Showing posts with label transitions. Show all posts
Showing posts with label transitions. Show all posts

Sunday, October 21, 2012

Life skills for Down syndrome fostered by supportive open employment


by Vicky Manley from Science Network Western Austrialia:

RESEARCH exploring open employment and the transition from school to adulthood for young adults with Down syndrome has won the ‘Three Minute Thesis’ (3MT) competition for an ECU Occupational Therapist.

PhD candidate Ms Kitty-Rose Foley presented the winning 3MT ‘Life after school: there’s room for improvement for young adults with Down syndrome’ about research into transitioning young adults with Down syndrome.
The research examines positive and adverse influences in the transition from school to post-school.
“I was particularly interested in exploring the factors which may influence different outcomes post-school, such as: behaviour, family quality of life, young adults quality of life, functioning in activities of daily living, socio-economic status, gender and living region,” says Ms Foley.
Participating families completed questionnaires over a longitudinal period from 2004–2011.
Part one of the questionnaire pertained to a young person’s characteristics and part two, family characteristics.
The research examined factors associated with different day occupations such as open employment, training, sheltered employment and/or day recreational programs.
According to Ms Foley, the emerging results suggest that families of young people who are attending supported open employment [post school] are achieving better outcomes in terms of family quality of life.
Interestingly open employment even for a small amount of time per day achieved better outcomes.
Behaviour patterns improved in those participating in open employment as opposed to those who mainly attended day recreation programs—whose behaviour problems showed an increase.
“This could be due to modelling appropriate behaviours from typically developing colleagues or perhaps these young people are more focused on their day to day tasks,” says Ms Foley.
The findings also indicate that intellectually disabled young adults were rarely consulted on decisions about their future—irrespective of their individual abilities, interests and capabilities.
The research concluded that a young person functioning in activities of daily life (self care, communication, community skills) and good family support were associated with participating in open employment and better quality family life.
“This provides important information to guide services and policy when targeting the intervention for young people with Down syndrome,” says Ms Foley.
Ms Foley is with the School of Exercise and Health Sciences at ECU and is based at the Telethon Institute for Child Health Research in Subiaco working as an OT for children with a range of disabilities.
The competition allows researchers three minutes to communicate their thesis and Ms Foley said she was lucky to win the Edith Cowan University (ECU) finals. 

Friday, September 7, 2012

Passing love on: Families cope with continuing care




Julie Kvam does a stiff-legged little hop down the staircase, skipping the last two carpeted steps. She lands upright with a curtsy and a slight nod of her curly blonde head. Then she grins as if she'd just aced an Olympic hurdling event.
"Ta-da!" the 51-year-old proclaims loudly before walking to the dining room table to ruffle her dad's hair.
Russell Kvam is the most important person in her life these days. He cooks for her, takes her places, speaks for her, keeps her safe and loves her whole-heartedly. But he is also 83 years old and he knows he won't always be able to care for her. Both are healthy, but she is aging at an accelerated pace, common for someone with Down syndrome. And he is, he admits, growing old as a natural course of events.
Caring for her is very different than it was when she was a baby whom he or his wife Pat could pick up. Pat died a few years ago. He has swapped youth and vigor for experience. While time has increased Julie's size and some of her physical abilities, she will never grow up in a traditional sense. Nor will she ever be able to live independently. While he's done his best to line things up, eventually her care will pass to others; he's confident her two older brothers will see that her needs are well met.
Disabling conditions
Family provides the bulk of care for individuals with severe disabling conditions who cannot take care of themselves. Sometimes, the sheer work of physical care changes as small bodies become adult-sized. Time doesn't stand still for their caregivers, either, who may find a task that was doable at 40 quite daunting at 70.
New Yorker Patrick Donohue thinks about that a lot as he carries his daughter Sarah Jane, now 7, with him. She suffered a traumatic brain injury at the hands of a nurse when she was five days old and has never walked or talked or fed herself, though he hopes someday she will. He is 41 and throws all of his energy into a foundation that bears her name to help drive policy and research he hopes will let her one day be independent. In the meantime, he worries that because she's an only child who should live a normal lifespan, he will likely not always be her main source of support. No one waits as backup in the wings.
Who will take over care and what it will look like is never far from the thoughts of aging caregivers, a population nearly impossible to quantify, though there are hints. For example, 400,000 Americans live with Down syndrome, their disabilities a spectrum from mildly impaired to dependent. Brain injuries also cross a spectrum, but each year, 750,000 Americans suffer one severe enough to require emergency care. Hundreds of thousands of Americans live with severe developmental disabilities and physical injuries and diseases that mean they will likely always require care.
As health care and education options improve and those who are frail live longer and more fulfilling lives, even more parents must plan care for when they can no longer provide it. With Down syndrome, for instance, the life expectancy was 25 in 1983; some now live into their 70s, said Beth Finkelstein, executive vice president of the New York-based National Down Syndrome Society.
"It's really important for families to plan ahead for aging and for the transition," Finkelstein said.
The plan itself hinges not only on the individual's disability, but the family's resources, whether other relatives will step up and much more. Details combine to determine if someone needs a group home, in-home assistance or nursing home care and whether resources exist to make it possible. It all involves adjustment and perhaps a physical move.
"It needs a purposeful trajectory," said Finkelstein, who noted that love and companionship flow both ways and such an intertwining of lives must be handled with care.
Beyond family
Society, including governments, need to plan, too. Expanded lifespans, a growing population and budget-crushed economies make it hard to meet all the needs for assistance, Finkelstein said. Out-of-home placement is not easy to find, waiting lists long. Still, she said, the solution that's chosen may be less important than coming to it before there's a crisis.
Mary Noble did that. The retired school teacher from Idaho Falls, Idaho, moved her daughter Patti, now 46, into assisted living a decade ago because her health and medication management had become too complicated to handle at home.
Noble was pregnant with twins when she contracted rubella. Patti, the smaller twin, suffered the effects while her sister, Becky, didn't. Patti is legally blind, has dwarfism and a disease that affects joints and muscles. She has had four joint replacements — three for her hips and one knee — and uses a wheelchair. She was born with one kidney, which has created other complications.
Her parents, who are divorced, share guardianship and have provided for her in their wills. Twin Becky looks after her, too, Noble said. One day, the responsibility will be hers.
Different conditions and paths
Osteogenesis imperfecta — a collagen disorder whose primary feature is brittle bones — brings no mental impairment, so those who have it experience a very different trajectory than, say, someone with a developmental disability. Most with OI will attend college and have careers and raise families, said Mary Beth Huber, director of program services for the Osteogenesis Imperfecta Foundation, based in Gaithersburg, Md.
Still, some will require care their entire lives. Planning and preparation matter.
"There is much more training for independence than in the past," she said — a truth that crosses medical conditions. Even language reflects it. What were called "pediatric conditions" in part because one sometimes did not get to grow up are now called "pediatric onset," meaning it started, but does not end in childhood.
A rehabilitation expert at the Virginia Commonwealth University Medical Center in Richmond, Va., Jeffrey S. Kreutzer, professor of neurosurgery and psychiatry, helps whole families cope with the aftermath of such brain insults as traumatic brain injury, Parkinson's, tumors and prefrontal dementia, among others. His team looks at emotional, cognitive and physical well-being of the affected person and those who support him.
"One of the core concepts of care is to understand where people are in the life cycle," Kreutzer said. Regardless of the condition, families need education to understand its characteristics and available resources, along with emotional or psychological support and skill building. That three-part approach to managing chronic illness or severe disability helps families hold it together and move forward, he said.
Kreutzer has noticed a progression with caregiving that's fairly typical. He talks of a 40-year-old who was assaulted; the resulting bleeding in his brain left him dependent on others. For a time, he lived with his parents. After they died, he moved to another state to live with his sister. "That's one rule of thumb," Kreutzer said. "Immediate family members tend to take care of the person. A person can get 'passed down' to family members."
Because she has no siblings, 7-year-old Sarah Jane's prospects could be more limited, Donohue said. It bothers him that systems of outside-of-family help focus so heavily on long-term care designed for the elderly. If something happened to him, his daughter would not belong in nursing homes designed for geriatric cases, any more than a young soldier wounded in war belongs with octogenarians, he said.
Crafting transitions
Whatever happens to Julie Kvam, it will not be her first transition. When she was young, she went to a specialized school and lived for several years in a small group home, her family near. They lived in Washington then, where her dad was a railroad station agent, her mom the postmaster. They moved to Arizona when they retired and it was there that Pat Kvam suffered a stroke and Russell Kvam cared for her, too. Pat never recovered from the stroke. Eventually, they moved to Utah to be near one of their sons and, finally, Pat moved into full-time care.
They always encouraged Julie's interests and talents, something that matters in spite of disability. Huber said as children age, it's crucial to nurture their spirits and help them grow up as much as possible, to take risks that are appropriate, to live full lives. She likes a book, "Reflections of a Different Journey," a series of interviews with adults with disabilities. The authors asked what the subjects wish their parents had known. "Time after time, they said that 'when my parent encouraged me to be my best, to follow my dream, even though it was hard for both of us, those are the things I'm most grateful for,'" Huber said.
It comes down, she said, to accepting some risk. Allowing a baby with brittle bones to roll over is both risky and emotionally hard. But it's an important milestone. The challenges just get bigger. "What do you do when a child does not want an aide in school any more, when the child is ready to drive. ... Every stage requires assessing risk," she said.
The Kvams taught Julie to swim and bowl. She's pedaled "probably 40,000 miles." He takes her with him to the store, where she lights up and strangers smile at her infectious demeanor. "She's a happy girl," he said, who likes to hide his stuff and giggles and talks to herself. Her "pacifier" is a pair of sticks from pompoms now long gone. They are always nearby, a soother.
Such details are part of care's transition. Finkelstein said families sometimes make know-me books that outline not only medications and mannerisms, but words that will calm when the child is upset or what television shows or treats bring pleasure. It's knowledge only a caregiver can share. And it, like the person being cared for, can be passed on with love.


Monday, June 18, 2012

A fight to make friends

 

Walk raises money for a statewide peer program

For the last 10 years, it's been easy enough for Susan Zimmermann's son, Oliver, to play with kids his age, even if they don't have Down syndrome like he does.
But in two years Oliver will be in middle school. By then, Zimmermann said, Oliver's condition will make it a little harder for him to keep up with his peers. There's the risk he could become lonesome and socially isolated.
"It's sad, but it's what happens," Zimmermann said in an interview yesterday.
She wanted to get Oliver involved in Best Buddies, a charitable nonprofit that pairs intellectually and developmentally disabled people with peers who have similar interests.
But New Hampshire doesn't have a statewide Best Buddies program - there are three chapters, but their presence is limited and the volunteers depend on staffers in Massachusetts.
So about a year ago, Zimmermann and her friend Sarra Dennehy, whose son is also 10, has Down syndrome and attends Concord schools, decided to start one.
They formed a board of directors and set out to raise $250,000, the amount Best Buddies International requires to establish a state office staffed with a director and program managers. Those people, in turn, bring Best Buddies chapters to schools across the state.
Yesterday, about 400 people showed up to help them at the inaugural New Hampshire Best Buddies Friendship Walk, a one-mile loop from the State House through downtown Concord. After the walk, advocates danced to live music, ate barbecue and played with Darcy, a Shetland pony who came from New Boston for the event.
Established by Anthony Shriver in 1989, Best Buddies is a 501(c)(3) nonprofit that works with nearly 700,000 people with and without disabilities worldwide.
The organization doesn't ask its participants to identify their disability, but one in six children in the United States is diagnosed with a developmental disability, which ranges from mild speech disorders to cerebral palsy and autism, according to recent data from the Centers for Disease Control and Prevention.
Peter Fleming, 47, of Manchester is one of the many people who said he's looking forward to finding a buddy in New Hampshire.
Fleming said he's already very busy working his job bagging groceries at Stop and Shop and volunteering with the Manchester Lions Club and the governor's commission on disabilities, but he agreed to be on the board of directors of Best Buddies New Hampshire.
Fleming is already part of "e-Buddies," an email pen pal program through Best Buddies International. Several years ago, he just happened to be paired up with Tim Shriver, the CEO of the Special Olympics and son of Eunice Kennedy Shriver.
At least once a week, Fleming said, he and Shriver exchange emails.
"We talk about the Red Sox; we talk about our families," Fleming said. "He's a big Red Sox fan."
Fleming said he got to meet Shriver in Washington, D.C., a few months back and would like a companion closer by, too.
"We can do stuff together," he said.
Taryn Seybold, a 36-year-old emergency room nurse, wants her son Nicholas, 16, to have a buddy, too. He's had a wonderful experience so far with Concord High School's peer-to-peer program, which pairs "typical" students with intellectually and developmentally disabled ones, Seybold said.
But she worries what will happen after Nicholas turns 21 and won't be able to go to school anymore. He has the same dreams as any other teenager, she said: get married, have a family.
She wants him to have a fulfilled life and not have to depend on her for all of his needs.
"Just like any kid, he doesn't want his mom hanging out all the time," Seybold said, walking up South State Street.
Nicholas followed closely behind, arm-in-arm with one of his three "typical" friends from the high school.
Nicholas's friends, who graduated Saturday, said they would volunteer with Best Buddies once it launched in New Hampshire. Sitting in the shade after the walk, they said it's possible they've benefited from the relationship more than Nicholas has.
"He's one of the nicest people I've ever met," Mckenzie Dow, 17, said, right before Nicholas grabbed a Monitor reporter's hand, kissed it and asked for it in marriage.
He uses that line a lot, they said.
Organizers said they've raised $40,000 toward their goal of $250,000. They estimate they raised at least $35,000 yesterday.
A statewide chapter can't come soon enough for Sarra Dennehy, who said it's becoming harder for her son, Liam, who has Down syndrome, to keep up with children in their neighborhood. The kids are kind, she said, but they've gotten bigger and faster and stronger, and Liam just can't hold his own.
"Liam watches all the kids in the neighborhood play," she said. "And it sucks."
If you slow down long enough to let him in your life, she said, you'll be better for it.
"It really opens your eyes to the heart and the soul of people instead of just the exterior," she said.

Wednesday, March 14, 2012

Princess Diana's goddaughter who has Down syndrome ‘When will I be normal?’


from the Daily Mail by Rosa Monckton:

Having been away for a few days, I walked into the house to be met by my 16-year-old daughter, Domenica, usually so happy and bouncy.

‘Why am I a Down’s Syndrome?’ was her greeting. ‘Why can’t I do maths?’ Followed by the most heartbreaking question of all: ‘When will I be normal?’

As a mother, you always worry about how your children will cope when you are not there, but you can reconcile yourself to the idea that they will be fine, and independence will be the making of them.

Every September, there appears a flurry of agonised articles by mothers wondering how they will cope with empty-nest syndrome as their children leave home for university.

As a mother of a child with a learning disability, I would give anything to have that problem, and I read these articles through tears of rage.
 For every parent of a disabled child, the thought of that child becoming an adult is terrifying and all-pervasive.

I know that in some sense Domenica is never going to grow up, even if the law, once she turns 18, will regard her as an adult like any other.

Domenica, despite her encyclopaedic knowledge of teenage programmes on the Disney channel, cannot tell the time.

She is unable to tie her shoelaces or her dressing-gown cord. She cannot put her hair in a ponytail or go out on her own. And none of this will magically change when she becomes an adult in the eyes of the law.

This turning point is a huge problem for those with a learning disability. There is no allowance for the fact that a disabled child will become a disabled adult, seemingly no understanding that a lifelong learning disability is exactly that – lifelong.

Overnight, vulnerable children are thrown into the lion’s den of adult services, often with disastrous results.

There needs to be a recognition that a learning disability does not change from childhood to adulthood. Perhaps part of the problem is the replacement of the word ‘handicapped’ with ‘learning disability’.

The impression created is that we are dealing with people who are just a little bit slow.In general, when people talk about disability, they mean a physical disability. In those cases, the person with the disability is as self-aware as anyone is, but when you are dealing with a mental disability the issues are much more fraught.

I find it very difficult to explain to Domenica why the people she was at school with have moved on, and all seem to be doing things she is unable to do.

The looming question, that colours every decision I make, is: what will happen to Domenica when we are no longer around to look after her? She fears independence because she is self-aware enough to know that it will be very difficult for her.

I wanted to meet other parents on the same journey, and this became the subject of the BBC documentary Letting Go, to be shown this week.While making the film, I met a mother whose life expectancy was limited, and who had to make the terribly painful decision to move her teenage son out of her home so that he would have time to adapt to living somewhere else before she died. 
 I am in touch with one mother who is in her late 80s, and her disabled son, who is now in his 50s, has always lived at home. He is not capable of living anywhere else and she is confronted with her own mortality. It is far too late for him to adapt to living elsewhere.
 Domenica has always been in mainstream education. A school for pupils with mild learning difficulties would perhaps have been better – madness, a child like Domenica sitting in a chemistry class – but, within our county, they have all been closed.
 She has now been lucky enough to get a place at Chickenshed, an inclusive theatre company and performing arts day school in North London. She is doing a BTEC extended diploma in performing arts, a sixth-form course.

She is happy there, but is now convinced that she could have a career on the stage, and be a pop star and a supermodel. She sees no reason at all why this should not be possible. I realise many children of The X Factor generation have these delusions, but it is particularly pronounced in a child like Domenica.

I don’t in any way want to limit her horizons, but I feel that I must manage her expectations. I have to make sure Domenica has certain skills that will perhaps, in the future, enable her to get out to work, and be part of a community.

She has already done a week-long waitressing course at Chalk Farm Hotel near Eastbourne, which employs and trains only people with learning disabilities, and I will encourage her to do more in that vein.

It is very important for all people with learning disabilities that they become as independent as possible, and don’t stagnate in some form of institutional care, staring slack-jawed at a television screen all day long.

It is vital to have the sense of self-esteem that comes with doing some honest work, if they are at all capable of it.Where these young adults live is an overwhelming problem for parents. The disability lobby in this country has been driven by those with physical difficulties, while those with a learning disability have been dragged along in their wake.

While it is absolutely right that people with physical disabilities should be living independent lives, it is not necessarily appropriate or even possible for those who are more vulnerable and trusting.

There is an ideology that says that everyone is the same, and has the same right to live independently. This is putting people with learning disabilities into inappropriate accommodation, often with only two hours of care a day, and in flats on their own.
 The sense of isolation that they feel, but cannot express, is heartbreaking to witness. What sort of society thinks this could be a suitable way to live? What sort of society allows the social worker, without the parent present, to interview the ‘client’, and after half an hour decide a flat in the community is an appropriate setting?
 Some inspirational parents I know, unable to find somewhere suitable for their daughter, rented a house in Hove, where she now lives with four friends.
 There is always someone there at night, and the number of carers in the day depends on what they are doing.
 The atmosphere in the house is that of any group of young people living together. There has been such a demand for places that they have now opened two other houses. They have constant battles with the local authority, which would prefer for these young people to be living in single-occupancy flats.

One mother told me that her daughter, who has Down’s Syndrome, was moved into a flat on her own. After six months, she had put on five stone. Her mother spoke to the social worker, who replied that ‘It was your daughter’s choice’ to eat all day long, and cited the Human Rights Act. This young woman is not capable of making such a choice, and needs support and guidance, not another packet of crisps.

 
Another mother wrote to tell me that an Adult Services Reviewing Officer had written to her daughter, asking her to think about her ‘goals for the year’, and what she was ‘hoping to achieve’. Her daughter cannot walk, talk or feed herself, and has no mental capacity.
We have a system in place in our country that is supposed to support the most vulnerable, but it is failing. It has become so complex and unintelligible that it is not helping those who need it most.
 I accept a system that hopes to deal with disability from cradle to grave cannot have clear-cut simplicity, but over the years there appears to have been little joined-up thinking, and I suspect even the professionals have lost their ability to make good decisions.
 One vast improvement would be to have a single assessment of the needs of families, rather than the endless to-ings and fro-ings between various departments that currently makes the system both intimidating to the user and far too time-consuming.
 In opposition, David Cameron, who himself was the father of a severely disabled child, told me that this would be his preference, but nothing has changed.
 I have had dealings with Government: I have sat on various committees, had meetings with Ministers, and even one with the Prime Minister, but there seems to be a bureaucratic inertia that is holding the Government back from making the necessary changes.
 In 2010, George Osborne announced an extra £2 billion a year for social care by 2014 in his Comprehensive Spending Review, but this money – supplied by the taxpayer and granted to local authorities – is not ring-fenced.
 Local authorities are not legally obliged to spend the money on what it was intended for, resulting in a postcode lottery for parents.
 The Government defends this on the grounds of ‘localism’, and says it is up to the local authority to decide whether to use it for the purpose it was given.

As a result, I know of several parents who have had to move away from their families and friends in order to secure better provision.  All I want for Domenica is for people to accept her as I do, to recognise the contribution she can make, and to keep her safe.
 All my maternal instincts scream at me to keep her with me at home for ever. But then what happens when we die?
 And here is how I answered her questions. ‘Why am I a Down’s Syndrome?’; ‘You’re not, you are Domenica.’
 ‘Why can’t I do maths?’;  ‘I can’t either.’
‘When will I be normal?’; ‘No one is normal, we are all different.’
But some are more different, and more vulnerable than others.

Monday, September 19, 2011

Registration opens for Down Syndrome Education Conference in Charlotte, NC, USA

from Down Syndrome Education International:

Registration is now open for the Down Syndrome Education Conference being held in Charlotte, North Carolina on October 20-22, 2011, hosted by the The Down Syndrome Association of Charlotte.

We are presenting a Down Syndrome Education Conference in Charlotte, North Carolina, on October 20-22, 2011, organised and hosted by The Down Syndrome Association of Charlotte. The event is being held at The Blake Hotel in Charlotte.

DSE speakers, including Professor Sue Buckley and Dr Kelly Burgoyne will be presenting in-depth (two day) tracks covering early intervention and early years education, elementary education, and speech and language therapy (October 20-21), and essentials (one day) tracks covering early intervention and early years education, elementary education, and high school education.

Thursday, July 14, 2011

Self-advocate pushing for change in law

phoNEheffernan1_0713dg.jpg

from The Herald News:

When he’s not taking classes at MassBay, working at one of his three jobs or volunteering, Brian Heffernan is making sure that other young people with Down syndrome and other intellectual disabilities get the same opportunities he’s had.

Most recently, Heffernan, 20, of Newton, has been advocating for a bill at the State House that would change the special education licensing requirements to provide optional advanced training for teachers who want to focus on transitioning children with intellectual disabilities into the competitive work force.

Newton resident Julia Landau, senior project manager for the advocacy group Massachusetts Advocates for Children, said the bill would allow more children with intellectual disabilities like Down syndrome and autism to become productive members in their communities.

“Right now three-quarters of the youth with disabilities in our state ages 16-26 end up in sheltered workshops or [day habilitation] programs or unemployed and we know that youth with disabilities when provided the appropriate transition planning and services can measure up with their potential and can live and work competitively,” she said. “That’s the difference between the tapped and untapped potential.”

Heffernan has been taking classes in courses like criminology, mass media and career and life planning at MassBay for the past two years through the school’s partnership with the Newton Public Schools. The Inclusive Concurrent Enrollment grant program allows public high school students with severe intellectual disabilities who are between 18 and 22 and have not yet passed the MCAS test the opportunity to take inclusive college courses aligned with a career goal.

“I’m really proud of the career and life planning class,” Heffernan said. “It made me think a lot about my career.”

During the school year, Heffernan takes public transportation from his house in Newton to the Wellesley Hills MassBay campus, takes general college classes with his peers and works out after school in the school gym. Last summer, Heffernan was looking for activities to join on campus and noticed that the college didn’t have a glee club like his favorite TV show, “Glee,” so he researched and sought out the required number of signatures to form his own glee club.

Heffernan said his classes at MassBay have helped him decide that one day he wants to have a career in the film or television industry. He’s already written a 52-page TV script, “The Heffernan Show,” loosely based on “The Cosby Show.”

“One day I got on my computer and just started writing,” he said, while walking around MassBay last week.

In between his busy class schedule at MassBay and camp during the summer Heffernan finds time to work as a host at Wally’s World in Fenway Park, as a bagger at Shaw’s Supermarket in Auburndale and as a guest speaker in the “Understanding Our Differences” curriculum in the Newton Public Schools. He speaks to graduate students about his disability at Brandeis, Harvard and Boston universities and during the summer he volunteers at City Hall delivering mail and stacking books at the Newton Free Library.

“He’s really remarkable,” said Landau of the Massachusetts Advocates for Children, in a phone interview.

Heffernan’s mother, Julie Hefferman, said that her son wants to continue to take classes at the college after he passes his English MCAS test. She said that once he passes the English MCAS test he will place out of the special education program in the Newton Public Schools, but will still be able to receive special education services at the college.

“We’ve had a partnership for the past five years with the [Newton schools] to give students with intellectual disabilities the opportunity to take college courses,” said Jayme Finstein, inclusive concurrent enrollment grand coordinator at MassBay. “The goal is to have the courses connect with future career goals. You spend your whole day on campus doing anything that any other student would do.”

Julie Heffernan said her son has flourished through his classes and the new friends he has made at MassBay.

“On Facebook, he has all these friends we’ve never met because he has this whole college life now,” she said.

Landau said she is hopeful that the bill will soon be voted out of the Joint Committee on Education.

Sunday, February 20, 2011

Oh Behave!

Notes from a recent workshop on behavior:

Our children are who they are and they are influenced by those around them.

  • personality, family, environmental, biologically driven

Disruptive behaviors arise from a mismatch between expectation and level of cognition understanding

At any point in time anyone can become overwhelmed by too many commands in a sequence, too long an interval to focus, lack of reinforcement to continue good behavior. They are so overwhelmed that they don't understand their level of anxiety.

Behavior is influenced by developmental level of the child, not necessarily predicted by chronologic age

Health factors can influence behavior including but not limited to:

  • anemia, ENT related illness, ear infections, sleep apnea, vision, reflux, celiac, thyroid, cardiac status, constipation, seizures, sensory processing, attention deficit 

6% of people with Down syndrome have an autism dual diagnosis.

No matter what cognitive level most children want to communicate. When childern understand but have difficulty pronouncing it makes kids get frustrated and use less language.

Active listening means taking the heat of the moment and turn it into words. For example say "I know you are upset because something happened" and talk about how they feel more than asking them what happened.

Catch the child in the act of being good. Reinforce 6-10 positive behaviors to every 1 negative. 

  • Time outs shouldn't be in the child's room and especially not in their bed. 
  • Give a warning prior to placement in timeout unless it is an aggressive behavior. 
  • Give a brief statement of the offense 
  • Find a neutral area for timeout
  • Use timeouts for 2-3 behaviors at a time max 
  • 1 minute per age or developmental age
  • No eye contact. 

Calming techniques may be needed to diffuse a situation. Quiet hands is a method where the child sits down with hands folded and hugs or hold techniques can also work either have the child face you or facing away then use appropriate hugs and holds to release energy.

ABC's of behavioral modification. What's the behavior and what's the consequence?
  • Antecedent - what occurred before the behavior
  • Behavior - precise description of problem behaviors
  • Consequences - what occurred after the behavior

The behavior that gets the most attention is the behavior that stays.

Practice when you are not in the moment to prepare a child for different situations.

Use stickers or check marks for praise. What ever the reward the child will want to attain it.

Set the expectation on the day before you begin.

  1. If/then statements - explain what the activity is and what result is 
  2. distractions - move their attention to another topic
  3. warm up tasks - things they can do easily that lead in to the new task
Resources: