Did you know October is National Sensory Awareness Month?

Did you know October is National Sensory Awareness Month?

What exactly is “sensory processing disorder” anyways? What does it mean to have “sensory issues”? How do I know if my child has sensory processing disorder? Will my child have this forever?

These are frequently heard questions. We thought October would be the perfect time to shine light on this sometimes confusing condition. We hope that in raising awareness, we can educate others, offer support, and provide services to help those affected by sensory processing disorder.

Sensory processing disorder (SPD) refers to the way one’s nervous system receives messages from the senses and turns them into appropriate behavioral and motor responses. You are bombarded with sensory input throughout the day-through touch, sounds, sights, tastes, smells, and movement. Your brain receives messages from these senses and makes an appropriate response. For example, when you touch a hot stove, your brain immediately recognizes it as danger and you quickly remove your hand. Making sense of various sensations isn’t a conscious act; you just automatically and appropriately respond. However, when the sensory signals don’t get organized into appropriate responses, we refer to this condition as SPD.

SPD can be confusing because it looks different with each individual. It may look different from one day to the next in the same individual. A person may physically look typical and have severe SPD. Sensory processing functions on a continuum and each of us have our own sensory preferences. It only becomes a disorder when it becomes disruptive to daily life or to developing age-appropriate skills.

The two ends of the continuum are over-responsive and under-responsive. For example, imagine a child in art class where a painting project is being introduced. An over-responsive reaction may be getting upset about getting messy or refusing to touch the paint. An under-responsive reaction may be not recognizing that the paint is not just on your fingers, but all over your arms, face, or shirt. These reactions alone do not point to signs of SPD; it is important to consider the frequency, intensity, duration and the impact these symptoms have on one’s life in order to classify it as SPD. Again, you may experience an over-responsive reaction to one kind of sensory input (e.g. smells or tastes) and not another (e.g. movement or touch). Or, you may be under-responsive to a particular sensation and perceive other sensations in a typical manner.

There are checklists that can be administered by an occupational therapist or other professional to determine if your child experiences dysfunction in any areas of sensory processing. Multiple screenings can also be found online. Two reputable sources are www.sensory-processing-disorder.com and www.spdfoundation.net. Both of these websites also offer a wealth of information on SPD in a very parent-friendly manner.

If you suspect your child may have SPD, the first step is to discuss your concerns with your pediatrician. You may find it helpful to bring a checklist from one of the above mentioned sites to help articulate your concerns. Your pediatrician should recognize your concerns and refer your child for an OT evaluation. This evaluation can help determine if your child has difficulties with SPD. Diagnosing SPD is challenging because SPD is not a recognized diagnosis in the DSM. Research and advocacy is ongoing in attempting to have SPD added. In the meantime, please remember treatment is more important than the actual diagnosis. Your child’s therapist will educate you on your child’s needs and how to best help him/her at home. 

Should your child’s OT evaluation reveal difficulties with any area of sensory processing, treatment using a sensory integrative approach should be implemented. This is therapeutic play that is child-directed and subtly tweaked by the therapist to target challenges. A child will not even realize they are “working”; they are simply playing and having fun! The goal of OT will be to help the child respond appropriately to sensations so that the child can behave in a more acceptable and appropriate manner. This should carry over outside of the therapy area so that the child can participate in typical childhood activities, such as school and playing with friends. 

Length of therapy varies and depends on the needs of your child. Early intervention is preferred, as SPD is a neurodevelopmental disorder and changes can be observed quickly in younger children. However, even adults and older children may benefit from therapeutic intervention; progress may simply occur more slowly as brain plasticity diminishes.  So, the quick answer to, “Will my child always be this way?” is “No, not with intervention and carry over at home.”   You have the power to help your child!

Recommended books: (1)Sensational Kids: Hope and Help for Children with Sensory Processing Disorder by Lucy Jane Miller, PhD, OTR, (2)The Out-of-Sync Child by Carol Kranowitz, and (3) Raising a Sensory Smart Child: The Definitive Handbook for Helping our Child with Sensory Integration Issues by Lindsey Biel and Nancy Peske.

Please do not hesitate to contact Angie Lefere, OTR/L, at angie@therapyjackskon.com with any questions or concerns. 

Copyright 2012 Comprehensive Speech And Therapy Center
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Therapy In The Park

Therapy in the Park

FREE!!  Saturday, August 18, 2012  FREE!! 

1:00-3:00 PM 

Betsy Butterfield Memorial Park in Jackson 

2101 S. West Avenue 

(Off West Avenue at Brighton Street) 

Therapy in the Park is an opportunity for our clients to experience 

therapy out in the community in an environment free from barriers 

and restrictions.     Sign-up sheet at front desk. 

FOCUS: Communication skills, Gross Motor and Coordination Skills, Balance  

MODALITIES: Peers, Play Structures, Balls, Bubbles, etc. 

 Introducing our therapy dog-in -training, Diesel   The Newfoundland         

 Comprehensive Speech and Therapy Center  

1001 Laurence Avenue, Suite B Jackson MI 49202 

517-750-4777 

leif.borreson@gmail.com
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twitter.com/#!/CSTCJacksonMI

Webinar tonight!

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Living In The Wonderful World Of Autism: Part 3

Living In The Wonderful World Of Autism: Part 3

Following is a Guest Blog by Shelly Lewis, President of Jackson Autism Support Network.

 This is the third in a series of blogs by Shelly, detailing both her personal experiences dealing with autism and as President of Jackson Autism Support Network

What it must be like to be trapped in a nonverbal body

…As I watch my son, who is 11 years old and has never spoken a single word his entire life, get frustrated that he cannot make us understand what he wants. His frustration level goes up because his stupid parents don't know his nonverbal signs – we call it the Garrett language. Day in and day out he encounters people that just don't speak his language; those nonverbal cues, pushes and pulls that he has created to communicate his wants and needs.

Inside our home, he usually gets his point across, or so we thought until the other night. He learned something new with one of his toys shortly before going to bed.  We usually let him take a toy to bed for 15-20 minutes before lights out. He laid there playing with this toy and becoming frustrated that he could not make it do the new trick. Unable to call for help or cry out, he only became more frustrated with himself and by the time we went back to his room to get the toy, he was in a full-blown meltdown, exhibiting self-injurious behaviors. It took hours to get him calmed down and asleep. I have lived in this world of autism for 20+ years and it blows my mind how even when I think a behavior is a thing of the past, it can pop out and show its ugly self

Thankfully with all the hard work of Garrett’s therapists at Comprehensive Speech And Therapy Center, Garrett is now working with an ACC device. Over the last several weeks we have had a huge breakthrough with him and he it is at the early stages of understanding the real power of language. As I watch him push the buttons and hear it talk, and he gets what he asked for, it brings tears to my eyes, the gigantic smile that he has on his face. 

As we go through our day taking for granted all the things that we can do and not realizing how our kids with autism struggle so hard to make attempts to master a small skill and maybe, if we are lucky, it won’t take them years to master it and fall farther behind in their development. It makes me realize how important it is that we, as parents go out and help educate the public and let them see a glimpse of what we go through as a family every day. Living with two children at opposite ends of the autism spectrum has been quite the challenging journey, one I will continue to share.

lewisautismstory@gmail.com

www.lewisautismstory.com

www.jasn-mi.org/ 

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"Like" us!

“Like” Us

On Facebook!

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Copyright 2012 CSTC

Jackson Autism Support Network Garage Sale

Jackson Autism Support Network is having a 

Garage Sale

Friday and Saturday

May 18-19

9:00am to 3:00pm

803 Springcrest Blvd

Jackson, Michigan

JASN will be having a multifamily garage sale on May 18-19.  All proceeds will go to the Jackson Autism Support Network to help support families in the Jackson area.  If you would like to make a donation, call Deana Burritt at 517-914-5886.
Please come and shop our sale!

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Supported Conversation for Adults with Aphasia

Supported Conversation for Adults with Aphasia

Kelli Pierce


Aphasia is a disturbance to speech and communication caused by damage to the brain.  Typically, this damage is due to a stroke, but can also be caused by traumatic brain injury, brain tumors, or dementia.  Aphasia affects a person’s production and/or comprehension of language, and can also have an impact on reading and writing abilities.  It is important to know that an individual with aphasia has NOT lost intelligence or knowledge of speech and language – they have lost their ability to access language due to the brain damage.  This inability to access language prevents many individuals with aphasia from engaging in conversation and participating in social and recreational activities that they enjoyed prior to the event that caused brain damage.  If you know someone who has difficulties with language, there are many ways you can help.  Below are some tips and tools you can use to communicate with an individual with aphasia.




STEP ONE - Acknowledging Competence
• Use a natural tone and volume of voice (unless it is clear that the individual has a hearing loss)
• Strive for a natural, adult conversation
• Encourage the person with aphasia to keep trying when appropriate
     o      Acknowledge competence when individual becomes frustrated or upset by communication breakdowns (“I know you know what you want to say.”)
     o     Take some of the blame for communication breakdowns (“You know, sometimes I’m not very good at explaining things clearly.”)
The individual with aphasia will be more comfortable and open to communication when he or she feels as though the experience of being frustrated is shared


STEP TWO - Revealing Competence
Getting the message IN
• Try to use as many language modalities as you can if you feel like a person with aphasia is not understanding you

VERBAL
• Use short, simple sentences
• Use an expressive tone of voice
• Repeat when necessary
• If you feel like they are not understanding after a few repetitions, try to modify the way you are producing your message
      o “Before you do the dishes, take out the garbage”  “First, take out the garbage.  Then, do the dishes.”


NONVERBAL
• Use gestures when speaking
• Write key words down 
      o e.g., “Do you have any pain in your legs or arms?”
      o Write down: PAIN   LEGS    ARMS
      o Point to each word as you say it
• Eliminate any distractions (if possible)
      o Noise
      o Other people
• Respond to facial expressions, eye gaze, body posture, or gestures to help determine if your message is getting in

Getting the message OUT
• May be more difficult, but it ensures that the person with aphasia has a means of responding

• VERBAL
      o Ask yes/no questions; provide a visual or written YES/NO sheet for individual to point to if necessary
      o Ask either/or questions
      o Phrase yes/no and either/or questions from general to specific
• NONVERBAL
      o Ask him or her to gesture, draw, write, or point to objects to help relay their message
              “Can you show me…”
      o Provide enough time for the individual to respond



STEP THREE - Verification
• Accuracy of the individual’s response should not automatically be assumed
• “So let me see if I’ve got this right…”

      o Repeat the individual’s message
      o Add written cues and/or gestures
      o Expand on what you think the individual is trying to say


RESOURCES
• aphasia.ca(Aphasia Institute)
• www.aphasia.org (The National Aphasia Association)
• www.aphasiahope.org (The Aphasia Hope Foundation)
• www.stroke.org (The National Stroke Association)
• www.strokeassociation.org (The American Stroke Association/The American Heart Association)

Kelli earned her Bachelor of Arts in Psychology and Anthropology from Michigan State University, and returned to MSU for a post-bachelor degree in Communicative Sciences and Disorders.  She received her Master's Degree in Speech-Language Pathology from Eastern Michigan University .  She has worked in a variety of settings including community mental health facilities, inpatient hospital settings, school settings, and outpatient therapy centers.  Her special interest areas are aphasia, apraxia, early childhood development, and social language skills.

leif.borreson@gmail.com
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Copyright 2012

Scissor Skills

SCISSOR SKILLS

By Angela Lefere

Kids should be introduced to scissors around the age of 
2 ½. Just snipping edges of paper is expected at this age. Besides safety, the most important thing to teach kids with scissors is to hold them with a “thumbs up” position. The thumb is positioned in the smaller loop and the other fingers are positioned in the larger loop. Sometimes, the pointer finger is left out and “points” the way to cut.   Encourage children to cut with their scissors pointing forward, away from their belly. The tip of the scissors should always be pointed to the front, not sideways. 
Helpful Tips:
• If your child has difficulty opening and closing scissors, a rubber band looped right underneath the small loop helps them spring back easier. 
• When cutting circles, encourage your child to cut to the right to follow the circle’s border. If your child cuts with his left hand, he should cut to the left to follow the circle’s border.  
• Hang a picture of a favorite cartoon or character on the wall opposite of where he is cutting. Remind him to always keep the scissors pointed at the picture. 
• Cue “Thumbs up to cut!” as often as necessary.


Some fun ideas for scissor skills:
• Snip straws- they “jump” far! Then, use tongs to pick them all up. 
• Snip folded over pieces of foil to make rings, jewelry and other flashy things. 
• Practice cutting play-doh hot dogs, cookies, etc. in half.
• Let your child cut out coupons.
• Allow her to cut as she desires on any scrap paper. 
• Draw yellow lines with a black dot to show where she needs to squeeze the scissors close. 
• Use tongs as much as possible! The bunny tongs that are used to hold Easter eggs when you color them are especially good.


Angela Lefere, OTR/L
Angie received a Bachelor of Science degree in Occupational Therapy from Western Michigan University. She has 10 years experience working with children with disabilities and their families in both an outpatient clinic and schools. Angie has extensive training in the areas of sensory processing difficulties and sensory integration therapy. Her areas of interest include: Autism Spectrum Disorders, social skills, feeding difficulties related to sensory challenges and Sensory Processing Disorder..

Copyright 2012





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Autism Insurance: What Parents Need To Know

Autism Insurance: What Parents Need to Know

Michigan Office of the Governor sent this bulletin at 04/09/2012 03:42 PM EDT

 Documentation Requirements for Autism Insurance: What Parents Need to Know
  You may have been told by a person you trust, such as a teacher at your child's school, that your child is on the autism spectrum. It is important to note that criteria for access to special education services at your school is not the same as a medical diagnosis. This October, insurance coverage for Autism Spectrum Disorders (ASDs) will go into effect under Michigan law. To qualify for coverage under your insurance policy, your child must have a medical diagnosis.
  Prescribing therapies for autism spectrum disorder starts with an accurate diagnosis. The new autism insurance benefit for children with autism will allow children to receive speech, occupational and physical therapies, and applied behavior analysis (ABA). However, appropriate documentation that your child has an autism spectrum disorder (autism, pervasive developmental disorder-PDD, or Asperger’s) is needed before these therapies can begin.
  NOW is the time to act! The autism insurance benefit will become available to families in October of this year. You will be required to provide the following information to your insurance company BEFORE therapies begin:
1. A diagnostic report by a licensed psychologist or physician documenting a diagnosis of autism spectrum disorder.
2. Your insurer may require a standardized test known as the Autism Diagnostic Observation Schedule (ADOS) or additional comprehensive diagnostic criteria. Be sure to check with your insurer to know exactly what they need to ensure coverage.
3. School Reports WILL NOT be accepted. Schools DO NOT diagnose autism, only determine ELIGIBILITY for autism service. A medical diagnosis is needed!
  If you do not have the documentation described above, you will need to schedule an appointment as soon as possible with a professional who can evaluate your child. Your child’s pediatrician or family practitioner may be comfortable diagnosing your child. However, the requirements listed above MUST be met. Other types of specialists who diagnosis autism include:

1. Neurologists
2. Licensed, PhD Psychologists
3. Psychiatrists
4. Developmental Pediatricians
5. Multidisciplinary Diagnostic Teams that include one or more of the above

IT IS IMPORTANT TO BEGIN THIS PROCESS NOW. MANY SPECIALISTS AND AUTISM CENTERS HAVE LONG WAIT LISTS FOR EVALUATIONS. BY SCHEDULING THIS APPOINTMENT NOW, YOUR CHILD WILL BE MORE LIKELY TO BEGIN MUCH NEEDED THERAPIES ONCE THE INSURANCE BENEFIT GOES INTO EFFECT IN OCTOBER.
 If there is anything I can be doing for you, please do not hesitate to contact me directly.
   Yours in service, 
 Hartmann AueConstituent Services Division
Office of the Governor

http://content.govdelivery.com/bulletins/gd/MIGOV-3aa61b?reqfrom=share#.T4RhAxLEiNk.email



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Copyright 2012 Comprehensive Speech And Therapy Center

Summer Groups! See what's available.

Summer Programs at Comprehensive Speech and Therapy Center

Our programs are forming now.  Call 517-750-4777 to reserve your spot!

July 9-August 17 2012

Occupational and Speech Therapy “Mini Groups”
Groups are small, progress is big, with these extended sessions. The goal of these cost effective mini groups are based on your child’s current IEP or individual therapy goals. Mini Groups join 2-3 children and are available for a variety of ages and disorders. Speech and Occupational therapy Mini Groups are forming now! Groups will run for six weeks, meeting once per week for 45 minutes.
  Academic Tutoring “Mini Groups” Keep your child’s school skills sharp through the summer! Tutoring by certified teachers is available in all grade levels and subjects. These mini groups are a cost effective way to maintain and/or learn new skills for success in school.
Happy Hands This group focuses on new and fun ways to promote correct grasp patterns and improve fine motor skills. This group is ideal for children who have trouble with writing tools and hand skills as well as those who need an extra “boost” in writing.
It Takes 2 Come play with your kids! A group for children to attend with their parents. Focus of the group is to promote speech and language skills, socialization, and play skills as well as teach parents to facilitate language and communication skills for their children.
Buddy Bunch Making friends and fitting in with peers is an important part of child-hood. This fun group focuses on social skills and cover topics such as; conversational skills, cooperative play and self-regulation.
Crafty Kids Messy projects, paper mache, and modeling mixtures, will expose kids to unique tactile experiences and sensory exploration. Through creative art, the group will teach pre-writing, cutting and basic fine motor skills at the com-fort level and developmental ability of each individual.
 Handwriting Help Is your child's writing illegible? This remedial class is designed to help kids who have illegible handwriting or difficulty writing. Printing is reviewed using the First Strokes Program. Children are taught to recognize common handwriting errors and progress through a series of exercises to correct their own errors.
Fun With Food “Problem Eaters/Feeders” will benefit from this sensory based approach.  The group is designed to increase a child's comfort level with a variety of foods and progress to experimenting with different textures.  If your child refuses to try new food, has a limited diet, is picky about brands or containers or has stopped eating foods they previously ate, this group is for you.
Mini Movers This group focuses on providing experiences that encourage children to walk, run, jump, and climb.  Sensory play activities are also introduced to expose children to additional ways of learning and exploring.  Socialization with peers is easily facilitated in the open room and at mini stations.  Parent instruction on easy ways to replicate similar therapeutic activities at home will be provided.

leif.borreson@gmail.com
www.facebook.com/CSTC.Jackson
Copyright 2012 Comprehensive Speech And Therapy Center

Hospitalization can speed cognitive decline in elderly

By Janice Lloyd, USA TODAY

Hospitalization of older people might place them at higher risk for accelerated cognitive decline, according to a study released Wednesday.

• 

Ryan McVay, Getty Images

This is the first study "to measure cognitive function enough times before and after hospitalization to determine the effect of hospitalization on the rate of cognitive change."."

Enlarge

Ryan McVay, Getty Images

This is the first study "to measure cognitive function enough times before and after hospitalization to determine the effect of hospitalization on the rate of cognitive change."."

Rates of decline occurred twice as fast among elderly patients on average after a hospital stay compared with their previous rate of decline and with older people not admitted to a health care facility. Some mental change is considered a normal part of aging, but advanced decline is associated with risk of disability and loss of independence, dementia and death.

"Understanding a link to cognitive decline to something as common as a hospital stay is very important," says lead author Robert Wilson, a neuropsychologist at Rush University Medical Center in Chicago. "Hospitals can be a very risky experience for the elderly and we think people need to understand that."

While other experts on aging have noticed the negative impact hospitals have on some elderly patients, the authors say this is the first study "to measure cognitive function enough times before and after hospitalization to determine the effect of hospitalization on the rate of cognitive change."

The study involved 1,870 people ages 65 and older enrolled in the Chicago Health and Aging Project. Among those, 71% were hospitalized at least once during the study. Researchers administered four tests of memory and thinking skills every three years, making an overall measure of cognition skill based on the total of the four scores.

The rate of decline after hospitalization would be "equivalent to being more than 10 years older," Wilson said. The research, published in Neurology, was funded by the National Institutes of Health and National Institute on Aging.

"The hospital can be a bad place to go if you're an older individual," says physician Marie Bernard, deputy director of the National Institute on Aging. . "It should be avoided if possible, but that doesn't mean patients shouldn't see their health care provider. They need to do that."

Other findings:

•The rate of decline was three times faster on long-term memory tests after the first hospitalization and 1.5 times faster on a complex attention test.

•More severe illness, longer hospital stay and older age were associated with even faster cognitive decline after hospitalization.

Hospitals need to change how they care for the elderly, says Barbara Resnick, president of the American Geriatrics Society and professor of nursing at the University of Maryland School of Medicine. She says patients spend too much time in bed — alone and attached to monitors — instead of getting up, being encouraged to exercise or sit in a chair and have contact with others, behaviors that motivate patients to stay strong.

"Are we surprised at these findings? No," she says. "You see this a lot. The focus of acute care is taking care of the medical problem and not the care of the elderly down the road. Cognitive function is the last thing to be considered."

Wilson says a small group of participants did not show decline; he adds that additional studies need to be done to explain why certain elderly patients are more resilient.

"What we showed is that once you get out of the hospital your trajectory is downhill," he says. "In general, once people start declining they tend not to improve."

leif.borreson@gmail.com
www.facebook.com/pages/Comprehensive-Speech-and-Therapy-Center/269988219679426 twitter.com/#!/CSTCJacksonMI

Copyright 2012 Comprehensive Speech and Therapy Center

Summer Programs at CSTC!

Summer Programs

Our programs are tentatively scheduled on Tuesdays, Wednesdays or Thursdays. Call to reserve your spot!

Occupational and Speech Therapy “Mini Groups”

Groups are small, progress is big, with these extended sessions. The goal of these cost effective mini groups are based on your child’s current IEP or individual therapy goals. Mini Groups join 2-3 children and are available for a variety of ages and disorders. Speech and Occupational therapy Mini Groups are forming now!

Academic Tutoring “Mini Groups”

Keep your child’s school skills sharp through the summer! Tutoring by certified teachers is available in all grade levels and subjects. These mini groups are a cost effective way to maintain and/or learn new skills for success in school.

Happy Hands

This group focuses on new and fun ways to promote correct grasp patterns and improve fine motor skills. This group is ideal for children who have trouble with writing tools and hand skills as well as those who need an extra “boost” in writing.

It Takes 2

Come play with your kids! A group for children to attend with their parents. Focus of the group is to promote speech and language skills, socializa-tion, and play skills as well as teach parents to facilitate language and communication skills for their children.

Buddy Bunch

Making friends and fitting in with peers is an important part of child-hood. This fun group focuses on social skills and cover topics such as; conversational skills, cooperative play and self

regulation.

Crafty Kids

Messy projects, paper mache, and modeling mixtures, will expose kids to unique tactile experiences and sensory exploration. Through creative art, the group will teach pre-writing, cutting and basic fine motor skills at the com-fort level and developmental ability of each individual.

Handwriting Help

Is your child's writing illegible? This remedial class is designed to help kids who have illegible handwriting or difficulty writing. Printing is reviewed using the First Strokes Program. Children are taught to recognize common handwriting errors and progress through a series of exercises to correct their own errors.

Fun With Food

“Problem Eaters/Feeders” will benefit from this sensory based approach. The group is designed to increase a child's comfort level with a variety of foods and progress to experimenting with different textures. If your child refuses to try new food, has a limited diet, is picky about brands or containers or has stopped eating foods they previously ate, this group is for you.

Mini Movers

This group focuses on providing experiences that encourage children to walk, run, jump, and climb. Sensory play activities are also introduced to expose children to additional ways of learning and exploring. Socialization with peers is easily facilitated in the open room and at mini stations. Parent instruction on easy ways to replicate similar therapeutic activities at home will be provided.

leif.borreson@gmail.com
www.facebook.com/pages/Comprehensive-Speech-and-Therapy-Center/269988219679426 twitter.com/#!/CSTCJacksonMI

Copyright 2012 Comprehensive Speech and Therapy Center

Adult Neuro Rehabilitation and What OT/PT/ST Can Do For You!

Adult Neuro Rehabilitation and What OT/PT/ST Can Do For You!

At Comprehensive Speech and Therapy Center, we recognize that suffering a stroke or other neurological ailment can affect your ability to perform those tasks that are important to you. Our team of occupational, physical and speech therapists work as a team with you to restore your ability to complete your daily tasks with the least amount of restrictions possible. We work with you one-on-one or in a  co-treating situation with an additional therapist to provide the most conducive environment for therapy.

Occupational therapists are concerned with your ability to complete activities of daily living which include, but are not limited to personal grooming/hygiene, transfers, preparing meals and completing housework and even getting you back into the workplace. Therapists break down activities into their component parts and practice those steps with a focus on ease and safety, then put the activity back together and work on the task as a whole. The goal is to restore performance, or teach compensatory strategies for individuals to relearn how to complete tasks safely.  Often individuals suffering from strokes avoid using their affected side; therefore occupational therapists work to encourage the individuals to avoid disuse of the affected limbs and teach strategies to incorporate the affected side in everyday tasks. The main focus for occupational therapy is establishing ways of completing tasks by altering the components such as using one handed dressing techniques, reworking the task, and modifying the home to allow the individual the ability to complete the task in the least restrictive environment possible.

Physical therapists focus on treating disabilities related to motor and sensory impairments. These therapists focus on restoring natural movement of the body. These therapists assess range of motion, strength, endurance, gait and sensation to gather information to develop an individualized treatment plan that focuses on regaining functional mobility within the home and community. They aim to reduce the residual deficits and establish home exercise programs to allow the individual to continue their rehabilitation at home working on isolated muscles and muscle groups as a whole to practice skills such as balance, coordination, and ambulation with and without an assistive device, ascending/descending stairs, and maneuvering around obstacles safely.

Speech-language pathologists can help individuals relearn how to use language or develop alternative means of communicating, as well as evaluating the potential need for an augmentative communication device.  They can assist in improving the ability to chew and swallow as well as work on cognitive strategies and social skills. Short and long term memory problems are often a concern. These can include following directions, comprehension skills and task initiation.

Strokes and other neurological dysfunctions can cause changes in sensation, muscle tone and reflexes, making chewing and swallowing foods difficult. Speech and occupational therapists can work independently and as a team to minimize chewing and swallowing difficulties by positioning the individual, changing the thickness of foods and liquids, improve motor coordination and breaking down the steps to increase independence in chewing and swallowing.  

Allison Ackels, OTR/L, CSCS

Allison earned her bachelor’s degree in Kinesiology, specializing in fitness leadership and health promotions from Michigan State University and earned her master’s degree in Occupational Therapy from Baker College. She has worked in a variety of settings including hospitals and skilled nursing facilities. She worked as a student athletic trainer at Michigan State University for women's crew, football, dance, hockey and baseball teams. She is also a certified strength and conditioning coach through the National Strength and Conditioning Association.   Allison has been patiently training her Newfoundland, Diesel, to become a therapy dog.  Diesel has grown out of his rambunctious stage and loves meeting new people.

Photo sources: occupationaltherapyonline.net & stmaryhealthcare.org

Copyright 2012 Comprehensive Speech and Therapy Center

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AAC, What's That?

By Sarah Killinger


AAC is an acronym for "Augmentative and Alternative Communication". AAC is a method of communication for people who have yet to develop speech, or have lost their speech. There are several ways to augment communication including both high tech and low tech approaches. Speech-Language Pathologists (SLP’s) analyze the person’s language skills and develop a plan to aid their communication skills according to their individual strengths and communication needs. An emergent communicator may begin manipulating simple pictures representing an object they would like (e.g. a picture of their favorite toy). For example, the SLP may want the child to either point to the picture or hand them the picture before they get what they are requesting thus teaching the child communicative intent. The idea is that the child would use the pictures as a method of requesting the next time they want the object. In a case in which an adult loses their speech due to a physical change (e.g. voice problems or ALS), a low tech method of augmenting communication may be appropriate. Typically, in these cases, the person has not lost their language abilities, rather just the physical ability to produce speech. The speech therapist may recommend an AAC method as low tech as writing their message with a pen and paper, or recommend a speech generating device. Speech generating devices also range from very low tech to high tech. An example of a low tech speech generating device for this type of client is a “text to speech" device (e.g. shown above) in which the person types a message into the device which directly generates speech. Some high tech devices have a language system that users learn and utilize to produce speech. There are several different systems, each with their own unique features, which can be selected to meet an individual’s needs. The language system shown below uses a set of symbols when combined in short sequences produces speech as advanced as everyday conversational speech. The wonderfully unique quality of these types of devices is that they can grow with the user. The SLP can program these devices to accommodate an emergent communicator by reducing the number of symbols seen on the screen; as well as program the device for an advanced communicator by including additional symbols and even a “text to speech” option! Consult with your SLP to develop a plan that is as unique as you / your family member. Check back to the CSTC blog often for more information on AAC options.

Sarah earned her bachelors degree in Linguistics from the University of Michigan, Ann Arbor, and her Masters Degree in Speech-Language Pathology from Eastern Michigan University.  She has worked in nursing homes as well as outpatient clinics.  Her special interests areas are: Early childhood development, autism, apraxia, aphasia and swallowing.  She has earned her certificate of clinical competency (CCC) from the American Speech-Hearing Association.






 Picture sources: http://www.prentrom.com/unity and
 http://www.enablemart.com/Catalog/Speech-Generating-Devices 



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Copyright 2012 Comprehensive Speech and Therapy Center

How to Keep Your Brain Fit

People generate new brain cells, and new connections between them, throughout life. And the more mental reserves people build up, experts believe, the better they can stave off age-related cognitive decline.

The more you challenge your brain, the more new nerve pathways you form. A mini-industry of brain teasers, puzzles and computer games has sprung up to help worried baby boomers do just that. But you can give your brain a good workout with just a few modifications in your daily life.

Some of the niftiest are "neurobics" — a term popularized by the late neurobiologist Lawrence Katz for engaging different parts of the brain to do familiar tasks. Try brushing your teeth or dialing the phone with your non-dominant hand. Theoretically, that can strengthen the pathways in the opposite side of your brain.

Since much of the brain is devoted to processing sensory input, Dr. Katz also suggested involving more of your senses in everyday activities — such as showering or eating dinner with your eyes closed.

Activities that challenge your brain on many levels, such as learning how to play a musical instrument or speak a new language, provide great stimulation. So do games like chess, bridge and Stratego that require you to strategize and interact socially at the same time.

Stress has the opposite effect. The stress hormone cortisol depresses the growth of nerve cells and the connections between them. Yoga, meditation, exercise and social interaction can all help alleviate it.

Getting sufficient sleep is also crucial. Untreated sleep apnea can be very detrimental to memory; age related declines in testosterone and estrogen also interfere with sleep.

It is almost a given that what is good for your heart is good for your head, and vice versa. Heart disease, high blood pressure, diabetes, obesity — particularly abdominal fat — all raise the risk for age-related cognitive decline, as does smoking and heavy drinking. A heart healthy diet with lots of vegetables, fruit, fish, whole grains and olive oil, and a minimum of saturated fat, is brain-healthy as well.

Exercise is emerging as an extremely valuable way to enhance brain health. Studies show that even 30 minutes of brisk walking daily can improve blood flow to the brain, boosting neural growth factors and brain connectivity, perhaps as much as mental cross-training does.

Keep in mind that some widely used medications may block the action of acetylcholine, a brain chemical that is crucial to memory circuits. These "anticholinergic" medications include some older antidepressants like Elavil, as well as some antihistamines, painkillers, muscle relaxants, antispasmotics and incontinence drugs. Your doctor may be able to prescribe a substitute medication that has less harmful memory effects.

The sad truth is, you can do everything right and still get Alzheimer's. Like many diseases, brain aging appears to be a complex mix of genetic and environmental factors. Still, the strategies outlined above are good for your overall health, and they may shore up your defenses against all kinds of cognitive decline.

Source: The Wall Street Journal

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© 2010 Dow Jones & Company, Inc. All rights reserved.

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Living in the Wonderful World of Autism - Part 2

Following is a Guest Blog by Shelly Lewis, President of Jackson Autism Support Network.

 This is the second in a series of blogs by Shelly, detailing both her personal experiences dealing with autism and as President of Jackson Autism Support Network

Living in the Wonderful World of Autism Part 2

As I think back over the years of Living in the Autism World, I think of all the challenges and things that a parent goes through to help their child.  The perfect program at school (which I am here to say most likely does not exist). The insurance fight when nothing is covered, or you just haven’t found the key to the back door. The challenges at home dealing with behaviors that most likely just come out of the blue, or the repetitive behavior that is embedded in your brain for the rest of your life (like Elmo’s voice). Or maybe you have to work and now you have to find the right person to care for your child who has all these challenges.

Yes, we parents deal with a lot in one day, and that island you may feel like you are on, where no one gets your life, sometimes is enough to make you feel like you are hanging on by a thread.  Yes, we all are feeling a little stressed (ok a lot) and we have the anxiety.  One thing that has been helpful over the years to keep my mind in a better place is networking with other parents.  Wouldn’t it be great if you were handed a great tip that helped you with the behavior that your child had that you just could not get under control?  Networking with others is not only fun but it also may save you lots of time and frustration.

When Brad was diagnosed, I was very thankful that I met several other parents that I could brain storm with.  We all learned a lot together.  Today, going through the second round with Garrett, I have been meeting with some wonderful parents and we have become good friends.  As our network of parents grows, we become a stronger force for our children.  We all have great ideas and skills to bring to the group.

If you have related to any of this, come check out our network (Jackson Autism Support Network.) It feels good to be in a safe place, with others that get your life.

                                                                                 

lewisautismstory@gmail.com

www.lewisautismstory.com

www.jasn-mi.org/

Copyright 2012 Shelly Lewis

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