A Community In Motion

ADHD in Women and Girls: The Importance of Early Diagnosis

2011-09-07T11:36:00.000-04:00

I appreciated this article. It directs those, who are interested, to checklists and other resources for girls and women with AD/HD. It wasn't until my son was diagnosed that I finally realized this was me. Wow, if only I'd known twenty years ago. Like the article says, please share this information. I had a tremendously difficult teenage "process" that nearly killed me. Thank God for my sensitive, hyper, funky, slightly crazy, definitely caring, creative and insightful little boy. Life makes so much more sense now.

ADHD in Women and Girls: The Importance of Early Diagnosis

Terry Chausse

Our Student Speaks, Part III

2011-02-02T22:44:00.002-05:00

Week 3 & 4...

Once again the most exciting thing about therapy is the unending scientific and creative process of how to help heal one’s body and mind in a holistic way.

Such as a surgeon tries to continually evolve in finding less invasive techniques and procedures to cut and repair bones and organs; OT’s and other allied therapists persist and practice in finding less invasive ways to adapt a functional activity to a client in order to assist in the occupation of daily living.

What continues to amaze me in the school based OT focus, is the thought that even one individualized activity formulated and focused precisely for that child while seemingly small, can be enormous in molding and shaping their skills, attributes, and attitude for the rest of their lives.

Participating, creating and constantly researching all these incredible therapies in the last several weeks is how I’ve come to my notion of how nature and nurture pertain to occupational therapy.

An OT/OTA is someone who possesses supernatural optimistic intelligence, flexibility and capabilities. They are gentle, fun, sensitive, insightful, and philosophical and embody a great sense of pride, power and privilege in all they can do to improve themselves and others. These are attributes I admire about my soon to be career.

I reflect back to last year’s EW! Reading days when my reader and I would meet at Bluff Elementary long before my OTA fieldwork training started. We had begun to read the story of The Little Prince. A book by Antoine St. Exupery that makes profound and idealistic observations about life and human nature…

... When the ignorance of others sees the OT's time as waste, and the OT as someone who merely plays games with children, assuming, of course, that anyone with any kind of capability could do so…I’d ask them to have a step into my shoes…

It is here and now, on my student affiliation, that I can take the time to see true colors shining through the black and white; how mesmerizing it is to see the students reaction and the connection they have towards that OT who has assisted them since their very first day of school.

When students walk in the room, it’s like their bodies enter into a whole new world of possibilities. While their systems struggle to find the just-right diet, they discover new insight and reflect on ways to act, react, behave, and respectfully gain self gratification and satisfaction. This is nourishment that they can get no where else!

Written by: Kasey Elizabeth Schmidt, OTA Student, River Valley Community College

Posted by: Theresa Chausse

Our Student Speaks, PART II

2011-02-02T22:23:00.007-05:00

Planned and performed some of my own treatments in week two at Disnard and Bluff Elementary. Also I continue to participate in the full routine with the COTAs I’m working with. I have been preparing more treatments…

Preparation has pertained of reading all kids IEP‘s (Individualized Education Plans) past and present goals.

The metaphorical and never ending creative process of relating specific activities to long and short term goals is an exciting, fun, and very much challenging one; the more in depth you want to make it that is. Therefore I’ve discovered the challenge for myself is to learn fresh from the professionals I’m around presently, without carrying the weight of the in depth studies I’ve gained from the classroom; in order to find my own happy medium. I’m sure the push of teaching my very own (supervised) sessions this next week will certainly be the key finding my balance.

This fieldwork experience has been very different for me as far as what I’m used to from my personal work occupation. I know I love working with kids, I wouldn’t replace my volunteer work for the world. Although at this point of my life and career it’s kind of like teaching a dog new tricks!

Sure, I know I am, and always will be a kid magnet. Heck I’ve had kids tell me I’m not a grown up, I’m just a really big kid! ;) And in my head it seems easy enough working with many different children and their individualized goals everyday for forty hours a week, but when actually doing this for the first time, oh wow this is really hard work! The COTA’s and OTR’s that work in the school systems are super heroes and that’s final!

In conclusion of my small summary of the second week’s events, I’d just like to mention or possibly make re-mention of how everyone I’ve been working with so far have been, and continue to be so kind and considerate to my needs as a student even when I struggle; while also trying to get their job done. They’ve literally taken me in as apart of their mission; almost like a natural instinct of their caring and teaching efforts. These kind gestures and genuineness make me strive to be better at what I aim to achieve, even during this exhausting time while still learning a career art form that is so very new (to me).

Written by: Kasey Elizabeth Schmidt, OTA Student River Valley Community College

Posted by: Theresa Chausse

Proud Student...

2011-01-29T15:08:00.003-05:00

The program I attended for advanced training as an ADHD coach, has just received special news.

The ADD Academy has worked extremely hard to receive the designation referred to below. I'm posting today to say congratulations!

I feel proud and very happy for you! WAY TO GO ADDCA!!

~ ~ ~

(see ADDCA home page: http://www.addca.com/)

The ADD Coach Academy is proud to be the first and only ADD/ADHD coach training program to earn the Accredited Coach Training Program, ACTP, designation from the ICF, International Coach Federation, the governing body for the coaching profession.

The accredited designation includes the Academy’s Basic, Advanced and Professional coach training programs.

http://www.addca.com/

Feel the sensation of sensational DIRT!

2011-01-19T13:27:00.008-05:00

Originally written Week 2 of Farm Camp 2010, July 14, 15, & 16:

This week at Farm Camp, we focused on dirt! All that goes into it, all that lives in it, and all that it is used for.

The children kicked off the week by making a dirt shake, in which they got to see all the layers of the earth that we don't get to see below our feet.

We got active and quite messy during our mud relay race! The mud race made us check our balance so we wouldn't lose mud from the relay spoons as we hurried to fill the empty bucket!

We pinched and planted tiny seeds into soil and spent time in China gardening.

We made our very own masterpieces out of the mud paint that we made from water and dirt. Exploring our sense of touch, we used our hands to create artwork from our prints. We made sure our entire hand was covered with mud to make a good impression! We also made some creative pieces with glue while exploring sand.

During our nature hike this week, we collected special rocks that we later cleaned and polished with sandpaper and toothbrushes to make them shine! Our collection is being saved for a special project that will help make our hands strong!

We even made dirt pudding for snack with two different kinds of pudding, crunchy things, chewy things, soft things, sweet things and sour things. Some of us tried a few things for the first time!

It was a good week of using all our senses and learning about sensational dirt!

Posted by: Stephanie L. Thompson, COTA/L

Our Student Speaks...

2011-01-17T17:54:00.002-05:00

Hi my name is Kasey Schmidt and I am senior OTA student at River Valley Community College. After ten years in another allied health profession as a LNA the puzzle pieces finally fell together for my ultimate journey to join the occupational force. During that time I always knew there was something missing, but just didn't realize what it was yet; a fire deep down inside my belly that always craved the rehabilitative part to my clients care rather then just the maintenance of their function.

This new purpose is what I believe with the right timing took the controls and finally guided me to my true path. I can't explain to you in words the feelings and emotions that coincided with discovering the door to a satisfying destiny. That door will officially open when I receive my associates degree as an Occupational Therapy Assistant this May 2011, and take the national examination shortly after in order to get licensed in NH (all goes well fingers crossed).

I've just started my field work level II A with A Community in Motion, and am very excited about the experience. So far the team I've met with ACiM are incredible, hard working, passionate, fun, and innovative about their work. I am visiting schools districts this first week in which ACiM have contracts that deliver direct OT services with school-based therapy. I am excited and inspired by ACiM Farm Camp, ADHD & Life Coaching, and think it's holistic approach will be the best new thing for therapy to look towards, especially because of their targeting these virtues specifically in our young people of the future.

Written by: Kasey Schmidt
Posted by: Theresa Chausse

Farm Camp Reflections to Keep us Warm

2011-01-05T13:09:00.000-05:00

Our first week of Farm Camp in 2010 was from July 13th to July 15th. Our weekly theme was animals. Following is an excerpt from our weekly newsletter that week.

Enjoy the trip back to warmer days! ~ Posted by Stephanie Thompson, COTA/L, ACiM

From an Occupational Therapy perspective, our summer camp is full of opportunities for developing the skills needed for our "jobs of living". Not only is the fresh air wonderful to breathe, the sunshine (in limited quantities) fabulous to feel, and the slowing down of time a necessary need, the farm camp experience is filled with a variety of sensory opportunities that lead toward skill development. There is obvious visual input of new sights to be taken in and the auditory input of the birds, farm animals, and the music we will be making, the olfactory input from the smell of the skunk during yoga and the baby cows in their pens, the gustatory input of the healthy foods we will be eating for snack, in the vegetables and fruits we harvest and our weekly CSA share (especially the mustard greens), and the tactile input from the dirt, animals and plants we will be touching. In addition, the vestibular and proprioceptive senses help us to understand where our bodies are positioned in space, how they are moving, and at what rate. We will get this input by movement, heavy lifting, pushing, pulling when we do such things as play animal freeze tag, do yoga, pull weeds, make animals horns, and bake sweet bread. Efficient integration of all of these sensations is necessary for almost everything we do as it helps us understand our surroundings and ultimately leads to all sorts of functional interactions with the environment. - Allison E. Bembe OTR/L, Clinical Director - ACiM

To view more pictures of Farm Camp 2010 please go to our Facebook page by clicking on the Facebook link located on our home page.

An Anniversary? I CAN PAUSE!

2010-09-15T19:27:00.003-04:00

It is National ADHD Awareness Week.

As I reflect on this, it is fitting that this week falls a year from the first time I heard David Giwerc speak about ADHD coaching. For those of you who don't know, David Giwerc, amongst many other things, he is the President of the ADD Coach Academy. I want to acknowledge that this man is one of the people who truly inspires me. Maybe someday I'll convince him to post his story here.

In simplest terms, my life will never be the same. As I write in this moment, my eyes fill with tears. They are tears of relief. They are tears of joy. Most of all, they are tears of hope.

After attending a conference on executive function in February of 2009, I discovered this "thing" called ADHD coaching. I told my friend and business partner, Allison, that I thought the concept sounded cool. We decided I'd check it out. It wasn't a big deal.

My first thorough introduction to ADHD coaching was a teleconference with David Giwerc. I was pretty skeptical. I mean who was he kidding? What kind of person signs up AND PAYS for a program after listening to an hour long teleconference? Well, apparently, I do. My thought was that it sounded different, it was organic and didn't break my bank. Honestly, it tugged at my intuition.

About three weeks into Basic ADHD I found myself faced squarely with the following epiphany:

TERRY, YOU HAVE ADHD !!!

My son had been diagnosed early in 2008. His dad has it. His dad's mom has it. My fiance has it (he's posted some great blogs here... btw). I was SURROUNDED! I also thought, "Okay, Terry, you're just overreacting."

The more I listened in class, the more I couldn't deny the overwhelming amount of missing pieces to my puzzle that began to fit.

I decided to sign up for the next class called Personal Transformation. I was STILL skeptical. I kept thinking, "Now that the basics are out of the way, they (the school) are going to pour on the fluffy stuff. This is the part where they sell me a bag of goods, right? I mean, come on, even the name of the class has whimsy!"

Do you think I was a little critical?

No matter how fluffy (or not) the content was during Personal Transformation, three critical points prevailed:

Pause.

NO... REALLY!

1. ~ PAUSE ~

2. What I believe shapes every perception of my world...

3. What I focus on grows...

And how are those 3 things serving me?

That's how...YAY!

I challenge you to pause.

About a year ago today, I paused for what might be the first time in my entire life. The truth of my inner story and limiting beliefs were revealed to me.

I promise you, I know what it's like to reach hopeless. I know what it means to wonder,

"Am okay...? What does it feel like to be okay?"

I know what its like to feel set adrift. I know what it's like to be waiting for my break, my pennies from heaven.

It is with sincere gratitude that I am declaring September 15th

Personal Pause Day!

I promise you, I now know what it's like to find "okay". I like it here. I plan to stay and explore a while. On second thought, I choose to stay.

If you or someone you know is struggling with ADHD, there is help and there is hope. The progress I have made in my own life is an example. Please call me.

~Your personal ADHD Coach, Terry Chausse

Parenting Positive Leaders: Is Your Underachiever Lazy, Dumb, or Unappreciated...

2010-09-09T18:48:00.000-04:00

Parenting Positive Leaders: Is Your Underachiever Lazy, Dumb, or Unappreciated...: "Note: This is Part 1 of a series on Appreciating Underachievers. Word count for this article: 693.* Reading time: 3 Minutes. Under-Achie..."

"Boldly Moving Forward (in a Terrified Manner)" - Matthew Almeida, Artist and Designer, Part II

2010-09-02T09:30:00.000-04:00

People can often be their own worst enemies. I think that with many, if not most, ADHD folks this is very true. For decades, a little voice inside my head has been telling me I will not succeed, and it has been doing everything in its power to make sure that is true. Up till now it has been pretty good at its job and I have often felt underachieved and unsuccessful even when that couldn't be farther from the truth.

I've had folks in my life that have made great allies for the little voice, but I'm not allowing that anymore. You see, I've begun to make some terrifying discoveries of late. I've been shocked and horrified to discover that I am often VERY successful, at any number of things. It boggles the mind to even consider it but I'm a pretty capable and talented guy.

That might sound a bit vain and conceited, but not so. I am quite aware that for each of the things that I am great at there are other things that I am completely TERRIBLE at. I've always been comfortable accepting the terrible bits. It was the pride of success that often eluded me and made me downright sick to my stomach.

In my case, the things I have been successful at have often come back to haunt me. My beloved T-Rose learned in her ADHD coaching class that when folks with ADHD do something well, it often gets held against them for the rest of their lives.

Huh? Yep, you read correctly.

For me, I can often do things that are REALLY difficult for most folks with relative ease. Figure out how to fix things around the house? No prob. Figure out how to solve a computer problem? Yawn. Take one look at something and then reverse engineer a version of my own? Well, duh!

To many regular folks these things often seem amazing, and they try to praise me and give thanks. But the little voice in my head says,

"They can't be serious. That was pathetic. What sort of praise do you deserve for such a simple task?"

It was a compelling argument for most of my life. Why did I deserve praise? It was easy to do and didn't challenge me in the least. The praise seemed hollow and didn't do much to help me feel successful.

Then there is the other side of things. There are MANY things that most folks do with ease that I am absolutely awful at. Call to make a Dentist appointment? Shiver. Remember that it is Sunday night and the trash needs to go out? Oh, yeah, right. Travel from one end of the house to the other and remember what you were going to do? Ummmm....

Mess up "simple" things like this and folks don't praise you. Far from it. They criticize you and harp on you and make you feel pretty awful. How can you be capable of so many difficult things and forget to put the trash out? What's wrong with you?

Three guesses how that would make me feel...

The problem was, those things are NOT easy. They are VERY VERY hard for me. And the way that folks would treat me when I screwed them up would do a good job at negating any praise I received for the hard (although not that hard to me) stuff. It gave the little voice inside me plenty of material to work with. It made sure that no matter how successful I was, I never felt content with it.

A lifetime of that can get old. A lifetime of that can get frustrating, and defeating, and make you furious in ways that you try to keep down but pop up at the worst possible moment. You can endure a whole lifetime of it while that nasty little voice in your head pilots that flaming train wreck all the way down to your grave.

Forget that noise.

I have simply decided that enough is enough. So with the help of someone very close to me (closer in fact than anyone else has ever been) I am moving forward. I am going to a place where I am not only successful, but I can embrace that success and, dare I say it, be happy and prideful and content with it.

Not as easy as it sounds.

It is, in fact, rather scary and uncomfortable and, to be blunt, often stinks. But why should I care? Isn't success and contentment something we all seek? Something we all deserve? Up until now I have believed that we all deserved it, even me (well, sorta), and I still believe that. It's just that now I actually mean it about myself as well as everyone else.

Where will it take me? Who knows. That's kinda the scary part. But anyplace would be better than where I was.

I'm excited.

I'm terrified too.

Sound the bugle. Wish me luck. I'm going in...

Kristi Bachelder Part II

2010-08-27T18:10:00.000-04:00

In my last posting about my background I spoke about how spending time at a Shriners Hospital (as a burn patient in one of their orthopedic hospitals) and having my first encounters with children and adolescents with profound physical challenges, gave me: 1. gratitude for my able body and 2. an interest in pediatric health care.

Fast forward to today…. I have a career devoted to helping children with challenges (physical and otherwise) and still have an intense sense of gratitude for my ability to move my body. There are not many things that make me feel more grounded, competent, and happy than spending a few hours running, hiking, skiing, snowshoeing, weightlifting, or gardening and I am extremely grateful for my ability to do so. The point I am trying to make is that: 1. I have a soft spot in my heart for helping kids who are physically challenged and 2. I place an extremely high value on my own ability to be physically active. Given my personal interests, I acknowledge that perhaps I am somewhat over-reactive in my extreme frustration about the sedentary, screen focused, lifestyles I see able-bodied children adopting as younger and younger ages. So, I apologize in advance if anyone finds my opinions offensive or wrong (though, if this happens, perhaps it will spark conversation which is the whole point of a blog anyway right?).

I find it distressing and at times, infuriating that between the academic demands of school and the lifestyles of many families, countless kids are sitting most of their day in school and then sitting in front of a screen at night and on weekends. Is it a coincidence that the majority of children I service through their special education programs prefer video games, TV, and movie watching to any other activity? Children NEED TO MOVE. They must run and jump and touch and spin and lift and pull and push and carry and roll and… you get my point. (Some children cannot physically move, are sensitive to movement, or have a sedentary disposition. If this is the case, then they need some type of intervention to help them be more comfortable and capable of moving.) ALL CHILDREN MUST MOVE AND SHOULD SPEND MOST OF THEIR DAY MOVING!! This is true whether the child is 1, 9, or 18. They should move in ways that they see as fun, comfortable, and meaningful to them. They don’t all have to “move” in the same manner or with the same intensity, but they should all be moving most of the day. This includes big movement activities like games, sports, playground equipment, or chores and also quiet movement where the body may be relatively still but the hands are busy creating and touching and exploring and building (not pushing game controller buttons!) and the eyes are moving from object to object and from what is in front of them to the things going on around them (not fixating on a screen!). There are so many physical, cognitive, social, and emotional reasons why this is important that I would have to write a small book to cover them all.

As an occupational therapist I place a VERY high value on what motivates and is meaningful to an individual or group and what is culturally, socio-economically, or personally relevant to an individual or group. Since TV, movies, video games, and the internet are all motivating, meaningful, and relevant parts of society today, I have to (and happily do) provide intervention that takes this into account. I also acknowledge there are many ways where technology is beneficial to learning and helping students to succeed.

BUT, screen learning deprives children of using their movement and touch senses (proprioceptive, vestibular, and tactile senses). The younger the child is, the more detrimental excluding these senses from the learning experience can be. What about the Wii? Sure, it has its advantages over sedentary gaming, but children who play a “sport” on the Wii are not engaging all of the senses and often using abnormal movement patterns (anyone who has ever played a game on the Wii where “jumping” or “running” is involved understands this). There is no pounding of feet on the pavement, wind in the face, or weight of a real ball or racquet in their hands. It is a far cry from real-life physical activity.

I could ramble on forever about how strongly I feel about this topic but, the bottom line is: as a collective population we cannot expect our children to reach their maximum potential for physical health, psychological health, or intellect unless they learn to value an active lifestyle and they frequently engage in real-life activities that provide them with the same pleasure as a screen. This seems to be an enormous challenge, given the commercial appeal of screen based activities to children, the sedentary lifestyle most adults are accustomed to (and modeling for children), and the current trends in many schools (less time for movement and more time for sit down tasks to prepare students for standardized tests). In part 3 of this blog series I’ll attempt to provide my ideas on how to provide education, opportunities, and access for families and children to be more active. I certainly don’t have all the answers. I hope that by writing about this topic other parents, professionals, or community members will be prompted to share their successes with getting kids active, and/or their successes with educating others, and/or the obstacles that are preventing them from doing so.

Jamie Crowe Part II

2010-07-05T18:10:00.000-04:00

I remember not that long ago I would avoid grocery shopping with Logan. The result of shopping with him ended in anger and embarrassment from him throwing a tantrum about wanting the sugar filled cereal with a game on the back of it. He didn’t even know what kind of cereal it was he wanted; he just wanted it for the game.

While I was educating myself on how to eat healthier, I quickly realized that in order for me to get Logan to make better food choices I had to include him in the process.For us this starts at the grocery store.

So how can you make your shopping trips easier with school-aged children?

Here are some tips for you to try:

• Eat before shopping to avoid snacking in the store. There is nothing worse than a food crazed child! If it is in a flashy box, has bright colors or some silly character on the front…he wants it!

• Prepare an organized list before shopping.

• If at all possible, choose to shop at a time that the store is less crowded.

• Shop the perimeter- all veggies, fruits, meats and dairy products are located on the perimeter of every grocery store. There are some items you may need in the isles such as nuts, beans, grains and coffee, but a majority of your shopping should be done on the perimeter of the store. So skip every isle with sugary snacks that will tempt your child and you. A lot of grocery stores are set up to make you go through the whole store to get to dairy, bread and funny enough beer in NH. The things at the far end of the store are the most commonly bought! Way to go NH…☹ You have to pass the sweets in order to get some eggs!

• Ask them for help – ask your children to pick out some fruits and veggies your family needs. I find this to be the most important one for me, Logan loves to help pick out veggies, fruits, fish and meats and it helps occupy him. He then looks forward to eating some of the yummy snacks he helped pick out. Cheese and crackers, fruit, celery and some kind of dressing.

• Teach them – kids love to learn! If they happen to pick out something that is not good for them explain why instead of just saying it’s not healthy. Ben has a favorite one – “That has chemicals in it! You know the seats you sat on to get here in the car? Those are made out of chemicals too…would you eat that seat Bud?”

• 1 treat – let them pick out 1 “treat” or a “once in a while” snack every shopping trip. Don’t forget to pick one up for yourself!

These tips also apply to YOU…remember lead by example. If you want and expect them to eat healthy you must model healthy habits yourself. Integrating healthy choices into your children’s diet can be hard. Small changes can be big changes!

Here are 3 examples of things we changed:

1. Whole wheat bread to Ezekiel Bread (they have many choices to choose from and it tastes much more like bread should taste)

2. Trix yogurt to Greek yogurt (Chobani now makes flavors for kids). Yummy!

3. Instant oatmeal to Old Fashion Oatmeal – you can add so many different colors and flavors to it. Logan’s favorite is Oatmeal with brown sugar, blueberries and banana’s.

What are some methods you use to get through your grocery shopping?

Dr. Bernard Ellis Part II

2010-06-25T11:29:00.000-04:00

You have a role to play in your child's special education program!

If you are not taking an active role in the planning and implementation of your child’s IEP you are taking a chance with your child’s education.

Over the years I have been part of or observed many Team meetings. I have discovered that in meetings where the parents play an active role the outcome is more productive than when the parents are mere observers. Remember that parents are members of the IEP Team. The following may assist you as you work with your child’ s team:

1. Every person possesses a limited amount of emotional energy. This energy should be used in a positive manner when dealing with your child’s teacher or team. Being positive does not mean that you must agree with everything that is said or proposed. You should and can disagree without being disagreeable.

When you are negative or become very argumentative you force other people to take positions that may be difficult for them to change at a future date. There are procedures to obtain what your child needs and an argument is not one, Keep in mind that all decisions of the team must be reached by consensus. A decision cannot be made by any one member of the team or by an administrator.

IDEA provides for a free and appropriate education for your child. The law does not state that you are entitled to the best program, but are entitled to an adequate program. When you make demands for items in the IEP you must have done your homework and know what you are requesting and why you are making this request. Do not make demands for a service that would exceed an adequate program.

2. Your homework should include an understanding of your child’s test results.These results may have come from the school’s testing or from your examiners. Don’t be afraid to ask questions. Remember if your are not an educator you are not expected to understand all the test data. Take whatever time is necessary for you to feel comfortable about the test information. Remember your child’s program is built on the test data. There is no way for you to evaluate a program or request a service unless you understand your child’s needs. Don’t be afraid to seek outside help.

3. You should understand that the IEP is a contract between you and the school
district to provide services for your child. The team meeting is the arena where the negotiations take place to develop and implement programs. You must always be prepared when you attend these meetings. Before the meeting, you must develop your agenda, with the items you wished discussed or any actions you are requesting from the team. If there is not enough time scheduled to answer you questions, request another meeting. You as a team member have the right to request team meetings.

4. I would recommend that you record the Team meetings. This should be done in an open manner with the recorder on the table. You need to notify the school district in writing prior to the meeting that you intend to record all team meetings. This request should be made early in the process. You should not wait until there is a problem. The recording should be a routine at each meeting. This procedure is not
intended to cause a problem, it is a way to have an accurate record of what takes
place at each team meeting. A Team member may object to the recording by
indicating that you do not trust the team or its members. You can respond by explaining that you need the opportunity to review the team meetings to better understand the process. If for some reason, in the future, you need to resolve a problem or move to due process, these recordings may be very useful. If the team refuses to allow you to record the meetings you need to seek outside assistance.

5. You need to develop a method of keeping and storing records, test data, minutes etc. I would recommend a large three ring notebook. You need to organize the notebook in such a manner that you can easily retrieve information. You should bring the notebook to each Team meeting.

When you work with the school personnel you should keep a record. I would recommend a telephone log where you record the date, person and items discussed. Keep copies of all correspondence from the school. Do not forget e-mails. When you have talked with someone and you have agreed on an item you should write to that person and confirm what was discussed. As I have told parents over the years, you need to document, document, document. I would also recommend that you write to staff members and thank them when you feel it is appropriate.

Never be afraid to seek help. I have told parents over the years it is impossible
to turn the clock back and start over, you must deal with a situation when it exists.

The following are some resources:

Parent Information Center
Concord, NH 800-847-7005

New Hampshire Department of Education - Concord, NH 603-271-3189
You can request a copy of the rules in New Hampshire or Vermont for the Education of Children with Disabilities

Wrightslaw
Wrightslaw@wrigthtslaw.com

Repectfully,

Bernard J. Ellis, Ed.D.

Liz Agosto - Part II

2010-06-24T14:28:00.000-04:00

As may be evident from my personal story, I believe deeply in the power of student involvement and student leadership to transform the lives of young people. I have seen the power personally and I am lucky enough to see the action first hand. Over the last three years at Dartmouth and with my over ten years of work with the Student Leadership Training Program (www.sltp.info), I have had the privilege of seeing students discover talents they didn’t know they had. I have watched as they found their voice and used it to take a stand, to make a difference, to give voice to the voiceless. I have seen students take action to solve problems in their schools, in their local communities, and in their world. I have worked with students of all abilities and discovered in them a deep desire to be heard, to influence change and to follow their passions. I believe that student involvement gives them the skills, the confidence and the strength to be change agents and to make the world we live in better.

Today’s schools can be silencing places for many students, especially for students that may stand out from the crowd. Everyone is searching for a place to fit in; a place to belong. Throughout elementary school students are given opportunities to shine and to excel at a wide variety of tasks. They are taught the value of creativity and we as adults celebrate the smallest accomplishments as monumental milestones in their lives. As these young children grow, those opportunities for praise and excellence become fewer and fewer. The rise of a testing culture in our schools devalues creativity and student’s value becomes based on the answers they bubble in on a scantron. This experience of education often does not provide opportunities for students to feel engaged or connected to their educations in a meaningful way. The higher the grade the more funneled the view of success becomes and we increasingly leave students on the sidelines.

This funneling and disengagement happens at a time when students are more and more ruled by the part of their brain called the amygdala. The amygdala is deeply tied to our emotional response to situations and assists in memory imprinting based on this emotional response. It plays a role in the rapid emotional reactions that we see in adolescents. This period of middle school and high school is challenging. They don’t feel as though they belong anywhere or that anyone understands them. They are searching for their own identity and attempting to find ways to connect to the world. The lack of connection at school, the feeling that their teachers don’t care or that their classmates are “phony” prevails but also sends them into a downward mental spiral. It is much easier for students middle school and high school age to think about themselves negatively than it is for them to think about themselves positively and once they begin to practice negative self-talk, the amygdala kicks in and helps them imprint those negative reactions in connection to school or the educational environment.

Decreased connection to school, increased quest to fit in and decreased opportunities to be affirmed or to excel combined with temperaments ruled by emotional response, provides a volatile cocktail for students. We see the results in the increases in bullying and other negative behavior in schools and communities. New technologies mean that bullying no longer ends at the schoolyard gates but follows students home on their cell phones, emails, and facebook pages. The interactions between students become more anonymous and we see the use and creation of sites like Juicy Campus to terrorize other students. In the last year there have been increased suicides of very young children that were caused by students feeling so persecuted by other students bullying them. Schools have reacted to the negative behavior by increasing disciplinary sanctions, by banning any sort of touching in schools, by freezing facebook and other online sites so they cannot be used in the school. All of these are band-aid solutions. None of them address the underlying issues: loss of student voice, disengagement from the educational experince and general lack of belonging or space in schools.

I believe that student leadership and involvement is a more viable and vital solution to the many ills that we see in our schools. Increased budget concerns and increased pressure to test, causes lawmakers to continue to cut arts, sports and other co-curricular programs. These programs are as vital to the student experience as the classroom components. It is in these out of classroom experiences that students build self-esteem. It is where they are asked to problem solve, to make decisions, to communicate with different types of people, to take risks – to build the skills they need to be successful inside and outside the classroom. Providing opportunities for students to perform music, create art, design programs, engage in debate and bring life to the school allows students to create their own sense of belonging, to find a home for themselves in a school, to excel in places outside of the classroom. We should be including student voices in our decision-making about education and about schools. They are the experts of their environment and should be given an opportunity to educate us on what their experience is like and given an opportunity to suggest changes. I have found that when we trust our young people and set high expectations for them, they rise to the challenge. I have seen students of all abilities bring incredible ideas, insight and wisdom to the table when asked how can they improve their school environment. By including them in the decision-making, by asking for their opinion we give them back their voice. We allow them to shine and to reinvest in their education and environment. We can empower students to take initiative. We can empower students to reach out to those around them. We can empower students to change the culture of their schools but in order to do so, we must invest in them and take the time to evaluate our own responses to behavior and our own parts in creating the culture that exists.

Matthew Almeida Part I - "It all started with toothpaste box spaceships..." - Matthew Almeida, Artist and Designer

2010-06-10T15:00:00.000-04:00

I remember as a young child all the fun I used to have cutting and gluing empty toothpaste boxes into fantastic little spaceships for my action figures. They had fins and wings and a kitschy charm that could only be found in something truly hand made and original. As I grew up my creative desires grew with me, and I learned to sketch, and draw, and work with models and computers. No matter what else I was doing in life, somewhere in the background there was always something being built or sewn or crafted. I reveled in the creative problem-solving process, whether I was making something tangible or tapping away for hours at my little Commodore 64 “computer” to create the code to “bounce” a ball across the screen.

In college I dove into a double major of Civil Engineering and Art History, planning to be a consulting engineer on historic restoration projects. After a few years, my love of art overwhelmed my interest in crunching numbers, and although I eventually left the physics, chemistry, and advanced mathematics behind me, I discovered that there were aspects of them that brought my design to a new level. It was in college that I also developed a love of history, and an understanding of classical styles and timeless design. I also learned through my studies in engineering to make things that could be practical and functional as well as beautiful. People around me began to take notice of what I was doing and I was able to earn my way through college creating costuming and props for Renaissance Faires, re-enactors, and Live Action Roleplayers.

After college, trying to make my way into a tough economy, I began to work with children. I ran a before and after-school program with 75 kids, and my creative desires were fueled creating craft projects and elaborate “theme days” to introduce the children to my world of activity. That position was a stepping stone into the museum world, where I worked as a Park Ranger in Lowell National Historical Park. Located in the heart of one of New England's largest mill towns, Lowell was revitalizing itself by bringing its past to life and sharing it with the world. I joined the effort by assisting the curatorial department in the creation of exciting exhibits and shows. I designed and laid out display panels and fliers, helped create the supporting graphics for temporary and permanent exhibits, and dabbled in costuming with the Park's “Living History” program.

I left the museum world to take on my greatest challenge—being a stay at home dad. I gave up exhibit design and guiding tours for diapers and playdates, but even then I was unable to set aside my creative desires. I turned to freelancing, working during naptimes and at night to create costuming, leatherwork, and graphic designs. I continued my work with re-enactors and roleplayers and expanded it into stage and film, working with independent filmmakers and the Boston Ballet.

As my children grew I began to see a pattern. Everywhere my life took me, design and craft followed along. I decided that I was going to make what I loved to do, be what I was paid to do. I updated my skills at Boston University's Center for Digital Imaging Arts and set off to do what I do best, make ideas into tangible things.

Now I work to bring that lifetime of creative drive to my clients. I pour my passion, diverse knowledge and broad technical skill base into every project I do. To me there is no such thing as “standard corporate”, or “sorta artsy”, or “eco-friendly looking”. I start with universal themes like “clean and efficient ” and ideas like “to whom is the audience that we wish to speak?”, and work closely with each of my clients to create a unique object or design that is crafted to meet their specific needs and personality. In the end I am a translator, an interpreter. I take words, ideas and thoughts and translate them into the language of art and design.

Throughout this entire journey, I was dealing with issues involving my ADHD. I was totally unaware that it even existed until I was in my early 20's. I was working with in the after-school program and attending a seminar on recognizing the symptoms of ADHD in children. The more I learned, the more I began to recognize symptoms all right... I recognized them in me!

So many things began to make sense to me. For most of my life I had felt like some strange alien creature, viewing people from the outside and not quite understanding or fitting in. Discovering my ADHD helped me realize that my brain DID work differently, but I was far from alone. I began to see that others in my world thought and reacted in ways that were similar to me. I realized that many things that others perceived as weaknesses in me were actually strengths that I could harness for success.

Like my artistic journey, my path to understanding my ADHD is a long, winding, and sometimes confusing one. I try to stride forward on each of these paths a little more every day, but as it is often said, "The journey can be more important than the destination." I truly believe that applies to so many of our journeys in life, which is a good thing, because I'm not always sure where my destinations lie.

So, for now, I travel onward. I try to be true to myself. I try to embrace and accept who I am. ADHD isn't a weakness, it's my superpower, but don't tell anyone... I'm trying to maintain my secret identity...

ADHD Support Group Upper Valley VT and NH

2010-06-07T20:00:00.001-04:00

Time and place to be announced. Currently looking for a responsible person or people to provide childcare for two hours during meeting time. For details please call Theresa: 603-443-9639. Volunteers are preferred. Compensation is available. Must provide references.

Kristi Bachelder OTR/L Part I

2010-06-03T12:04:00.000-04:00

“The Who Behind the What”. That’s what this segment of the guest blog is supposed to highlight. The “What” segment is supposed to highlight what we are passionate about. But I think the “who” is much more relevant if you know the “What” first. My “What” is this: I am passionate about finding solutions to the crisis levels of obesity and impaired learning (motor, social/emotional, and academic) that I see devastating the quality of life for so many kids. And I am passionate in my opinion that the solutions for many (not all) are relatively simple and being continuously ignored as we raise, educate, and professionally service children. More on that later since I need to do the “who” part first.

I am a 33 year old occupational therapist (OT) currently working with school students and in early intervention (ages 0-3). I was born and raised in rural northwestern Pennsylvania. The road to being a pediatric healthcare provider began in high school. My plan as an adolescent was to be a corporate lawyer and make a lot of money. That changed in my later teen years. I spent a lot of time at a Shriner's Hospital http://www.shrinershq.org/Hospitals/Main as a patient for reconstructive plastic surgery due to burn injuries. The Shriner’s hospital closest to my home was an orthopedic specialty hospital so most of the children I encountered there were immobilized, to some degree, due congenital conditions, illness, or injury. I was the only kid in that hospital that had 4 working limbs and no serious physical limitations. I think that seeing these children with physical impairments up close and personal, and in stark comparison to the purely cosmetic nature of my injuries, triggered both a sense of perspective and gratitude about my own situation. More importantly, it changed my whole way of thinking about my future career as a corporate lawyer.

Instead, I went off to college and began by studying biology. After educating myself on a variety of pediatric health professions I was drawn to occupational therapy immediately because of its basic philosophical focus of using activities that are meaningful and purposeful for the client to improve their functional performance and quality of life. I was also very drawn to the OT’s practice of looking at people from a holistic perspective (holistic health care was not a term I had ever heard in 1995). Since 2003 I have had the pleasure of serving kids as an OT in their homes, schools, and the clinical setting.

Lately, I have been exceedingly frustrated by one particular thing and it has led me to write about the topic I introduced. When I meet a kid for the first time I always ask: “What is your favorite thing to do when you are not at school?” When I see a kid on a Monday I always ask: “What did you do over the weekend?” I get the same answer to both questions at least 90% of the time: “play video games/x-box/play station/wii/computer games”

I propose that until we find a way to change this answer, we, as parents, educators, specialty service providers, and taxpayers are throwing a good portion of our time, effort, and money down the drain in our current programming for special education and struggling regular education students. I propose that as responsible community members we must find a way to change this for all children. That is what I am passionate about and that is what I will discuss in the next segments.

Dr. Bernard Ellis Part I

2010-05-27T09:45:00.000-04:00

About Dr. Bernard Ellis...

I began my career as a fifth grade teacher in Winsted, Connecticut and retired 38 years later as superintendent of schools in Suffield, Connecticut.

During the interim I was a principal, assistant superintendent and a superintendent for 27 years in New Hampshire and Connecticut. Along the way I received my doctorate from Boston University.

Early in the life of our youngest son, it became apparent that he was having difficulty in school with interpersonal relationships. Like most parents we rationalized that he would outgrow his difficulties. As time passed his problems became more apparent. He was unable to function in the classroom and his aggression became more pronounced. With the help of our family physician we sought expert assistance.

Our son was diagnosed with several severe problems. My wife and I became part of our son’s special education process. My previous experience had been as a school administrator not as the parent of a special education child. I was viewing the process with a completely different prospective. I experienced the frustration of trying to work with a team to construct a program for my son. At one point in this process we went to Federal District Court to force a program for our son.

My experience with our son’s special education process made me realize that parents must be strong advocates for their child. In order to do this they must understand the process and make it work for them. IDEA provides many tools for parents, but I have discovered that most parents do not know how to use these tools. I have worked with parents over the last 9 years to help them work through the special education process.

To be continued...

Jamie Crowe, Part I

2010-05-21T18:12:00.000-04:00

All blogs need to start with an introduction...so without further ado:

Ms. Jamie Crowe.

Jamie brings a really unique perspective that I think a lot of mom's, entrepreneurs and women will appreciate. She lives and works with Ben Dearman, of KDR Fitness in Enfield, NH. You may all remember a previous blog where I wrote about KDR. I admire Jamie’s passion for what she does and thought it would be great to hear what it’s REALLY like for this young healthy, beautiful Mom☺ and how she came to be working in fitness.

So… let's get things rolling!

ACiM: Hi Jamie. What do you do and where do you work?

Jamie: Hello everyone.

I am a 30-year-old busy, working, healthy mom of a 6-year-old boy. I co-own and operate KDR Fitness out of our home in Enfield with my boyfriend, Ben Dearman. The most important thing to me is being a healthy and active role model for my son, Logan.

ACiM: Is it hard being a single mom, working at home and starting a business at the same time?

J: The hardest thing for me is balancing my time. Although I have more freedom with my schedule, I find myself struggling with time. Like most people, I need more of it. I spend most of my days in the gym or office (my kitchen table) working, learning and hopefully squeezing a workout in, the mornings and evenings are my time with Logan. One important thing that helps us have more time is prepping our food and meals for the week. That way in the evening I am not spending an hour or two just cooking and prepping. I am spending time with Logan.

ACiM: What about diet...you are fitness and health freaks, right? Is it true? Do health freaks only eat broccoli and tofu burgers?

J: I do love broccoli…but no tofu burgers for me. Health and fitness is our life. However I would not consider myself a fitness freak. I believe working out is very important but it took me a long time to understand and enjoy it (I don’t necessarily ENJOY some of the exercises but I do enjoy the education, the results and the way I feel). Nutrition, on the other hand, I do sometimes get a little crazy about. It’s not so much about what to eat but the food industry and what it does to people. It gets to me. I can talk more about that some other time.

ACiM: So here is what we all want to know… What’s it like feeding Logan? Does your son eat healthy? Is it difficult for you to get him to eat healthy?

J: I think he eats healthier than most children his age but not perfect. We still have things to work on and continue to make small changes. Eliminating chemicals from his diet has been my main focus. No HFCS, artificial sweeteners, etc. the list goes on and on.

ACiM: What kinds of choices does he make? How do you go about getting him to make healthy decisions?

J: In the past, trying to get him to eat healthy was difficult. By me making my habits more noticeable he became more interested in what I was eating. I model the behavior I want him to follow.

ACiM: YEAH! I think that is when I fully realized how terrible my own eating habits were. You can’t tell the kids to eat something green as you order a Big Mac, right?

So… a bit more personal… How did you meet your boyfriend, Ben?
J: I met Ben in 2006 at the River Valley Club, where we were both previously employed. I was the fitness administrator for the personal training department. I basically wrote Ben’s paychecks…no wonder he liked me so much.

ACiM: Is it tough to work together?

J: I think we work great together but it is challenging. We see each other ALL THE TIME, and it is very difficult to keep our different lives separate.

ACiM: Were you into health and fitness before you met Ben and started your business?

J: I was into health and fitness before we met, but on a different level. I worked at the River Valley Club for 9 years doing various jobs; housekeeping, maintenance, receptionist for several departments, child care, membership and then finally entering the fitness department…

…and you’d think that’s what the whole business was based on, right? Wrong!

There is so much that goes into running a gym. My first 4 years I experienced how to run a fitness business. I slowly became interested in fitness when I took the fitness administrator position. I worked with 32 personal trainers. It was hard for me NOT to become interested.

After Ben and I had dated for a while, my interest in fitness changed. I started a 3-day workout routine which I enjoyed (having Ben as my trainer helped maybe a little ;) Food at that point was a whole different story. I did not think about what I was putting in my body or how it affected me. As Ben and I became more serious, I began to notice his eating habits and how important it was to him to be healthy. I then started making small steps to improve my diet so that Logan and I would be healthy. And now, I really enjoy learning and researching where the food we eat comes from and how it affects us.

ACiM: What about "fun times"? What do you guys do for fun? Run? Lift weights? Do you do normal stuff like sit around and play video games or watch TV? Does Logan play video games?

J: ☺ We enjoy good food and drinks with friends, board games, bonfires, movies, outside activities and drinking coffee on my back porch. I think it is important to have balance. We work hard all week and are very busy so we feel deserving of our free time.

ACiM: Thank you, Jamie. I know we’ll be talking again and I look forward to that! It is time to wrap up. Before we go, could you give us working moms a few starting points or "words of wisdom" to apply immediately?

J: Sure!

First, it’s important to keep in mind that changing habits can be overwhelming. Don’t try to change too much at once. You will set yourself up for failure. Baby steps! Remember, this has been a process for me. It takes time.

Second, set actual time aside to plan and prep meals for you and your family. Take a few hours, one afternoon on the weekend and plan food for the coming week. This will save you LOTS of time. It also saves you from grabbing something quick and less healthy when you’re feeling rushed.

And I think one of the more important points about kids is that they need healthy and active role models. Include them in your workouts, have them help with cooking and prepping food, and take them grocery shopping to pick out healthy food. They love to be involved. Make it fun! And speaking of fun, Logan took a bunch of cool pictures today. I have one here to share with you.

The Pain of HTML

2010-05-21T16:01:00.000-04:00

Hi there...

I appreciate so many things about technology...
... when it's working.

A little crimp in posting my next guest blogger. BUT... STAY TUNED! Help is on the way!

Liz Agosto, Part I

2010-05-13T15:02:00.000-04:00

When I reflect on my life I often think that I should not be where I am today. I shouldn’t be a thriving, ivy-league graduate that is completing her doctoral degree and working with college students. I had the childhood that could have made me a statistic. Along our lives there are defining moments and people that change our direction and teach us lessons about life. I can identify the exact moment when my life almost took a very different direction but instead people and experiences forever altered my beliefs, my course and me.

I was born in the Bronx, NY. My mother and father were 18 years old and had just graduated from high school. My father joined the military and my mom took jobs where she could. They had little money but they managed. Until age seven, I was the quintessential army brat. We never stayed in one place very long and by that age I had attended schools in Germany, Texas and Colorado. At age seven, my parents got divorced. We, mom, sister and I, moved into the attic of a friend’s house. My mother suddenly found herself a single mother with no savings, no home and only a high school diploma. Over the next few years, my mom accepted welfare as she struggled to make ends meet and achieve her associate’s degree.

Things were difficult in our house but it was all I knew. I didn’t understand poverty, racism or other social issues because I lived in areas that were full of people struggling with the same issues as I. I realized the difference when I was eleven. My mother moved us to the town where I would spend the rest of my adolescent years. I was a smart kid growing up – really smart. When I started sixth grade I didn’t understand what was happening when I was put in English As Second Language classes. I spoke fluent English and was reading at a twelfth grade level. It didn’t take long before the mistake was realized, partially because of my own fight to be heard and partially because of my test scores. This blip seemed so minor to me that I continued on my path. I loved school. There was never any doubt that I was going to go to college; in fact, I was going to go to Harvard. I had no understanding of the details of going to college but I knew it was a big deal and college was something that no one else in my family had accomplished. I believed that if I worked hard enough then I would get to go to college. The financial implications of going to college were incomprehensible; at this point I didn’t know the amount of resources it took to attend a university, let alone a highly selective college.

I was only in the beginning stages of understanding what poverty meant and that I was indeed part of what we would classify as the working-poor. The things that made me different from the rest of the kids in my new school were the things that started to lift the fog from my eyes. I didn’t have a phone in my house to chat with my friends all afternoon and evening, so I would give out the phone number to the payphone located near my house and spend all afternoon talking to my friends on that payphone. Luckily, these were the days when 1) payphones existed and 2) a call was only a dime and allowed unlimited time. I never had spending money when we would go on field trips as a class, so I could never buy the whale stuffed animal at Mystic Aquarium. These examples are minor but the implications were immense for me. I noticed and so did other people in my school. Regardless, I pushed forward.

I began to lose my way the summer between seventh and eighth grade. It is a typical story in some ways. My friends were all older kids. I wanted to be cool. My mom worked all day and I had lots of time to get into trouble. Unfortunately for me, my attempts to be cool brought unwanted male attention and advancements my way. I had developed early and my body was more formed than the other girls my age or older. I had hips and breasts. I was ashamed. I was embarrassed and I began to sink into myself. I didn’t think that I could tell anyone. I “knew” that everything was my fault, so I simply kept silent. I gained weight. I had already been a large girl but the weight became more pronounced and with the weight gain came the teasing and bullying. I was called “earthquake” as I walked down the hallways of school. Students would tremble and quake as though tremors were running under them as I passed. I started to dislike school but I still pushed through. I ended being named Student of the Year when I graduated from 8th grade, but I was dreading high school.

What I didn’t know was that there was a teacher by the name of Mary Leger working at the high school who would transform my life.

High school started the way that middle school ended. I began to believe that any whispers, any laughter, any looks were meant to mock me. I believed that everywhere I turned the other students were making fun of me and some were. There was certainly a group of boys, that did all they could to make me unhappy, but my brain convinced me that nowhere was safe. It was during this year of high school that I met Mary Leger. She was a math teacher and the Student Activities coordinator. She was nice to me and gave me a safe place to eat lunch. She convinced me to join the Student Council. I spent that first year hiding in the student activities office. I painted posters and decorated dances. I did all the behind-the-scenes activity that I could. When I was doing those things I felt powerful and I felt like I had a place. I was comfortable and safe. Mary was not only a teacher but also a volunteer staff member with the Student Leadership Training Program. Every year she sent over 50 students from the high school to this weeklong experiential leadership program. She offered me one of the coveted spots but I couldn’t afford the small tuition fee, even with the scholarship, so I had to turn it down. A few days later, Mary let me know the week that I would be attending – she had paid my tuition. I agreed to attend because it would make her happy.

While, I had found a safe space, I was still deeply unhappy. I didn’t believe that I wanted to be alive anymore and I didn’t think I could tell anyone. I felt like I was stuck behind a mask that I had to wear everyday. I didn’t think I would make it through the summer and then I met Jim Fitzgerald. Jim is the director of SLTP. He and Mary mark the year that changed my life. The week at SLTP taught me that there were different types of people out there. The magic of the place built my spirit, my mind and my heart. 1994 was the summer that saved my life. After that experience, I went back to high school and became involved in my school in a way that was no longer passive. Mary & Jim both believed in student leadership and felt that students should have a voice and be developed. I stayed involved in SLTP for the next three years of high school and remain involved today – 17 years later.

The person I am today can be attributed to three people, my mother, Mary Leger and Jim Fitzgerald. I graduated from high school and attended Dartmouth College. I had a very difficult four years of college but again found solace and strength in student activities. There I found staff that believed in student dreams and that allowed students to be more than they thought they could be. Today, I hope that I am one of those people for the students that I am lucky enough to work with. I work in the student involvement office at Dartmouth College now. It was my home away from home during my college years. Everyday, I am lucky enough to provide to students a safe space, a welcoming space, and a space where they belong. I also continue my volunteer work with SLTP.

In both places, I work with students to do things they didn’t think possible. I challenge them to grow. I provide them a place to dream and space to make mistakes. From my own experience I have learned that student involvement outside of the classroom can give students wings. It can provide comfort, safety and satisfaction to students. Through their out-of-classroom experience students can find a place where they belong and something to be passionate about. I know that I would not be the person that I am today without the mentoring, faith and passion of the educators I have been fortunate to meet. Mary Leger and Jim Fitzgerald taught me the principles that I bring to my work today and that I strongly believe we need to continue to nurture in our schools and our homes.

End Part I, Liz Agosto

1st Guest Blogger Series! ~The WHO behind the WHAT~

2010-05-12T19:34:00.000-04:00

Hello Everyone!

I am very excited to announce the beginning of A Community in Motion's first guest blogger series... YAY!!

In the true spirit of community, I have gathered five fabulous folks to join us beginning tomorrow, and every Thursday, throughout the summer months.

Each of our friends making a contribution will share who they are. I don't know about you, but I always want to know the who behind the what.

And what are they are passionate about anyway? We will find out.

I have asked these guests, specifically, to share of themselves because they all work in environments where they can infect positive change. They work both with individuals and families, fostering growth of the heart, the body and of our communities.

And guess what? These are all professional folks with advice and opinions they will share. YAY! (again...;)

We hope you will stayed tuned once a week as our guests' stories unfold.

~t

2010-04-07T08:47:00.000-04:00

On December 14, 2009 I was diagnosed with ADHD combined type. This could be puzzling to some. It happened because my son was also diagnosed with the same type of ADHD last Summer. Here I was thinking it was his dad.

As I mentioned in my last blog, I am attending ADDCA (Attention Deficit Disorder Coaching Academy). It was supposed to be a way to increase ACiM's ability to service our clients and perhaps learn more about my son and other friends and family who struggle with ADHD.

About (4) classes into the program, light dawned on thunder mountain (as my wonderful life partner would say, who...btw... also has ADHD).

"Um, wait a second, this class wasn't supposed to be about me. What is going on here?"

Because of this practice and my association with ADDCA, I was able to quickly connect myself with an appropriate doctor, Dr. Theresa Cerulli M.D. (http://cerulliandassociates.com/about/dr-cerulli/). Her biography speaks for itself.

One of the most important things about Dr. Theresa Cerulli M.D. is that while she is an expert on ADHD and the pharmacology associated with it's treatment, she believes in treating the whole person and that pharmaceuticals are only (1) piece of the treatment pie.

Her practice is medically based with the most current objective testing available. (It's my opinion that doctors who say there isn't objective testing for ADHD are wrong.)

Either she or a professional available through her practice offers Cogmed Working Memory Training - A drug-free, research based solution to improve Attention and Working Memory, ADHD Coaching, Behavioral Therapy, Mindful Listening Training (MLT), and Cognitive Fitness Training - CFT (http://www.sharpbrains.com/).

Dr. Cerulli evaluated me. I was prescribed Vyvanse. I am humbled by my previous judgments about medication. I am very serious when I say this:

About two hours after taking my first 30mg dose, my life improved in a significant way. I will continue, for some time, to sort out just how significant.

Don't misunderstand me. This is not a miracle pill. I have also increased my attendance at yoga classes from 1 to 2 times per week. I joined an amazing gym. If you're local to the Upper Valley of Vermont and New Hampshire area, you HAVE to check out:

KDR Fitness Systems in Enfield, NH
http://bendearman.com/kdrfitnesssystems

I also have my own ADHD coach. The point is, it's a combination of things that have improved my life.

If you suspect you or a loved one have ADHD and don't know where or how to begin the process of finding out, I can help you.

With or without an official diagnosis, coaching will help you.

If you have ADHD or your child has ADHD and you're struggling, I can help you.

Until next time...

Warmly and Sincerely,

Terry

2009-12-17T09:22:00.000-05:00

Recently, I started a program at the ADD Coach Academy, http://www.addca.com/. ADDCA is an institution for the education of ADHD and training of coaches for Attention Deficit/Hyperactivity Disorder. I began the program with a goal of becoming an ADHD coach. There are few resources for those struggling with the day to day impact of ADHD in their lives, childen and adults alike. There is equally as little true understanding and use of solid education surrounding ADHD, even in supportive services that are available. It's a diagnosis that can sometimes seem invisible. It varies in degree and can often present differently from one person to another. For folks who don't know, while medication for ADHD can help, it only helps about 70% of the total ADHD population. While it can open a doorway, medication doesn't help with many of the underlying behaviors and beliefs those with ADHD develop. Even with medication, the day to day patterns that are not serving a person can remain unaddressed. Some benefits of coaching can include:

Reduction of procrastination
Support for decision-making and prioritizing
Expanding perception of option
Create ADD-appreciative accountability
Set up supportive environment for success
Management of impulsivity and distractibility
Improvement in time and self-management
Learning to set boundaries
Improving social and communication skills
Removing blame and shame
Improving self-confidence
Reducing overwhelm
Controlling worry
Learning about your ADD
Appreciating your strengths and unique gifts
Discovering personalized approaches

For more information about the program I am taking you can visit: www.addca.com

You can also go to: http://www.add.org/

Until next time, ~t

"Mom! Why are you killing me?"

2009-10-27T08:31:00.000-04:00

My daughter just left for school.

For the third time this year, we are recovering from head lice. One would think I must have been doing something wrong. I wasn’t treating correctly. I wasn’t combing enough. I wasn’t washing enough. I suppose if the occurrences hadn’t been spread out longer than the gestation period, I might suspect I had missed something. My mother had a home daycare for nearly ten years. I’ve seen my fair share of head lice. My daughter having it for the third time is not likely attributed to our negligence.

It is infuriating that since I originally went to the school nurse and principal to bring this to their attention, not so much as a generalized note has been sent home with kids. After two months, I got a note yesterday, in a building miles away from my daughter’s school, my son’s daycare has their first reported case. At least they told everyone.

What have we come to? A school doesn’t feel they can or need to send home a note. Why? Mornings like this I get so mad that the fleeting and perhaps insane thought goes through my head: “ I know! I’ll march into the school and demand they do something to let other parents know. If they don’t do it, I’ll sue them for conspiracy to unnecessarily torture my daughter.”

O.K. I will never do that. But when your daughter screams for an hour every day, like she is dying and you’re the only one doing anything about it, it gets to you. She screamed at me this morning, "Mom! Why are you killing me?"

I’m writing about this because my daughter is diagnosed with Asperger’s Syndrome. With this, we have the misfortune of sensory integration issues, specifically tactile sensitivities. Early on, we were very lucky to be closely linked with a sensory integration clinic. Sarah received SI treatment regularly and we worked through the bulk of it.

What we still struggle with is the sensitivity in her head. Along with the defensiveness, she has a lot of hair. It isn’t just that it’s a lot. It’s the kind of hair that is 90% straight and 10% spring curls. If you don’t know what I mean, let me just say that it’s the kind of hair that makes tiny impossible knots just by looking at it. It has a mind of it’s own.

To my daughter’s horror, I had to break down and cut her hair a couple of years ago. It just became too much to deal with. She couldn’t comb it or rather refused to and I wasn’t getting any volunteers to comb the rude, swearing little girl’s hair. As her mother, I felt traumatized. Every time I combed her hair, it was like another day of torture; it was like another day of driving a wedge between us. I felt like our hearts were breaking and for what?

Having her hair cut devastated Sarah. Yes, devastated is the word. While we all know what it’s like to have an undesired haircut, to kids with ASD, it can seem like the end of the world. Sarah views all parts of her body as something she can’t live without. On another day, perhaps I’ll tell the story of what it was like training her to do number two.

After the hair cut, we pledged to do better. We bought better conditioner, better brushes, combed the night before, piggy-tailed, you name it. And now, two years later, her hair is getting long again. It makes her feel happy. How do I keep up with this lice problem? How do I tell her I might have to cut her hair off again?

Can you imagine what this all must be like for her? She thinks I am hurting her on purpose. She thinks her mother is cruel. I am not guessing. She tells me these things. If you know a child like mine, than you know she believes it. Sarah has an extremely difficult time reconciling the difference between the fact that I have to do it with the alternative of not doing it and what the consequences are. She feels excruciating pain caused by someone she is supposed to feel safe with. This sucks.

I sat at the table this morning feeling quite helpless. Even as I write this, I know that some people will read it and perhaps think I am over reacting. I also know some of you will read this and know exactly what I mean. I guess my goal is to share this story and hope for four things:

1. That someone who is struggling with any of these issues, and doesn’t know why, will seek help.

2. That someone who is struggling with any of these issues and relates, will want to also share their story. It feels good to not be alone.

3. That someone who reads this might want to make some suggestions to me or anyone else dealing with this kind of thing.

4. That it will help me move on with my day.

Until next time, Terry

GUEST BLOGGER: Whit Mitchell, CEO/President of Working InSync International

2009-07-15T18:15:00.000-04:00

com⋅mu⋅ni⋅ca⋅tion [kuh-myoo-ni-key-shuhn]

“The imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.” The definition sounds easy enough, right? But for most people to effectively communicate it’s much more of a challenge. There are a lot of key components to really evaluate and understand before being able to get your message across in the right way.

My name is Whit Mitchell and I am the CEO/President of Working InSync International in Hanover, New Hampshire. I have been working with leaders at various companies for 18 years on how to communicate and work more effectively as a team. I use comprehensive instruments to evaluate behaviors and motivators of each individual to help them break down barriers that get in their way so they can do great work. I have seen great successes and improvements with teams that first begin to understand themselves and then secondly how to adapt to others behavioral styles.

Some of the instruments I use are Target Training International (TTI Products). This is a research-based, problem-solving company that is dedicated in improving the quality of life in the workplace through the application of assessments. There are two main assessments that begin to really give you great insight on a person: DISC and PIAV.

DISC is the universal language of observable human behavior, or “how we act”. DISC does not measure education, experience, values or intelligence. It simply measures an individual’s behaviors, or how they communicate. TTI’s DISC assessment accurately measures four dimensions of behavior, which are each associated with a behavioral style:

How you respond to problems or challenges ⇒ Dominance

How you influence others to your point of view ⇒ Influence

How you respond to the pace of the environment ⇒ Steadiness

How you respond to rules and procedures ⇒ Compliance

Please circle the one behavior in the upper half of the chart that most represents you in the workplace. Below are some ways to effectively communicate with all of the four styles:

Communication Tips:

High D	High I	High S	High C
Be clear and right to the point	Provide a warm and friendly environment	Begin with a personal comment	Prepare your case in advance
Stick to Business	Don’t use a lot of detail	Act softly and nonthreatening	Stick to business
Be prepared and organized	Ask “feeling” questions	Ask “how” questions to draw their opinion	Be accurate and realistic

Another assessment I provide is called the Personal Interests, Attitudes, and Values (PIAV). This tool measures the relative prominence of six basic interests or motives: theoretical, utilitarian, aesthetic, social, individualistic, and traditional values. Values and attitudes help to initiate one's behavior and are sometimes called the hidden motivators because they are not always readily observed. The report helps illuminate those motivating factors and attitudes and allows a person to understand the driving forces behind their decisions. It is often used as a key part of the selection process.

So as you can see this is just a small insight on how effective communication takes place. These tools not only give you a better understanding of how you and others view yourself, but also putting that to use in communicating with others. Before jumping into a conversation with someone it’s important to take these factors into consideration so you’re making the most out of your time and being productive. For more information please contact me at: 603.643.6337 or email me at: insync@valley.net Website:www.workinginsync.com

faith and communication

2009-06-02T10:29:00.000-04:00

It used to be that parents just took the school's word for it. I still want to. I still want to believe that what is reported to me about my child's performance is true and accurate. Things are just not that simple anymore; and perhaps they never were.

In the public system, the teachers, the paraprofessionals, the case managers, and the service providers are all overwhelmed. I have lost belief that they are able to communicate effectively but I don't think its on purpose; its not even close.

I think I have a unique perspective on things. I am a parent of two children with developmental disabilities. I co-own a pediatric OT practice that primarily services school districts. I see this from a parent level, I see what the staff here go through to get their work done well, and I talk every day to at least one administrator who, believe it or not, is as frustrated as I am. I think sometimes the administrators in these school districts are viewed as evil. It really isn't true. Some of them are better at being diplomatic than others, but all of them are charged with a very difficult job.

It takes more time to communicate effectively than we allow ourselves. Its not the SPED directors that are evil, it's ineffective communication. In an attempt to teach myself about how my communication style is perceived, I attended two seminars done by Working in Sync International (http://www.workinginsync.com).

Email is easily misinterpreted. Almost no one answers their phone (including me:(). How do we do this better? How do we best use the time we have, realistically, to get our messages across? From my perspective, most of us are on the same team: that of our students, that of our kids.

How do you do it?

Allison Bembe, my wonderful practice partner, has the patience of a saint. I have affectionately labeled her, "The Great Compromiser". I could tell a number of stories about why I labeled her this, but I mention it for a more important reason. Allison works patiently with her students, with her staff, and with her team members to build bridges between opposites. Her ability to maintain her patience is paramount but, more importantly, its her faith in the good intentions of people that keeps her motivated.

The message I want to send is to be patient with others. Don't assume the worst. Have faith. Be sure you are taking responsiblity for being a good communicator.

~t

Old Habits Die Hard Part I - Nutrition

2009-05-28T20:22:00.000-04:00

On April 29th, Allison and I attended a conference entitled “Nutrition in Autism”. Elizabeth Stickland, MS, ES, LD presented it. She has a book called, Eating for Autism. I have a copy and picked it up at Border’s in West Lebanon.

Although the title of the conference suggested that it would be focused on autistic children, Elizabeth actually spoke to all children with a focus on those with Autism Spectrum Disorder (ASD) and those with Attention Deficits (ADD, ADHD). The primary reason I wanted to share this conference was because a lot of what she said effects everyone including you and I.

What I will share comes directly from the conference and her book. I encourage anyone with children who have ASD, ADD/ADHD or other learning and/or behavioral issues to read Elizabeth’s book. It includes a reasonable step-by step process to work towards addressing nutritional problems and is written in understandable language with a glossary, just in case.

The conference was one of the more compelling seminars I have attended in recent history. Elizabeth herself was clearly knowledgeable and invested in her topic. She shared that her 21-year-old, Jackson, has ASD.

At the beginning of the conference she made a good point about food. Food isn’t just something enjoyable. Food is fuel. We don’t just eat because we like it. With fast and processed foods abundant, the nutritional value of what we eat has decreased over the years. Any child over the age of 2 should be taking a multi-vitamin, period.

Many of the kids we focused on at the conference were problem feeders; Elizabeth recommended a pill-swallowing cup called Oralflow. Here is the website: http://www.oralflo.com/. I ordered this cup for my son. I’ll let you know how it works. The site is actually pretty good. It has a video with real parents and real kids showing the use of the cup. I think even a typically functioning child can use help with swallowing pills.

I also ordered one of the three brands of vitamins she recommended, Kirkland. Kirkland is the Costco brand and are tested by two of the three independent labs that test dietary supplements. The children’s vitamins have no artificial color; if you research this topic further, you will learn that many children with ASD cannot digest artificial color.

What I liked most about this conference is that Elizabeth illustrated how the brain takes food that we digest and uses it to power our ability to remember, learn, pay attention, and focus. It also can have a significant effect on our mood, and behavior. She had a great illustration. I have done my best here to find one suitable for explaining what I learned. Hopefully as I explain, you will be able to refer back to the illustration. This is a typical brain cell.

1) The brain depends heavily on vitamins, minerals, amino acids, essential fatty acids and calories found in food. If your child is deficient in one of these areas it compromises the brain’s neurotransmitter production, the synthesis of her brain’s myelin sheath (the fatty layer of insulation surrounding the axons of neurons increasing the speed at which electrical impulses can travel from neuron to neuron), glucose oxidization (the breakdown of glucose to produce ATP, which transports energy within cells) and her visual cognitive processing. If your child is consuming too much sugar and too much artificial additives, it can compromise your child’s brain function and cause behavior and learning problems.

2) Children need to consume zinc, selenium, magnesium, beta-carotene, vitamins A and E, and choline to help the liver detoxify of neurotoxins (i.e. mercury, lead, arsenic, pesticides and solvents). Most of us know that prolonged exposure to these neurotoxins can damage your child’s brain and central nervous system. It can contribute to attention deficit, hyperactivity, compulsive behavior, aggression, speech delays, and motor dysfunction, just to name a few.

3) The GI tract is dependant on amino acid and glutamine and needs a constant supply of vitamins and minerals for normal function. When nutritional deficiencies occur it can impair cellular growth in your child’s gastrointestinal tract. This compromises her ability to absorb nutrients she consumes in foods. This, in turn, causes other nutritional deficiencies that affect the brain.

4) Our immune system function is affected by lack of good nutrition as well as Erythropoiesis (the process of producing red blood cells). Red blood cells carry oxygen to our brains and throughout our bodies. Vitamins supporting this include iron, vitamin B6, copper, flolate, vitamin B12, and vitamins C and E. Deficiencies with these vitamins and minerals cause anemia, irritability, headaches, loss of appetite, lethargy, inattentiveness, and poor school performance.

Perhaps for some, this is a review. For me, it is one of those things where, yeah, I know the kids and I need to eat better. We all know that, don’t we? Did I fully understand what that specifically means to my child’s growing brain? Did I fully understand how it affects my son who is diagnosed with a regulatory disorder? I don’t think so. I don’t think we (collectively) on a day-to-day basis appreciate how serious of an issue this has become not just for children with developmental issues but also for us all.

I do need to close for now. Hopefully this will get you thinking. To be continued… ~t

New things coming...

2009-05-23T08:29:00.000-04:00

Hello there,

A Community in Motion is starting a web log (blog)!

This blog is being started as a way to share information we, at ACiM, have learned as parents and occupational therapists but also to encourage you to share your own story.

If you, or someone you know, has a story to share, please contact us. There is no limit to who can post: parents, kids, teachers, therapists; all are welcome.

Theresa (Terry) Chausse, our practice manager, will post regularly and if you wish to submit something, please contact her.

We look forward to hearing from you.

~A Community in Motion~