By Autism Health and Wellness
Research and Editorial Board
For parents of children who cannot talk, the Logan ProxTalker provides a unique solution. The machine offers the greatest range in communication available. Even more important, it is not cumbersome and is easy for the child to navigate. It is also virtually indestructible and among the most reasonably priced on the market. The company is also making inroads to disseminate information to rural areas that are often left out of the latest innovations in special needs.
The ProxTalker is extremely innovative. It’s the first device of its kind to give users the ability to move word cards around and form five word sentences. This is accomplished through its unique use of RFID (radio-frequency identification) technology. This technology allows users to actually move the order of the cards, thereby forming complete sentences. It also allows them to record their own words onto other cards.
The Logan ProxTalker can hold over 10,000 words. Standard words are included in the original setting and custom words can be added right through the on-board microphone or by computer. The ProxTalker’s ability to piece together five word sentences and the device’s portability, makes it ideal for classroom, in home and outdoor communication. The picture cards can be customized using die cut labels and any picture generating software.
The beauty of the ProxTalker can be chalked up to the fact that it was designed by a parent of a child with autism. He saw firsthand how a child could become entangled with the complexities of the more expensive talking devices, making their thoroughness self defeating. At the same time, lesser systems fail to offer as complete and extensive a vocabulary as the ProxTalker affords its users. He also saw the need for any such product to be durable and long lasting.
When founder Glen Dobbs’ son Logan, the product’s namesake, once threw the ProxTalker device out of a car, the device continued to operate unaffected. At that point, Dobbs decided to test the ProxTalker by driving over it. The ProxTalker passed the test. The device is also water resistant – Logan has twice thrown it into a swimming pool. These durability factors should not be taken lightly. They’re of primary importance to any long term device for special needs children; most devices on the market cannot claim this level of durability.
Glen Dobbs is also using his invention to further the cause of nonverbal children throughout the nation. He and his company are taking significant steps to get the ProxTalker into rural areas where treatment methods are sparse. Down the line, the company is talking about going on the road to less populated areas to spread the news about alternative/augmentative communication and other methods of helping kids with autism.
The ProxTalker shows what ingenuity and sincere dedication can result in. It also shows how a single individual can make a profound difference and benefit thousands. Glen Dobbs used his first hand knowledge, recognized the deficiencies in the current line of products and did something about it. But Dobbs emphasizes the importance of a great team, “I want to thank my business partner, Kevin Miller, who was instrumental in making this dream a reality, as well as my whole team for a job well done.” ProxTalker.com LLC currently employs six people full time and will begin exporting the product to the UK through its office there. “It is wonderful to have created new jobs in this economy and to have done so though such an important endeavor,” Dobbs said.
Every aspect of the device is designed to be effective, of maximum benefit and long lasting. His passion to spread these benefits to rural areas is truly remarkable. The fact that Dobbs has added six full time jobs to the market in this economy is further testimony to the great value of this innovation.
How are educators responding to the invention? In a word: Remarkably. New York Public Schools, Queens District now uses the ProxTalker for nonverbal students and the product is fast becoming the gold standard for parents and educators nationwide.
The ProxTalker isn’t only a communications breakthrough and the most effective communicative device for special needs children. It’s also the product behind a business with a heart and a dedicated team that is making a profound difference in the lives of children with some of the most severe cases of autism. And the lengths it goes in doing so is nothing short of remarkable.
Those interested in purchasing the ProxTalker should visit www.ProxTalker.com or call 860-283-0966. 30 day trials of the product are available.
Tuesday, November 17, 2009
Online Program Offers Introduction to Equine Facilitated Activities & Therapy
By Karen Berg
Many parents of children with Autism are looking for more. More help. More answers. More information. More knowledge.
Children with Autism often struggle to communicate, causing frustration not only for the child, but for the parent yearning to understand. Those individuals with cognitive and sensory, physical, emotional, or psychological challenges, are benefitted by being engaged through Equine Facilitated Activities and Therapy (EFAT); emerging fields of recreational opportunities and therapy for Autism.
Equine Facilitated Activities offer a child with Autism, the chance to learn horsemanship skills through a safe environment with trained, certified riding instructors. Through this experience, the child may improve social and cognitive skills, have an increase in confidence and enjoy an overall enhanced quality of life. Secondary gains are often wonderful, however, the focus of these programs is the acquisition of horsemanship skills.
Equine Facilitated Therapy (EFT) is provided by licensed clinicians in the fields of physical, occupational, speech/language therapy (hippotherapy), as well as practitioners in the field of mental health (psychotherapy). As a medical intervention and treatment strategy, the focus of EFT is the improvement of daily functional skills, off the horse. The horse and the equine environment provide the necessary tools for effective treatment for those with Autism.
Leslie Moreau, LCSW, is author of Equine Facilitated Mental Health, A Field Guide for Practice – and is the Instructor of the Equine Facilitated Psychotherapy online program. Moreau states, “EFT is about mind, body, spirit. One of the children I worked with was selectively mute; but after watching some of the other kids on the horse, she decided to talk to a horse after not talking for over a year.”
From a profession standpoint, a variety of skill sets are required in today’s equine facilitated activities, therapy, and horse management operations. As one of the leaders in its field,
EFAT is the first online continuing education available for, and specifically tailored to, individuals and specialists who want to become more knowledgeable about these benefits. Through self-paced programs, the world of teaching, learning, and understanding through the instincts and senses of the horse are available for those interested in learning about proven activities and therapy options. Parents, volunteers, educators, and clinicians can explore from home or on the go.
The experience of seeing a child grow under the guidance of equine facilitated activities or therapy is what makes it all worth it for those in these fields. “We’ve already had participants say their first words and one child walked for the first time after a few sessions. The parents of a four-year-old child with cerebral palsy used to put him in an apparatus to take baths. After a few sessions, he’s developed enough trunk strength to sit up in the bathtub on his own. Things like that are huge for a family, in addition to the confidence, bonding, and interpersonal skills,” says Kellogg.
Roxanne Trent, a participant in the Texas A&M online program, had this to say about it; “I was very impressed at the depth and caliber of the curriculum. I knew this program was a good fit for me. It being Texas A&M, I quit looking at other programs and knew I’d found the right program.”
Texas A&M launched EFAT in 2007 with four tracks:
Therapy
- Equine Facilitated Psychotherapy
- A unique way to look at relationships
- An effective way to invite behavioral change
- Hippotherapy- (simply put means treatment with the help of the horse)
- Ability to recommend individuals for hippotherapy
- Facilitate interest in using hippotherapy for clinical practice
Activities
- Horse Care (of partnering horse)
- Improved confidence for a safer working environment with horses
- Better conditioned horses with improved performance
- Therapeutic Riding
- A greater understanding of the industry
- A foundational professional knowledge base upon which to build
For details, visit: http://equinefacilitated.tamu.edu.
4460 TAMU Tel. 979.845.6036 Fax 979.845.6407 capso@tamu.edu http://capso.tamu.edu |
Autism, Omega 3s and Behavior
By Catherine Ebeling, RN, BSN
Autism rates in industrialized countries have risen dramatically in the last decade, and more research is being conducted looking more at the effects of diet and nutrition (both prenatal and post natal) on behavior.
Much has been written about the gluten-free/casein-free diet for autism, and this diet has a lot of merit and many have seen noticeable improvement using it. New studies are now looking more at the positive effects of fatty acids—primarily omega 3 fatty acids--on the brain and behavior, and specifically, autism. As previous studies have shown, the effects of omega 3 fatty acids on dementia, aggressive behavior, and ADHD have been very beneficial and have brought about marked improvements in these conditions. Now new research shows that there is increasing evidence that fatty acid deficiencies or imbalances may help autism behaviors.
In Scotland, where autism rates have risen at the same steep incline as in the U.S., researchers have conducted studies with omega 3 fatty acids. They made an exciting breakthrough: Childhood autism may be associated with a deficiency of fatty acids, primarily omega 3 fats.
According to a study of autistic children, cell membranes in the blood of autistic children processed fatty acids at a much faster rate than other children. Brain cell membranes are largely made up of omega-3 and omega-6 fatty acids. Based on their discovery, researchers speculate fatty acid deficiency may be a partial trigger for autism. Omega-3 fatty acids appear to be very important in normal brain development and capability. These particular fatty acids are recognized as essential fatty acids that are vital to our health, but cannot be produced by the body.
These essential fatty acids appear to be particularly important for cognitive and behavioral function. In fact, infants who do not get enough omega-3 fatty acids from their mothers during pregnancy are at risk for developing vision difficulties, nerve problems, behavior problems, and ADHD.
Low levels of essential fatty acids in the general population are associated with a wide range of psychological disorders, including depression, post-partum depression, PMS bipolar (manic/depression) and Rett’s syndrome. Other less severe symptoms of omega-3 fatty acid deficiency include: extreme tiredness, poor memory, dry skin, heart problems, mood swings, and poor circulation.
Aggressive behaviors often associated with autism, and are theorized to have a relationship with omega-3 fatty acids. Studies have also found that children with autism have lower levels of omega 3 fatty acids than do typical children. In other research studies it’s been established that the use of essential fatty acids in children with autism significantly increases language and learning skills.
Since aggressive behavior often accompanies autism, omega- 3 fatty acids may be helpful in treating such behavioral difficulties. Another study showed that the use of fish oil supplements in children with autism increased red blood cell levels of omega-3 fatty acids while reducing omega-6s. These changes were accompanied by improvements in general health, cognitive skills, and sociability, as well as reductions in irritability, aggression, and hyperactivity, according to parental reports. Among children with developmental coordination disorder, which is common among people with autism, omega-3 supplementation improved reading, spelling and disruptive behaviors.
Scientific evidence suggests that imbalances or deficiencies of certain highly unsaturated fatty acids (HUFA) may contribute to a range of behavioral and learning difficulties including ADHD, dyslexia, dyspraxia, and autistic spectrum disorders. This could help to explain the strong familial associations between these conditions and their common overlap within the same individuals.
Omega-3 fatty acids--also known as polyunsaturated fatty acids (PUFAs), play a crucial role in brain function as well as normal growth and development.
There are three major types of omega 3 fatty acids that are ingested in foods and used by the body: alpha-linoleic acid (ALA), eicosapentaenoic acid (EPA), and
Docosahexaenoic acid (DHA). Two of the major omega 3 fatty acids are EPA and DHA. Once eaten, the body converts ALA to EPA and DHA. DHA is critical for early brain development, and EPA is useful for later development, cognition, and behavior.
It is important to maintain an appropriate balance of omega-3 and omega-6 (another essential fatty acid) in the diet, as these two substances work together to promote health. Omega-3 fatty acids help reduce inflammation, and most omega-6 fatty acids tend to promote inflammation.
The overall benefits suggest that creating a diet heavy in omega 3’s and including grass-fed meats, can lead to the reduction of the negative behaviors associated with autism. Further, there is no apparent harm associated with omega-3 supplementation. As with any form of supplementation, the decision to supplement the diet with more omega 3 fatty acids in children with autism should be made in along with a primary care provider.
Omega 3’s can be found in fatty wild-caught fish, such as salmon, tuna, and halibut, and in grass-fed beef. However, many fish are high in mercury and other toxins, especially the large predators (shark, swordfish, and tuna). One of the best solutions to this diet quandary is the inclusion of grass-fed meats in the diet. Grass-fed meats are high in omega 3 fatty acids, with none of the toxins that many fish may carry. Grass-fed beef, as opposed to grain-fed commercially raised beef, has a similar omega 3 fatty-acid profile as fatty fish, without the danger of toxins such as mercury and PCB’s. Grass-fed meat is a rich source of this healthy fat because the cattle spend their lives eating green forage plants that are naturally rich in omega-3s themselves. Just by eating their natural diet, the cattle absorb these valuable fats and then pass the nutrition on. The result is beef that has nearly 60% more omega-3s than beef from cows that have been raised on a feedlot grain-based diet.
Ongoing research will help to clarify the importance of this vital nutrient and autism. Although deficiencies of omega 3’s are common in dyslexia, dyspraxia, ADHD and autistic spectrum disorders, they are certainly not confined to individuals with these conditions. The standard American diet is sadly lacking in omega 3 fatty acids and everyone can benefit by including more omega 3-rich foods in their diet.
Catherine Ebeling is an RN, BSN and certified personal trainer, and has studied nutrition and health for the last 25 years. She has extensive knowledge in the areas of sports nutrition, celiac disease, and omega 3 fatty acids, and currently is a regular contributor to U.S. Wellness Meats bi-weekly newsletter. See www.USWellnessMeats.com for wholesome, organic grass fed meats and other nutritional products.
A Nutritional Perspective On Autism
By Bill Cohen
The Vitamin Connection
More than a millennium ago Hippocrates wrote, "Let food be your medicine, and your medicine be your food." The food we put in our body and the chemicals and additives that we ingest are a far cry from Hippocrates call to arms.
Diet and nutrition are aspects of health care that deserve more of our attention. Scientific research has continually demonstrated safe and productive ways to improve health and disease management through improved nutrition. When a person becomes ill, nutrition can often be as helpful as drugs in contributing to restored health. Drugs are mostly synthetic and are designed to treat disease symptoms and interfere with biological symptoms after the body’s natural defenses have failed. Food, on the other hand, provides natural raw materials that the body uses to perform the functions of health maintenance and restoration.
David Sandoval is the founder and president of PHP (Purium Health
Products) He is dedicated to shattering the walls that stand between disease and healing. He is an internationally recognized leader in natural health treatments, a formulator, researcher and educator.
Sandoval is the author of the Autism Battle Plan. He learned from some of the leading health researchers in the world and has traveled all over the world to get information that can impact some of the worst diseases of our time. This article is designed to inform those with loved ones who suffer from autism and to offer a nutritional map for them to follow.
I want to make it clear that we do understand that the underlying cause of autism is not known and that there can be many factors. We do, however, suggest looking at David’s nutritional battle plan to combat autism. Many causative factors of autism have been proposed which occur during pregnancy and infancy;
1. Phytate rich foods such as soy and grains
2. A severe imbalance of minerals
3.Fetal alcohol syndrome
4.Infant vaccination
5.A decrease in seotonin activity in the central nervous system
6. Food allergies
7.Yeast infections
8.A deficiency of digestive enzymes
9 Viral infections
10. Lead poisoning
11. Genetic predisposition to develop the disease
Here are some facts:
• In the last ten years autism has gone from 1 in 100,000 births, to 1 in 150.
• Autism is the most common developmental disorder in boys
• Only 1 in 20 kids show improvement by adulthood
• Currently the medical community offers no effective treatment for autism.
According to Sandoval, the following is a nutritional battle plan in which symptoms have been shown to significantly improve in as little as three weeks.
Acceptable proteins:
Salmon
Mackerel
Sardines
Catfish
Soaked almonds
Hemp protein
Fruit:
Coconut
Mango
Prune
Papaya
Grapefruit
Cranberries
Vegetables:
Broccoli
Carrots
Spinach
Onions
Cauliflower
Beets
Sweet potato
Butternut squash
Parsley
Fats:
Tropical oils
Butter
Grapeseed oil
Nutritional Supplements:
Master Amino Complex
Revive It All
Enzyme Advantage
Advanced Probiotic Blend
C From Nature
Apothe Cherry
40x Aloe Vera Concentrate
Cracked Cell Chlorella
Aside from good nutrition, craniosacral therapy is a treatment that manipulates the bones of the skull and the underlying membranes to alleviate pressure and restriction. It helps improve brain function, spinal cord range of motion and surrounding membranes as well as the bones of the skull. Behavior modification and counseling are also very important protocols to follow.
Our goal in this article has been to provide vital information which may not be commonly known. We have covered a lot of ground in this article in a relatively short time. I invite you to explore this area if you have a friend or loved one with autism. The program described here has been attested to be working all over America and to be changing lives.
We must remember Hippocrates' great call to use food as our medicine. The American diet is sadly lacking in essential nutrients that nourish mind and body and this is in addition to any toxins and poisons in vaccines or in our water and food supply.
We must be willing to think outside the box of conventional wisdom. We should not perish because of lack of knowledge. Let us open our minds to the possibility of change. And to change properly, we must have proper information. This is what we seek to provide at The Vitamin Connection (in addition to providing holistic treatments, natural vitamins and organic products) in far more detail than in one article and in a way that's tailored to your individual needs.
For more information please contact The Vitamin Connection at 561-361-7000 or email vitaminconnect@bellsouth.net.
Special Education 101
By Louis H. Geigerman, President
National ARD/IEP Advocates
In my last article for Autism Health and Wellness, I discussed the preparations needed for a high functioning student with autism to prepare for higher education. Today, we are going to work backwards, and discuss preparations for a student in the public schools.
A student with a diagnosis of an Autism Spectrum Disorder (ASD) may be entitled to services through their local public school district through the Individual’s with Disabilities Education Act aka IDEA. You notice that I intentionally used the phrase “may be entitled to”. IDEA states the number of qualifying conditions under the statute but also says that the condition must adversely affect a child’s educational performance. Therefore, eligibility is not necessarily an entitlement.
IDEA mandates that the school system assess students in all areas of suspected disabilities. For a student with an ASD, assessments should be performed in the following areas psychological, functional behavioral, functional social, speech and occupational therapy with an emphasis on fine motor, motor planning and sensory deficits After the assessments are completed, an IEP team meeting must be convened to review the findings. Should you disagree with the findings of an assessment performed by a district, you have the right to an independent educational evaluation, or “IEE,” by a professional that is not an employee of the district. The assessment must be performed in accordance with the local education agency’s criteria for qualifications.
IEEs effectively provide for the parent to receive a “second opinion” regarding their child’s abilities. This tool is quite probably one of the greatest weapons that a parent can use in their arsenal to get the help that their child needs. IEE requests are typically granted at the district administration level and not by IEP teams. Should you disagree with a district’s assessment it is not required that you tell the district why you disagree with their assessment as this could potentially hamper making a case later on in due process. When making the request to the school district for an IEE, the district can only make one of two responses, yes or no. If the answer is no, the district must take you to due process. This should not deter you as the district will act as the petitioner and will have the burden of proof to demonstrate why their assessments are valid. So if they want to take you to hearing, say fine, make my day.
Finally, when granting you an IEE, the district likely will provide you with a list of evaluators supposedly able to conduct the assessments. As a parent, you do not have to use the evaluators on their list. They are on the list for a reason and you are unlikely to obtain a truly objective assessment. A better way is to select your own evaluator that you think will be independent. When you have selected the IEE provider, be certain to chat with the provider prior to the appointment and ask them point blank that if the dispute with the district ends up in due process will the provider agree to defend their findings in a hearing? If they say so, then find another provider. Once the IEE is completed, an IEP team meeting should be scheduled to review the recommendations. Remember, all an IEP team is required to do when reviewing an assessment is to consider it. Consideration means that a discussion should ensue. If they merely read over it in the meeting and do not discuss it, that is not consideration. If the IEP team declines to adopt the assessment, demand that the district provide you with their reasons in writing through “Prior Written Notice of Refusal.” In effect, this will box in their arguments for due process.
While I am on the subject of the IEP team meeting, it is vital for you to listen and ask questions of the participants in the meeting. If you feel that they are speaking in jargon, don’t be bashful; ask them to explain what they said. Also, it is vital that you make certain that the salient points that are discussed in the meeting are reflected in the minutes. Make certain that they are reread before ending the meeting correcting all inaccurate statements. Finally, always audio record your meetings and let them know prior to the meeting that you will be recording it.
To prepare for the meeting, I would obtain a current copy of all of your child’s school records.
You are entitled to copy any document that has you or your child’s name on it that is maintained by the district as per the Family Educational Rights Act (FERPA). You need to make the request in writing to the school district for this information. The district technically has 45 calendar days to produce the records unless the information is to be used for an IEP team meeting. In that event the information is to be used in preparation for an IEP team meeting then a shorter time line is warranted so that you can be an equal participant in the proceedings. Additionally, I would request that the district provide you with all documents that will be discussed at the IEP team meeting including new assessments, progress reports, and present levels of academic and functional performance, draft IEP’S and proposed placements. The better prepared that you are, the more likely you will have a better result in the meeting.
A couple of final points for you as you prepare for your IEP team meeting. One, do not take a bad attitude into the meeting. Listen and consider all points of view. It is important that you come off as someone that is thoughtful and considerate of others. Two, educate yourself on the requirements regarding the IDEA. Thirdly, consider hiring a professional advocate to take with you to the meeting. A knowledgeable advocate can guide you through the process and make it lot less painful. For a list advocates in your area check outhttp://www.yellowpagesforkids.com/help/legal.advocacy.htm orhttp://www.copaa.net/find/
Louis H. Geigerman, President
National ARD/IEP Advocates
www.narda.org Email: louis@narda.org
National ARD/IEP Advocates
In my last article for Autism Health and Wellness, I discussed the preparations needed for a high functioning student with autism to prepare for higher education. Today, we are going to work backwards, and discuss preparations for a student in the public schools.
A student with a diagnosis of an Autism Spectrum Disorder (ASD) may be entitled to services through their local public school district through the Individual’s with Disabilities Education Act aka IDEA. You notice that I intentionally used the phrase “may be entitled to”. IDEA states the number of qualifying conditions under the statute but also says that the condition must adversely affect a child’s educational performance. Therefore, eligibility is not necessarily an entitlement.
IDEA mandates that the school system assess students in all areas of suspected disabilities. For a student with an ASD, assessments should be performed in the following areas psychological, functional behavioral, functional social, speech and occupational therapy with an emphasis on fine motor, motor planning and sensory deficits After the assessments are completed, an IEP team meeting must be convened to review the findings. Should you disagree with the findings of an assessment performed by a district, you have the right to an independent educational evaluation, or “IEE,” by a professional that is not an employee of the district. The assessment must be performed in accordance with the local education agency’s criteria for qualifications.
IEEs effectively provide for the parent to receive a “second opinion” regarding their child’s abilities. This tool is quite probably one of the greatest weapons that a parent can use in their arsenal to get the help that their child needs. IEE requests are typically granted at the district administration level and not by IEP teams. Should you disagree with a district’s assessment it is not required that you tell the district why you disagree with their assessment as this could potentially hamper making a case later on in due process. When making the request to the school district for an IEE, the district can only make one of two responses, yes or no. If the answer is no, the district must take you to due process. This should not deter you as the district will act as the petitioner and will have the burden of proof to demonstrate why their assessments are valid. So if they want to take you to hearing, say fine, make my day.
Finally, when granting you an IEE, the district likely will provide you with a list of evaluators supposedly able to conduct the assessments. As a parent, you do not have to use the evaluators on their list. They are on the list for a reason and you are unlikely to obtain a truly objective assessment. A better way is to select your own evaluator that you think will be independent. When you have selected the IEE provider, be certain to chat with the provider prior to the appointment and ask them point blank that if the dispute with the district ends up in due process will the provider agree to defend their findings in a hearing? If they say so, then find another provider. Once the IEE is completed, an IEP team meeting should be scheduled to review the recommendations. Remember, all an IEP team is required to do when reviewing an assessment is to consider it. Consideration means that a discussion should ensue. If they merely read over it in the meeting and do not discuss it, that is not consideration. If the IEP team declines to adopt the assessment, demand that the district provide you with their reasons in writing through “Prior Written Notice of Refusal.” In effect, this will box in their arguments for due process.
While I am on the subject of the IEP team meeting, it is vital for you to listen and ask questions of the participants in the meeting. If you feel that they are speaking in jargon, don’t be bashful; ask them to explain what they said. Also, it is vital that you make certain that the salient points that are discussed in the meeting are reflected in the minutes. Make certain that they are reread before ending the meeting correcting all inaccurate statements. Finally, always audio record your meetings and let them know prior to the meeting that you will be recording it.
To prepare for the meeting, I would obtain a current copy of all of your child’s school records.
You are entitled to copy any document that has you or your child’s name on it that is maintained by the district as per the Family Educational Rights Act (FERPA). You need to make the request in writing to the school district for this information. The district technically has 45 calendar days to produce the records unless the information is to be used for an IEP team meeting. In that event the information is to be used in preparation for an IEP team meeting then a shorter time line is warranted so that you can be an equal participant in the proceedings. Additionally, I would request that the district provide you with all documents that will be discussed at the IEP team meeting including new assessments, progress reports, and present levels of academic and functional performance, draft IEP’S and proposed placements. The better prepared that you are, the more likely you will have a better result in the meeting.
A couple of final points for you as you prepare for your IEP team meeting. One, do not take a bad attitude into the meeting. Listen and consider all points of view. It is important that you come off as someone that is thoughtful and considerate of others. Two, educate yourself on the requirements regarding the IDEA. Thirdly, consider hiring a professional advocate to take with you to the meeting. A knowledgeable advocate can guide you through the process and make it lot less painful. For a list advocates in your area check outhttp://www.yellowpagesforkids.com/help/legal.advocacy.htm orhttp://www.copaa.net/find/
Louis H. Geigerman, President
National ARD/IEP Advocates
www.narda.org Email: louis@narda.org
Infertility & Reproductive Medicine Of South Broward
In today’s society, many couples try repeatedly to conceive a child without success. The office of Dr. Kenneth Gelman, Infertility and Reproductive Medicine of South Broward located in Cooper City is here to help.
Dr. Gelman specializes in reproductive endocrinology and infertility for both men and women. His practice offers professional evaluation and treatment for a variety of reproductive disorders. He performs general fertility evaluation, ultrasound, semen analysis, ovulation induction, artificial insemination, and invitro-fertilitzation. The doctor also treats polycystic ovarian syndrome, recurrent pregnancy loss and more.
Dr. Kenneth Gelman is board certified Endocrinologist and infertility specialist. We offer personalized care with state of the art ultrasound and laboratory testing.
Infertility and Reproductive Medicine of South Broward accepts most insurance plans and help patients manage the cost of their infertility treatments. Call today at (954) 432-2228 and let
Dr. Gelman be a part of your journey to parenthood.
www.infertilitybroward.com
9900 Stirling Road #300
Cooper City, Fla. 33024
Dr. Gelman specializes in reproductive endocrinology and infertility for both men and women. His practice offers professional evaluation and treatment for a variety of reproductive disorders. He performs general fertility evaluation, ultrasound, semen analysis, ovulation induction, artificial insemination, and invitro-fertilitzation. The doctor also treats polycystic ovarian syndrome, recurrent pregnancy loss and more.
Dr. Kenneth Gelman is board certified Endocrinologist and infertility specialist. We offer personalized care with state of the art ultrasound and laboratory testing.
Infertility and Reproductive Medicine of South Broward accepts most insurance plans and help patients manage the cost of their infertility treatments. Call today at (954) 432-2228 and let
Dr. Gelman be a part of your journey to parenthood.
www.infertilitybroward.com
9900 Stirling Road #300
Cooper City, Fla. 33024
Parents and Children Celebrating Summer Together
By Christina Wallerstein
PlayWorks.net
As summer comes, let's resolve to celebrate the season by slowing down and savoring what makes summer the season we dream about all winter.
Outdoor activities are a hallmark of summer, and children and adults alike delight in getting out of the house and into the sunshine. What better time for families to play and learn together?
Plant annuals, then cut flowers to bring indoors. What says summer better than vibrant marigolds, sunflowers, and zinnias? Each comes in a variety of sizes, heights, and colors. If space is limited, plant a color pot of your favorites.
This will entail a trip to a nursery. Allow time to wander among the plants, learning the names of plants you like. Take snapshots of favorite flowers as well as pics documenting how your garden grew and plan on recalling your summer gardening adventure by making a one-of-a-kind scrapbook once cooler weather forces you inside again.
Children too young to print can dictate commentary; anyone who likes to draw can add garden inspired drawings.
Favorite blossoms can be laid between sheets of parchment paper and pressed between the pages of a thick book for a "straight from our garden" treasure.
Grow vegetables. Harvest and delight in the flavor of homegrown tomatoes, even if your garden is a pot on a patio. Check out square foot gardening, lasagna gardening and vertical gardening techniques for easy and bountiful harvests. One family nearby has successfully turned their urban parkway into an amazing intensive garden with a wide variety of vegetables, including corn and pumpkins, as well as giant sunflowers. I delight in walking by and watching their garden grow.
Visit your local farmers' market and breathe in the fragrance of locally grown fruit ripe from the tree. Most farmers offer samples, allowing shoppers to savor the flavors before choosing their favorites to take home.
Studies show that children who participate in the growing of food gain an appreciation of where the food they eat comes from and are more willing to eat healthy foods. Meeting farmers and sampling their produce can spark an interest in fresh food and lead to more adventurous eating. Consider inviting your child(ren) to select ingredients for a simple meal that family members prepare and enjoy together.
Lie on the grass and watch clouds float overhead...Search for a four leaf clover...
Make daisy chains and clover necklaces...Watch butterflies flit among flowers...Chase fireflies...Run through sprinklers on a hot summer's day...
Take a walk in the rain. Just the thought of that makes me envious, living as I do where summer is the dry season.
Mix up a solution of 12 cups of water, 3 cups of liquid detergent, and 3/4 cup of corn syrup, and blow bubbles. Look around for everyday objects suitable for bubble making. Here's one idea: those green square plastic baskets from the produce section of the supermarket.
Play hide and seek...Run in a sack race...Jump rope...Shoot marbles...Throw jacks, then unwind and sip ice cold lemonade...Make popsicles from fruit juice and ice cream from your favorite summer fruits...Laze away an afternoon with a good book, ideally in a rocker on a porch with an iced tea by your side, if you're lucky enough to have a porch...Take a nap in a hammock under a shade tree, if you get the chance.
Play games outdoors on a picnic table. My favorite is Think-ets, a game of tiny treasures stored in a small cloth drawstring bag. Just naming and talking about each one is fun, but that's just the beginning. Soon you'll be choosing favorites, alphabetizing, discussing similarities and differences, and playing memory games, as one trinket goes missing or another gets added or one shifts position, all while eyes are closed. No peeking allowed. Think-ets inspire creative imagination and storytelling and tuck easily in a pocket for take anywhere fun. [You can find these at playworks.net].
At Playworks, we prefer cooperative games, believing that learning to work together cooperatively beats competition when family and friends come together to play.
I recently discovered Family Pastimes, a family owned and operated company in Canada that specializes in such games. We're adding their best children's games to our website, www.playworks.net, and invite you to see for yourself what sets these games apart. I can tell you that any board game that can be played repeatedly and enjoyably by children and adults alike is a treasure. I recommend Max for starters. It's fun for all and provides ample opportunities for learning, thinking, and problem solving.
Whatever else you decide to do this summer, spend time with family and friends, sharing simple meals and making memories. Breathe deeply, smell the roses, jasmine, honeysuckle, or whatever fragrant plants grow where you live, and celebrate summer. It will be gone all too soon.
PlayWorks.net offers one of the most extensive arrays of therapeutic toys anywhere, specializing in toys kids with autism as well as for all kids in general.
PlayWorks.net
As summer comes, let's resolve to celebrate the season by slowing down and savoring what makes summer the season we dream about all winter.
Outdoor activities are a hallmark of summer, and children and adults alike delight in getting out of the house and into the sunshine. What better time for families to play and learn together?
Plant annuals, then cut flowers to bring indoors. What says summer better than vibrant marigolds, sunflowers, and zinnias? Each comes in a variety of sizes, heights, and colors. If space is limited, plant a color pot of your favorites.
This will entail a trip to a nursery. Allow time to wander among the plants, learning the names of plants you like. Take snapshots of favorite flowers as well as pics documenting how your garden grew and plan on recalling your summer gardening adventure by making a one-of-a-kind scrapbook once cooler weather forces you inside again.
Children too young to print can dictate commentary; anyone who likes to draw can add garden inspired drawings.
Favorite blossoms can be laid between sheets of parchment paper and pressed between the pages of a thick book for a "straight from our garden" treasure.
Grow vegetables. Harvest and delight in the flavor of homegrown tomatoes, even if your garden is a pot on a patio. Check out square foot gardening, lasagna gardening and vertical gardening techniques for easy and bountiful harvests. One family nearby has successfully turned their urban parkway into an amazing intensive garden with a wide variety of vegetables, including corn and pumpkins, as well as giant sunflowers. I delight in walking by and watching their garden grow.
Visit your local farmers' market and breathe in the fragrance of locally grown fruit ripe from the tree. Most farmers offer samples, allowing shoppers to savor the flavors before choosing their favorites to take home.
Studies show that children who participate in the growing of food gain an appreciation of where the food they eat comes from and are more willing to eat healthy foods. Meeting farmers and sampling their produce can spark an interest in fresh food and lead to more adventurous eating. Consider inviting your child(ren) to select ingredients for a simple meal that family members prepare and enjoy together.
Lie on the grass and watch clouds float overhead...Search for a four leaf clover...
Make daisy chains and clover necklaces...Watch butterflies flit among flowers...Chase fireflies...Run through sprinklers on a hot summer's day...
Take a walk in the rain. Just the thought of that makes me envious, living as I do where summer is the dry season.
Mix up a solution of 12 cups of water, 3 cups of liquid detergent, and 3/4 cup of corn syrup, and blow bubbles. Look around for everyday objects suitable for bubble making. Here's one idea: those green square plastic baskets from the produce section of the supermarket.
Play hide and seek...Run in a sack race...Jump rope...Shoot marbles...Throw jacks, then unwind and sip ice cold lemonade...Make popsicles from fruit juice and ice cream from your favorite summer fruits...Laze away an afternoon with a good book, ideally in a rocker on a porch with an iced tea by your side, if you're lucky enough to have a porch...Take a nap in a hammock under a shade tree, if you get the chance.
Play games outdoors on a picnic table. My favorite is Think-ets, a game of tiny treasures stored in a small cloth drawstring bag. Just naming and talking about each one is fun, but that's just the beginning. Soon you'll be choosing favorites, alphabetizing, discussing similarities and differences, and playing memory games, as one trinket goes missing or another gets added or one shifts position, all while eyes are closed. No peeking allowed. Think-ets inspire creative imagination and storytelling and tuck easily in a pocket for take anywhere fun. [You can find these at playworks.net].
At Playworks, we prefer cooperative games, believing that learning to work together cooperatively beats competition when family and friends come together to play.
I recently discovered Family Pastimes, a family owned and operated company in Canada that specializes in such games. We're adding their best children's games to our website, www.playworks.net, and invite you to see for yourself what sets these games apart. I can tell you that any board game that can be played repeatedly and enjoyably by children and adults alike is a treasure. I recommend Max for starters. It's fun for all and provides ample opportunities for learning, thinking, and problem solving.
Whatever else you decide to do this summer, spend time with family and friends, sharing simple meals and making memories. Breathe deeply, smell the roses, jasmine, honeysuckle, or whatever fragrant plants grow where you live, and celebrate summer. It will be gone all too soon.
PlayWorks.net offers one of the most extensive arrays of therapeutic toys anywhere, specializing in toys kids with autism as well as for all kids in general.
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