amanda has significant training in sensory integration, NDT, functional electrical stimulation, orthopedics, interventions for children with complex learning needs, and Cortical Visual Impairment (CVI.) As an adjunct faculty member for the COTA program at Cuyahoga Community College, Amanda facilitates the lab and lecture series for the course entitled "Techniques in Developmental Disabilities.” Amanda holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, she earned Micro credentials in CVI Basics and the CVI Range. Amanda travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

Laurene Sweet, PT, ATP, MEd, DPT is a Doctor of Physical Therapy and RESNA certified Assistive Technology Professional with 25 years of experience in outpatient clinics, schools, hospitals, an autism specialty program, and the Day Program for alternative school placements at UCP. She is the Manager of Specialized Services for LeafBridge. Laurene’s expertise in developing holistic programming for children with complex and co-existing disabilities emerged through cross training with other disciplines, continuing education, and direct experience. In 2007, she earned a master’s degree in Special Education with concentrations in Autism and Assistive Technology and advanced coursework in Functional Behavior Assessment. In 2014, Laurene published peer-reviewed clinical research in the Pediatric Physical therapy Journal. She manages the serial casting program at UCP to improve range of motion for children with ankle and foot deformities. Laurene coordinates UCP’s Day Program for children with complex learning needs and Cortical Visual Impairment (CVI). She holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, Laurene earned Micro credentials in CVI Basics and the CVI Range. Laurene is a mother of a student with a Specific Learning Disability. She adopted two teenagers from foster care and is well-versed in Trauma Informed Care. Laurene travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

Focus on the Joy, Not the Struggle

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Jennifer Blankenship, of North Star Family Guidance, wrote today’s blog about how to keep the joy during the back-to-school transition:

It’s back to school time, and that means lots of videos of excited parents cheering for the school bus and memes of moms in pajamas with wine. But for families with children who struggle at school, the fall means the end to a relatively relaxing time without the stress of anxiety in the mornings, homework battles in the evening, and calls from the teachers during the day. You don’t have to wonder if this is the day that your child gets kicked out of preschool, of if your child has finally done enough to be expelled, or if there will be an angry child with a mountain of homework to wade through this evening (that you may or may not just end up doing yourself).

There is a lot of information out there for how to help with anxiety, keep your kids organized, and improve their emotional management skills (and I can help in these areas if you need it). But this blog isn’t about that. This blog is to remind you that even if you have an emotionally intense, behaviorally difficult child with poor emotional insight, you can and should still enjoy their childhood. Your child still deserves to experience all the joy and wonder that goes along with being a kid.

This is what I want you to hold on to: Your child is amazing, just as he is. Your child is absolutely delightful, just a she is. And I can promise you, he is doing the best he can. She is doing the best she can.

Even if the school year is made up of huge battles and small victories. Even if your child takes longer than you like to get ready in the morning. Even if you have the same conversation Every. Single. Day. Even if your child is getting “clipped down,” or “on red,” or getting dumb little sad faces on their daily progress reports.

You deserve to enjoy your child, even when the teacher is not particularly enjoying your child. Childhood is still short. You want to squeeze as much joy out of it as possible. So how do you do that?

Watch your child when she is really engaged in something that interests her. Really watch her. See her facial expressions, and intense concentration, and love of learning something new or doing her favorite thing. Watch your child when he is playing or having fun. See the smiles and hear the giggles. Get on your child’s level, sit on the floor and really tune in when she wants to tell you something. Give her your full attention, and notice her mannerisms and style of talking. All of these things make your child unique and precious.

Do those things on a regular basis, and especially when you are feeling overwhelmed with the struggles. Tune back into the delightfulness of your child.

Also remember these things:

You are your child’s Safe Place: If you get called in to the principal’s office, connect with your child first. Make eye contact. Smile even. Let him know you are on his side, even if what he did was clearly wrong. You don’t have to be angry or act angry just because the principal is angry. You have permission to parent your child differently. This does not mean that there aren’t consequences for the behavior. It just means that you can work it out together.

Be an ally, not an enemy: If your child is facing a mountain of homework, you have a choice. You can yell repeatedly to get working on it, or you can sit at the table beside him and offer some help-maybe even start by validating the feelings of overwhelm. If your child is really struggling with something, you can create a system with a bunch of rewards that he may never earn and consequences that he surely will, or you can sit down and have a problem-solving conversation about it. Kids have really creative ideas. Let’s trust that they know what is most helpful for them.

Allow room for grace: Have some grace for your child. If your child has intense emotions, struggles with anxiety, or ADHD, or social skills deficits, or learning deficits, they need a little extra grace. Whether diagnosed formally or not, if your child is having difficulty, have some grace. This grace should extend to teachers and administrators as well. Bonus points if you can even extend some grace to yourself. We are all just doing the best we can.

If your child’s struggles are becoming too much to manage, interfering with his or her success, or sucking the joy out of your family, please reach out today. I offer free consultations to talk about what might be helpful and to determine if we would be a good fit to work together.

About the Author

Jennifer Blankenship is a Licensed Independent Social Worker and Board-Certified Behavior Analyst with 20 years of experience working with children and families. Her private practice is located in Chagrin Falls, and focuses on children displaying off-track and difficult behaviors. Specialty areas also include twice exceptional students, children with Autism, and families living with anxiety related to food allergies. You can learn more about her practice at northstarfamilyguidance.com, email her at jennifer@northstarfamilyguidance.com, or call 724-813-2065.

Assistive Technology: Review IEPs Prior to Back-To-School

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today’s post has been written by Rebecca Guenther, MA, CCC-SLP, Amanda Stohrer, MS, OTR/L, ATP, and Laurene Sweet, PT, ATP, MEd, DPT from LeafBridge.

As we gather school supplies and prepare our students for the upcoming school year, it is important to review and understand your student’s IEP. Assistive Technology is an area commonly misunderstood or underrepresented on the IEP. Consideration of assistive technology needs is required by IDEA and is based on the unique educational needs of the student. In this blog, we review the meaning of assistive technology devices, team members involved in assistive technology services, and how to obtain an assistive technology evaluation/assessment.

What is AT and how can it help?

According to Section 300.5 of IDEA, assistive technology (AT) device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. In simpler terms, an AT device levels the playing field to help a student with a disability function at the same or higher level. Some examples of assistive technology devices for education include Augmentative and Alternative Communication (AAC) devices, digital books with text to speech, adapted writing devices, a wheelchair, a switch accessible computer or tablet, and modifications for low vision just to name a few.

Where is AT listed in the IEP?

In section 2 of the IEP, there is a box probing the question “Does the child need assistive technology devices and/or services?” This should initiate a team discussion for justifying why a student would or would not benefit from AT devices and/or services. Parents, as a part of the IEP team, should be involved in conversations and decision making surrounding assistive technology. Through an Assistive Technology Evaluation, the team explores possible AT solutions in any number of areas such as reading, self-care, writing, computer access, learning, and math. If AT devices and services are warranted, each device or service should be specified under section 7 of the IEP.

What are Assistive Technology Services?

According to Section 300.6 of IDEA, assistive technology (AT) service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes the evaluation of need, acquiring equipment, customizing and maintaining the equipment, coordinating with the IEP team, as well as training for the student and any other members of the student’s intervention team. Quality Indicators for Assistive Technology (QIAT), developed by focus groups and validated through research, indicates that “assistive technology assessments are conducted by a team with collective knowledge and skills”. Potential AT team members include parents, students, physical, occupational, and speech & language pathologists; intervention specialists; nurses; psychologists; vision specialists; and behavior specialists, just to name a few. No single specialist can be the expert across all areas of AT. Extensive resources are available on the QIAT website, including specific information about AT and the IEP process: https://qiat.org/indicators.html. Due to the ever-changing standards and availability of assistive technology, it may also be beneficial to include a RESNA certified Assistive Technology Professional (ATP) as a part of the IEP team. RESNA stands for Rehabilitation Engineering and Assistive Technology Society of North America. You can identify a RESNA certified ATP in your area using the “Find a Certified AT Professional Tool” at https://www.resna.org/. You may also order a copy of RESNA standards for Assistive Technology on the RESNA website: https://www.resna.org/at-standards.

How do I request an AT assessment?

Referral to initiate the AT process typically comes from concern by an educational professional and/or a parent or team discussion about a student’s needs. The concern typically surrounds area of the student’s educational program in which he/she is unable to participate due to his/her disability. The following is a good resource from OCALI with information about initiating the AT process: https://www.ocali.org/up_doc/AT_Resource_Guide_5.pdf. It is helpful for parents to submit requests in writing, clearly stating the request and the reason for the request. The following resource from the Georgia Project for Assistive Technology includes legal mandates for Assistive Technology: http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/Legal-Mandates-for-Assistive-Technology.aspx.

Summary

IDEA 2004 requires that the IEP team consider the assistive technology needs of every child with a disability. Consideration for AT supports should be a thorough evaluation process completed by a team of professionals in order to asses AT needs across all content areas. Look for our next blog to learn more about assistive technology for reading.

About the Authors

Rebecca Guenther, M.A, CCC-SLP is a speech-language pathologist with 14 years of school based, home and outpatient experience with a primary focus on children with complex disorders including cerebral palsy, autism, and rare genetic conditions. Rebecca has a passion for developing and implementing functional communication systems using a combination of both low and high technology augmentative/alternative communication systems. Rebecca is a leader in her field and has provided hands on training and professional in-services to her peers regarding Augmentative/Alternative Communication. Rebecca remains current in this ever-changing assistive technology field by attending professional conferences such as the Assistive Technology Industry Association Conference and Closing the Gap. Rebecca is proficient in programming multiple AAC devices from frequently used vendors such as Saltillo, Prentke Romich Company, Tobii-Dynavox, Pragmatic Organization Dynamic Display communication books, and multiple tablet applications. Rebecca serves as the Speech and Language Pathology Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, she coordinates speech therapy programming, leads Camp LeafBridge for Extended School Year summer programming and she coordinates feeding therapy services provided at LeafBridge. Rebecca travels the state of Ohio to conduct Assistive Technology Evaluations and Independent Educational Evaluations.

Amanda Stohrer, MS, OTR/L, ATP is an Occupational Therapist with extensive experience in providing care for children with complex disabilities. Amanda serves as the Occupational Therapy Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, Amanda coordinates occupational therapy programming for school-based services, outpatient therapies, fieldwork experiences, a functional skills program, upper extremity serial casting, and the LeafBridge Steps to Independence program for intensive intervention. Amanda is a RESNA certified Assistive Technology Professional and is highly skilled with transdisciplinary assessment for seating and mobility in collaboration with the assistive technology team at LeafBridge. Amanda earned a BS in Interdisciplinary Health Sciences in 2008 and then a master’s degree in Occupational Therapy in 2009 through Western Michigan University. Amanda has significant training in sensory integration, NDT, functional electrical stimulation, orthopedics, interventions for children with complex learning needs, and Cortical Visual Impairment (CVI.) As an adjunct faculty member for the COTA program at Cuyahoga Community College, Amanda facilitates the lab and lecture series for the course entitled "Techniques in Developmental Disabilities.” Amanda holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, she earned Micro credentials in CVI Basics and the CVI Range. Amanda travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

Laurene Sweet, PT, ATP, MEd, DPT is a Doctor of Physical Therapy and RESNA certified Assistive Technology Professional with 25 years of experience in outpatient clinics, schools, hospitals, an autism specialty program, and the Day Program for alternative school placements at UCP. She is the Manager of Specialized Services for LeafBridge. Laurene’s expertise in developing holistic programming for children with complex and co-existing disabilities emerged through cross training with other disciplines, continuing education, and direct experience. In 2007, she earned a master’s degree in Special Education with concentrations in Autism and Assistive Technology and advanced coursework in Functional Behavior Assessment. In 2014, Laurene published peer-reviewed clinical research in the Pediatric Physical therapy Journal. She manages the serial casting program at UCP to improve range of motion for children with ankle and foot deformities. Laurene coordinates UCP’s Day Program for children with complex learning needs and Cortical Visual Impairment (CVI). She holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, Laurene earned Micro credentials in CVI Basics and the CVI Range. Laurene is a mother of a student with a Specific Learning Disability. She adopted two teenagers from foster care and is well-versed in Trauma Informed Care. Laurene travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

Key Strategies for Helping Your Child with Speech and Language Challenges

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today’s post was written by Melissa Baker, owner and speech-language pathologist of Chagrin Valley Speech Therapy Services:

As a parent of a child with a communication disorder, you may be feeling that there is more you can be doing to help them improve their speech and language skills at home. You know that you spend the most time with your child and would like guidance as to how to help them make more progress and reach their maximum potential. As the school year is just beginning, you may be looking to your child’s school speech-language pathologist to provide guidance. After working in both public and private schools as a speech-language pathologist, I know the struggle of having a large caseload and not having the time to provide my students and families with as many ideas and strategies for working on their speech and language targets outside of their school day as I would have liked. However, when parents specifically requested help, I was more than happy to send home specific suggestions and homework that targeted their child’s goals. I would encourage you to contact your child’s speech-language pathologist at the start of the school year and ask for specific recommendations regarding how to help them at home. Most speech-language pathologists appreciate parents that will work with their child outside of the school setting as they know this will help them progress much faster. I’m also hopeful that this article will arm you with tools and strategies that you can start using now.

We know that speech-language pathologists have limited time with your child and generalizing their skills into the natural environment is so important. As their parent, you’re the person who spends the most time with them and this makes you an ideal teacher. I’d like to start with strategies for children with language-based challenges and will follow it with strategies for children with speech sound/articulation challenges.

Limit Screen Time

For children with language impairments, there are many ways that you can expand and encourage language development during everyday activities. One of the biggest ways you can help your child is to encourage less screen time. According to Healthline.com, researchers from the National Institutes of Health just completed a study on 11,000 9-and 10-year-olds in the United States and found that children who used screens for more than two hours a day got lower scores on thinking and language tests. Excessive amounts of screen time can also lead to other health concerns like obesity, disrupted sleep, and depression. For younger and elementary-aged children, it’s recommended that if they are using tablets or phones, that you are sitting with them and interacting with it as well. Some apps such as My PlayHome and Toca Boca apps are great for modeling vocabulary and language concepts. As your child is playing these apps, you can talk about what is happening, ask open-ended questions, label vocabulary, give and follow directions, etc.

Read to Your Child

My second recommendation to build language skills it to read to your child. Reading daily to your child helps to build their vocabulary, comprehension, concentration, and enhances creativity and imagination. A tip would be to find wordless books and talk about the pictures, guess what might happen next, and build a new story each time you read it. Lastly, narrate what you are doing as much as possible. Remember to use sentences that are 1-2 words longer than what your child is currently producing. For example, if your child is saying “doggy run”, you can model, “Yes, the dog is running”. For more ideas for using this strategy during a variety of daily activities, please see this handout from Super Duper Publications: https://www.superduperinc.com/handouts/pdf/227_LangExpExt.pdf

Target Speech Sounds

For children with speech sound/articulation challenges, there are many ways that parents can help at home. If you know the sounds your child is having difficulty producing, find books in the library that target these sounds. When reading these books to your child, sit facing them and have them watch your mouth as you produce the sound. Try to overenunciate the sound so that they are hearing it and seeing it. For a list of books that target each speech sound, please visit the following website:https://sopecreeklibrary.typepad.com/lupu/books-to-practice-speech-sounds.html You can also practice the target sounds/words from the book in the bathroom mirror. Your child will enjoy the time with you, and you can be silly by making funny faces too!

Practice Speech Everywhere

Practice their target sound while in the car, waiting at the doctor’s office, out for a walk in the neighborhood, or while grocery shopping. Find words with the target sound as you are driving, or label items on the grocery store shelves. Look around the house and see if you can find items that have the targeted sound. Even practicing just 5-10 minutes each day can make a huge impact on developing the motor plan needed to make the sound more automatic. If you make practicing part of your daily routine it becomes a habit. For example, brush your teeth, practice your words, read a book, and go to bed. You can find words, phrases, sentences, and reading passages for each sound at the following website: https://www.home-speech-home.com/speech-therapy-word-lists.html. For children who need pictures, you can go to Google images and find pictures with the targeted sound. There is a website for sharing teacher created materials called www.teacherspayteachers.com. This website has many free and low-cost articulation and language materials that you can use at home as well.

Speech/Language Assessment

If you are concerned about your child’s speech and language development, it’s always best to consult an ASHA certified speech-language pathologist for a thorough assessment. You can find a list of providers in your state by going to https://www.asha.org/profind/. I hope the ideas and strategies supplied in this article empower you to help your child’s communication skills soar. Please contact me at chagrinvalleyspeech@gmail.com with any questions. Have a great start to the school year!

About the Author

Melissa Baker is the owner and speech-language pathologist at Chagrin Valley Speech Therapy Services, LLC (Link). She has been practicing pediatric speech pathology for over twenty years. At the beginning of her career, she worked in the public schools helping children with complex communication disorders. For nearly fourteen years, she was the Speech Therapy Department Supervisor at Monarch Center for Autism (link) in Shaker Heights, Ohio. In October 2016, Melissa opened my private pediatric speech therapy practice in Chagrin Falls, Ohio. She serves children ages 3-22 with speech, language, and augmentative communication needs. She specializes in working with children with autism, but also has a passion for helping children with articulation and language disorders. Melissa provides speech and language assessments and treatment, social skills groups, camps, parent trainings, and Independent Educational Evaluations (IEE) (link). She is currently accepting private pay clients and can be reached at 440-972-3670 or chagrinvalleyspeech@gmail.com. You can learn more about her services by visiting www.chagrinvalleyspeech.com.

Executive Function… Can It Just Function?

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today’s guest blogger is Haley Dunn, owner and counselor at Bella Vita Counseling.

Does your child forget to bring their homework home? Or maybe the homework made it home, but the science book came home instead of the history book. Do they easily lose track of time? Do they have a bunch of papers shoved in their backpack, but they swear they know where everything is and ‘it’s organized’?

If you answered, ‘Yep, sounds like my kid.’ Then they might have executive functioning issues. But what really is executive function?

The brainy stuff:

• Working memory: Our working memory helps us hold on to information and use it.

• Impulse control (self-regulation): Our impulse control helps us think before we act; helps us with emotional regulation.

• Flexible thinking: Flexible thinking helps us ‘shift gears’ and think about things in different ways.

What does that mean to you as a parent of a student with executive functioning issues?

Executive functioning skills do not develop linearly, so it can be difficult to figure out when it is typical versus an issue affecting their daily functioning. Some concerns you may have noticed in your student:

• An inability to pay attention

• Losing track of time or getting hyper-focused on an activity

• Regulating emotions- BIG emotions and reactions

• Initiating tasks or getting easily distracted by other tasks

• Overall organization and planning

If your child is experiencing some of these symptoms there are ways to help support and better develop their skills at home.

How can I help my student?

Visual schedules are one way to help manage time and expectations. They allow students to see all the necessary tasks for the morning, what to place in their backpacks or the schedule for after school. Visual schedules are a great way to prompt students, keep them on task and hopefully reduce frustration for the student and the parent. For ideas click here.

Other great ways to help your student organize and stay on task are: using a backpack with multiple compartments, timers (especially visual), or organizational apps on the phone (such as Evernote), etc. There are many way to help develop executive functioning skills and there are different suggestions depending on the skill you are looking to help them improve. For a full list of ideas click here.

Is this typical? How do I sort that out?

It is important to note that some executive functioning skills may be developmentally appropriate, such as, a teen who has trouble managing their time or remembering their homework or adolescent that is very emotional. If your child is having persistent trouble in these areas and it is affecting school and home life then it might be more than just their age or development.

Well, does this mean my child has ADHD?

Maybe, but executive functioning impairments can cross into many different learning issues and mental health areas, so it is important to speak with a professional about your concerns. School psychologists can help you get started on the necessary supports your child will need at school, such as an IEP or 504. Look to professionals, like a mental health counselor or psychologist, outside of school to help with identifying symptoms, to work on skill building and symptom maintenance.

About the Author

Haley Dunn is a licensed professional counselor and is the owner of Bella Vita Counseling in Beachwood, Ohio. She is passionate about helping teens with learning differences, ADHD and autism find individual success at home and school. You can learn more about Haley by visiting her Psychology Today page: https://www.psychologytoday.com/us/therapists/haley-dunn-beachwood-oh/460836

School Refusal: Just a phase? Or is it Anxiety?

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today’s post is written by Katie D’Fantis of Inner Harmony Counseling:

Does this sound like a typical school-day morning with your teen?

• Getting your teen out of bed and to school on time is a chore.

• There’s so much arguing on school-day mornings that you often give up or feel like giving up.

• You’ve lost track of how many days of school they’ve missed or how many times you’ve called them in late.

• Your teens distress and refusal to go to school has caused you to be late for work most days.

As a counselor who works with older teens 16 years and up, I’ve seen the difficult effects school refusal can have on the teen and their parents.

Possible Causes of School Refusal

Sometimes school refusal is in an attempt by the teen to avoid something unpleasant. Maybe a test they didn’t study for or a class they’d prefer to miss. Sometimes school refusal is a temporary issue such as when school starts back up after summer or winter break. It’s common for worries to flare up then but once the teen gets back into a routine, the worry usually decreases.

Sometimes school refusal isn’t just full school days missed but multiple days tardy, leaving school early, or numerous trips to the nurse. It’s important to note that anxiety in kids and teens typically manifests in somatic symptoms, such as a stomachache or a headache. It’s important to make an appointment with your teens pediatrician to be sure there isn’t an underlying medical issue that needs attention.

When tardiness, leaving class, or school refusal become an ongoing issue, this may point to the presence of a diagnosable disorder such as generalized anxiety disorder.

Let me start by saying that this article is not intended to help you diagnose your teen. In our “WebMD world” today, it’s important to remember that diagnosing should be left to a licensed professional who administers a diagnostic assessment in person. The purpose of this article is simply to help you gain a basic understanding what generalized anxiety may look like.

So what does generalized anxiety disorder look like in teens?

Teens who are struggling with anxiety may have difficulty concentrating, experience muscle tension, may often feel irritable or on edge, fatigued, or may have difficulty falling or staying asleep. When I talk to teens who have missed multiple days of school, they often share that they feel completely overwhelmed by the piles of work that need to be made up. And the fact that they may already be flunking the class doesn’t help to motivate them; it simply creates an even more pronounced feeling of helplessness. You or I may think “Well, what’s the problem? Just take it one assignment at a time!”, but anxiety doesn’t work that way. Anxiety only allows the teen to see the enormous, daunting pile of work in front of them in its entirety and not the smaller, more manageable parts.

Your teen needs coping skills and strategies to manage the feeling of being overwhelmed, help with that feeling of helplessness, and support for all the ways anxiety affects other aspects of their life. Do them (and yourself!) a favor and talk to them about their willingness to work with a therapist. Email or text them the link to www.psychologytoday.com. Tell them to type their zip code in the “Find a Therapist” search option, scroll through the pictures and bios of the clinicians in their area until they find someone who works with teens with anxiety and who seems like they’d be a good fit. And if your teen doesn’t jive with the first counselor they meet, don’t make them go back. Help them find a counselor that they feel comfortable with and who seems genuine and trusting so they can start moving towards a life where school isn’t plagued with anxiety and you can begin to feel hopeful for smooth and steady school-day mornings with your teen.

About the Author

Katie D'Fantis is an LPC, an EMDR (Eye Movement Desensitization and Reprocessing) clinician, and the owner of Inner Harmony Counseling in Brecksville, Ohio. She works with older teens and adults and specializes in helping those who struggle with anxiety, depression, PTSD, grief/loss, self-esteem, codependency, relationship and communication issues. For more information about Katie’s practice, visit https://www.ihcounselingohio.com/, call 440-630-0126, email katie@ihcounselingohio.com, or find Inner Harmony Counseling on Facebook at https://www.facebook.com/ihcounseling.

What Does Anxiety Look Like in Kids? Well, a Lot Like Anger.

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today, Georgie Gray, social worker and owner of Georgie Gray Counseling, will provide us insight into anxiety in young children:

We all know what anxiety is... right? It’s one of those concepts that seems straightforward until we try to define it. We might say it is worry or stress, and that is true. But what does it really mean, and what does it look like in day to day life?

Maybe for you it’s dreading an important meeting at work or feeling the constant pressure of making your paycheck cover your expenses. These thoughts and feelings might color the background of your daily life, dulling everything else, and making you short-tempered and irritable.

This is exactly what happens when kids feel anxious. Anxiety, stress, and worry come from different sources for kids but the result is the same: anxious kids have less room for the good stuff of life because dealing with stress takes so much energy.

So, what does anxiety look like in kids? It looks like a tantrum about how you didn’t say, “good morning” the right way. It looks like rigid rules about how to correctly pack one’s backpack before school. It looks like bedtime battles, quick tempers, and tears. In other words, anxiety in kids often comes out as irritability and anger (very much like adults).

The difference is, adults are better able to name what is happening (“I’m so stressed about money”) and take steps to cope, like making a budget, venting to a friend, or exercising, for example. Kids just don’t have the insight and experience (yet) to feel help themselves feel better.

There are several things parents can do to help:

Behavior is Communication

Understand that children’s behaviors are their way of expressing themselves (not just their words). Anger and tantrums are your child’s ways of saying, “Things feel terrible inside me right now.” Try not to get caught up in your own worries (like: “My kid is manipulating me”). Let go of the idea of figuring out why your child is behaving the way he is, at least for the moment. Focus instead on the goals of helping your child feel better right now, and supporting him in learning new skills for feeling better in the future.

Problem-Solve

Problem-solve with your child about the things he seems to struggle with most. For example: “It seems like packing your backpack stresses you out. Is there anything we can figure out together to make that easier?” Collaborate on solutions. Offer your support and guidance. If your child feels that you are on his team, he may be able to offload some of his stress, and his behavior may improve. Together try to come up with strategies for coping with anger the next time your child is upset. For example, taking slow, deep breaths; squeezing a stress ball; listening to music; or running, jumping or dancing to use up nervous energy.

Talk about It

Invite your child to talk about what is on his mind. Avoid putting your child on the spot or asking too many questions. Instead, just spend time near your child, doing things you both enjoy. Talking about emotions makes people—kids and adults—feel vulnerable, so take care to honor the signals your child is giving about his comfort level. Set yourself up as a good listener, not a good advice-giver. You’ll get much further that way. Side-by-side activities often work best for conversations like these, such as riding bikes together or driving in the car; things feel less intense when there is no chance for eye contact, and when the talk feels more spontaneous.

Show Support

Use your body language and attention to convey that your child is enough, just as he is. This is a powerful message, and the more we send it to our kids the better they will feel. When kids believe that their parents love them, warts and all, they feel less afraid to try new things, and to make mistakes (often what kids worry about most). Send your child a “you’ve got this” look, or touch his shoulder to let him know you’re there, you support him, even with all his big and hard-to-understand feelings.

Empathize

Most important of all: try to have empathy when times are tough. Try to see your child’s tantrums, irrational behavior, tears, and drama through a new lens, the lens of anxiety. Though you may never know exactly what feelings are underneath your child’s behavior, empathy goes a long way toward making things better. After all, when you’re frantically trying to get out the door in the morning for that dreaded work meeting, doesn’t a kind word feel better than somebody sternly saying, “it’s not that big a deal, pull yourself together!”? I know it does for me.

About the Author

Georgie Gray, MSSA, LISW-S, is a therapist in private practice with over 20 years’ experience working with children and families. She works primarily with families with children ages 10 and under, and specializes in anxiety, depression, peaceful parenting, attachment, and trauma. Georgie’s work is home-based, not office-based, because of the unique opportunities that provides for understanding families’ issues and needs. You can contact Georgie by phone (216-225-3859) or e-mail (GeorgieGrayCounseling@gmail.com). For more information about her practice, visit her website: www.georgiegraycounseling.com

5 Tips to Help to Help Ease Back-to-School Anxiety

Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today’s post was written by Allison West Kaskey of West Counseling and Consulting:

Returning to school after summer break can cause increased anxiety for children. Transitions can be especially difficult for children with anxiety, autism spectrum disorders and ADD/ADHD. This can be a stressful time for the child, parents, and the entire family. It is normal to feel anxious during times of change and transition. However, if anxiety is interfering with your child’s ability to return to school or to perform his or her daily activities, here are a few tips on how to ease the back to school anxiety:

Encourage your child to share their fears

Ask him or her to be specific and allow them to be the expert and problem solve. For example, “If _________happens, what could you do?” or “Let’s think of some ways you could handle that situation” or “What has worked in the past, when you felt this way.”

Create a routine

Ease your child back into a school routine by waking up, eating, and going to bed at regular times, and gradually limiting screen time on devices. Continue everyday activities as normal. To involve your child ask him or her to help plan school lunches for the week and pack their backpack in advance together. If your child would like, have them pick out their outfit for the first day or the week.

Develop a plan and reward system

Discuss the schedule for the week ahead and allow your child to plan an activity and/or reward that they will look forward to each day or each week. For example, allow your child to pick out a snack every day after school, choose a game to play, or t.v. show to watch each evening. Then at the end of the week, allow your child to plan an outing of their choice, for example going for ice cream, to the zoo or to see a movie.

Teach and practice coping skills

Here are coping skills to use when your child is feeling nervous, such as journaling, artwork, or using methods such as How to Do Calm Breathing, Developing and Using Cognitive Coping Cards or Creating a Worry Box (see links below).

Remember: Easing anxiety is a process

It takes time to adjust to a new schedule. Be patient. It is normal for children to have trouble for a week or two after a break or the start of school. Each day can bring new challenges. This is especially true for older students, who are navigating new classes, different teachers and schedules.

When to seek professional help

There are some warning signs that your child may need some extra help. Here are a few: If after a few weeks you see your child is still struggling, not wanting to go to school, finding it difficult to perform normal activities, feeling increasingly anxious at nighttime seek help from a professional.

Links:

• https://www.anxietybc.com/

• https://www.npr.org/

• https://nspt4kids.com/

About the Author

Allison West Kaskey is a Licensed Professional Clinical Counselor and Educational Specialist. She has over 20 years of experience in the helping profession. She has worked in a variety of counseling and higher education settings with a wide range of roles. Her specialization is in working with clients with disabilities, specifically clients on the autism spectrum. She is the owner, counselor and consultant at West Counseling and Consulting in Richfield. She provides individual, couples and family counseling and consulting. For more information about Allison’s practice, call (216) 532-3168 or visit her website at: https://www.westcounselingandconsulting.com/

Addressing Unhelpful Thinking Styles: A Coping Strategy for Students Experiencing Anxiety

We are pleased to welcome Katie D’Fantis to the Achievement Advantage Blog.   Katie is an LPC, a board certified music therapist, and an EMDR (Eye Movement Desensitization and Reprocessing) clinician who works with teens and adults. She specializes in helping those who struggle with relationship issues, anxiety, and issues of self worth that stem from adverse life events such as grief/loss, abuse, and other traumatic experiences.  You can learn more about Katie's experience and services she offers, by visiting The Balanced Living Center's website.

You can often hear me ask my clients “Where do you feel [that emotion] in your body?” And very often when the emotion they’re feeling is anxiety, my clients say they feel it in their head like “a dark cloud” or “a tornado” or like “static on a television set”. If you have ever struggled with anxiety, then you know that anxiety clouds your thoughts, perceptions and beliefs about yourself, others, and your experiences within the world. I have heard countless stories from my clients who are students and/or professionals about how these unhelpful ways of thinking have gotten in the way of their school work, preparing for a test or presentation, trying something new, or going out with friends on the weekend. As we embark on a new school year - a time when anxiety can run high - I want to share with you a tool that I find myself teaching almost every one of my clients at some point in our work together.

Below is a list of Unhelpful Thinking Styles. These are unhelpful ways of thinking that we all use from time to time and you may find that there are a select few that you use more often. Here are the steps to using this as a coping skill to develop more helpful ways of thinking:

Read
Read through the left column and take note of which unhelpful thinking styles you have used in the past/noticed yourself using presently. Become familiar with the ones you use most often.

Notice
Over the next week, just notice when you use an unhelpful thinking style. You will most likely notice you’ve used it after the fact; this is completely normal and is a step in the right direction!

Name It
Once you’ve noticed it, name the unhelpful thinking style. Just naming it and calling it what it is helps to diminish its power in the moment. For example, “I’m totally going to bomb this test! ...oh wait, that was me jumping to conclusions. I always do that before a big test, don’t I?!”

Work To Change It
Now it’s time to familiarize yourself with the right column of the page. These alternative responses are the ideal/more positive ways of thinking.  Over time and with continued work to improve your self-awareness, you’ll become better at noticing when you use these unhelpful thinking styles. Then you can work to change them by substituting the unhelpful thought with the alternative responses. Or, better yet, you’ll be able to anticipate the unhelpful thought, stop it before it happens, and the alternative responses will become your default way of thinking.

Wood, J.C. (2010). The cognitive behavioral therapy workbook for personality disorders: A step-by-step program. Oakland, CA: New Harbinger Publications, Inc.

Mastering these steps will take practice. Don’t forget to have compassion for yourself and to be patient. Think about it this way, you’ve likely spent years perfecting these unhelpful styles as your default, so naturally it would take time to change your default way of thinking. Practice makes permanent.

Wishing you all a successful start to the school year!

Self-Advocacy: A Crucial Skill for Individuals with Disabilities

Jennifer Bolander is a special education advocate and owner of Education Advocacy Services LLC, an independent advocacy business based on the west side of Cleveland. She has written advocacy articles for “The Gathered View” (national newsletter of The Prader-Willi Syndrome Association (USA), and “Support Matters” (newsletter for Rare Support, a newly-formed non-profit providing resources and support for the rare disease community). Ms. Bolander has completed advocacy training through Wrightslaw, the Council of Parent Advocates and Attorneys, and the Institute for Special Education Advocacy at William & Mary College of Law.

When a young child is diagnosed with a disease or syndrome which affects his/her education to the extent that they are eligible for an IEP, or they receive accommodations through a formal 504 plan, their path through their school years is helped along by a team of people: their parent(s), therapists, teachers, the school psychologist, and possibly members of their private medical team. These adults are advocating for them, on a regular basis, regarding their particular needs in the educational or medical setting. As a result, it is often the case that they don’t (or aren’t always given the opportunity to) advocate for themselves on a regular basis. However, there will come a point when that child has finished with their education years with their school district, and will then need to know how to advocate for themselves.

Self-advocacy is not an instinctive skill – it has to be taught, explained, and practiced in various settings. Teaching self-advocacy skills must start long before the child is “on their own” at whatever age/level, because advocating for oneself effectively takes practice. While the ultimate self-advocacy responsibility falls on the individual, as they will be the person communicating their needs to college staff and/or workplace management, there are nevertheless multiple parties involved in teaching self-advocacy skills to young adults: the student, their parent(s), school staff personnel, and employers.

The Student:

By the time they are young adults, graduating high school and/or transitioning out of the school-district “cocoon”, the student should be relatively comfortable with advocating for their own needs, so that they can be as independent as is safely possible. Specifically, this means that the individual

• Should have as comprehensive an understanding of their disability as possible.

• Should have a comprehensive understanding of the specific challenges they experience as a result of their disability.

• Should know which disability-based challenges affect specific settings (i.e., some challenges will happen more in one setting than another, whereas other challenges may not be an issue).

• Should have an understanding of 2-3 specific sources of support – specific professionals in each setting to turn to for direction and help (job coach, CCBDD support person, parent, manager).

• Should have had a great deal of practice in using appropriate “advocacy language” to verbalize their specific issue as well as specific solutions to that issue.

• If appropriate from a maturity/cognitive ability perspective, the student should also be taught that as a disabled individual, they have certain automatic protections through Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act.

The Parent(s)

• It is imperative that parents teach and encourage self-advocacy skills with their child starting in their child’s pre-teen years (or earlier). This is necessary not only because it will take time and practice for their child to thoroughly learn good self-advocacy skills, but also so that their child can support their own safety and privacy needs as they are in social situations throughout high school and beyond. It is crucial that young students with specific environmental, social, and psychological needs, become well-versed in what those specific needs are and how best to verbalize those needs in a polite but firm way.

• Parents will need to get out of the habit of talking to school staff for their student in every single situation. It often happens that an upsetting situation will occur at school, and the student will come home and tell their parent about it. The parent then calls up to the school (or emails) and discusses the situation with the teacher. While in some cases this is fine, this potentially takes a self-advocacy opportunity away from their child – and may not ultimately solve the situation as the parent was not present during that situation anyway. The parent, the student, and the student’s primary school staff person need to discuss and agree on a set of actions the student will take while still at school, to work through upsetting situations and advocate for themselves. The student needs to be empowered to work through their problems and seek out assistance from relevant staff who will in turn support that student’s self-advocacy efforts.

• Parents will need to educate themselves about legal guardianship. Once their child turns 18, that child (regardless of cognitive level, mental ability, physical ability to care for themselves) is considered a legal adult. In that situation, a parent’s rights to advocate for their child’s needs in any setting may be questioned. While self-advocacy is a crucial skill for every individual with any disability, it is still important that the topic of guardianship be fully explored and discussed so that parents and child have a solid plan.

School Personnel: Teachers, Therapists, Counselors, School Psychologists

• An important aspect of encouraging a student’s self-advocacy efforts is that the school personnel who interact regularly with that student must be informed about, and be supportive of, that student’s overall self-advocacy goal. It is a learning process to know which issues are truly a problem, and the right ways and times to talk to someone about that issue – thus, school personnel should take each situation seriously and work through it with the student. It does not benefit the student at all to have their efforts disregarded and not taken seriously, after they’ve been told that they need to practice self-advocacy.

• The student’s self-advocacy plan should be communicated to all relevant school personnel, so that staff members respond appropriately when the student is using their advocacy skills. This effort to keep everyone informed necessitates that the self-advocacy “action pathway” be written down, so that both the student and the staff are following the same plan.

• Should the student choose to pursue further education at a college or university, both the student and his/her parents should have multiple, comprehensive discussions with the guidance/transition counselor about the following important detail: The IEP does not follow the student into higher education; instead, the student’s needs are accommodated through a formal 504 plan. It is crucial that the student and their parents understand how a 504 plan helps disabled students function and learn in a higher-education setting. The Counselor must also teach the student how to contact the Disability Services office on the campus of their chosen school; the student will need that information as a source of assistance, especially because the student will have multiple professors who will need to be informed each semester about the student’s required accommodations. Part of being an effective self-advocate is knowing how to find the appropriate help!

Employers

• Individuals with disabilities have certain protections in the work setting as well, specifically through the Americans with Disabilities Act of 1990. As students with disabilities transition out of school-district services and into work life, they will generally be supervised to varying degrees by a job coach, who would ensure that the individual is treated fairly and has appropriate accommodations in the work environment. However, if questions arise, a good resource is Disability Rights Ohio, a nonprofit protection-and-advocacy agency: http://www.disabilityrightsohio.org/programs.

• Individuals with disabilities must have a self-advocacy action pathway for the workplace, just as they had in the school setting. They will need to learn what their specific needs are in that workplace (more time to process directions, written task lists, lots of encouragement, a consistent plan of 1-2 people to whom they can go for help), and to whom they should go when those needs are not being met or something upsetting has happened.

• However, even with the help of a job coach, and local/state agencies specializing in disability rights, it is still imperative that individuals with disabilities are taught from a young age about their daily challenges and the supports they need to succeed.

The ability to effectively and appropriately advocate for oneself is a crucial, life-long skill which needs to be taught, learned, practiced and supported.  The learning process involves not only the individual with disabilities, but also their support team – their parents, IEP/504 team members, school guidance counselors, staff from local agencies participating in his/her transition process, Disability Services staff at a college/university. It is my sincere hope that this article has helped readers on their or their child’s path to effective self-advocacy!

The Top 4 Things First Year College Students Worry About

This week, please welcome Natalie Borrell as our next guest blogger.  Natalie is an academic life coach at Life Success for Teens.  She works with teens and young adult to teach them skills they will need to be successful in high school and college.  This week, Natalie is sharing about what many first-year college students worry about, along with information they should have as they start college.

Here’s a secret that many recent high school graduates will adamantly deny. They are TERRIFIED about heading off to college. Even though they may pretend to be relaxed and ready, there are likely several things that are weighing heavy on their minds.

The first step to helping your teen handle their anxiety is to be aware of what they really fear about the whole college experience.  Here are a few of the top fears I hear from my clients:

Am I smart enough?
Many teens wonder if they will be able to continue to earn A’s and B’s like they did in high school. Even students who have taken honors and AP classes in high school often worry that they may not be able handle the increased work load that will inevitably come with college level course work. One student recently said to me, “Everyone in college is going to be smart.  What if I can’t compete?”

What your teen needs to know:
The best recipe for academic success in college includes three things: time management, organization, and using your resources (study centers, professor office hours, tutoring, etc.)

What if my roommate is weird?
Moving out of your parents’ home and into a small space with a stranger can be nerve wracking. It’s a great lesson in learning to tolerate other people’s differences. My freshman year roommate ate onions like they were apples. I learned to live with the smell.

What your teen needs to know:
Compromise is key. They will need to find a way to respect each other’s space and needs. It’s good to remember that Resident Assistants are trained to help work out any roommate differences.

What if I get homesick?
Missing your family and your dog is completely normal. Many teens worry that they won’t adjust well to college life and will end up coming home. One of my clients set up a weekly Skype date with her parents and siblings. She knew she could call them anytime, but looked forward to her set aside weekly family time.

What your teen needs to know:
It’s ok to have some bad days and want to go home. It can be helpful to fill your time with activities that make you happy. Try taking a workout class, joining a club, or playing an intermural sport. The more connected you are to other people, the stronger your support system will be. If the homesick feelings don’t go away, make sure you talk to a friend, your Resident Assistant, or go to the counseling center for some extra support.

How am I going to pay for all of this?
In addition to the cost of tuition, your teen needs to eat, purchase books, and have some extra spending money. Where does all of that money come from? How to get money, how to spend it, and how to have enough to last are all important skills they will need to learn.

What your teen needs to know:
Cheaper meals, books, and entertainment do exist. Make sure you shop around for deals, use coupons, and seek out free activities. Look for a part time job that would allow you to study at work. Don’t open up multiple credit cards. The free blanket isn’t worth it.

A Counselor's Take on Depression in Adult Students

We are excited to introduce our first guest blogger, Lauren O’Brien, a Licensed Professional Clinical Counselor who works with older children through adult clients at Lifestance/PsychBC in Fairlawn, Ohio.  While she works with many clients with a variety of needs, Lauren specializes in treating clients with depression and anxiety.  You can learn more about her background and services by visiting her Facebook page or her Psychology Today page.  We hope you find her insight helpful!

“Where does depression hurt?  Everywhere.”  I think about this commercial when working with clients because, although the verbiage seems cliché, it is quite true.  Even though the commercial may be talking about everywhere in regards to the physical body, when working with my clients we discuss how “everywhere” can refer to many facets of life.  For the sake of this blog post, let’s use school and work.  Depression is often a vicious cycle of minimal motivation, disinterest in self-care or hygiene, withdrawal, decrease in self-esteem or self-worth, and the cycle continues. 

Let’s put this into play with a fictional student named Rob.  Rob has low self-esteem and recently has been experiencing depressed mood.  He has not been feeling well and has minimal motivation to do ADL’s, or activities of daily living. Rob has skipped his morning shower for the last few days, and this morning is disgusted with his greasy hair and unpleasant body odor.  He normally plays softball in a recreational league on Tuesdays and Thursdays but has felt that the past two weeks the team is better off without him.  He has turned down many opportunities over the last two weeks to spend time with friends and has begun to miss classes at his university.

Using the example of Rob, it appears he struggled with depressed mood and ultimately it affected his self-esteem, relationships, school status and probably several other facets of his life.  I can only imagine that if Rob’s cycle would continue without help, it would continue to hinder social interactions, hygiene, relationships and jeopardize his status as a student at his university. Depressive thoughts can contribute to irrational thought processes, and those thoughts can trigger emotions and behaviors. In therapy, I like to use thought logs to assist in challenging irrational beliefs.  A thought log looks something like this:

1. Event: Received F on Test

2. Thought: I'm the stupidest person that has ever existed

3. Consequence (Emotion or Behavior): Embarrassment, Sadness, Shame, Withdrawal from Classes

4. Alternative Response: OK- I bombed that test. How can I better prepare myself for next time?

I challenge my clients by utilizing an exercise like this in daily life to help alter thought processes. 

Coping skills can assist in diminishing symptoms. Some of the coping skills that I recommend to clients are keeping a schedule, exercising, journaling, staying involved with friends and family members, and reaching out to a trusted person when the thoughts get the best of you.

I feel there are times in every student’s life where they may experience symptoms of depression; that does not necessarily mean this student has a depression diagnosis but is experiencing depressive symptoms.  Even if you don’t have a diagnosis, it is important to seek out the support you need.  Partnering with a mental health provider can often help you work through periods of depressed mood.  Most postsecondary education institutes have counseling centers that provide services, or you may prefer to find a counselor in a private practice setting.  If you do have a diagnosis, you can visit your institution’s Accessibility Office, who can help you secure appropriate accommodations.  Your mental health provider will be able to write them a letter including information about how your diagnosis impacts your life and what supports you need to be a successful student.

Depression can become overwhelming and at times can lead to suicidal thoughts or plans.  Sadly, suicide is the second leading cause of death in people aged 15-34 as reported by the Center for Disease Control.  There are resources for students who feel suicidal.  Thanks to Logic, the Grammy nominated artist, the national suicide hotline has become more recognizable.  It is 1-800-273-8255.

If Rob sounds like you or someone you know, there is help.  Should you need further assistance, there are plenty of therapists out there who are willing to help, including myself.  Please know that depression is workable, and with the right support and assistance, you can work through the symptoms.  I’m here for you, you are not alone.

Welcome

Hello, and welcome to our new blog! 

We are Greer and Jen, Directors and School Psychologists at Achievement Advantage Assessment & Services. 

We are excited for the opportunity to bring an additional resource to parents, clients, and educators by providing blogs related to education and learning exceptionalities, including information about special education law, the evaluation process, instructional practices to best meet the needs of students with learning differences, and much more!

Additionally, we will be inviting guest bloggers who work in the education, mental health, and medical fields to share about their areas of expertise.

Our goal is to provide information that you will find beneficial.  Do you have a topic you would like to learn more about?  Please let us know by contacting us via email at achieve@achievement-advantage.org.  We welcome your input!