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2012年9月11日星期二

Forget Work Life Balance - The New Paradigm Is Work Life Integration

Meet the average business executive today and within minutes the conversation turns to the work life balance debate, especially if these people happen to be working mums. As our world continues to accelerate at a ridiculous pace this issue will only get stronger prompting tough questions for each of us. Companies have responded to this issue by investing millions in flexible working, on site gyms and counselling services, but, is this enough and is the attainment of work life balance really possible?

Let's start with a simple explanation of what it is.

It's not about spending equal proportions of time at work and at home.

It is not a standardised concept for all as each individual will vary with how they strike the right balance in life.

It will vary over your life time period as your needs change.

It is the correct prioritisation of one's work and one's life which encompasses all aspects, health and well being, spirituality, relationships, personal growth and development.

So work life balance is based around personal choice which comes from our values and belief systems.

Life balance is exceptionally important if we want to have a healthy life force to achieve our goals and deepest desires. As humans it is within our nature to want to keep evolving and growing so we are always a work in progress. We each need challenges to stretch our capabilities and to bring depth and meaning to our lives. We are three dimensional with a body, mind and spirit each needing to be expressed and fulfilled.

Take a look at any person who is challenging themselves and developing as a result and you will witness happiness. This is energy in motion. Contrast that with falling out of balance and then you fall out of love with life, become stuck and start to tread water.?

When we become stressed through over work then typically we get tired, withdrawn and heavy, often paranoid with low concentration focus and poor memory. Our sleep patterns become erratic and we fall into bad habits with our diet and addictive practises to anesthetise ourselves from the discomfort and pain. In essence this is energy deletion affecting our mental, emotional and spiritual well being.

When we fall out of balance we're not able to sufficiently top up the energy tank so we're running on empty. Keep going in this direction then eventually we hit burnout or crisis point because the body has literally gone into survival mode. The chemicals are pumped around the body release tension, neurosis, dark moods often leading to severe depression and if ignored this dis-harmony will eventually show up in the body as dis-ease.

It is easy to fall out of balance in a world where the pace of change is accelerating and the information overload intensity appears to push us down the road of multi-tasking. The automatic response by the majority is extending the traditional working day and week. This is hardly realistic as a solution. In this environment it is hard to navigate our way through sensory overload and cultivate resilience, foster creativity and avoid procrastination so we can thrive and remain productive. Additionally, if we ignore our true natures and values and always put others first eventually this will drain us and cause ill feeling and resentment. We literally repress emotions and energy becomes blocked.

Whilst it is possible to practice work life balance for a period it is much harder to maintain for consistent lengths of time. We have a tendency to throw ourselves into one or two critical goals so we can master them. As a society we've become impatient and want instant results from wealth to health and relationship bliss. This in itself is unnatural and unrealistic. The pressure to be successful, beautiful, slim and healthy gives rise to constant comparisons and feelings that throw us off balance.

A minority of individuals are now choosing to move in a different direction to mainstream society. They are looking for a better way and have learned that less is more in every sense of the word.

When we slow down we can begin to reflect upon our true natures and desires and tap into our real purpose and unlimited potential. As we begin to discover what's important to us at a values level then we begin to adopt the right habits and become that change in action. Self understanding combined with purposeful passionate work brings the much needed clarity and creativity to break away from the insane practices of the majority aiding well being, personal growth, spiritual connection and mental alertness. We literally begin to acknowledge that success can be possible with greater ease and flow.

This is what work life integration is all about. Our work becomes an extension of all of who we are and we decide what we want based around deep seated values that drive behaviour and action. Our life goals of contribution and service as well as personal desires such as freedom, creative expression, play and fulfilment are fundamental to the work we decide upon. In this sense we're balanced and fully aligned, enabling our energy to work for us and attract what we need at the right time. We work smarter not harder and begin to appreciate we need other stimulus than work to come fully alive.

Having discovered work life integration you'll never want to go back to trying to balance work with life. We literally fall back in love with our lives and I can't think of a better reason than this to adopt it.

Kath Roberts is a life and business coach, blogger/rebel and coaches midlifers on how to turn misfortune into opportunity, find their voice and convert their experience, talents and passions into profit. She can help you work out how to change your life and is also on hand to provide marketing tips for starting an online business

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2012年9月2日星期日

Diagnosing Autism and the Differences With Sensory Integration Disorder

When it comes to diagnosing autism, there are many different factors that need to be considered. This is because the autism spectrum disorders have such a vast range of potential symptoms and no two cases are alike. Therefore, it is very easy to mistake autism for another condition. Among the most common mistakes when diagnosing autism is not understanding the difference between being on the spectrum, and sensory integration disorder.

This leads to the question of whether autism spectrum disorder and sensory integration disorder (also known as sensory processing disorder) are the same condition, or at the very least if they are related. Does one exclude the other? To begin, they are considered to be completely separate disorders, but to further understand them, Dr. Lucy Jane Miller performed a study "Quantitative psychophysiologic evaluation of Sensory Processing in children with autistic spectrum disorders", involving 40 high functioning autism or Aspergers Syndrome children who were tested for sensory integration disorder.

Dr Miller's results showed 78 percent of the participating children also displayed notable signs of sensory integration disorder. While, 22 percent of the participants did not show signs. However, a secondary study by the same researchers, "Relations among subtypes of Sensory Modulation Dysfunction" looked into children diagnosed with sensory integration disorder and tested them to see how many also had autism. Within that experiment, zero percent of the participants had autism. The reason that this is interesting is that while children with autism can exist without having sensory integration disorder, the majority show signs of the condition. On the other hand, there is no inclination toward autism in children who have only sensory integration disorder.

Children with both disorders demonstrate challenges with high-level tasks that involve the integration of different areas of the brain. This can include emotional regulation as well as complex sensory functions. However, the key to diagnosing autism as opposed to sensory integration disorder usually lies in the fact that autistic children experience greater problems in the areas of language, empathy, and social skills. Sensory integration disorder children do not experience the same connective breakdowns for controlling emotional empathy and social interaction.

In both disorders, children experience difficulties in tasks that require their brains to make long-distance connections, for example, between the frontal lobes (which coordinate the activities of the brain) and with the cerebellum (which regulates the perceptions and responses within the brain).

If you think that your child may have one or both of these disorders, it is important to speak to your child's pediatrician for autism diagnosing or identification of sensory integration disorder on its own or in combination with autism. If autism or autism alongside sensory integration disorder is the diagnosis, then you will be able to begin talking about the possible treatments available. These treatments can include various medications as well as alternative therapies and may overlap in terms of addressing aspects of both conditions simultaneously. For example many children with autism benefit from sensory integration therapies that also work well for children with sensory integration disorder.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out how to go about diagnosing autism and for information on autism characteristics please visit The Essential Guide To Autism.

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Autism Sensory Integration - Where Do Parents Start?

Unfortunately in this day and age there are still people who do not see Sensory Integration as a treatment therapy for children with Autism. Unfortunately many people do not see it as a therapy in its own right.

It is a therapy so intense that is can be puzzling and daunting to people. It is also a therapy so simple with gains that are so important and significant. Whether working with a child who is over sensitive or under sensitive there is help to be had.

The first thing for a parent to think about when considering Sensory Integration is being able to suspend their thoughts and feelings. They have to be able to do that to acquire the empathy of thought and feeling needed to figure out what to do to help their child.

If a child is screaming because they are over sensitive to their environment they will not be able to learn. If a child is so under stimulated that they can not work up the energy to engage they will not be able to learn.

Parents can help a child with Autism that has these characteristics. There are several areas associated with Sensory Integration. These areas are oral, tactile, aural, visual, and proprioceptive. Another way to say this is mouthing, touching, hearing, seeing, and being able to tell where your body is in relation to people and things.

Early consistent speech therapy is critical to a child with Autism. Some children with and without Autism may not need speech therapy or as much speech therapy if they get it early. The same theory works with Sensory Integration.

Early consistent Sensory Integration in all areas may help a child to the extent is may not be needed or needed to that level later. It is not voodoo or magic. It is a consistent application of techniques that work.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.

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2012年9月1日星期六

Sensory Integration Dysfunction - What Is It, Diagnosis, And Treatment

Is your child with autism over responsive to sensation which shows by withdrawing from touch, or getting upset by loud noises? Or is your child under responsive to sensations which shows by hyperactivity, unawareness of touch or pain, and likes loud sounds? Your child may have sensory integration dysfunction, which could be affecting their education and life. This article will discuss what sensory integration disorder is, and also about diagnosis.

Sensory integration refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), interpret that information, and respond to it. Sensory Integration Dysfunction (SID) is the inability of the brain, to correctly process information brought in by the senses. People with SID may misinterpret everyday sensory information such as touch, sound and movement.

Below are a few symptoms of SID:

1. Loves to spin, swing, jump-this may calm them down,

2.Complains that some clothing feels scratchy, or doesn't like tags,

3. Picky eaters-doesn't like how some foods feel in their mouth,

4.Over sensitive to smells or sounds-may sniff people or food-will frequently cover ears to sounds,

5. May have high pain tolerance,

6. Can be impulsive or distractible.

The Star Center puts out a checklist for Sensory Integration Dysfunction. The Star Center calls it Sensory Processing Disorder (SPD). Below are a few items on the checklist:

1. Difficulty eating,

2.Resists cuddling or holding,

3.Easily startled,

4.Over sensitive to stimulation,

5.Difficulty learning new motor tasks,

6.Constant movement,

7.Overreacts to touch noise or smell,

8.Appears clumsy and stumbles a lot, and

9.Avoids visually stimulating environments.

SID could be affecting your child in many different ways. There are two separate types of SID: Sensory Avoiding and Sensory Seeking. Children with sensory avoiding do not like to be touched or cuddled, they are fearful of fast movement, are cautious and unwilling to take risks or try new things, are very pick eaters and do not like to be in loud or busy environments. Children with sensory seeking can have hyperactivity, unawareness of touch or pain, take part in unsafe activities, enjoy sounds that are too loud.

Children with Sensory Integration Dysfunction may also have motor skill problems. These children may have: 1.Poor fine motor skills, 2.Poor gross motor skills, 3.Difficulty imitating movements, 4.Trouble with balance, and 5.A preference for seating activities, such as video games.

To determine if your child has SID, they should be evaluation by a SIPT qualified occupational therapist (OT). Many school districts hire occupational therapists, but may not be SIPT qualified, and therefore not qualified to test in this area. You may need to advocate for your child to have them tested by a SIPT qualified OT.

Treatment for SID is occupational therapy, by a qualified therapist. Check with your school district to see if there OT has experience with Sensory Integration Disorder. If they do not, consider getting an Independent Educational Evaluation (IEE) with a SIPT qualified OT. Make sure that the evaluator makes specific recommendations on amount of therapy needed, goals and objectives.

By understanding what Sensory Integration Dysfunction is, how it is diagnosed and treated you may help your child. SID can negatively affect your child's life, but with proper treatment you child can reach their potential.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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Autism Sensory Integration - Parents Need Quick Tools to Reduce Sensory Overload

Many times there are quick fixes to sensory overload for people with Autism. Quick fixes are little things that can be done or little tools that we can carry in a purse or car. Because little things can build up and turn into a melt down it is so much easier to deal with issues while they are little.

One of the things my children used to complain about was the tags in their clothes. When I had little understanding of Autism I thought my child needed to just get over it. Then that and other things would lead to overload. Now I know to take care of the tags early on.

Of course thank goodness for the brands that have gone to stamps instead of tags. It takes a little more effort to find those brands for the adult woman with Autism but is well worth the effort. One little tool that proved invaluable was a set of ear plugs. The inexpensive ones worked the majority of the time. The idea was to muffle the noise. I carried those in my bag and my car for years.

We also had a relatively inexpensive head phone. The ones you see specifically for children with Autism are usually very expensive. Parents can pick up one of these head phones at a sporting goods store. People who shoot guns use them. Although they are cheaper they are of a quality equal to the disability specific head phone.

My child did not tolerate them on her head very well. Although these headphones were kept in the car we only used them when there was big noise that we could not escape. She was a little more cooperative then.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

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Autism Treatment for Kids - What Is Sensory Integration Therapy?

There are many different kinds of autism treatment for kids, but one that we will focus on here is sensory integration therapy.

Kids with autism have many sensory issues, but there is help available. Occupational therapists are able to use different methods of sensory integration therapy to try to address some of these problems.

Auditory Integration Therapy Helps Kids with Autism

If your kid is very sensitive to sounds and noise, therapists can do something called auditory integration therapy. Your kid listens to different tones and frequencies of music, using headphones. These tones are prepared specifically for your kid. Your brain needs to adjust itself to hear these tones, so in this way, this process can actually, over time, change the way the brain processes auditory information. As a result, this can make your kid less sensitive to auditory stimuli.

Wilbarger Deep Pressure technique

Many kids are sensitive to touch, and often have trouble with the feeling of clothing, or have similar tactile problems. These kids may do well with a technique called the Wilbarger Deep Pressure technique. Your kid's skin is brushed with a special brush, in a very specific way. This stimulates receptors and nerves in your body and brain and in time can help you tolerate the feeling of touch more. Please note that this should only be done with a professional who is trained in this technique.

There are also other methods of autism treatment for kids that would fall under the category of sensory integration therapy.

Some Kids are Under Stimulated While Others are Over Stimulated

Keep in mind that some kids are under receptive to sensory stimuli, and need to do activities such as balancing, spinning, running, rolling on a ball to get themselves "going" and start "feeling okay."

Other kids, however, are over sensitive to sensory information, and need to avoid it as much as possible. But no matter which is the case, there are activities, often referred to as a "sensory diet," that can help change the way your kid's brain processes sensory information. Activities that look like play, done with a competent therapist, can actually change the way your kid's brain works.

Sensory Diet

There are many other things, often referred to as a "sensory diet," that can help kids with sensory issues. Simply put, some kids are under receptive to sensory information, and need to engage in activities like spinning, balancing, running, rolling on a ball and so on to get themselves going and start "feeling okay." Others are too sensitive to this information and there are activities that can help re-engineer the brain so that they can process it better. Often something that looks like play can actually be changing the way a child's brain works.

Sensory integration therapy is an important autism treatment for kids.

And parents should learn as much as you can about sensory issues. Tips from other parents and professionals can be extremely helpful. A great site that has tips and suggestions for additional treatments is the AmericanAutismSociety.org. There you can sign up for their FREE newsletter with tips and info on autism.

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2012年8月31日星期五

Looking For Sensory Integration For Autism

For many children with autism sensory integration is an important tool. Parents can use sensory integration to enhance some of the skills they want their children to use. We will explore how a parent can locate professionals who are skilled in sensory integration.

Usually an Occupational Therapist (OT) is the person to look for when you are interested in sensory integration for your child with autism. One of the first places to look for someone knowledge about it would be the school system.

Of course you can get services through the school system. I am always looking for inexpensive ways to get the services that children with autism need.

One of the less known ideas is that many school system Occupational Therapists also have a private practice. You may be able to get more hands on this type of therapy in this manner.

Another way to find an Occupational Therapist that can do sensory integration is to look for Hippo therapy or Horse Riding Therapy. This type of therapy is widely considered sensory integration and even children with autism seem to love it. Something about the rhythm of the horse seems to calm our children down.

Do not be scared that your child might be afraid of the horse as the Occupational Therapists have specific training to do this kind of therapy. In my experience the OT was able to go very slowly if needed and still provide activities that helped my child

When looking for sensory integration you can also ask other parents. You may also want to spend time with the OT. Many of the activities an OT uses can be replicated when you are trying to get your child to focus. Of course you want to be taught by the OT exactly what they are doing and why to get the most benefit.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

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ADHD Natural Treatment - Sensory Integration

Did you know that hyperactivity, inattention, and impulsivity are not the only problems experienced by children with ADHD? These three symptoms are just the tip of the iceberg of a whole series of brain and bodily dysfunctions. Many children with ADHD also experience problems with sensory integration - the manner by which our brain sorts out the information received from the five senses. We understand the five senses as separate entities that give different kinds of information, but they actually work together to give us a comprehensive picture of the world we move in, the events happening around us, and our position in relation to our environment.

Children with ADHD often have problems with sensory integration, meaning that their brains confuse one kind of sensation for another, preventing the children from understand what is happening in their environment. When this happens, they seek out more of the sensation to try to understand it, or avoid the confusing sensation out of fear. If you look at the symptoms of sensory integration dysfunction, you'll notice that they are similar to those of ADHD:

Over-sensitivity to sensory stimuli like sight, sound, touch, or movement. When these children encounter unfamiliar sensations, they are either easily distracted (to explore the sensation further) or behave aggressively (out of fear or confusion).
Tendency to under-react to stimuli. Instead of avoiding unfamiliar stimuli, they seek out intense sensory experiences like spinning in circles or crashing into people. Children with this symptom are usually thought to be hyperactive.
Unusually low or high activity levels. They are either constantly on the go or easily tired.
Problems with motor coordination. They may have poor motor coordination and encounter difficulty learning tasks that require balance or other coordination skills.
Difficulty with daily tasks. Despite having average or above average intelligence, they may experience problems accomplishing mundane activities like tying shoelaces.

If your child experiences any of these problems along with the core symptoms of ADHD, he or she may benefit from sensory integration therapy. This natural, non-invasive treatment aims to correct abnormalities with sensory information processing so the child can perform daily tasks or encounter new stimuli without difficulty. During sensory integration therapy, a child will be placed in what looks like a normal playroom. With the help of a licensed therapist, the child will perform certain activities that combine sensory input and motion, like swinging in a hammock, balancing on a beam, or doing crafts that involve glue, sand, and other textures. The sensory integration sessions are based on these four principles:

a) Just Right Challenge - The child should be able to accomplish the tasks presented as play.

b) Adaptive Response - Using certain strategies, the child should learn to change his or her behavior in response to challenges.

c) Active Engagement - The child should show active participation and enthusiasm when performing the tasks.

d) Child Direction - The tasks and activities during the sessions should follow the child's preferences.

Consult a qualified occupational therapist for a thorough evaluation and ask their advice to see if sensory integration therapy is the right treatment for your child.

Dr. Yannick Pauli is an expert on natural approaches to ADHD and the author of the popular self-help home-program The Unritalin Solution. He is Director of the Centre Neurofit in Lausanne, Switzerland and has a passion taking care of children with ADHD. Click on the link for more great information about adhd natural treatments.

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Bean Bag Chairs for Autism Sensory Integration Therapy

Beanbag chairs have been a casual alternative for comfortable, stylish seating since the 1960s. They come in different sizes and colors, and sometimes different shapes, too, so that they mold themselves to whatever shape you sit in for maximum comfort. For many years, furniture manufacturers made bean bag chairs with small polystyrene beads, but because they posed a choking hazard for young children, manufacturers now make bean bag chairs with shredded polyurethane, the same material that lines car cushions. As a result, bean bag chairs are more comfortable than ever, and with a growing array of fabrics and materials for colors, they've experienced something of a resurgence as a viable choice for informal interior decor. However, bag chairs aren't just stylish and comfortable. Many therapists use them in different ways to help people on the autism spectrum cope with sensory processing issues.

Many individuals affected by autism have neurological issues that affect their ability to process and organize sensory information. They may experience delays in acknowledging what they see, hear or feel, or they may feel sensory input more or less intensely than neurotypical people. This can be very unsettling, and may trigger upset, restlessness and even anxiety in an autistic person. Bean bags are a safe, gentle way to help a person with autism organize their sensory input and have a greater awareness of their bodies in their immediate surroundings. Many physical therapists use beanbag chairs as part of a comprehensive treatment plan for sensory integration issues in autistic kids.

As seating, beanbag chairs provide immediate sensory feedback to the child about every subtle shift in his movements. The child can feel the countless small pieces of shredded polyurethane adjusting beneath the chair's cover. This can also help a child learn more about his body's responses and how to better monitor what feels comfortable to him and what doesn't. Learning to pay attention to his body's sensory cues is an important part of helping a child cope with sensory processing issues. Children can easily take bean bag chairs with them in a therapy session, if a session of therapeutic services require the child to move from room to room.

Many kids on the autism spectrum who also struggle with sensory processing difficulties benefit from deep sensory pressure massage and feeling weighted objects around their torsos. Bean bag chairs are an inexpensive option for providing this purpose. Placing a child on a beanbag, and then placing a second bean bag over the child's torso is a safe method to provide some weighted pressure evenly distributed across the torso. Many autistic kids find this extremely relaxing and comforting.

Bean bag chairs are a safe, gentle option for physical therapy that must involve gentle weight-lifting to improve coordination and muscle tone, both common problems for young children on the spectrum. Children can lift the chairs easily with little coordination necessary, and a dropped bean bag chair, unlike a traditional weight set, won't cause any injury or damage.

With the many features and benefits of bean chairs, buying one which provides the comfort and affordability necessary to meet your needs is crucial. Comfy Sacks has bean bags in a wide variety of sizes and colors. Instead of being filled with beans, they are filled with a proprietary blend of shredded polyurethane foam. This guarantees that it will be soft, and durable for years to come.

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2012年8月30日星期四

Advice For Parents of Children With Sensory Integration Disorder

Some children can overreact when exposed to too much environmental stimuli. This disorder involving the senses is called sensory integration disorder. If your child has difficulty in high stimulation situations and has a high level of anxiety or stress he may be suffering from this disorder. Sensory integration disorder can effect your child's learning development and behavior. It also causes difficulties with processing information from the five classic senses, the sense of movement , and/or the positional sense (proprioception).

This condition is usually diagnosed by an occupational therapist. There is no known cure but many treatments are available. One common sensitivity is to the sense of touch. If your child shows signs of sensitivity to his sense of touch here are some things you can do to make life a little easier for both of you.

1. Choose the fabric for your child's clothing carefully.

Children with SID will find fabrics like wool too scratchy and irritating. Purchase 100% cotton fabrics instead.

2. Be careful when choosing the style of your child's clothing.

Remove any irritating tags on the collar and look for loose fitting clothes.

3. Choose grooming products wisely.

Don't purchase soaps or shampoos with extra additives or dyes. These may be irritating and harsh to your child.

Disorders that may be related to SID

Autism spectrum disorders

Attention-Deficit/Hyperactivity Disorder (ADHD)

Temper Tantrums

Don't worry this disorder is more common than you might think. It's okay. With the right treatment and attention your child will be able to manage herself with this disorder and life can be more peaceful at home.

Ms. Talbert is a mother of three and editor of Healthy Moms - Parenting, Pregnancy, Health and Women's Issues.

She lives in Sacramento, CA with her family.

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Educating Your Child's Teachers When He Has Sensory Integration Disorder

My 5 year old child Jeremy was diagnosed with Sensory Integration Disorder this year. Learning to deal with a child with SID has been a challenge. Even more challenging has been teaching his teachers how to work with Jeremy and getting us both to the point where we were bound and determined to help this child who was clearly different. It has been somewhat of a struggle at times, but over the months we've developed into a team. One who works with Jeremy during the day, and me, the mom who parents him in the afternoons, evenings and on the weekends. Now, we share our discoveries with each other. But it wasn't always that way.

We discovered that he might have this disorder one night last summer while going out with some friends to dinner. The lady we dined with is a children's occupational therapist and listened to me and my husband discuss our child and how challenging he is.

She listened intently and didn't make a diagnosis but encouraged us to buy the book "The Out of Sync Child". Even though my husband was clearly skeptical, he went home that night and bought the book on line.

Our lives have been different ever since.

We started reading about SID and realized that we weren't alone. There are literally thousands of other parents who were also suffering without the knowledge or the support like we were. We knew we had a child who was challenging. We just didn't know that it wasn't a personality problem. What we learned, was that it was a difference in the way his brain operated.

There was about a 6 week gap in between the time where we self diagnosed Jeremy because of the book and getting the real evaluation. I would have had him diagnosed the next day but there are so few resources and we had to wait until an opening occurred and we could get into see the Occupational Therapists. During that time, Jeremy was getting in trouble at school every day and I was receiving bad notes home regarding Jeremy.

The notes mostly were about his lack of attention, focus and his constant talking. He was punished daily because he couldn't finish his work on time and was forced to sit out for 10 minutes during the 15-20 minute recess. Many days he was taken out of recess for the whole time and forced to sit on the sidelines while the other kids played or had to sit at a table to finish his work.

Other punishments have been that they took away his crayons for months on end because he broke 2 crayons. He's been sent to the principal's office several times for acting up and many days Jeremy was physically restrained when he had complete melt downs when either Mommy or Daddy left him behind.

Over the past several months we've gotten the diagnosis and have entered occupational therapy once a week. We've noticed remarkable changes in our son, but still know we have a long way to go. One of the hardest things is to know whether the problems are because of discipline, or SID. After reading, speaking with other parents and trying different therapies, I've gotten better at solving the problems.

When dealing with the teachers, I have never taken a "me versus you" approach. I have written notes to the teacher several times a week explaining what I do at home to correct a problem. I threw a complete and nasty fit I must admit when I discovered quite by accident that Jeremy was taken out of recess every day for bad behavior. Activity, running and jumping is the ONE thing that should NEVER be taken away from a kid with SIDS. It's a complete set up for failure. I marched right to the principals office and got a meeting.

Since then, we've scheduled regular meetings to discuss Jeremy and his progress. Our principal saw how completely frustrated, fried and upset I was over the whole thing. She had great wisdom when she told me, "Mary, don't do anything rash. It's going to take some time but lets keep working on it.". Somehow, I got off my personal high horse and listened to her encouraging words. I also opened up and started telling everyone who would listen that my kid had SID. The mothers were sympathetic and started introducing me to OTHER moms who had kids with the same problem.

The frustrating thing is that the other mom's kids didn't have the exact same issues as my kid, yet they were all diagnosed with the same problem. That is when educating yourself is so important. There are so many different characteristics of SID and it's helpful to know that your child's brain is different. And it's helpful for you to help remind the teacher of that as well.

Because I've been open about our struggles, our teacher has been so willing to learn about it too. She is now working with the counselor to arrange some different things in the classroom that will help all of the kids, not just Jeremy. Our counselor has grabbed the bull by the horns and is pushing the teachers to embrace these differences and she's becoming a resource for other counselors at other schools. She's recommending on line resources to parents and has just been a God send to so many of the parents who suffer daily with this issue.

I'd love to say that our issues with the teachers are completely resolved. But, as issues arise, we have to look patiently for a solution to the problem. As recently as 2 weeks ago I went to the principal and showed her Jeremy's journal that they work on every day. He used to be clearly one of the most gifted artists in the class and now is only allowed to work with pencils and is scribbling in frustration. One look at those journals by the counselor and she had him using crayons the next week. I had mentioned this to the teacher in writing a few times via my notes and still she didn't change her mind. It did take me going to the counselor to get a change. Yet, we maintained our solidly good relationship. I know she understands that I'm trying to do the best for my child.

The relationship between the teacher and the parent can absolutely make it or break it for the child. If the teacher hates the parent, then how effective will he really be in dealing with the kid if the child is a complete challenge to everyone? I wish there was a program in every school to help the parents know how to deal with the counselors. It does take patience and wisdom and the knowledge that it's going to be bad for a while, until everyone gets educated and finds a way to work together.

Supporting each other is the first step. I'm now hearing from other mom's who are out there struggling all alone. I encourage them to speak up in their communities and support the other moms, to get educated, to educate their families and to educate their teachers.

One day, Sensory Integration Disorder won't be such a mystery. Every class will have the ability to integrate these challenging children and will be set up with quiet corners, have balls for the kids to sit on, bean bags to lay on during reading time, heavy weights to sit on their laps, gum will be allowed to be chewed for the kids who need something to help them keep quiet, and the other children will understand and accept the differences. Once we educate our own kids how to manage their brains, their bodies and teach them all how they can learn best, then we'll be at a much better place in education.

We have to dream before it can happen. Then, we can get to work together to make it happen!

Mary Gardner, The Charisma Coach! is an executive communications consultant and coach. She's appeared on many national TV shows and travels the country as a trend reporter on local TV stations around the country. Mary is married and has a son with Sensory Integration Disorder and she welcomes other parents to write to her about their children. Her website is http://www.marygardner.com

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2012年8月29日星期三

Sensory Integration and Autism Does it Work?

Not all children with autism have sensory problems among their symptoms, but when present they are among the first to become noticeable. Sensory issues can range from being hypersensitive or, at the other end of the scale, having a lack of response to many types of stimulation. However by employing sensory integration and autism therapy these issues can be managed.

The range of sensory integration (SI) issues children with autism face varies dramatically from child to child. Some children are unable to tolerate any loud or unusual noise. Textures of foods and fabrics may be extremely irritating. Something as simple as a clothing label can feel to an autistic child like insects crawling over their skin. For these hypersensitive children anything remotely out of the ordinary, such as a loud family gathering with lots of hugging and kissing, can be too much for senses to manage.

On the other end of the spectrum, some autistic children show practically no response to anything at all. Loud noises are ignored, events or actions that might have an impact on anyone else will pass seemingly unnoticed.

Though it is not always the case, some classic autistic behaviors can be attributed to the sensory issues themselves.

Some children will deal with feelings of over-stimulation by flapping hands, rocking their bodies, and even walking in different ways. Those behaviors may seem odd, however when you consider that their senses are overloaded, those actions make a great deal more sense.

It is somewhat logical if an autistic child is over-stimulated, he or she might alter how they do things in order to try to deal with whatever it is that is proving to be overwhelming. These same actions might also be carried out in order to seek sensations that are desired, but not present.

The main objective of sensory integration and autism therapy is to make their environment tolerable and even pleasant for the child if at all possible. Most sensory integration therapy is incorporated within occupational therapy.

There are many types of activities that are integrated into the therapy to expose the child to sensations of all types; including brushing the skin, motions and movements, music or other auditory stimuli.

The child is exposed over and over again in a controlled environment in the hope that this exposure will help them learn to process the information without becoming startled or overwhelmed. If ST therapy is successful, the child usually becomes calmer and more in control of their actions and other problems, such as tantrums, may also be diminished.

There is debate over how effective SI therapy can be. There are several studies that demonstrate the therapy works well and just as many have illustrated that the therapy has no positive impact and in some case a negative effect.

Some of the controversy with this therapy may lie with unspecialized health care professionals attempting to provide the therapy without enough experience or training. Another point to bear in mind that as each child and each case of autism is different, so the outcome will never be the same for any two children, therefore it is very hard to compare outcomes between two or more children.

When considering sensory integration and autism therapy for your child it is important to speak to a qualified doctor about the potential benefits and setbacks that may occur. Some children with autism simply don't need this form of therapy, while others will not respond to it at all. It is the individual situation that will dictate the final result.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about diagnosing autism and for information on autism strategies please visit The Essential Guide To Autism.

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Autism Sensory Integration - Why Are Small Tools Needed?

If you have young children with Autism, you may have noticed they shy away from you and others. Part of the reason for this is the sensory problems that a child with Autism can have. Many children with Autism do not like to be touched.

They can draw their hands back if you try to touch them like something is hot. One of the ways to combat this is by using small tools that a children with Autism might like to touch.

The tool might be as simple as a small tub with sand or water in it. It could also be something like a koosh ball. A koosh ball is a plastic ball with things that look like hair or spines coming out of it. There are soft one and hard ones. Parents can find them at dollar stores.

Being able to carry as small sensory toy or tool is ideal. At first you can play with it and let your child watch. Eventually you can let your child touch it or guide your child to touch it. Very slowly your child will take over the tool. Then it is time to find a new one with a new feel.

Using tools like this help lead to the ability for a parent and later a teacher to be able to touch a child's hands. Touching their hands is important to teaching other skills. Some parents also notice that the small tool has also become a tool to help with behaviors like waiting or calming down.

Small tools are also wonderful for another reason. Many times it is difficult to teach a child with Autism to cross midline with a toy. 'Crossing midline' means they can move a toy across their body to the other hand. Part of the reason a child will not do that can be the sensory defenses in their hands.

Crossing midline is considered a milestone for children with disabilities. If your child participates in physical therapy or occupational therapy this is one of the early goals. Parents can start some of this work, gently of course, early on.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

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2012年8月28日星期二

Parenting Tips On Sensory Diet For Sensory Integration Disorder

Does your child with autism become sensitive to sounds, smells and is a picky eater? Does your child with another disability become hyperactive, when asked to sit for a long period of time? These are all signs of sensory integration disorder (SID). This article will discuss the sensory diet that is used for children with SID.

Sensory Integration Disorder is the inability of the brain to correctly process information brought in by the senses. SID can show itself in many different ways. A child with SID may be over or under sensitive to sounds, smells, may be a picky eater (does not like the way certain foods feel in their mouth), may not like the way certain clothes feel on their skin. Many children with autism and learning disabilities have sensory integration issues.

Children with SID may also have motor skill issues such as; difficulty with fine and gross motor skills, difficulty imitating movements, or has trouble with balance.

Treatment is usually carried out by a occupational therapist, with experience in treating children with sensory integration disorder. A sensory diet can also be put together, specifically for your child. The diet can be used at home as well as at school.

A sensory diet means that you are including sensory activities, within your child's day; at home and at school. Each child's sensory diet is different, depending on your child's specific SI needs. Ask your child's occupational therapist to help you set up a sensory diet, to meet your child's unique needs.

For Example: If your child becomes hyperactive on a regular basis, or perhaps prone to hitting or pinching, or being silly, or laughs for no reason a sensory diet may help. Giving your child sensory activities on a frequent regular basis, will help him to remain focused and in control more often.

A sample sensory diet is listed below:

At critical points during your child's day:

1. Swinging in a special swing or on a playground

2. Chase games such as tag, or running races

3. Jumping jacks, stretching, sit ups, balance beam

4. Trampoline, tire swing, exercise ball

5. Squeezables such as nerf balls, silly putty etc.

Every half hour if possible; to include the above:

6. Smelling scents game

7. Rubbing/or brushing with a specific type brush (Ask occupational therapist for type of brush to use, and how to do this technique), not to include the stomach.

8. Jump rope

Calming activities that you can use at home:

a. Morning: Bath, brushing, deep pressure.

b. After school: Child's choice (biking, running, skating).

c. Evening: Supper, bath, deep pressure.

Using a sensory diet on a child who has SID, can cause a dramatic improvement in their behavior and ability to focus. The items listed are easy to do at home and school. You may have to advocate for sensory breaks for your child, but remind special education personnel about how much it could benefit your child.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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After suffering another incredibly stressful morning trying to get my 5 ½ year old son dressed, I've come to the conclusion that there must be other families who go through the same frustration every morning. Most just wouldn't believe that we have it different than anyone else who has young kids. When I'm talking to someone about Jeremy, my stress shows but the explanation is too long so I don't usually elaborate. Their usual answer is "sounds like a typical 5 year old". I guess I've grown used to that. What is harder is to hear from other people who are trying to be helpful that we have a "discipline problem." They offer their typical advice of how to reign a child in and get them to behave.

The fact of the matter is, is that he is NOT a typical 5 year old! Oh, Jeremy loves to play instead of work, throw rocks and finds an empty box utterly fascinating, but the day to day events of our lives, the usually mundane things, are stressful and incredibly different.

This morning was supposed to be a lot of fun. We all woke up early to take a trip to Miami to see my husband's family. It's a 3 day weekend so we wanted to get an early start on Saturday morning so we could enjoy the afternoon in Miami. My husband got up and made coffee, I wrapped about 6 gifts that we're bringing and Jeremy started pulling out clothes and toys he wanted to bring.

I encouraged him to bring the clothes and toys into his room but instead more and more toys got dragged into our living room. When it was time to sit down and eat his breakfast, his favorite of 'waffles and cream', the battle started. Normally, a good tactic is to put a clock in front of him so he can see how much time he has. Today we didn't do that because we were not thinking about the exact moment we had to leave like we do every day for school. That was a BAD CHOICE on my part. I should have showed him the exact time he needed to have eaten and gotten dressed by. Then we should have marched out the door. Unfortunately, we had to pack our suitcases and pack the car.

When Jeremy got to the table ate a few strawberries and milk and got up. My insistence of him sitting and eating finally got ugly after about 15 minutes. While I was running around trying to get everyone ready to go out of town; I continued to put him back in his seat and demand that he eat. I sat with him for about 5 minutes and he didn't eat. I told him he could get a star for his chart if he ate, and got dressed. He started whining and crying so I took a star away from his chart that we've created. On one trip to the bedroom he started playing with a tractor. When I found him again ( I was now taking a shower) he wanted to bring the tractor to the table. I told him NO and to get back to eat. He was screaming and crying because now he wanted the tractor and then he said that "you are the only mommy in the world who is mean to me every day". That is when I told him that if he said that one more time he would get his mouth washed out with soap. (This works wonders for those awful things that kids tend to say sometimes but If I could live without ever doing anything drastic like this, I would!!!)

That stopped the complaining about how "mean" I am but the whining continued. I had to finish feeding him myself in between his tears. He finally finished eating after about 45 minutes. I had turned off the TV by this time of course. I've learned that having the TV on or light music can easily overwhelm Jeremy.

Next, getting him dressed was no easy feat. The first shirt I put on didn't feel comfortable. This was a brand new pre washed long sleeve t-shirt from Osh Kosh. It's darling, but unfortunately, new clothes rarely stay on my son. He prefers old and soft. Many of his very favorite clothes and shoes have spots and tears, but they are the only ones that I can get him to stay in. This morning was no different. I put on Gap underwear, Osh Kosh Jeans and the Osh Kosh t-shirt. After he was completely dressed, he started screaming and wailing about the shirt being too small and the pants being too big. So, off the clothes came! And it wasn't just a calm, "mommy I'm taking off these clothes", it was a screaming crying whining fit accompanied by throwing his clothes across the room which landed on my husband's face as he was walking across the room. At least today he didn't RUN when it was time to get him dressed. That is the typical scenario. He races across the room when it's time to take off his pajamas or time to get changed any time. I can't figure out why! I don't know if that is his body having an automatic reaction to change, or if it's a behavior issue. But it's something that we want to work on in occupational therapy.

Because I already know the drill, that nothing I can say or do will make him keep clothes on when he doesn't want to wear something, I went to the drawer and brought out the old favorites. The yellow long sleeve t-shirt with the #63 and the army looking pants that are soft and comfy. If you see Jeremy out of his school uniform, this is more than likely the outfit he'll be in.

I think of all of the hundreds of dollars that I've wasted by buying clothes that don't quite feel right. I think of the dozens of pairs of shoes that he has kicked and screamed about. I have thrown out piles of socks that just didn't have the seam in the right place. Getting Jeremy dressed to go anywhere, is a struggle nearly every single day.

Recently, the school had a second hand sale on uniforms. I felt like I struck gold by finding the oldest shirts in the school. To me, that means, the SOFTEST and that is perfect for my kid! He is 5 years old, and he wants to wear size 12 shirts. They are big and don't cling to him. Also, discovering the GAP undershirts has been a miracle in our lives. My friend Diane has a red head boy (I believe red heads are more sensitive) and they recommended the GAP undershirts.

I remember trying to get Jeremy dressed at age 2 was no different than now. He went to the Montessori school and because it was pre-school, they weren't particular on the time we arrived. Many, many mornings Jeremy would fight and scream when I had to get him dressed. He would have been perfectly happy staying at home watching TV all day. He would be completely happy just doing that every day of his life. But, fortunately for him, he has two incredibly active parents who rarely ever sit around and watch TV. We have our traditional "Friday night movie night" but we don't watch TV much during the week.

Jeremy does get to go to After Care at school if he's had good behavior the day before. There, they run around the fields, play ball, climb on the jungle gym, have snacks and play with their friends. He loves it! I find that it's the best place for him since he races the kids and exerts more energy there than anywhere else. The hardest part is when it's time to go. What else? He runs away! My mom has found it completely embarrassing because he doesn't pay attention when it's time to come. He just continues playing and then runs to the other side of the field where he can't even hear us yell for him.

By reading books like "The Out of Sync Child" and talking with other mom's I've found a few things that work in this situation. First of all, when you get there, allow the child 5 minutes or 10 minutes to play. Tell him/her that he has 5 minutes and then it's time to go. For Jeremy, he then gets time to transition to the next activity. And the expectation is set. Our new rule is that he is able to achieve a star for his chart at this point. If he comes immediately after the 5 minutes is up, he can get a star for that which when added up every day can determine whether or not he gets to go to after care the next day. He needs to get 5 stars a day - for getting out of bed quickly, for eating and taking his plate to the sink, for making his bed, for getting dressed (almost) by himself, brushing his teeth and hair, etc. He has the chance to earn 3 stars in the morning. Several of the above list is combined into one section for instance: putting dishes in sink and making bed = one star.

The chart system is working for us pretty well. He gets stars taken away for negative attitudes or whining. One day he ripped all of the bad and the good extra stars down. He didn't realize he also ripped the good ones down. Jeremy can earn EXTRA stars for having excellent behavior like the day he had such a great attitude one morning. I was so pleased and so proud of him that he got to go to After Care that day even though he didn't have enough stars the day before. The extra stars can accumulate to 20 and then he gets to go to Toys R Us to buy a toy. So far, he has only a couple of extra stars for good behavior.. and believe me.. I'm looking!

It's hard for Jeremy's self esteem to have these problems. He's gotten in trouble nearly every single day at school. He's come home many times saying, "I'm a bad kid, I'm a bad kid", which really rips out my heart! The system of putting their "apple or acorn" in the yellow, or red basket brings a reputation of "bad behavior". Jeremy has also had his apple on the teachers' desk many times. If he gets bad behavior like this, they take him out of recess. They'll take him out for 5-10 minutes or even the whole time! When I learned this, I freaked out! Jeremy NEEDS activity in order for his brain to FUNCTION correctly. By taking him out of free time outside, they're just hurting the situation. I caused a stink about that at the school and I think they've made some adjustments. The school counselor is now involved and helping to guide the teachers in working with Jeremy. It's truly been a collaborative effort.

Jeremy has also been slow to finish his work. We had him professionally evaluated and it was also discovered that he has auditory processing disorder. This doesn't allow him to process more than one thing at a time. He can hear well, but he can't focus on more than one thing at a time. It doesn't allow him to hear people calling his name if he is immersed in another activity. Next summer, he'll be doing a 10 day intensive program for auditory processing which includes 2 hours in the morning and 3 hours in the afternoon. He'll be listening to headphones which somehow reprogram his brain to hear more than one thing at a time. I am really looking forward to this time to see if we can correct some of the behavior that he has.

We've found a few things that can work for Jeremy in regards to his behavior at school. First of all, Jeremy is OFF of all sugar. He used to have waffles with syrup every morning and all of the sugar gave him too much energy and he was bouncing off the walls! We finally realized that sugar has adverse effects so he now gets little if any sugar in the morning. We even prefer milk over orange juice since fruit has sugar in it.

Next, Jeremy has to take time to exercise in the morning. We put a mini trampoline in our living room and he bounces a few hundred times in the morning before school. If we have time, my husband will take him out to ride his bike before school or run around the field and play Frisbee. On mornings that he doesn't get to exercise, he seems to be more talkative and figity at school.

I've had to explained to Jeremy that sugar is "poison" to his brain. It makes him react in such a negative way where he throws fits and disobeys. I seem to automatically know when he's had sugar! When he acts like this and I know he's not overtired, I automatically ask if he's had sugar!? Usually, the answer is yes and so then I require him to start bouncing on the trampoline to get the energy out.

Jeremy might also have ADHD, which is a possibility since he was a preemie and upwards of 40% of preemies have ADHD. I went to one doctor and within about 1 minute he was telling me that Jeremy had ADHD and would require medicine! That appalled my husband and I was quite put off myself. Even if Jeremy does have ADHD, we're not going to put him on medication without trying to find every other way to manage it first. Besides occupational therapy, we've heard of other therapies that families have used and have had great success. Besides monitoring diet, they've used biofeedback and also some sort of testing of the electrodes in the body to eliminate toxins. I may have those details wrong, but we haven't gone down that road yet. Right now, Jeremy is in Tae Kwan Do 2 times a week. There, they teach self discipline, self esteem, leadership and focus. These are all qualities that I want for Jeremy.

If anyone could have told us where we'd end up even 6 months after we started down this path, I wouldn't have been able to handle it all at once. When we first discovered it, people came out of the woodwork to tell us their discoveries and what they went through. A friend from high school confided in me about her family situation and how they dealt with it. It was hard on her husband to imagine that their kid, coming from two "over achiever " parents, would have developmental problems. I could relate to that of course, but when she started telling me that her child couldn't stand loud noises and would cover his ears and cry and scream, I couldn't relate to THAT. She also told me that it'd be best for Jeremy to repeat kindergarten and at the time, it was a thought that I couldn't bear. We've since determined that Jeremy will repeat kindergarten next year. Coming to that conclusion took a lot of time and was a result of visiting numerous pre schools, talking with our own principal, vice principal, other parents, his teacher and the counselor. It was our principal who encouraged us not to do anything rash. I trusted her and I kept him in school and made the decision early on to repeat next year.

Other parents of kids of SID children had other stories. One parent's child had low motor skills and didn't want to swing or play with other kids. That was completely OPPOSITE of Jeremy. I did meet one mom at a workshop for parents with kids of SID who is very similar to Jeremy. He's a "crasher" and needs just as much physical stimulation as Jeremy. We laugh over the fact that we TELL our kids to jump on the couch... instead of getting off of them. So, little by little, with more reading and more talking, I found we all had one thing in common: MAJOR FRUSTRATION!

My friend from high school also had some of the same issues I was facing at home. My husband, who is a complete overachiever, couldn't deal with the fact that it was recommended that Jeremy go on medication. He absolutely REFUSED to even consider the possibility and so this would create lots of tension. My resolve was to find a solution, whatever that was. I was dealing with the teachers and with Jeremy every day, not just in the morning or at bed time. When I took Jeremy to school, the stress stopped for my husband, but not for me or his teachers. After speaking with numerous wives, I've discovered that the husbands don't believe it, or WANT to believe it. It appears that because men feel that they must be strong in every situation and must handle many obstacles in life, and that having a son that is facing problems is just too much to bear. Most of the dads of the boys with SID are in denial at first. The wives tend to have to deal with finding out what the issues are all by themselves by researching, talking and finding solutions. Many of the husbands fight the wives to the end until the wife finally convinces her mate to "just speak with an expert". In one case I know, the father uses the excuse, "he's just like I was" so he assumes it is okay. Meanwhile, everyone including his wife is going crazy having to deal with his child. My friend is of the mindset that if there IS help available, then she's going to get it! In reality, many of these men are right, because the kid IS just like them... and if there would have been help for their own mothers way back when, then the moms more than likely would have taken it instead of suffering through it and of course it would have made everything easier on the child. They could have learned tactics that would have helped them manage their actions, their bodies and their behavior.

My husband finally came around when he was able to speak with the Occupational Therapist where we got Jeremy evaluated. They promised to do whatever possible to work with Jeremy to correct many of these issues. The whole topic of using medication to help Jeremy hasn't come around for a while, but I know that my husband will be open to it if we have to do it. He's had to deal with Jeremy while I've been out of town and it nearly put him over the edge.

We're really just starting on this journey to getting the help we need. I've discovered many successes through trial and error. I've found that having a chart that rewards Jeremy for his chores and responsibilities for the day motivates him better than punishment. Tae Kwan Do has been fantastic to improve his self esteem. Talking with the teacher on an almost daily basis alerting her with new research I've found or discoveries that have happened has really helped. Daily massages on his feet, legs, back and hands are helping the stimulation of his skin so he doesn't freak out quite as bad when putting on socks and shoes. Teaching him to breathe himself through frustrations is an ongoing process and educating him about what to feed his body to it works correctly has helped me just as much!

Had I known what it would take to parent a child with Sensory Integration Disorder, then I would have said that I didn't have what it took. And I probably would have been right. My stress level has been through the roof ever since I had Jeremy but in reality finding out that he had something that was actually diagnosed gave me the power back! I knew that if I educated myself, our situation would improve and indeed it has.

I'm now able to understand that I need to implement complete structure in order for him to function at his best. That structure does include plenty of free or down time, but when it's time to do something or go some where, I put on my "drill sergeant" hat to get him to perform. It goes against my nature to be that firm, but I've learned that in order for our family to function, then I have to do what I have to do.

Please feel free to share your stories with me or to reach out for support. Perhaps if several of us can reach out to others to help, then others will be able to educate their spouses, their teachers and their friends.

Mary Gardner is an executive communications consultant and lifestyle coach. She is the mommy of Jeremy, a precious and active 5 year old boy who has Sensory Integration issues. Mary can be reached at mary@marygardner.com

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Sensory Integration

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2012年8月29日星期三

Sensory Integration and Autism Does it Work?

Autism Sensory Integration - Why Are Small Tools Needed?

2012年8月28日星期二

Parenting Tips On Sensory Diet For Sensory Integration Disorder

2012年8月27日星期一

Autism, Sensory Integration, and Everyone

2012年8月26日星期日

Autism Sensory Integration - How Do Sensory Diets Fit In?

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2012年8月25日星期六

Sensory Integration Dysfunction and the Benefits of Taekwondo

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Chiropractic Fundamentals - Neurological Integration in Children

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