Choosing the Right Toys for Special Needs Children

By Christina Wallerstein
Founder, Playworks.net


Choosing toys for children can be a daunting task. The choices seem endless, and advertising aimed at children often means parents are flooded by requests for the latest new toy. Then there are practical considerations: developmental appropriateness, play value, quality, durability and cost.

Most importantly, one needs to think carefully about the individual child's special needs, talents, and, perhaps most important of all, their preferences. I suspect we’ve all shared the following experience: We choose what we think is "the perfect toy" only to find that our child never quite takes a liking to it. It's a disappointment that cannot entirely be eliminated, despite our best efforts. It just underscores the challenges we face when we're shopping for toys.

The best toys for any child are those chosen after observing the child at play. What do we learn from watching and playing with our children? Their preferences, what comes easily, and what challenges, and even frustrates them. With these insights, we can better evaluate toys and make more successful selections.

Remember the adage that one person's passion is another's poison? Well, the same is true about toys. I recall clearly how one toy that some parents and professionals at a conference on autism lauded as the "perfect" toy was lambasted by others. Each had a reason for their position, as will be clear as we explain why.

This toy, called a Rainbomaker©, allows the child to simulate the sound of rain without getting wet! The child can shake, turn, and twist the 16" tube, watching colorful beads cascade through levels making a gentle falling rain sound. The multi-colored beads create a prism of color as they tumble down the tube.

Here's the deal. Some children like motion and sound. They respond positively to the movement of the beads and the sound they make, experimenting and discovering how different movements create softer or louder sounds. They observe the different color beads and how light passing through the tube affects their brilliance.

Unfortunately, some children become so fascinated by these effects that they repeat their motions over and over, and become agitated when "time's up" and they must stop and move on to another activity. Other children are so sensitive to sound that Rainbomaker is absolutely not a choice.

For children with sensitivities to light and motion, a huge issue for many with autism spectrum, parents need to choose quiet toys that provide opportunities for exploring cause and effect and enhancing motor skill. Stringing, lacing, and threading activities might engage these children. Along the way, they will explore colors, shapes and sizes, perhaps creating patterns and learning about different textures and weights. Beads can be sorted and counted as well.

Think about the properties of the materials used to create the beads and laces. Wood feels different and weighs more than plastic. By interacting with toys from different materials, the child learns about those materials. When sharing the activity with an adult, the child can also gain language to describe both the toys and his play.

Sometimes if a toy, such as Rainbomaker, is a favorite, but one that causes the child to refuse to stop playing, teachers will turn a negative into a positive, "making a deal" with the child that they can play with the toy for a specific period of time after they complete a required task. Let’s say the assignment is sorting by color and shape but the child doesn't like to sort. The desire to create the sound of rain can be strong enough to win his or her cooperation. Of course, the success of this plan depends upon adhering to the agreement. And that's a whole other "learning experience."

For an excellent selection of toys for special needs and all children, feel free to visit www.playworks.net, email info@playworks.net or call (877) 579-9300.

Must Read Books to Help You Advocate for Your Child with Autism…Now and Tomorrow

By Denise Meissner

Occupational Therapist, parent and co-founder QCharm, LLC

Think about your child’s signs of developmental difficulty, the challenges your child experiences and how your child’s challenges are testing your parenting skills. Are you feeling like you are “in over your head?” Are you exhausted from providing and anticipating your child’s safety, educational, communication, social and behavior needs?

As a mother of a child with Autism, there are many skills and lessons that my son’s developmental difficulties forced me to learn the hard way. Even though I am an Occupational Therapist by trade, I found myself feeling overwhelmed by my son’s behavior, communication, social, and sensory issues. To make matters worse, I was blown away by the task of advocating for his evaluations, diagnosis and treatments. I thought, “If I am an OT and have a mother-in-law who is a Physical Therapist (who specializes in early intervention) and I am struggling to care for my child, just imagine how hard this must be for other parents!”

The good news is that there are numerous treatment approaches, assistive devices, advocacy groups, books, programs, and other resources to help parents both care for their child’s current needs and prepare for future needs. The other side of this good news is that there is so much information that over-the-top exhausted parents barely have time to brush their teeth, much less research their options. This article highlights books written by experts in the field (professionals and parents) which offer techniques and insights critical for advocating and managing today’s challenges and preparing for tomorrow’s opportunities.

I am focusing on books because they can be accessed and referenced at your convenience. Plus, some can be purchased new or used (since saving money is essential these days). To start, Dr. James Ball, in his book Early Intervention & Autism, spells out day-to-day issues, how to benefit from early intervention services, and how to select from the variety of treatment techniques. Dr. Ball also equips the reader with 10 Behavior Rules To Live By, Must Have EI Goals & Objectives, and 7 Effective Teaching Strategies. With over 20 years of experience working with and advocating for the autism community, Dr. Ball provides practical and necessary information.

Another set of books which offer practical and necessary information include: The Child With Autism at Home: The Home Life Guide-350 Tips For Work &Play by Kathy Labosh and LaNita Miller; What You Can Do Right Now to Help Your Child with Autism by Jonathan Levy; The Autistic Spectrum Parents’ Daily Helper-A Workbookfor You and Your Child by Philip Abrams and Leslie Henriques, and Raising a Child With Autism by Shira Richman. Although each child and each family situation is unique, there are frequently used techniques (ie. visual cues, environmental structure, verbal cues, and behavior management) that work to improve a child’s ability to communicate, socialize, and cope with daily tasks and challenges. These books are a great resource to help you help your child.

For more in depth information on visual strategies and how to use them at home and in the community, several books stand out. From the creators of the Picture Exchange Communication System (Andy Bondy and Lori Frost), the book Topics in Autism: A Picture’s Worth: PECS and Other Visual Communication Strategies in Autism explains how to improve your child’s ability to communicate (ie. to initiate communication with others and express their needs, to understand and cope with changes in their daily routine, and to cope with boundaries/limits often encountered during the day). ThePECS system incorporates one of the most researched treatment approaches, which is Applied Behavior Analysis (ABA). Please see http://www.pecs.com.

Another expert in the field, Linda Hodgdon, has several books, DVD’s and workshops regarding the importance and the use of visual strategies. Two of her books offer a wealth of information. They are: Visual Strategies For Improving Communication-Practical Supports for School and Home and Solving Behavior Problems in Autism-Improving Communication with Visual Strategies. Parents and professionals will be discover many ways in which to improve your child’s communication needs and ways in which you can become a more effective communication partner. Check out her new website, http://www.autismfamilyonline.com.

Finally, as parents we may place our needs near the bottom of the To-Do list. Please take time to care for yourself so that you can more effectively care for your child and your family. Consider reading It’s All About Attitude by Kathy Almeida and Gayle Nobel, Silent Angel-The Joys and Challenges of Raising an Autistic Child and Keeping Your Marriage Alive in the Process by Tim and Melody Ravert, Solutions for Adults with Asperger Syndrome by Juanita P. Lovett, and The 7 Best Things Happy Couples Do by John Friel and Linda Friel.

In summary, to effectively advocate for your child, continuously equip yourself with knowledge. These books are excellent resources and starting points.

Denise Meissner may be contacted at info@qcharm.com, www.qcharm.com.

Sauna Detox

By Bob Morgan

Owner of Heavenly Heat

For centuries, cultures around the globe have used one form or another of sauna bathing as a means of physical cleansing and renewal. Using saunas to deeply cleanse the body makes perfect sense, as our skin is the body’s largest organ and an it’s organ of elimination.

Saunas have become a vital tool for home and clinical detoxification, for both adults and children – and they are powerfully effective. Through the skin’s secretions of sebum and sweat, a broad spectrum of both toxic chemicals and heavy metals are excreted.

Saunas utilize the body’s eliminative functions by inducing a state of mild hyperthermia. That simply means that the sauna raises body temperature modestly, like a mild fever does, to induce sweating, thereby instigating the cleansing process. Interestingly, many parents have reported that their autistic child’s cognition and eye contact improves noticeably when they have a mild fever, and the sauna induces what could be described as a brief, light, artificial fever.

When exposed to any form of heat stress, the primary aim of the body’s heat-control system is to protect the nervous system and the vital organs from overheating. The heart rate and blood pressure rise mildly for a brief period in order to shunt the warming blood outwards, away from the vital organs. The peripheral blood vessels then dilate to accommodate the suddenly increased load, and then blood pressure levels off and declines. The mild surge in blood flow facilitates waste removal from tissues and improves the delivery of oxygen and vital nutrients to the cells. This enhancement of oxygen transport makes a combination therapy with HBOT worthy of the practitioner’s consideration.

Through tissue dilation, increased blood flow, and elevated tissue temperatures, some fat-stored toxins are mobilized during the sauna session, and cleared from storage. Much of this material is then excreted through the skin, and some is eliminated through the kidneys and bowels.

Additionally, the mild hyperthermic effects of the sauna include the stimulation of numerous immune responses, and the raised body temperature can be lethal to some bacteria and viruses. We have heard encouraging reports of lyme disease patients responding well in saunas. Hippocrates, the Father of Medicine, said: “Give me a fever and I will cure any illness.”

Heavenly Heat creates the ideal sauna detox environment for children and the chemically sensitive. Each sauna is built entirely with low-allergen white poplar wood and tempered safety glass, without the use of plywood, laminates, or wood glue - all of which can outgas into, and contaminate, the air of a sauna. We also include parental controls of the infrared intensity, along with a weekly progress chart for children, to assure a mild, safe, controlled environment in which youngsters can feel comfortable. Most kids love their new “playhouse” and greatly enjoy sauna time.

Much is made these days of the health benefits of far-infrared, or FIR saunas. The truth is that FIR can enhance and accelerate the sauna detox process, and can be highly beneficialif the sauna is designed and built properly. But, that is a big “if” as many are built quite improperly for a detox environment, with strong adhesives, concealed plywood, high electro-magnetic fields, etc.

On the other hand, any properly built sauna, when used in a moderate, safe manner, can be a vital detoxifier. Scores of 9/11 rescue workers are currently receiving enormous detox benefits in several sauna programs taking place in NYC using regular saunas. Blue and gray sweat, apparently laden with heavy metals, has been reported as pouring out of some of them. Traditional saunas can be used clinically if kept dry, and with the temperature limited to the low range and to the very low range for children.

Jenny: “Heavenly Heat rocks!!”

Jenny McCarthy with Bob at the fall,

‘07 DAN! Conference

Bob Morgan is the owner of Heavenly Heat Saunas. Visit www.heavenlyheatsaunas.com, call (800) 697-2862 or email Info@HeavenlyHeatSaunas.com.

Note: When saunas are used clinically, or to treat specific ailments, a full regime is implemented that includes patient monitoring, along with supplementation of fluids, electrolyte minerals, and particular vegetable oils, etc. One should not use a sauna for any medical purpose without appropriate guidance by a physician.

Some Plastic Toys Could Be Harmful to Your Children’s Health

The Wellness Column
Presented by Scott Herman, D.C.

The holiday season is upon us, and everyone is searching for the perfect gifts for the children in their lives. But it’s important to always put safety first when buying children’s toys, especially plastic ones. A wealth of research reveals that a type of plastic known as PVC, which is used in many soft plastic baby toys, can leach harmful chemicals into children’s bloodstreams through their saliva.

And studies show that these chemicals are linked to cancer and kidney damage — and may interfere with reproduction and development.

Doctors of chiropractic are extremely concerned about the long-term effects of toxic chemicals on children and urge parents to avoid toys that contain PVC.

To identify a PVC-based toy, look for the three-arrow recycling symbol with the number 3 or the initials PVC. If you aren’t sure whether a product contains PVC or PVC parts, call the manufacturer’s question or comment line.

To find out more about chiropractic care and avoiding toxic chemicals, call Dr. Scott Herman, a chiropractor and holistic-care provider at (954) 917-4343 or check out our website at www.tropicalchiropractic.com. Dr. Herman is a noted health speaker and also a member of the Doctor's Speaker's Bureau. If you would like Dr. Herman to speak to your local business or organization, please call at (954) 917-4343. Upcoming topics include: Chiropractic Is for Seniors Too, The Piriformis Muscle: A Hidden Cause of Low-Back Pain, Vacation for the Health of It! and Cortisone Worsens Joint Pain.

Bold Proposals Stemming from Marco Rubio’s 100 Ideas Foundation Statewide Discussion on Autism

Report by the Autism Wellness Foundation,

We were pleased to be invited to past Speaker Marco Rubio’s 100 Ideas Foundation conference in Orlando. Rubio brought together the leaders from across the state in the struggle to cure autism and to provide better alternatives for children and caregivers.

Much of the conference was devoted to group discussions on plans to bring people with autism into the workforce. Autism Wellness Foundation Chairman Yomin Postelnik shared his idea for non-profits to incentivize corporations and local businesses to hire employees with special needs by featuring such hirings in their newsletters, in tandem with a plea for readers to patronize those businesses. Other organizational leaders and advocates shared their experiences and proposed solutions for a wide range of problems faced by the special needs community.

Discussions centered around the need for programs that mainstream kids with autism into standard classrooms. The need to facilitate the transfer of new information on autism to pediatricians and other health care professionals was another key issue raised in group discussions.

The Autism Wellness Foundation viewed Speaker Rubio’s 100 Ideas conference as extremely beneficial to promoting better options for children with autism, not least because of the conference’s goal to implement the best of ideas raised (the top 100 of them, to be precise). Bringing together leaders and people with hands on experience and putting their thoughts into action is the exemplification of leadership and the 100 Ideas Foundation and Marco Rubio deserve credit for doing just that.

The Autism Wellness Foundation is also committed to holistic approaches in the treatment and prevention of autism. Chiropractics, which treat the nerves, have been shown to provide remarkable benefit in children with autism. Diet and motivational programs have also made huge impacts in the lives of these special children. It is our hope that as ideas to treat autism are considered, agencies that currently lead the way in providing treatment and education will look to these methods as well. By enhancing access to all treatment and prevention methods we can ensure a better tomorrow for the special needs community.

Alternatives to Guardianship/Conservatorship

Powers of Attorney

By Mark Biernath, Esq.

Attorney Specializing in Special Needs Planning

Many problems can be avoided with valid powers of attorney. These generally come in two varieties, one is a financial power of attorney, another is healthcare power of attorney. The financial power of attorney allows a designated person to conduct business and manage the financial affairs of a person. The healthcare power of attorney allows a designated person to make medical decisions on behalf of a person.

You cannot grant powers of attorney over someone else. Mother cannot grant to her adult son powers of attorney to make decisions for her incapacitated adult daughter. Son would have to seek appointment as guardian of his incapacitated adult sister to be able to make decisions for his sister.

Two problems arise with powers of attorney: 1) they can be revoked at any time, 2) inGeorgia, there is no present requirement that financial institutions accept a financial power of attorney. From this arise several issues as to how useful powers of attorney actually are in a real and practical sense. In practice however, powers of attorney are generally accepted and are very useful.

For the most part, if the person signed the durable powers of attorney prior to losing capacity, then the powers will be effective. An incapacitated child may never have had the capacity to enter into the contractual agreement which creates the power of attorney. Also, you must be at least 18 years old to sign a power of attorney.

I have heard of people who had their incapacitated children sign powers of attorney. They tell me that their children will sign anything they are told to sign. If that is true, then the child probably lacks the capacity to grant the powers of attorney.

"You must have capacity to

grant powers of attorney, if

you do not have capacity,

you cannot grant powers of

attorney."

If the incapacitated adult at one time had normal capacity, and signed a power of attorney when they had normal capacity, but then subsequently lost capacity (via illness, stroke, car accident, etc) you may not need to establish guardianship or conservatorship. Just because someone tells you to go and establish a guardianship does not necessarily mean you have to, if you have a viable alternative, then you can avoid a guardianship.

A word of caution, because people have abused financial powers of attorney, there is a risk that financial institutions will lose confidence in the integrity of financial powers and no longer be willing to accept them. With increasing identity theft problems, this is only going to get more difficult. If this occurs, more people will be forced to seek conservatorships, which are costly and time consuming.

© 2008 Mark E. Biernath, Atlanta, Georgia 770-455-0535 www.biernathlaw.com

Information for educational purposes only—no attorney client relationship created

Essential Components of Transition Planning

By Torin D. Togut

Attorney at Law

Transition services and planning is perhaps one of the most important aspects of special education. As defined by the Individuals with Disabilities Education Act Amendments of 2004 (IDEA), “transition services” means a coordinated set of activities for a child with a disability that –

Is designed to be within the a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation;

Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

20 U.S.C. §1401(34).

The IDEA requirements for transition services provides parents with powerful language to advocate for an array of services that will augment their child’s ability to move successfully from high school to post secondary activities. Transition services must begin no later than the first IEP to be in effect when the child is sixteen (16) years old, and updated annually. 20 U.S.C. § 1414(d)(1)(A(i)(VIII). This means that transition services may begin before the child turns age sixteen (16) years of age if the IEP team believes it to be appropriate for the child.

There is no one template for defining what the essential components of an appropriate transition plan are. I have provided an outline below of several proposed components of a transition plan and services that may be useful to parents, advocates and parent attorneys to discuss at the child’s IEP meeting.

A. Parents and/or Guardians Should Be Involved in Transition Planning.

1. Parents should be informed of career and vocational opportunities at time student enters ninth grade under Carl D. Perkins Vocational Educational Act. 20 U.S.C. § 2328(b)(1).

2. Parents should be given a questionnaire regarding transition goals and needs of student.

3. Parents should be given the opportunity to identify resources they would like to see involved in their child’s transition planning.

4. Information should be provided to parents regarding transition services and the role of parents in transition planning process.

B. Students Should Be Involved in Their Transition Planning

1. Students should be instructed in social skills related to self-determination, empowerment and self-advocacy.

2. Student preferences regarding transition goals and services should be obtained.

3. Student should attend transition-planning meetings.

4. Student should be given opportunity to identify school and non-school resources.

C. School Staff Should Be Involved in Transition Planning

1. School staff should participate in-service training regarding transition planning and transition services.

2. Interdisciplinary group of staff should provide input regarding student’s transition goals and needed services.

3. Interdisciplinary group of staff should attend and participate in student’s transition meeting.

D. Nonschool Agencies, Services and Community Organizations Should Be Involved in Transition Planning

1. Community agencies should be given advance notice to participate in student’s transition meeting.

2. School staff should obtain release of information to share relevant information with non-school community agencies and services.

E. Transition Goals Should Be Considered for All Students as Part of Their IEP Meetings

1. Students should be involved in identifying transition goals and needed services.

2. School staff should conduct functional vocational assessment and situational assessment of the student.

3. Student should be given opportunity to participate in paid, integrated work experiences, if appropriate.

4. School staff should provide supervision and support as needed for students placed in community based programs.

F. An Appropriate Curriculum Related to Student’s Postsecondary Education Goals Should Be Provided.

1. School staff should conduct an assessment to determine post-secondary education goals of student, if appropriate.

2. Representatives from post-secondary educational setting should be part of student’s transition meeting.

3. Participants at student’s transition meeting should identify support services needed for student to succeed in post-secondary education goals.

G. An Appropriate Curriculum Should Be Provided to Prepare Student for Independent Community Living

1. School staff should assess and determine student’s independent community living goals.

2. Student should receive instruction in independent community living skills.

3. Student should attain recreation and social skills for independent community living goals.

H. Transition Needs Assessments, Including Transition Goals and Transition Services Should Be Prepared at Least Annually

1. School staff should identify transition goals and services as part of the student’s IEP meeting.

2. A community needs assessment should be shared with local transition planning committee.

3. School staff should prepare a need assessment for the student.

I. School Staff Should Participate in Cooperative Training with Community Agencies, Services and Organizations Regarding Transition Planning and Service Delivery

1. School staff should invite community resources to participate in development of topics related to transition planning and services.

2. School staff should participate in staff development activities of other agencies related to transition planning and services.

3. School and community agencies should conduct joint sponsored training events related to transition planning and services.

J. School Staff Should Participate in Interagency Collaborative Efforts

1. School staff should invite community agencies and organizations, as appropriate, to participate in student’s transition planning and services.

2. School staff should share relevant information with community agencies and providers

3. School staff should establish interagency agreements with other agencies and services.