Hero's of Autism

Ideas for Making Short and Long Trips Less Stressful

Family vacations create lifelong memories and part of the experience is traveling to the location. For some children this can be exciting while for others it can be stressful. This article includes ideas for reducing stress before and during travel.

1. Prepare Children – Reduce anxiety by telling children what to expect. Prepare children by reading books, writing stories, and discussing the upcoming trip. If the experience is new be sure to explain it to the child. For example, if a child is flying for the first time, explain the security process of taking off their shoes, putting their possessions in a machine, and waiting to go through screening. Clearly outline the steps to prepare children. Additionally, let children know how long the trip is going to be or set a timer so children know when they will arrive. Some children may benefit from a picture or word schedule of the events on the trip. The schedule allows children to understand visually what is happening next. Be sure to update children on traffic jams or flight delays that change their travel time.

4 more tips...

Scientific Link to Autism Identified

According to The Center's founder, William McFaul, a retired business person and not a member of the scientific community, "Because of its universal applicability, our Life Sciences group has already used the model as a tool to identify highly probable causal paths for several illnesses and disease entities. Autism was one of most difficult illnesses The Center had attempted to analyze. If it hadn't been for so many parents insisting that vaccines were responsible for the condition, we might never have found the fact that the stabilizer in MMR and a few other vaccines is hydrolyzed gelatin; a substance that is approximately 21% glycine. It appears that, based on readily verifiable science, the use of that form of glycine triggers an imbalance between the amino acid neurotransmitters responsible for the absorption rate of certain classes of cells throughout the body. It is that wide-spread disruption that apparently results in the systemic problems that encompass the mind and the body characterized in today's 'classic' autism." He also added, "The use of our model indicates each of the disorders within Autism Spectrum Disorder (ASD) is attributable to different disruptions in homeostasis. We look forward to sharing our findings relative to each disorder with the scientific community."  Read on...

For the Local Yokles: Holiday Story Time at Borders

Borders Grinchfest Holiday Storytime, Saturday, Dec. 5 at 11 a.m.

Borders ® stores company-wide will host a " Grinchfest" holiday storytime Saturday, Dec. 5. 11 a.m. The event is the 3rd in a series of storytime events taking place at Borders this holiday season to encourage kids to develop a love of reading. Youngsters are encouraged to come to Saturday´s storytime ready to enjoy some classic Dr. Seuss stories like the "How the Grinch Stole Christmas" and "The Cat in the Hat." The Grinch himself will be stuck in Whoville, but there will be plenty of fun to be had with holiday caroling, coloring and arts and crafts as well as raffles and giveaways that include prizes such as puzzles, stickers, bingo games and more. The whole family will be able to sample delicious treats from the Seattle´s Best Coffee cafe including hot chocolate for kids and the Peppermint Mocha Trio coffee drink for adults as well as a variety of pastries.

Borders Beckett the Bear Holiday Storytime, Saturday, Dec. 12 at 11 a.m.

Borders ® stores company-wide will host a " Becket the Bear" holiday storytime Saturday, Dec. 12 at 11 a.m. Beckett, an adorable stuffed toy panda bear, is the star of the Borders exclusive "Beckett the Panda-Monium," which is the featured storytime book. Kids are encouraged to bring their own favorite stuffed animals to the storytime for a show-and-tell following the story. In addition, there will also be a sing-a-long and a holiday coloring activity, and youngsters won´t want to miss the opportunity to win a "Christmas with the Chipmunks" CD at the end of the event. The whole family will be able to sample delicious treats from Seattle´s Best Coffee cafe including hot chocolate for kids and the Peppermint Mocha Trio coffee drink for adults as well as a variety of pastries.

Health Care Reform & Autism

Blah, Blah, Blah!

"Autism Speaks, the nation's largest autism science and advocacy organization, today applauds the members of the U.S. House of Representatives for passing a health care reform bill that contains a provision for autism insurance reform in a vote held late last night.

The provision, introduced this past July by Congressman Mike Doyle (D-PA) and passed by the House Energy and Commerce Committee, will prohibit discrimination in benefits against people with autism by including behavioral health treatments as part of the essential benefits package. The bill must now be passed by the U.S. Senate." Excerpted from Autism Families of NJ newsletter

So, I am searching the web...and I take a look see for the actual bill that sits in the Senate.  Found it.

All 615 pages of it.  I actually scanned those pages. I used the find feature to look for "autism".  Nothing there.  So, then I did some digging on this "wonderful" Mike Doyle.  I came across this press release, House Autism Caucus Introduces Autism Services Bill which then brought me to examine Expanding the Promise for Individuals With Autism Act of 2007 which went no where. 

So, if you have come across some concrete legislative documents or press releases that clearly states how the health care reform bill will help individuals with autism, please post links below. 

My point is, don't just rely on what others are telling you...that includes the media, non-profit orgs, etc...rely on yourself.  Read the document, the actual bill..make your own informed decisions.  Do your homework.  Remember, we live in a capitalistic society.  Every organization who can capitalize on something, will, and will push in the direction that is to their own advantage.

We need to see more service providers accepting a multitude of insurance options.  We are limited by what our insurance provider offers.  So if we can only see 2 therapists in 4 counties based on our insurance coverage and those therapists have a waiting list a mile long, how does this help the child with autism?  If the child needs 3 sessions a week of speech therapy but insurance only covers 1 session a week and only 30 sessions in a 52 week calendar year, how does that help the child with autism?  Same applies for OT, PT, ABA.

We have a plethora of providers north of us...and the bulk of them do not accept insurance, period.  Oh you can try to submit for out of network benefits, but you are on your own with that one.  Meanwhile that therapist collected their $150 per session fee.  With this economy the way it is, how are we supposed to afford that?

Many insurance companies offer alternative treatment discounts for chiropractors, massage, gym memberships, etc.  But what about discounts for the autism families who are successfully benefiting from listening therapy, therapeutic horseback, social skills groups and others?  That is all out of pocket.

So, how is autism specifically being helped with this new health care reform?  What benefits do I see?  What benefits do you see?  Please leave your comments below. 

Grassroots Advocacy 101

The Autism Society is excited to announce the release of the first edition of the “Grassroots Advocacy 101” handbook on the Vote4Autism Web site. Jeff Sell, Autism Society Vice President of Advocacy and Public Policy, drew on his skills as an attorney, former policy maker and advocate to write this helpful document. The handbook is intended to help Autism Society chapters and concerned individuals more effectively advocate at the federal level, as well as provide basic information on how federal policy gets made and other more advanced resources. Read it now.

New Jersey Autism Registry Signed, Rules Adopted

In 2007, the law that established the New Jersey Autism Registry was passed by the Legislature and signed by Governor Corzine. On September 21, 2009, the administrative rules (N.J.A.C. 8:20) that delineate the implementation of this law were adopted. The goals of the Autism Registry are threefold:

1) to connect families in need of health care services to coordinated care through county-based case management units;
2) to improve the current knowledge and understanding of autism by conducting thorough and complete epidemiologic research of autism; and
3) to use the analysis of this information to plan for more targeted services for children with autism in New Jersey.

In the rules, autism is defined as a "developmental disability which is marked by significant impairments in social interaction and communication and the presence of unusual behaviors and interests." It includes diagnoses commonly known as the Autism Spectrum Disorders (i.e., Asperger Syndrome, Autistic Disorder, and Pervasive Developmental Disorder Not Otherwise Specified) and Rett Syndrome and Childhood Disintegrative Disorder.

All health care professionals licensed pursuant to Title 45 of the Revised Statutes are required to register a child from birth through twenty-one years of age who is a resident of New Jersey and diagnosed with Autism (as defined above). Licensed professionals can register children by either using the Birth Defects and Autism Reporting System (BDARS), which is currently available at all birthing hospitals in New Jersey, or by downloading the SCH-0 (Special Child Health Services form) and the SCH-1 (Autism Supplemental Information form), completing the forms and mailing them to the Department of Health and Senior Services, who has the responsibility of maintaining the Autism Registry.

The information collected on the SCH-0 and the SCH-1 forms includes
parent/guardian names and contact information,
child's name,
diagnosis information,
diagnostician information,
and information on the person actually submitting the registration form.

Because some of the information reported is personal, the Department recognizes the importance of protecting the person's privacy and confidentiality, so it has created a highly secured database to maintain the registration information. Additionally, the Department does not include any identifying personal information in any reports.

Once a child is registered, a letter and informational pamphlets are sent to the parent or legal guardian named on the registration, notifying them that the child has been registered. Families are provided information on case management services and the Special Child Health Services program. Information regarding the registration is also sent to the county-based Special Child Health Services Case Management Unit in which the child resides. The case manager or service coordinator, then, contacts the family to inform them on available family-centered services in their community. They assist with referrals as well as obtaining community resources and this is done free of charge to the families. Excerpted from Autism Family Services of NJ newsletter

So who then is responsible for ensuring that there are community resources for the Special Child Health Services to refer to?  Other than the release of informational pamphlets and a letter, is this not what the case management services are already supposed to be providing?  We have had this "case management" since our son turned 3 and we have not reaped any support.  So what is new about this other than now your information is listed with the government?  

Eamon's First Volcano Experiment

Eamon has an affinity to learn all about natural disasters like tornadoes, hurricanes and now, volcanoes! We downloaded directions from Weather Wiz Kids and Daddy made a makeshift volcano.  We have since perfected it as Eamon loves to "rupt" it daily.  We actually use it as a positive behavioral support.  "We will erupt your volcano, when you complete all your classwork."  It motivates him. 



He is very visual and very good with the computer.  He loves YouTube and now he can find his own volcano video on YouTube.  The other day he was browsing YouTube for volcano footage.  He came across other's experiments.  He watched intently as if he was taking mental notes.  I was cleaning up in the other room when I heard a new video come on..it was a Science Teacher.  She was saying, "These are the instructions for making your own volcano.  These instructions are for Mrs. Smith's 3rd grade science class".  THIRD GRADE???? Holy cow, Eamon!

National Group Recommends Changes in IDEA

"In anticipation of the scheduled reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2010, the National Association of Secondary School Principals issued information and several recommendations to the Federal Department of Education. The NASSP pointed out that the number of students receiving special education services over a 10 year period rose from 5.1 to 6.1 million. The rise in Autism Spectrum Disorders was also noted, with NASSP stating, "However, little research and development exists in regard to how best to serve students with autism"." Excerpted from Autism Family Services of NJ Newsletter

So the IDEA is being reauthorized in 2010, right around the corner.  Anyone know what these recommendations were?  Other than simply noting that there is a rise in ASD?  How to best serve students with autism?  Well, there is a large spectrum so whatever is developed, it certainly cannot be the typical canned cookie cutter service of one size fits all.  The IEP should still be individualized.  There is a plethora of training opportunities available out there on the world wide web offered by professionals who work with ASD.  That would be a good start, don't you think?  Bring that research and development into the educational systems.  In reading this excerpt, it makes me think that the educational system is recognizing there is a rise in ASD but are still scratching their heads not knowing what to do???

Saturday Cloud Making....

Yep, my budding meteorologist discovered how clouds are made today.  We did an abbreviated version of the recommendations at Weather Wiz Kids. 

We filled a clear plastic water bottle one-third full of warm water and placed the cap on. As warm water evaporated, it adds water vapor to the air inside the bottle. This is the first ingredient to make a cloud. 

We squeezed and released the bottle and observed that nothing happens. Why? The squeeze represents the warming that occurs in the atmosphere. The release represents the cooling that occurs in the atmosphere.

We took the cap off the bottle. Mommy carefully lit a match, held the match near the opening of the bottle, then dropped the match in the bottle and quickly put on the cap, trapping the smoke inside. Dust, smoke or other particles in the air is the second ingredient to make a cloud.

Once again, we slowly squeezed the bottle hard and released. This time, a cloud appeared when we released and disappeared when we squeezed. The third ingredient in clouds is a drop in air pressure. 

If he keeps this interest up, he will certainly be Doogie Howser of Weathermen!!  Coming soon, Eamon the Volcanologist!!

How To Boost Your Child’s Self-Esteem

Self-esteem is not something children are born with.  Its development begins during infancy and is primarily based on the interactions children have with their parents and that those interactions are positive in nature. 

The development of children’s self-esteem unfolds with the perceptions of those closest to them and then expands, as they get older, to outside the nuclear family. Children will internalize the feelings and experiences they encounter through these relationships and incorporate them into a definition of who they are. When they experience affirmative relationships, children will build confidence in their own merit as individual people. 

It is imperative then, that parents, being the first point of relationship contact for a child, set the groundwork for the development of a healthy self-esteem. Parents can facilitate this process by exhibiting 4 basic behaviours to their children on a consistent basis. These SELF parenting behaviours are as follows > > >

What To Do When You Think Your Child Might Have ADHD

AD/HD (attention deficit disorder) is one of the most common disorders seen in childhood. Studies estimate that between 3-7% of all children have AD/HD: approximately 2 million children in the USA alone, or one child in every classroom.

The main symptoms seen in this condition are inattention, hyperactivity, and impulsivity, however, it’s important to note that not all children with AD/HD have hyperactivity. Many have the inattentive sub-type; these are the children who are often over-looked because they rarely present with behavioral problems. Rather, they are the dreamers who find it difficult to pay attention and who may instead, seem withdrawn or even depressed. It is far more likely that the hyperactive, impulsive children are identified in school for their acting out behaviors. Often times, teachers will report to the families that an evaluation for AD/HD may be indicated.

What should you do if you think your child might have AD/HD?

Give me a roof top....

Give me a roof top to shout from as I am so filled with complete and utter JOY!!

In August, 2008 Eamon was diagnosed with PDD-NOS at the base of the autistic spectrum.  The neuro-developmental pediatrician who evaluated him at that time said to me that if I am agressive with therapies, Eamon fits the category of children who may come off the spectrum.

Now, November, 2009 we had a re-evaluation after over a year of speech therapy, occupational therapy, physical therapy, therapeutic horseback, tumbling, karate, supplements, behavioral therapy, homeschooling, etc....and he does not fit the category of being on the spectrum, however, will still benefit from at least a year of continued therapies.

He suspects that Eamon has the seeds for ADHD but he cannot be formally tested until he is age 6.  Eamon's biggest barrier is with executive functioning and impulse control.  Compliance is a challenge for him.  Sensory processing is still difficult for him in some situations, most specifically auditory processing which as per the doctor, ties in with executive functioning.   

As I write, Eamon is 52 months old.  His testing revealed the following:

Motor: 52 months
Adaptive/Self Help: 46 months, 6 months behind
Social & Emotional: 54 months, 2 months ahead
Cognitive 57 months: 5 months ahead
Communication: 49 months, 3 months behind

In some areas, Eamon jumped 20 months from his last evaluation!!  

The last speech evaluation was in March 2009.  He was neurotypical for receptive language in a 1:1 setting and at a 9 month expressive delay.  His therapist was in the process of re-evaluating him but has had to go on a leave of absence for a few months. 

He will be getting evaluated by an OT who specializes in SPD in December.  We are on a waiting list for ST and PT, although the doc does not feel he needs PT at this time. 

We are continuing to work with a pyschologist who will help us with his anxiety and offer suggestions for positive behavioral reinforcement. 

Parents, have hope!  Work hard! Don't just rely on what the educational system offers...get private therapy on board...it is a lot of running around, but it reaps amazing rewards.  All of our hard work and efforts for Eamon have paid off.  We will continue to stay on the same track...we will be adding swimming and gymnastics again for his sensory diet.  We will be using a ticket system for positive behavioral rewards. 

This news comes on the heels of Eamon being expelled from a private school 2 months ago.  The child study team in that district felt that Eamon was so severe that he really needed to go to the county program and that they could not help him.  (Cop out)

I will pat myself on the back.  Perhaps the 2 months of homeschooling him really has helped tremendously.  I can offer him more 1:1 than what he can get in a class of 16 kids.  At home he is academically challenged with a kindergarten curriculum which is one year ahead.  I can offer him a daily sensory diet, before, during and after activities and implement sensory strategies as needed as opposed to once in a 6 day cycle which equated to once a month.  I can offer him behavioral solutions that will work for him with positive rewards, positive self calming techniques instead of putting him in time out or using restraint techniques which only instills fear resulting in anxiety.

I can let the learning flow at his pace...he blows through math. I can be creative with reading comprehension...he can be kinesthetic while I am reading to him and still answer nearly every question with 100% accuracy...he cannot do that in a classroom setting.  I can supplement with puppets, let him be hands on, and engage not lecture.  If something is not working, I have the freedom of creativity to find a way that works for him to learn...which cannot happen in a classroom setting.  I can go on and on about the benefits but I will save that for another post.

Most importantly we....

Praise the Lord!! Thank you God!!

Did You Know? Pragmatics

DID YOU KNOW?

• Pragmatics refers to how we use language in social situations.
• A few examples of appropriate use of language socially include maintaining proper eye contact with speaker/listener, taking conversational turns, staying on topic, understanding body language, and using polite words like please, thank you and excuse me.
• Learning certain social skills depends on the age of the child and the level of maturity.
• Teaching children social skills requires constant monitoring by adults.  Prompt children with verbal cues, "Tell Mr. Smith thank you." or "Ask Mrs. Brown is you may carry her bag for her."
• Parents that model correct social skills and behaviors have the most influence on their child's learning of these skills.  Children imitate what they see.  

Eamon struggles with taking conversational turns.  He prefers to stay on his topic, although he can be engaged in a 1:1 environment with the right ingredients of visual, kinesthetic, and roll up your sleeves hands on action.  He is getting much better with body language...I can give him "that look" that mothers give and he gets it! He has always been wonderful with the polite words...more so than his neurotypical peers.

I am really looking forward to the evaluation report from his speech therapist.  She has recently been re-testing him.

Nature Supplements to our HomeSchool Curriculum

Eamon loves animals so last week we visited the nature center at Atlantic County Park.  We were the only ones there and the lesson, appropriate to this time of year, was to be about turkeys.

However, new snakes arrived in the back.  More kids piled in late and all the children were more interested in meeting the snakes then the turkey, so we all piled around the leader who was holding a baby rat snake.  YUK!  I do not like snakes...then the snake actually bit him a few times...a toothless bite since it was a babe, but it scared my guys.

We came home that day and in my inbox was my newsletter from Nature.  And timely as it was, it was all about snakes! I wanted to add that to the studies, but Ed pro-actively advised me against it.  He did not want the kids to think that it was safe to handle these creatures...good point.  Especially since we have black and rat snakes around our home in warmer weather.  Above is a pic of one that decided to cool itself on the glass windows of my front door.

This week, we received another newsletter from nature on humpback whales.

We watched Humpback Males Fight.

Then we watched Cooperative Feeding.

Then I jumped ahead and printed W for handwriting practice and a coloring sheet for whales.  It turns out that this Nature newsletter is wonderful quick supplement to our homeschool adventure!!

18 Tips for Calming Your Special Needs Child

by Joan Celebi, Ed.M., CLC
Founder, SpecialNeedsParentCoach.com

Children with special needs often need help calming down, whether it's after an upsetting incident, during an anxious time, or simply when it's time to settle down before bedtime. But it's not always easy to help a child become calm! With these ideas, you can add to your bag of tricks -- and be ready next time your child needs a little soothing or a quiet moment. These are strategies that have worked wonders, for kids of all ages -- and adults too!

Choose the tips that will work best for your child, depending on his or her likes and dislikes. I hope you'll find something in this list you can use to help your child -- and your entire family -- experience more peace, harmony, and happy times!

1. A warm bath.

2. Listening to relaxing music. Try harp music!

3. If you have pet fish, watching them for a few minutes. Or watching a pet hamster. Watching any little critter will do, even ants on the ground outside. Ant farms are another good one.

4. Petting or brushing a pet dog or cat. Cuddling with and petting a nice soft plush toy works too.

5. Spending time outdoors in nature. New studies show that it's helpful for kids with a wide range of disabilities and special needs, including ADD, ADHD, sensory issues, and autism.

6. Some kids are calmed by "white noise." You can get clock radios that play sounds of rain, waves, etc.

7. Playing in sand, even indoors. Get a bin, fill it halfway with sand -- you can cover it with the lid when you're done! Even just running fingers through it helps.

8. Something warm. A warm water bottle, or a warm beanbag (like the kind filled with rice), to sit or sleep with. Heat it just to lukewarm.

9. Looking at photo albums.

10. Coloring. For older kids, try coloring mandalas. Great for adults too!

11. Tummy rubs, back rubs, foot and hand massages.

12. Playing with playdough or clay.

13. Clipping coupons! Some very high energy kids LOVE this! Let them clip any/all coupons they want to. After clipping, they can categorize and sort, too.

14. Hammering nails into a board. It's loud, but can be very satisfying and relaxing for some kids.

15. Wrapping up in a cozy soft blanket.

16. Listening to stories. Even older kids enjoy this! Read aloud, or check out your local library's books on tape/CD.

17. Lying on the ground and looking up at the sky.

18. Cooking tasks. Grating carrots, chopping veggies & fruits. Any kind of mixing, mashing, etc.!

What calms your child?

Helping Children Cope with Stressful Situations

Children can feel stress at home or school and it can take a toll on them.  Help children learn to reduce and cope with stress by using these strategies. 

1. Identify Causes - If the cause of the stress isn’t easily identifiable, keep a journal and write down times when the child is anxious or upset to determine patterns.  Are there sleepless nights before a math test? Do they look anxious before going on the playground?  Use these patterns to pinpoint the activities and situations that may be stressful for the child.  Read on...

From SandBox Learning...great resource.  I subscribe to their newsletter which is always chock full of great tools!

The world is full of people who need someone who understands...

A farmer had some puppies he needed to sell.

He painted a sign advertising the 4 pups and set about nailing it to a post on the edge of his yard.  As he was driving the last nail into the post, he felt a tug on his overalls. He lookeddown into the eyes of a little boy..
"Mister," he said, "I want to buy one of your puppies."

"Well," said the farmer, as he rubbed the sweat off the back of his neck, "These puppies come from fine parents and cost a good deal of money."

The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a handful of change and held it up to the farmer.  "I've got thirty-nine cents. Is that enough to take a look?"

"Sure," said the farmer. And with that he let out a whistle. "Here, Dolly!" he called.  Out from the doghouse and down the ramp ran Dolly followed by four little balls of fur.

The little boy pressed his face against the chain link fence. His eyes danced with delight.  As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse.  Slowly another little ball appeared, this one noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner, the little pup began hobbling toward the others, doing its best to catch up...

"I want that one," the little boy said, pointing to the runt.  The farmer knelt down at the boy's side and said,
"Son, you don't want that puppy. He will never be able to run and play with you like these other dogs would."

With that the little boy stepped back from the fence, reached down, and began rolling up one leg of his
trousers.  In doing so he revealed a steel brace running down both sides of his leg attaching itself to a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well myself, and he will need someone who understands."

With tears in his eyes, the farmer reached down and picked up the little pup.  Holding it carefully he handed it to the little boy.

"How much?" asked the little boy. "No charge," answered the farmer, "There's no charge for love."

The world is full of people who need someone who understands.

Auditory Processing Skills: Did You Know?

Our speech therapist at Children's Hospital of Philadelphia is wonderful when it comes to sharing information and handouts.  She shared with us a full series called "Did you know?" by Super Duper Publications.

DID YOU KNOW?

• Auditory processing is the ability to understand what is being said. 
• Auditory sequencing is the ability to remember a series of words, sounds, or numbers in the same order that they were spoken.
• Auditory memory is the ability to remember what was said.
• Auditory discrimination is the ability to hear subtle differences in similar sounds. 
• A child with APD may have difficulty filtering speech from background noise, such as a noisy classroom.
• Often children with APD can remember general information but have trouble recalling details.  

Also, I was really happy to see an article about APD in our local Kidsville News.  The article, entitled, "Overcoming Learning Disabilities: A Team Effort",  spoke to CAPD reaching parents and teachers alike! The article highlights pointers as follows:

Such confusion can make communication, be it with teachers or fellow students, very difficult, and negatively influence a student's education. That places a greater responsibility on the parents and educators to recognize possible symptoms of CAPD. Those symptoms can include:
*processing thoughts and ideas slowly  and difficulty explaining them
* confused by figurative language, such as similes and metaphors, or misunderstanding puns and jokes because words are taken too literally
* misspelling or mispronouncing similar sounding words, or confusing like-sounding words, such as celery/salary, belt/built, etc.
* easily and frequently distracted by background noises
* difficulty focusing or remembering presentations or lectures

It's important for parents, teachers and, perhaps most importantly, students to recognize that people with diagnosed learning disabilities often excel in the classroom with a few adjustments. For people with CAPD, parents and educators are integral in ensuring they make the most of their talents and intellect.

* Show rather than explain: Because students with a CAPD can experience difficulty processing language, it is often easier for them to grasp a concept if they see it unfold rather than have that concept simply explained to them.
* Reduce directions: The longer a spoken direction is, the more likely a student with CAPD is to have those directions drowned out by background noises. Keep directions short, or space them out to lessen the amount the student has to process all at once. In addition, consider rewording directions that could potentially prove confusing.
* Allow more time for a response: A student with CAPD might take longer to process a question and decipher what was asked. Allow such students more time to give their response.
* Use supplementary materials: Educators can use things such as handouts to supplement a lecture that a student with CAPD might have trouble focusing on or remembering.
* Vary pitch and tone of voice: Place a greater emphasis on key words in an effort to aid a student's memory of important points.

This is why homeschooling works for us.  He does not have competing background noises as you would find in a classroom environment.  I can keep directives short and sweet and do more hands on learning one on one.  I can allow him time to process a question so that he can answer.  I can supplement materials that meet his individual needs.  For over a year now, I embraced the quote by Ben Franklin, "You tell me, I forget. You teach me, I remember. You involve me, I learn." Involving children with CAPD in the learning process will yield quality educational results. 

Disingenuous CDC Study Confirms Danger of Chicken-pox Vaccine

A newly published study co-authored by the US Centers for Disease Control into the effectiveness of chicken-pox vaccine states in conclusion:

Varicella vaccine substantially decreases the risk of herpes zoster among vaccinated children and its widespread use will likely reduce overall herpes zoster burden in the United States. The increase in herpes zoster incidence among 10- to 19-year-olds could not be confidently explained and needs to be confirmed from other data sources. Read on...

Like we don't have anything else to worry about?  My older two got chicken pox.  This vaccine was part of a combo vaccine that both my younger son's received.  Boy, I wish I could go back in time..and I would not have had this vaccine!!