sensational children

Back Talk and Disrespect

2012-01-25T13:43:00.000-08:00

"....but everyone at school back talks"! says John at our family meeting. Back Talk and disrespect was our main issue at this weeks family meeting. It's getting out of hand in our house....the back talk....with pointers from the book entitled "Positive Discipline" we spoke about the issue and talked about how to approach it.

John doesn't understand why everyone at school does it and wants me to talk to his teacher, so we can get everyone to stop....oh, if it was that easy....!

If anyone is interested in Jane Nelsen et al. (Positive Discilpine: A-Z) solutions to this issue, I "cut and paste" their comments above.

Clip Art

2011-11-13T13:36:00.000-08:00

Resist from repeating yourself.
Margo advised parents to only say things once (to their children) in her lecture on: Sensory Rich Environments to Support Learning for Young Children: Simplifying yet Enriching Day to Day Experiences in Home and Care Programs.
We also talked about how day-to-day demands on our children with SPD can become overwhelming. Using visual aids is very helpful. here are some websites to get you started.

http://office.microsoft.com/en-us/images/

http://www.visualaidsforlearning.com/

When John was younger, I printed and laminated pictures of his daily activities, glued the rough side of velcro on the back of the pictures and placed them on a felt board every morning.The pictures made each activity real....if it was on the board, it needed to be done and John didn't question this. As we went through each activity, John removed the pictures and put them back in a designated box. The process was very empowering. It worked out really well for us.

We don't do daily chart boards anymore, but we still have a weekly chart; much less sophisticated, but for the whole family. I prepare it on Sunday, print it and hang it up for the week. Meals are a breeze too. We get together and each pick a meal and create a visual chart of what we're eating each day. When the question, "what are we having for supper?" arises, I just direct the children to the meal chart. Again, although the children are older (11, 8 and 5 years old), nobody questions the chart. It's the LAW.

Happy Charting!

Sensory Rich Environments to Support Learning for Young Children

2011-11-05T21:19:00.001-07:00

Society for Healthy Sensory Processing Development welcomed Margo Running as speaker to its first presentation. She spoke about creating sensory rich environments to support learning for young children leaving the audience with an understanding that the development and protection of our child’s senses form the foundation for learning. If a child doesn’t properly develop the sensory systems, the child won’t have a solid base for their academic learning. Too often, our children are rushed into academic learning.
As we rushed the kids out of the house this morning, I remembered Margo Running stressing the importance of the “pause”. It isn’t easy, but especially with our children with SPD issues, let’s remember that rushing will just cause frustration and unhappiness; their brains just don’t work that fast….it’s like asking a cat to bark. It’s not going to happen. Pause.

That was yesturday. I would like to admit that I actually took a pause, but life is busy. And I have so much to do… I won’t be able to write everything I’d like to about Margo’s talk. But that’s okay because we’ll invite her again and those of you who missed her will get other chances to hear her. Those of you who attended the talk last week, thank you for coming and for your generous donations!

Society for Healthy Sensory Processing Development

2011-09-05T17:28:00.000-07:00

Letter to National Autism Center

2011-07-20T20:17:00.000-07:00

Here is a copy of the letter sent to the National Autism Center in the US from the Paediatric OT Council of BC. The letter was written by the OT council of BC after they were notified of my blog on "Science: Failing our Children" written on May 21st. If you would like the complete letter, with references attached, please let me know: dmastromatteo@shaw.ca

Dear Colleagues,

Re: National Autism Center’s National Standards Report – the facts behind the ‘science’ from an occupational therapy perspective

The Paediatric OT Council of BC (POTC) represents occupational therapists working with children and youth throughout British Columbia. We are the members of the POTC Autism Advisory Committee and, as such, advise on issues relevant to occupational therapists working with children with autism spectrum disorder (ASD) in the province.

We received an email message recently from a mother of a child with autism who attended a presentation given by Dr. Glen Davies of the Able Developmental Clinic in Vancouver. Dr. Davies summarized the findings of the NAC’s National Standards Report on evidence-based interventions for ASD and also commented on occupational therapy and sensory integration. Please refer to the mother’s comprehensive and informative blog link for more information: http://sensationalchildren.blogspot.com. Consequently, we reviewed the 2009 National Standards Report (NSR) released by the National Autism Center (NAC) and believe the conclusion regarding sensory integration misrepresents existing research, which clearly validates sensory-based interventions.

We would like to comment on the following NSR conclusion:
“Sensory integration is an unestablished treatment for which there is little or no evidence in the scientific literature that allows us to draw firm conclusions about the effectiveness of the intervention with individuals with ASD. There is no reason to assume this treatment is effective. Further, there is no way to rule out the possibility this treatment is ineffective or harmful”.

Reports, comments or opinions about occupational therapy interventions by other professionals present a professional dilemma for occupational therapists who “Strive to provide evidence-based, family-centred practice…. and feel conflicted when they observe improved quality of life for children and their families after an intervention yet are unable to offer definitive research to support their practice”(Parham 2007). Ethical communication between professions would dictate that if one profession has concerns about another, these concerns are best managed at their respective regulatory college levels. To our knowledge, there were no attempts by the National Autism Center to clarify their concerns regarding the efficacy of occupational therapy treatments for children with Autism prior to dissemination of the National Standards Report.

We would like to take this opportunity to provide information regarding the extensive research which supports occupational therapy interventions for children with Autism.

Sensory integration research goes back to the 1960’s and prior to publication of the NSR (2009) several retrospective studies had already concluded the outcomes of sensory integration intervention were inconclusive (Daems 1994, Miller 2003). Occupational therapy ‘experts’ in sensory integration theory and practice were concerned that these findings did not support the clinical evidence and determined to figure out why. They reviewed the methodological challenges, selection of outcome measures and whether the interventions were implemented according to the fundamental underlying principles of sensory integration.

The paper “Fidelity in Sensory Integration Intervention Research” published in 2007 provided some useful insights into the underlying problems with the earlier evidence used to measure the effectiveness of sensory integration intervention. The researchers specifically addressed the issue of ‘fidelity’ and identified core treatment components that comprise the intervention. They then reviewed 70 early papers purported to demonstrate the use of sensory integration, in the light of this new information. Analysis determined that only one intervention met the ‘fidelity requirements’ of being sensory integration intervention and 69 studies were discarded. The paper concluded with a warning – “Researchers should carefully consider the extent to which interventions demonstrate fidelity when identifying studies to include in reviews of sensory integration outcomes and when making inferences regarding the effectiveness of this intervention” (Parham 2007).

When trying to make sense of the evidence about health and health care with regard to what treatments help children with autism, it is important to be mindful of the following:
• Truth and values: who carries out, funds and benefits from the research?
• Defining the research problem: What is the problem? How can it be defined differently and would that produce different answers? Who benefits from this definition and who loses?
• What counts: Do we use numbers or stories? Which numbers? Whose stories? Do we ask why or how? Or simply how much? What information is missing?
• Authority and credibility: Who are the ‘experts’ in the research? Who or what organization has produced the evidence? What interests or influences may affect how this evidence is produced or shared?
• Does the evidence really matter? How does the evidence inform health care decisions and health policy? Are there other factors at work? Does the evidence address the needs of particular families and the circumstances of their lives?” (Canadian Women’s Health Network 2005)

Occupational therapists in their review of the NSR uncovered some fundamental problems with regard to the way evidence about sensory integration intervention was gathered and evaluated by the NAC. First, the NAC neglected to include any occupational therapists on their team of over 160 ‘experts’ from diverse professions. Then, in their literature search they neglected to include the paper on the fidelity in sensory integration research although it occurred within their search time line. Without OT consultation and inclusion of the fidelity study, the NAC team of ‘experts’ drew their conclusion based on 7 intervention studies none of which meet the ‘fidelity requirements’ for being sensory integration intervention. Further, the appropriate supplementary information that might assist readers in their decision making regarding this treatment was not provided (Appendix one). In other words, the NAC reviewers made the very error Parham and her colleagues warned about. This lack of concern by an international organization for professional consultation and accurate scientific reporting is astonishing and the published conclusion misleading.

These facts undermine the credibility of the NSR, the authority of the NAC and raise questions about truth and values and who benefits from this research review? The report appears to be extremely comprehensive and thorough but the final conclusions represent a rather narrow view on effective, evidence-based autism interventions which do not address the wide range of symptoms present in the disorder. The report also implies ‘authority’ which allows other professionals to comment on treatment interventions about which they may actually know very little. What is most alarming is that the report will likely be used to guide funding for autism through insurance companies and government agencies. Finally, professionals and parents of children with ASD will assume that all conclusions formulated by the NAC are accurate and truthful.

It is apparent that occupational therapy and sensory integration intervention are obviously not well understood by other professionals as they are frequently presented as being one and the same. They are not. Sensory integration intervention is only one of many treatment methods which occupational therapists use to guide clinical reasoning and meet the individual needs of a person who has autism. It is like Hanen is to an SLP, Cognitive Behaviour Therapy (CBT) is to a psychologist or Applied Behavioural Analysis (ABA) is to a behaviour consultant or interventionist. Occupational therapists are unique in their ability to analyze activity and behaviour from many different constructs in order to determine barriers to performance and direct appropriate interventions. This makes OT’s important members of the diagnostic and intervention team. To imply that sensory integration is all occupational therapists do seriously negates the wealth and breadth of our professional role with the ASD population.

Individuals with autism present with a wide range of performance limitations that can be severe and persistent. They constitute a heterogeneous group where each person has a unique profile and they require access to a wide range of interventions to address these individual and unique limitations (Dionne 2011). Occupational therapists are one of the key professionals to provide services to these individuals with their knowledge of sensory processing, sensory-motor performance, social/behavioural performance, self care and participation in play (Case-Smith 2007). Parents and other professionals can be very confident that ‘evidence-based practice’ is a core value for the profession of occupational therapy and that occupational therapy is well aligned with the philosophical and conceptual basis of the interventions for ASD that have been researched and have demonstrated effectiveness (Case-Smith 2008, Arbesman 2009). Research in occupational therapy outcomes, as related specifically to ASD, is an emerging field with new papers being published regularly.

Uninformed opinions regarding the efficacy of occupational therapy with autism are being made with increasing frequency. Usually this occurs during discussion about interdisciplinary treatment approaches and results in the promotion of one treatment approach at the expense of occupational therapy. No other profession appears to be targeted in such a manner.

Occupational Therapists believe that ‘best practice’ in working with persons with ASD involves an interdisciplinary approach where each professional brings their expertise to the table to meet the needs identified by each and every family; where intervention is a collaborative effort based on the latest research evidence, clinical judgment and individual needs.

We urge our colleagues to contact a local occupational therapist who is reliably knowledgeable about the role of occupational therapy in the field of ASD. Current research information may be found in Appendix Two. Other resources include the Sensory Processing Disorder Foundation (http://www.spdfoundation.net or http:/www.spdcanda.org.)

We request that the National Autism Center consider an immediate retraction and amendment of the National Standards Report with regard to the Sensory Integrative Package and fulfill your stated aims by providing accurate supplementary information to assist readers in their decision-making regarding this treatment.

Respectfully,
POTC Autism Advisory Committee

SCIENCE: FAILING OUR CHILDREN

2011-05-21T17:11:00.000-07:00

By: Domenica Mastromatteo MSc, BEng, MOM

I attended a presentation on The National Standards Report conclusions from the National Autism Center’s exhaustive review of scientific evidence behind each type of treatment by Glen Davies, Ph.D., R.Psych. Director, ABLE Developmental Clinic. I was very excited to hear him talk, but left disappointed.

Dr. Davies is said to be the most respected child psychologist within the autism community, not only because of the work he performs directly with children, but also because of his efforts toward protecting their rights. He talked openly about the conclusions of the National Standards Report; I did not agree will much of his perspective.

The National Autism Center (nationalautismcenter.org) is a not-for-profit center for autism in the United States committed to evidence-based practice. NAC claims that (www.nationalautismcenter.org/nsp/) “As the number of children diagnosed with ASD continues to skyrocket, so do the number of treatment options. Families, educators, and service providers must sift through a massive amount of confusing and often conflicting information about the myriad treatments available. This reality makes treatment selection complicated. The best way to determine if a particular treatment is effective is to look at research that has been conducted.”

In September 2009 the NAC published their exhaustive review of the treatment literature for children with autism spectrum disorder. This review relied on the expertise of nearly 100 respected researchers in the field of autism, reviewed more than 7000 studies including over 1000 for detailed analysis.

According to the NAC (www.nationalautismcenter.org/nsp/), ”the primary goal of the National Standards Project is to provide critical information about which treatments have been shown to be effective for individuals with ASD. The project examined and quantified the level of research supporting interventions that target the core characteristics of ASD in children, adolescents, and young adults (below 22 years of age) on the autism spectrum. This groundbreaking report covers a broad range of applied treatments and identifies the level of scientific evidence available for each. It includes 775 research studies – the largest number of studies ever reviewed. For the first time, families can find specific information about the age groups, treatment targets, and diagnostic populations to which these treatments have been applied. The National Standards Report will serve as a single, authoritative source of guidance for parents, caregivers, educators, and service providers as they make informed treatment decisions. We are confident that these findings and recommendations will change lives and give hope and direction to people whose lives are touched by autism.”

(Feel free to skip the next few paragraphs summarizing the NSP and continue with my conclusions in the last 3 paragraphs.)

The National Standards Project rated studies on pre-established criteria of scientific merit and described the level of evidence for each of the common and not so common treatments for ASD, classifying them into the categories of: Established Treatments, Emerging Treatments and Unestablished Treatments. The following general guidelines were used to interpret each of the categories (visit www.nationalautismcenter.org/nsp/ for more information):

◖ Established. Sufficient evidence is available to confidently determine that a treatment produces beneficial treatment effects for individuals on the autism spectrum. That is, these treatments are established as effective.
◖ Emerging. Although one or more studies suggest that a treatment produces beneficial treatment effects for individuals with ASD, additional high quality studies must consistently show this outcome before we can draw firm conclusions about treatment effectiveness.
◖ Unestablished. There is little or no evidence to allow us to draw firm conclusions about treatment effectiveness with individuals with ASD. Additional research may show the treatment to be effective, ineffective, or harmful.
◖ Ineffective/Harmful. Sufficient evidence is available to determine that a treatment is ineffective or harmful for individuals on the autism spectrum.

There are many different skills or behaviors that are targeted for improvement when treating individuals on the autism spectrum. The following is a list of treatment targets used for the NSP. Some of the treatment targets seek to improve skills by increasing developmentally appropriate skills. Other treatment targets are intended to improve life functioning by decreasing behaviors. The 14 treatment targets were further separated into two categories: skills increased and behaviors decreased. (Visit www.nationalautismcenter.org/nsp/ for more information):

Skills Increased
◗ Academic.
◗ Communication.
◗ Higher Cognitive Functions.
◗ Interpersonal
◗ Learning Readiness
◗ Motor Skills.
◗ Personal Responsibility.
◗ Placement
◗ Play.
◗ Self-Regulation.

Behaviors Decreased
◗ General Symptoms
◗ Problem Behaviors.
◗ Restricted, Repetitive, Nonfunctional Patterns of Behavior, Interests, or Activ- ity (RRN): stereotypic and compulsive behaviors, inappropriate speech, or restricted interest,etc.
◗ Sensory or Emotional Regulation (SER).

I do not want to summarize the entire report, but will list the treatments identified as Established and those identified as Unestablished by the NSP. (Visit www.nationalautismcenter.org/nsp/ for more information).

Established Treatments are those for which several well-controlled studies have shown the intervention to produce beneficial effects. There is compelling scientific evidence to show these treatments are effective; however, even among Established Treatments, universal improvements cannot be expected to occur for all individuals on the autism spectrum.

The following interventions are Established Treatments:
◖ Antecedent Package
◖ Behavioral Package
◖ Comprehensive Behavioral Treatment for Young Children
◖ Joint Attention Intervention
◖ Modeling
◖ Naturalistic Teaching Strategies
◖ Peer Training Package
◖ Pivotal Response Treatment
◖ Schedules
◖ Self-management
◖ Story-based Intervention Package

Unestablished Treatments are those for which there is little or no evidence in the scientific literature that allows us to draw firm conclusions about the effectiveness of these interventions with individuals with ASD. There is no reason to assume these treatments are effective. Further, there is no way to rule out the possibility these treatments are ineffective or harmful.

The following treatments have been identified as falling into the Unestablished level of evidence:
◖ Academic Interventions
◖ Auditory Integration Training
◖ Facilitated Communication
◖ Gluten- and Casein-Free Diet
◖ Sensory Integrative Package

Although the study clearly outlines the criteria used to evaluate treatments, I feel they left very little room for common sense. Unfortunately, I believe that the report is just another report that families, educators, and service providers must sift through. To make my point, consider the findings for the Gluten- and Casein-Free Diet treatment. The report concludes that gluten-and-casein free diets as a treatment is ineffective. Does this mean that the relief (or alleviation of symptoms) that patients obtain from is irrelevant? That’s a little cruel. We all know that when we feel better, we perform better, but how do you prove that scientifically? The National Autism Center should have considered that when writing this report. Dr. Davies should have considered this when evaluated the report. Many children that could benefit from gluten-and-casein free diets will not because it “didn’t make the list of “Established Treatments”.

Unfortunately, Dr. Davies also talked a lot about the ineffectiveness of Sensory Integration and did not have encouraging information about occupational therapy (OT). This is another area that offended me. My son does not have autism, but he does have sensory processing disorder (with DCD). As I understand, all children with autism also have SPD. Without Occupational therapy with a sensory integrative component my son would not be a functioning/happy child. He was barely functioning before he started his OT treatments. But the exhaustive review done for the National Standards report concluded, “there is no reason to assume these treatments (SI) are effective. Further, there is no way to rule out the possibility these treatments are ineffective or harmful.”

The treatment needs to fit the child and it is our job as parents, educators, and service providers to sift through the massive amount of confusing and often conflicting information about the myriad treatments available. Yes, treatment selection is complicated and I don’t agree with a report claiming that the best way to determine if a particular treatment is effective is to look at the research that has been conducted. The “research” and scientific data obtained on treatments is limited in its capacity to “tell the truth”. There are a lot of limitations to scientific research, lots of assumptions made and real life just doesn’t fit into that nice little box that can easily be evaluated by scientists. I was an academic, a research assistant for years, I know how hard it is follow the proper “standards”. Unless we can be honest about the many limitations in scientific research, papers should not be written, distributed, and reviewed for the general public. That is when science becomes a huge disservice to all of us. My conclusion regarding the national standards report is not that there are many treatments that “fail”, but that this time, science has failed us.

NOTICE OF ANNUAL AND SPECIAL GENERAL MEETING

2011-04-30T16:24:00.000-07:00

Society for Healthy Sensory Processing Development

4787 Hoskins Road
North Vancouver BC V7K 2R3

NOTICE OF ANNUAL AND SPECIAL GENERAL MEETING

Notice is hereby given that the annual and special general meeting of the members of the Society for Healthy Sensory Processing Development (the “Society”) will be held on Saturday May 28, 2011 at 4787 Hoskins Road, North Vancouver, BC, at 4:00 pm, Vancouver time, for the following purposes:

1. To elect directors of the Society for the ensuing year.
2. To consider, and, if thought advisable, to pass a special resolution of the Society to amend the by-laws of the Society, as more particularly set out in Schedule A attached hereto.
3. To authorize the directors to act on:
a. Completing a mission statement for the Society
b. Order business cards/address stamp
c. Completing pamphlets describing the society and it’s mission
d. Organize support group
e. Plan an advocacy event in October
4. To act on such matters, including amendments to any of the foregoing, as may properly come before the Meeting or any adjournment thereof.

Dated at North Vancouver, British Columbia, this 21st day of April 2011.

Domenica Mastromatteo, President

SCHEDULE A

SPECIAL RESOLUTION

BE IT RESOLVED AS A SPECIAL RESOLUTION that:

(a) the existing by-laws of the Society be amended by adding the following to Section 10 – 57:

“by email”

to read: “A notice may be given to a member, either personally, by email, or by mail to the member’s registered address.”

NEUFELD PUBLIC ADDRESS

2011-03-09T18:44:00.000-08:00

ANXIETY AND OUR CHILDREN:
SURPRISING SOLUTIONS TO A GROWING PROBLEM

Today, 1 in 5 children suffer from moderate to severe anxiety. Gordon Neufeld attended to this problem in his public address in Vancouver, BC on March 4, 2011.

What is Anxiety? Anxiety means “unease: a vague sense of unsafety and is characterized by feelings of apprehension and restlessness. It is basically an activated “alarm system”. Humans develop this system for a reason…nature provides us with this system so we can all function properly. (Note: the fetus has a working alarm system at 6 months in utero.) When a child is “alarmed”, the alarm system is given high priority and all the child’s attention is focused on this “alarm”.

How does this alarm system work? Figure 1: The Alarm System will be used to describe a good working alarm system. The alarm system is “turned on” when the child is “alarmed”. The alarm system is activated leading to Caution. The individual (the child) becomes conscientious, careful, concerned, and cautious. These are attributes of a good working alarm system. If futility is reached (e.g. mom is leaving for work), tears are usually released and this leads to adaptation and the child becomes resilient, resourceful, released, and restful. At this point the alarm system is turned off. The alarm is proven false (the world didn’t end….the child survived) and the alarm is recalibrated.

But if futility is not reached, the child will need courage. Courage isn’t possible without mixed feelings and children are not capable of experiencing mixed feelings until the age of 7 or 8. If a child reaches courage, the child becomes brave (but not foolish), perseveres, goal-oriented, and tempered. A caregiver can help a child cultivate courage by first fanning desires that will answer their fears, and eventually (as the child ages) by helping the child find his/her mixed feelings. For example, a child wants to be in a school play, but is terrified of being on stage. Fan his excitement for participating in the play. Help an older child recognize the mixed feelings of excitement and fear.

The above is a well functioning alarm system. Before discussing the non-functioning alarm system, Neufeld answered the question, what sets off the alarm system? The alarm system is set off when one faces the lack or loss of proximity with what or whom we are attached. You will need to have read or heard of Gordon Neufeld’s book on attachment, Hold On To Your Kids, to understand this. Briefly, we are alarmed by the threat of not being with, not being like, not belonging, not mattering, not being loved, and not being known by the one with whom we are attached.

Gordon Neufeld outlines 6 reasons why anxiety is increasing in our children:
• Unprecedented separation from parents
• Failing to develop deep attachments
• Children are becoming more peer oriented
• Children are becoming more alpha
• Parents are resorting to alarming their children (parents are becoming the source of alarm)
• Separation-based discipline is becoming the norm.

The root of the alarm is the lack or loss of proximity with what or whom we are attached. Unfortunately, Children cannot connect their anxiety with the separation they are facing because our “basic physiology protects us from what makes us feel too bad”. We’re blinded and simply can’t see it. This orphans the alarm and displaces the alarm to what can be seen….reasons are invented, irrational reasons which gives rise to alarming obsessions. This is why the rational fix to anxiety doesn’t work. It doesn’t get rid of the root of the problem.

Anxiety is an alarm without eyes; this gives rise to the dysfunctional alarm system, see Figure 2: The Dysfunctional Alarm System. The alarm system is “turned on” leading to Caution. When the child is blind to the true source of alarm, futility cannot be felt and courage is not reached (because what truly alarms the child cannot be faced). The child is lead toward caution. Without the understanding of the true source of the alarm, irrational obsessions and compulsive behaviours are developed. Anxiety reduction can be obtained by compulsive anxiety-reducing behaviours (e.g. oral activities such as sucking, chewing, nail biting and eating, rhythmic activity and stimulation, contact with transitional objects and physical activity). These behaviours temporarily relieve anxiety and turns off the alarm.

Gordon Neufeld’s suggests anxiety can be addressed by reducing the separation the child is facing. Slow down peer interaction, refrain from separation-based disciplines. Most importantly, bridge any separation that cannot be avoided by focusing on the next connection – until we meet again. Some other strategies are:
• Caregivers need to provide a place of rest and safety. Don’t overwork the alarm system. Don’t scare kids. Accept the alpha role in the child’s life. Accept to work on the relationship; the child needs to know that the caregiver is working on the relationship, so they don’t need to.
• Foster and accepting attitude of anxiety. Don’t battle the symptoms of irrationality. Give children room for their upset. If a child’s compulsion towards anxiety is inappropriate help them find acceptable substitutes for reducing anxiety.
• Bring alarmed children to rest and build resilience by helping to find the tears of futility when appropriate. This will restore and recalibrate the alarm system.
• Cultivate courage first by fanning desires and then by helping to find the mixed feelings when ready.

And what does this all mean for our children with sensory processing disorder? I think our children have very real anxieties caused by their disorder and the root of their anxieties are, maybe, more complicated. Understanding the “alarm system” and applying Neufeld’s suggestions for reducing anxiety can help us navigate our children towards solutions.

Here's our Letter to Oprah!

2011-03-04T13:24:00.001-08:00

Dear Oprah,

I am writing about your show titled "The 7-Year-Old Who Tried to Kill his Mother.

I have a 7 year old with Sensory Processing Disorder with developmental coordination disorder, ADHD, and generalized anxiety disorder. I was happy to see the stigma and challenge of pediatric disorders and mental illness being discussed in such a high profile forum.

Zach has a variety of mental health disorders; however, the only diagnosis mentioned was “Sensory Integration Disorder,” also known as Sensory Processing Disorder (SPD). Your show inferred that sensory issues were the only challenge this child has. Because SPD was not explained on your show, nor was Zach’s mental health diagnoses, the audience was given the impression that children with a diagnosis of SPD may be inclined to rage attacks that could lead to attempts to kill others. This is not correct.

SPD is a neurological disorder, NOT a mental illness. SPD is a condition that exists when sensory signals are misinterpreted by the brain and inappropriate responses result. Most children with SPD do not have psychiatric disorders; however, children with severe psychiatric problems (like Zach on your program) may receive some treatment for comorbid (co-existing) SPD, but it is not the focus of their overall treatment plan.

Please revisit this subject and help clarify Sensory Processing Disorder before you are off the air.

Thank you for all you have done for parents over the years. Your show will be missed!

Sincerely,
Domenica Mastromatteo

The Oprah Show Features SPD

2011-02-24T13:38:00.000-08:00

From the SPD Foundation's website. Please read, share, and act!

Dear Friends of the Foundation,

On Friday February 18, the Oprah Show had an exclusive story titled, “The 7-Year-Old Who Tried to Kill His Mother,” a frightening, yet true story of young Zach and his mother, Laurie.

“Sensory integration disorder was Zach’s first diagnosis and that has to do with how Zach perceived his world," Laurie stated on the show. "So he was incredibly sensitive to everything. He would do things like throw himself on the ground, thrash his body, where a normal kid, it would hurt, and he would get pleasure. He would laugh. Sound bothered him. Light, clothing, that sort of thing, and everything was accentuated 10 or 15 times of what a normal person would experience. That's what sensory is.”

Zach has a variety of mental health disorders. The initial diagnosis mentioned by Oprah was “sensory integration disorder.” The majority of the show focused on the tough challenges of his mental illness and the family’s journey. Zach is currently in a residential therapeutic school in New Hampshire that specializes in alternative approaches to helping children like Zach.

Sensory Integration Disorder (also called Sensory Processing Disorder) was not explained in depth, nor was Zach’s mental health diagnoses, leaving the impression that children with a diagnosis of SPD may be inclined to rage attacks that could lead to attempts to kill others. We have received a plethora of letters from parents and others who are frustrated and puzzled by the Oprah show.

Although clearly there is a misunderstanding about what Sensory Processing Disorder/Sensory Integration Disorder is, this constitutes a great opportunity for all of us who care abut the disorder to finally bring it to the attention of the Oprah Show. We have been trying to reach Oprah for over 10 years and this may just be our ticket into the consciousness of their producers.

We are rallying a grassroots letter writing campaign. Our goal is to get 10,000 letters to Oprah by next Friday, March 4. Go to www.spdfoundation.net/oprah for our suggestions, instructions for submission, and ideas about what could be included in your letter. Please also send a copy of your letter to us at oprahresponse@spdfoundation.net so we can tally the letters submitted.

Stay positive. Start your letters with what was right, e.g., "SPD is a devastating and unrecognized disorder," and add other facts as you wish (see specific facts posted at www.spdfoundation.net/oprah) rather than focusing on what you felt was innacurate.

If you wish to read a summary of the show, go to:
http://www.oprah.com/oprahshow/Children-Dealing-with-Violent-Rage

Sincerely believing in the power of grassroots response campaigns, and in parents,

Lucy Jane Miller, Ph.D., OTR
Founder and Executive Director

It's Official

2011-02-20T17:59:00.000-08:00

The Society for Healthy Sensory Processing Development was incorporated under the society act on January 13, 2011.

What's next? We have to start doing stuff.....Here are the main purposes of the society (and things to look forward to in the future).

a. To raise awareness within the general public of sensory processing and its related disorder (sensory processing disorder);
b. Promote the importance of fostering and supporting healthy sensory integration/processing;
c. To educate caregivers, parents/guardians, government and agencies about sensory integration and sensory processing (or sensory processing disorder);
d. To provide support for parents/guardians of children with sensory processing issues;
e. Enhancing the quality of life for children with SPD and their families;
f. To raise, use, invest and reinvest funds to enable the society to carry out its stated purposes;
g. To affiliate with and support any societies, associations, companies or institutions having objects similar to those of this society

Where do we start? Help me out by filling out the survey below and stay tuned for more info.

THANKS!

A New Year

2011-02-16T14:37:00.000-08:00

Photo of John at around age 2. He is now 7 years old and still struggling with utensils!

I had plans to start this new year by writing lots of helpful, informative posts about living with a child with SPD....but honestly, I'm usually so tired that when I do get to visit with my computer, I don't want to dwell on issues past....issues dealt with. I don't want to think about my life and how I'm coasting through.....however, I must admit I am quite pleased with myself on how well I'm coping with everything. So, really, I just want to give myself a pat on the back and climb into bed and sleep.

But honestly, things really are running very well. I've let go of my wish for silence and order and actually, I've let go of living my life the way I want. The kids get to jump and scream when they please, eat what they want (with the occasional veggies sneaked in)....they can even eat the way they want...yes, we've settled (the kids and I) into a pretty crazy routine with trampolines in the living room and pillows flying all over the place, and the african savanna blocking our way to the dinning table and dirty children eating spaghetti by shovelling it in their mouths with uncoordinated fingers...okay, only John does this. Kate just never eats supper. This is my family...and yes, I want it too change, but....maybe next year?

Maybe not....change is happening....now! My boyfriend (Richard) and his son moved in. We were waiting for my divorce to go through before moving on with our relationship, but that's not going to happen any time soon....so we decided to move on, or move in together. Richard finds the broom and sweeps the african savanna to a corner...we all stare in amazement....I guess it can be moved....the pillows are always picked up and placed back in place...the trampoline....he wonders if we could move it downstairs....like out of the way....I have to put my foot down....that thing is a life saver....it's staying! But the kids are always jumping on it.....that's the point! Imagine what they would do if there wasn't a trampoline to jump on! And can't John eat his spaghetti with a fork? He's trying, I say....but Richard and Cage (his son) are disgusted! "So don't look!" yells John....Ah, I've trained my children well! And does it always need to be so loud?

And really my instinct is to support Richard....because really, I want everything he wants....I want "normal" but here's the thing, we expect children (like my son) to change into what we want, but they are the ones diagnosed with the disorder. John has regulation disorder (among other things)....he can't just change and do what "we want". We, on the other hand, don't have disorders that define our capacity for adapting to the world. So yes, we need to learn to "adapt", because we can easily "adapt"....(although most of the times it doesn't feel easy and, knowing this, I applaud Richard and Cage's ability to adapt to our situation).

I wish I could make everything just perfect for everyone, but this is how perfect it can be right now. John spends his day at school, forcing himself to "adapt" to their philosophies, doing things that are so hard for him....all day long. When he comes home, I want him to relax. I want to give him the place to just be and to sometimes fall knowing that we are there to catch him and no matter what, we love him just the way he is.

Back to basics in the New Year

2011-01-14T10:06:00.000-08:00

Posted on January 5, 2011 by Gordon Neufeld

Resolutions in the New Year tend to bring us back to basics. Undoubtedly this is why health is our overwhelming preoccupation as judged by the fact that exercise and diet top most New Year’s resolution lists. Upon reflection, health clearly becomes the ultimate priority, as we need our health to prolong our time and preserve our ability to make use of it.

Is there a parallel priority in parenting, something equally basic and like health, in need of renewed resolve? I believe so. Most simply put, it would be to convey to our children the invitation to exist in our presence. It is hard to imagine anything more important, and at the same time, more difficult to remember in the day-to-day busyness that is parenting. I am convinced, after a life-time of putting the pieces together as a developmental scientist, after 40 years of practicing as a clinical psychologist, after 170 cumulative years of parenting and grandparenting, that this simple invitation contains the essence of what is required for healthy development to unfold....

read more...http://gordonneufeld.com/blog/?p=369

“ADVENTURES IN SOCIAL EMOTIONAL REGULATION TRAINING” A ‘Funtastic’ Social Learning Group

2011-01-12T20:46:00.000-08:00

WHO: For children ages 7 – 11 years old with an Autism Spectrum Disorder diagnosis, or social skills deficits. This group is eligible for Autism Funding.

WHERE: OT Clinic at 3836 Eton Street, North Burnaby, B.C.
This group will be facilitated by a Registered Clinical Counsellor and an Occupational Therapist, both with extensive experience working with children with Autism Spectrum disorders.

WHEN: Starting Friday’s January 14th – March 4th (8 weeks), 3 30 – 5 pm

WHAT: This group is in part based on Super Flex Social Thinking Curriculum developed by Michelle Garcia Winner (www.socialthinking.com). It was designed specifically for children that tend to be rigid in their thinking and have trouble shifting their thoughts or plans around the plans of others to adapt to the social world around them. The goals of the group are to help children develop skills to enable them to be socially flexible and able to adapt to changes around them. Also to help students increase their awareness of social behaviors, staying on topic and to identify how their unexpected behaviors make other people feel. Strategies that are used in group ensure a highly structured and predictable environment. Parents are provided with the curriculum, homework to practice at home and taught how to practice social skills outside of group to ensure the children generalize the skills to other settings. Students in the Social Learning group will have difficulty regulating their own behaviors in the moment, and this curriculum provides a FUN forum in which they can explore their own challenges and demonstrate ways to modify their thoughts and related behaviors. This course has been running for 4 years and is highly successful in teaching social skills to those who struggle to develop them naturally. Kids love this group!
Total cost of the programme is $700 per child.

CONTACT: Courtney Nichols M.A – Painted Lighthouse Counselling & Consulting Inc.
www.paintedlighthouse.com
courtney@paintedlighthouse.com 604.833.2562

“ADVENTURES IN SOCIAL EMOTIONAL REGULATION TRAINING” A ‘Funtastic’ Social Learning Group

2011-01-05T09:47:00.000-08:00

WHO: For children ages 4 – 6 years old with an Autism Spectrum Disorder diagnosis, or social skills deficits. This group is eligible for Autism Funding.

WHERE: OT clinic at 3836 Eton Street, North Burnaby, B.C.
This group will be facilitated by a Registered Clinical Counsellor and an Occupational Therapist, both with extensive experience working with children special needs including Autism Spectrum disorders.

WHEN: Starting Friday January 28th – March 18th (8 weeks), 9:30 – 11:00 AM.

....start date has been moved to January 14!....

WHAT: This group is in part based on Super Flex Social Thinking Curriculum developed by Michelle Garcia Winner (www.socialthinking.com). It was designed specifically for children that tend to be rigid in their thinking and have trouble shifting their thoughts or plans around the plans of others to adapt to the social world around them. The goals of the group are to help children develop skills to enable them to be socially flexible and able to adapt to changes around them. Also to help students increase their awareness of social behaviors, staying on topic and to identify how their unexpected behaviors make other people feel. Strategies that are used in group ensure a highly structured and predictable environment. Parents are provided with the curriculum, homework to practice at home and taught how to practice social skills outside of group to ensure the children generalize the skills to other settings. Students in the Social Learning group will have difficulty regulating their own behaviors in the moment, and this curriculum provides a FUN forum in which they can explore their own challenges and demonstrate ways to modify their thoughts and related behaviors. This course has been running for 4 years and is highly successful in teaching social skills to those who struggle to develop them naturally. Kids love this group!
Total cost of the programme is $700 per child, including a parent education session.

CONTACT: Courtney Nichols M.A – Painted Lighthouse Counselling & Consulting Inc.
www.paintedlighthouse.com, courtney@paintedlighthouse.com 604.833.2562

John - (my story)

2010-11-25T19:00:00.000-08:00

John was not a calm and peaceful baby. His limbs were always in motion. Even as a newborn, he would arch his back and slip off his car seat if I didn’t strap him into it quickly enough. A nurse noticed this at a breastfeeding clinic and suggested I talk to the doctor. My doctor told me it was nothing to worry about.

John lost a great percentage of his body weight after he was born. He became too week to stay up for his feedings. Nursing and bottle-feeding tired him, so his dad and I fed him formula with eyedroppers, syringe, cups, spoons, anything. Eventually, we managed to increase John’s weight and energy so he could stay awake while feeding with a bottle; however, I would have to press on the bottle’s nipple to help him maintain the flow of milk. I tried to continue nursing, but John would yell and arch his back and try to get away from me. He did not want to be held close.

But John was an easy baby and required little attention in his first year. He liked to be alone in his crib or in his swing. He did not want to be held. Yes, it was less work, but depressing for me. I felt I was not connecting and establishing a proper bond with him. I tried to hold him as much as he would let me and began to cherish late nights so I could hold him while he was asleep. I would always hold him and sing to him while he was asleep in the middle of the night.

John turned one year. He was still not crawling and not pushing himself up to a standing position. He was content to sit and play with his toys, sometimes staring at one small object with fascination for hours. I had a box of food magazines that I sorted through and ripped pages to collect recipes, he loved watching me do this. He was not curious about exploring his environment and never looked into drawers or cupboards. He would bum scoot (shuffle on the floor) to move around. He did smile a lot and had good eye contact and babbled quite a bit. John was a happy baby and full of smiles, but because he was not crawling and walking and he had not developed the pincher grasp and would still gag on solids (ate no finger food), the doctor referred us to a pediatrician who referred us to infant development, who eventually referred us somewhere else. No one helped. No one knew what was wrong.

When John was about 18 months he had his first temper tantrum (I think). I had no idea what was happening as he threw himself on the floor yelling and screaming, arching his back and rolling his eyes. I called an ambulance thinking he may be having a seizure. When they arrived, John was fine. They did not think he had a seizure and suggested it may have been a temper tantrum. I had no idea what he would have been upset about. We had been having a good morning before his “attack”. I took him to emergency (at Lions Gate Hospital) anyway and the doctor on staff suggested it might have been an atypical seizure. I was still not sure…. but the temper tantrums (?) increased until he had at least one a day…. and then more. It was very exhausting.

John’s smile began to change. He would be frightened by any sound including the vacuum cleaner or the heaters clicking on. He also developed separation anxiety and needed to be held all the time. I called him my monkey as he constantly clung to me and would grab my legs as I walked… at home as well as in public. He also hated being washed, having his hair brushed and washed and nails clipped. He started getting fussy with clothing and I now just dress him in joggers and t-shirts. He still needs a lot of help getting dressed. He was (and still is) a very picky eater and he started losing his hair close to his 3rd birthday. The doctor said it was very bad dandruff. I wondered about his diet and whether or not he was malnourished, he was always so tired and never played at playgrounds or did any of the activities other children his age enjoyed. I paid extra attention to his diet and added extra supplements in everything.

He was finally seen by infant development on the north shore (when he was about 18 months of age) for his delay in gross motor skills. They suggested ways to help John off his feet and walking. He started walking at 19 months. Then we put him on a wait-list for speech therapy as his speech and language development was delayed.

John became vocal (i.e other people could understand him) at 3 years old. Before then, he had a list of sounds that he used to communicate and I wrote the sounds down so everyone involved in his care could understand him.

At 2 ½ years old, his sister was born. He was very warm and gentle with her, but his tantrums continued and he had trouble sleeping. His sister became mobile very early on and John joined her on the floor. She is a blessing as she has introduced him to so many things and so many different ways of moving; including climbing on furniture. Although he attended daycare part-time he did not imitate other children until after his 4rth birthday. His caregiver thought his behaviour was not age appropriate and we had supported child development come in and watch him. She helped manage him at daycare, but also suggested we have the pediatrician contact Sunny Hill Hospital in Vancouver for an assessment.

After his 4th birthday, John’s anxiety became so bad we could barely leave the house. I was tired and burnt out. I pulled John out of daycare and hired a full-time nanny. I finally found a pediatrician that was eager to help us. These were our concerns: His anxiety, afraid of being alone, afraid of sleeping alone, crying in the night upon waking, afraid of the dark, loud noises, bright lights, dogs (especially their barking), would not go for a walk in the neighbourhood. But he loved malls and would always bolt, so I stopped taking him to the mall or public places, he’s afraid of heights, does not ride a bike, and his tantrums became violent; he hits and throws things and says he wants to kill me. He doesn’t understand the danger of running into the street. His fine motor skills are delayed, as are his gross motor skills. He smiles less and rarely laughs.

Our new doctor suggested he may have developmental coordination disorder and we found an occupational therapist that diagnosed him with sensory processing disorder. The diagnoses of SPD opened a lot of doors and I finally began to understand my son.

John is now 7 years old. I believe that if we had known about sensory processing disorder when he was an infant, my little boy could have spent the first years of his life happy and would have been able to catch up to his peers a lot sooner. He is still struggling, but attending Occupational therapy once a week is helping him with his fine and gross motor skills as well as his sensory processing issues. He is learning many new things and feels more confident about himself. John is smiling a lot.

Landscapes that Teach and Support Development

2010-10-22T21:26:00.000-07:00

Margo Running’s Saturday Oct 16 talk entitled:

Landscapes that Teach and Support Development

I walk in late…..oops! Margo is talking about the wonder years between 2-6years old; when the things children pick up in the garden magically turn into “anything”. A rock isn’t just a rock. “Imagination,” Margo says, “unlocks true thinking.”

What’s in a garden? Rocks, sticks and boulders….she has wooden planks in her daycare garden for the children to use as they please. They will prop them up for balancing. “Their first introduction to lines….” says Margo. The children practice lines with their whole body and then when they are ready and old enough, they will use this skill to write in lines on paper.

Anticipating the audiences fear of children falling in the natural environment, she explains how we want to support the children, but without rescuing. We want children to “find their spaces”. Learn what’s in front of then, beside then, behind them. The importance of being aware of their “backspace”. Katie Philippov talked about this development in her talk at the Sensation Celebration.

Another common statement between both talks was about how we should not put children in positions they can’t get into themselves. Katie talked about the stress we place on a child when we force them to sit up before they are ready and how this stress can challenge their development. Margo explained how they don’t put children into swings. They show the children the belly swing and let them rock themselves.

Margo concluded her talk by talking about the seasons and how in the Fall, there is a sense of coming in, drawing back in the home, nurturing our roots.

Her talk over, I go back home, snuggle on the sofa with a blanket and think about writing this blog....

Sensation Celebration: A Sensory Awareness Event

2010-10-07T21:13:00.000-07:00

The event was a success! Update coming soon!

We raised $770.00 at and around the event. Thanks to all our Montreal donors!

SPD Blog Carnival - Sensory Fun Photos

2010-07-30T10:20:00.000-07:00

joining in a little late in the month, but here is my photo: The kids had lots of sensory fun in Parksville, BC this summer.

see Hartley's photos: http://www.hartleysboys.com/2010/07/spd-blog-carnival-sensory-fun-photos.html

sensation celebration: a sensory awareness event

2010-06-18T15:27:00.000-07:00

Sensation Celebration: A Sensory Awareness Event

With
“Ask Dr. Lucy”
A LIVE Webinar

Saturday October 2nd 2010
at http://www.executivehotels.net/burnabyhotel/

The event: A SENSATION CELEBRATION WITH LUCY’S LIVE WEBINAR AS THE CORNERSTONE for a program that incorporates educational activities framed to raise awareness of sensory integration in children, how to spot problems and how to help children with Sensory Processing Disorder.

Followed by a buffet dinner.

For caregivers, early childhood educators, parents, grandparents…..

Continuing education credits offered.

Stay tuned for more information

Or email Domenica at dmastromatteo@shaw.ca

WEBINAR

2010-05-16T22:23:00.000-07:00

We are one of the 5 hosts participating in the Webinar!

Sensation Celebration: A Sensory Awareness Event Celebrating 30 sensational years

“Ask Dr. Lucy”
A LIVE Webinar

One of your 30‐for‐30 Sensation Celebration event opportunities
The event: A SENSATION CELEBRATION WITH LUCY’S LIVE WEBINAR AS THE CORNERSTONE for
a program that incorporates other educational and/or fundraising activities such as a panel discussion of SPD issues, family stories from local parents, a speaker, an auction, etc.

The format:
• Tentatively scheduled at 6 pm Mountain time on Saturday, October 2
• Transmitting via the Internet (webinar format)
• Featuring Dr. Lucy Jane Miller – scientist, clinician, author and our founder
• Answering live questions before an audience in Denver and a handful of previously selected remote audiences. Answering written questions submitted ahead of time by anyone. Details to be broadcast via broadcast emails to our entire database.

Tea and Empathy

2010-05-03T14:03:00.000-07:00

Kids Matter Inc. Presents:

Tea... and Empathy

A Mothers Day celebration for Moms of Children with Special Needs
Saturday May 8th 1pm - 4pm

Ft Langley Lions Hall
corner of 88th and Glover

http://www.kidsmattercanada.com/

FINAL DAY

2010-04-20T11:52:00.000-07:00

Final Day to comment in the DSM!

Make your voices heard now!

coming soon....

2010-03-14T23:02:00.000-07:00

More blogging coming soon....

Happy New Year!

2010-01-20T13:29:00.000-08:00

I am just regrouping after the holidays.....and the holidays were great! I don't want to imagine how long it would have taken me to regroup if the holidays were filled with sensational chaos....

Some new links on the blog:

vote for Chase for Hope (link on the right)
watch the Temple Grandin Movie premier (link on the right). I attended Dr. Temple Grandin's lecture on autism (she is autistic herself); it was awesome; she shares her first hand insight into the world of someone living with sensory processing disorder.
you may want to consider attending the presentation of "How to Help Your Anxious Child". More information below.

And ....I'm attending:

Sensory Processing Disorder Foundation's 10th International Symposium

Living Sensationally at Home, School and the Community

For Clinicians, Teachers and Parents

Exploring sensory response patterns and
strategies for treating, teaching, and living with children who have SPD

Please let me know of any problems you want me to address. I will be picking their brains. And I will be meeting (informally) with staff at the SPD Foundation and asking about their protocols on giving my own workshops to help parents in the lower mainland.

Finally....we were one of the top three fundraisers for Sensory Showtime raising close to $15,000 dollars....yeah! Most of these funds came from corporate sponsors that did not actually attend the Showtime.

I thought we could meet again in April, after my trip, but please feel free to contact me anytime!

All the best!
Domenica

new articles

2009-12-02T20:03:00.000-08:00

I've posted links to some interesting articles in the SPD-Parents' Connection column to the right of this blog. One article is actually a letter (http://members.shaw.ca/dmastromatteo/index_files/Page438.htm), edited by me, but meant to be sent from my son to friends and relatives we'll be visiting over the holidays. The original letter was part of the package I received at the SENSORY WORKSHOPS: Building Skills for Parenting Your Sensational Child I attended in July of 2008. At that workshop, they also suggested memorizing an "elevator speech". Something you can easily verbalize to people who ask or need to know about your child's SPD. I wrote an elevator speech and decided to print it on business cards, so I could hand it to people when my mind goes blank. I've made a link to that speech at http://members.shaw.ca/dmastromatteo/index_files/Page424.htm.

I hope this will be helpful!

Have a wonderful Christmas!
Domenica
dmastromatteo@shaw.ca

Links

2009-12-02T19:54:00.000-08:00

The Family Support Institute is pleased to announce a new initiative, http://www.supportworkercentral.com a BC-wide website where individuals or their families can create job profiles and connect with freelance support workers in their communities.

SPD Parents' Connections Meeting

2009-11-17T11:15:00.000-08:00

The meeting will be held on November 28 at 2pm.
Please let me know if you will attend.
Please bring ideas on how you plan to get through the holidays....I have some handouts from the SPD Foundation....

SPD - Parent Connections Meeting

2009-11-03T10:56:00.000-08:00

I would like to organize an informal gathering for November; preferably at "Munch" in North Vancouver, so those who can not find babysitters can bring their children. Children play free; but purchasing at least a coffee is greatly appreciated. The owner is wonderful and willing to set aside some space for us.

We will discuss the following:
1. How this parent connection could best support all of us
2. ideas on how to get through the holidays
3. best meeting times and places for next meetings

Friday nights and Saturday afternoons are best for me, but I am willing to look at other days and times. Assuming, Saturdays are good for everyone, I set up a poll to find out the best date and time in November. Please take some time to fill it out.

Thanks!
Domenica

Sensory Showtime Event

2009-10-24T23:04:00.000-07:00

Thanks to everyone who attended the event and special thanks to all the sponsors who donated funds, time, and prizes!

I am still accepting donations, but to date, we have raised $4,306.60 and I am told $10,000.00 is in the mail.

Prizes available at Sensory Showtime

2009-10-12T22:01:00.000-07:00

Books, CD, chocolate baskets from Rocky Mountain Chocolate Factory, gift certificate for 4Cats Arts studio for kids.

Mark your calendars

2009-09-26T21:23:00.000-07:00

Mark your calendars!

SENSORY SHOWTIME

Friday, October 16 2009

6pm.

Admission is free.

The Community Meeting Room - Lynn Valley Main Library

(located at 1277 Lynn Valley Road)

For additional information, contact Domenica Mastromatteo at 604-961-4275 or dmastromatteo@shaw.ca.

Volunteer Positions

2009-09-04T14:22:00.000-07:00

The Following Volunteer Positions are needed for SENSORY SHOWTIME!

Volunteers are Needed to:

Post Flyers in Schools, Libraries, Community Centres, Daycares, Medical centres, coffee shops, etc.
Email a flyer to everyone on your email list and to any organization that may be interested.
Preparing donation envelopes (about 200 envelopes need to be stuffed)
Distributing and collecting donation envelopes
Solicit sponsors (letter available)
solicit parents to share their story (a form will be available on this blog for parents to sign into).
tech person to set up projector, screen and audio
ushers (usherettes?) to welcome visitors at the event and help them to a seat.
collecting donations at the event

Check the blog regularly for upcoming links to flyers, solicitation letter, surveys, and inventory of door prizes!

Thanks!

DOMENICA

dmastromatteo@shaw.ca

sensory showtime

2009-09-01T23:42:00.000-07:00

SENSORY SHOWTIME
A Sensory Awareness Weekend Event

Featuring a screening of

AUTISTIC-LIKE
GRAHAM'S STORY

a film by Erik Linthorst

AND A SPECIAL VIDEO SPOTLIGHT ON
SENSORY PROCESSING DISORDER

October 16, 2009
6:00 PM Lynn Valley Library – Community Meeting Room
North Vancouver

LOTS OF INFORMATION AND OPPORTUNITIES TO NETWORK WITH OTHER SENSATIONAL FAMILIES AND PROFESSIONALS
Door Prices!

www.autisticlike.com
www.SPDFoundation.net
to volunteer email dmastromatteo@shaw.ca

SENSORY SHOWTIME - Volunteer Meeting Agenda

2009-08-18T23:29:00.000-07:00

The meeting will be held at 10am on Saturday August 22nd at
Munch Family Restaurant
143 – 1233 Lynn Valley Rd,North Vancouver, BC, V7J 2A1
http://www.munchmunch.ca/

Agenda:
Discuss volunteer activities
Assign volunteers to each activity
Discuss venue ideas
Schedule another meeting

Volunteers Needed

2009-08-18T23:23:00.000-07:00

Volunteers Needed for the Following:

Media & Advertising:

Flyers (template to come)
List of places to leave or hang flyers
Newspaper ads
Radio
TV
Press-release (to come)

Donation Committee:
Keep track of donations, funds coming in
Prepare, distribute and collect donation forms

Solicit sponsors:

Sample sponsor solicitation letter included
Information sheet about SPD foundation included
Donation is exchange for free Promotion at the event
Decide what kind of free promotion
Organize the free promotion
Donate products for a draw (check legal term in our area)
Donate products to sell in goodie bags
Donate service?

Fundraising:
Silent Auction
Sell Goodie bags

Wall of Fame:
Organize wall of fame
Solicit parents to share their story

SENSORY SHOWTIME Volunteer Meeting

2009-08-13T15:46:00.001-07:00

SENSORY SHOWTIME Volunteer Meeting

The meeting will be held at 10am on Saturday August 22nd at

Munch Family Restaurant
143 – 1233 Lynn Valley Rd,North Vancouver, BC, V7J 2A1
http://www.munchmunch.ca/

The restaurant is in the Lynn Valley Town Centre at the corner of Lynn Valley Road and Mountain highway. Chosen so you don’t need to worry about babysitters; bring your children and they can play nearby in the stunning children’s play area. Playtime at Munch is always FREE; but since we will be there during mid-morning drop-in, please remember to purchase at least a small coffee. Which, by the way, is delicious!

Please let me know if you would like to volunteer, but can not attend the meeting. I will email you the agenda and list of suggestions on how you may help.

Thanks!

SENSORY SHOWTIME - volunteers needed

2009-08-12T10:14:00.000-07:00

In October, I will be hosting SENSORY SHOWTIME, an awareness weekend featuring “Autistic-Like: Graham’s Story,” a touching documentary about one dad’s struggle to help his son, and a short video about (sensory processing disorder) SPD and the SPD Foundation. We hope to have local families share their personal stories, and plan to conduct fundraising activities.

We will be one of 75 international venues coordinating a Showtime event in October during (US) National Sensory Awareness month. The goal is to raise general awareness of SPD and funds to help underwrite the final push for recognition of SPD in the 2012 revision of the DSM.

To make this public service activity possible, I am asking you to help me by sending this post to anyone who may be interested in volunteering for this event. Please consider volunteering yourself. A meeting of volunteers will take place on Saturday August 22nd, during the first SPD – Parent Connections meeting. The place and time are still to be determined, but all information will be posted on the following blog: http://sensationalchildren.blogspot.com/. All people interested can send me a comment via the sensational children blog or email me at dmastromatteo@shaw.ca.
Thanks for your time and participation in this sensational event.

SPD - Parent Connections

2009-08-05T15:09:00.000-07:00

SPD - Parent Connections coming to North Vancouver soon!

Welcome to Holland

2009-07-29T19:05:00.000-07:00

Today was a rough day....sometimes, I forget that my son has special needs....I let his home therapies slide....we spend our days doing "normal" things instead of all the things we should be doing....all the things that help us keep on track....we slack off....and inevitably, everything goes to hell and all I could do is cry and wish I was in Italy....

I read "Welcome to Holland" by Emily Perl Kingsley and I cry some more. Eventually, I will get up and start again....this time, keeping everything right on track.

WELCOME TO HOLLAND
by Emily Perl Kingsley.c1987 by Emily Perl Kingsley. All rights reserved

I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this......When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a bunch of guide books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may learn some handy phrases in Italian. It's all very exciting.After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, "Welcome to Holland.""Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've dreamed of going to Italy."But there's been a change in the flight plan. They've landed in Holland and there you must stay.The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine and disease. It's just a different place.So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a whole new group of people you would never have met.It's just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been there for a while and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips. Holland even has Rembrandts.But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned."And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant loss.But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland.

copied from the following link: http://www.our-kids.org/Archives/Holland.html

sensational children

Back Talk and Disrespect

Clip Art

Sensory Rich Environments to Support Learning for Young Children

Society for Healthy Sensory Processing Development

Letter to National Autism Center

SCIENCE: FAILING OUR CHILDREN

NOTICE OF ANNUAL AND SPECIAL GENERAL MEETING

NEUFELD PUBLIC ADDRESS

Here's our Letter to Oprah!

The Oprah Show Features SPD

It's Official

A New Year

Back to basics in the New Year

“ADVENTURES IN SOCIAL EMOTIONAL REGULATION TRAINING” A ‘Funtastic’ Social Learning Group

“ADVENTURES IN SOCIAL EMOTIONAL REGULATION TRAINING” A ‘Funtastic’ Social Learning Group

John - (my story)

Landscapes that Teach and Support Development

Sensation Celebration: A Sensory Awareness Event

SPD Blog Carnival - Sensory Fun Photos

sensation celebration: a sensory awareness event

WEBINAR

Tea and Empathy

FINAL DAY

coming soon....

Happy New Year!

Living Sensationally at Home, School and the Community

For Clinicians, Teachers and Parents

Exploring sensory response patterns andstrategies for treating, teaching, and living with children who have SPD

new articles

Links

SPD Parents' Connections Meeting

SPD - Parent Connections Meeting

Sensory Showtime Event

Prizes available at Sensory Showtime

Mark your calendars

Volunteer Positions

sensory showtime

SENSORY SHOWTIME - Volunteer Meeting Agenda

Volunteers Needed

SENSORY SHOWTIME Volunteer Meeting

SENSORY SHOWTIME - volunteers needed

SPD - Parent Connections

Welcome to Holland

Exploring sensory response patterns and
strategies for treating, teaching, and living with children who have SPD