Speech and Language Therapy in Northern Utah
Non-profit organization
http://www.ritecareutah.org/homepage-jquery-sample-2/our-mission/
How Rite Care Centers Work with Children
3755 S. Washington Blvd. Suite 1-A
South Ogden, UT 84403
801.627.8878
*Search Keywords: Autism, Developmental Delay, Speech Therapy, Traumatic Brain Injury, Special Needs, Communication
Tuesday, December 27, 2016
Saturday, December 10, 2016
Autism Insurance Coverage in Utah
Presentation at Family Support Conference, "The Magic of Being a Super Family,"
Saturday, August 13, 2016
Presenter: Jon Owen, Utah Autism Coalition
Videographer: Randy Ripplinger
This presentation is for all those who would like a replay of this information packed session. Special thanks for service provided by Jon Owen for presenting and allowing us to share this video and to Randy Ripplinger for producing the video.
Tuesday, November 8, 2016
3 Ways to Obtain an iPad for Your Child with Special Needs
1. Autism Speaks iPad Grants
Autism Speaks is thrilled to announce that this year, 685 iPad Airs will be awarded to financially disadvantaged people with autism. The application is now open!
Eligible applicants are individuals who:
- Have been diagnosed with autism by a licensed professional
- Reside in the United States
- Have limited income and cannot afford to purchase an iPad
The timeline is below:
- November 7: Online application opens at 6:00 a.m. EST
- November 11: Application closes at 11:59 p.m. EST
- November 15 - December 9: Review committee selects recipients
- December 15: Recipients announced and iPads sent out!
Applications must be submitted by the person with autism, an immediate family member of the person with autism, or a licensed social worker or therapist. The Technology Grant Review Committee will review applications and select the iPad award recipients. All applicants selected to receive an iPad Air will be contacted by December 15. If selected, the iPad will be shipped via UPS directly to the address provided with the application. Others will receive an email informing them of their status. Please keep in mind that if you are helping clients apply, you need to fill out an application for each child, with their individual addresses listed. The iPads can only be awarded to individuals, not organizations or classrooms unfortunately.
You must create a login and further instructions will be provided.
Questions? Contact us at ipads@autismspeaks.org. Please note that emails will take up to 12 hours to receive a response, but every email will be answered! Also, we cannot accept applications from outside the United States.
2. Weber School Foundation Grants
Weber School Foundation has grants available for children who attend Weber School District or Ogden School District. You can request that your child's therapist or teacher apply on his or her behalf.Instructions: Weber School Foundation Grants.
3. Insurance Companies and iPads
Some insurance companies will approve an iPad as an augmentitive communication device for an individual who has limited language or who is non-verbal. There is no guarantee that any insurance company will approve an iPad. Try anyway. It is worth trying!
- Visit an approved provider speech therapist
- Request an AAC evaluation to make a plan for the best augmentative communication device
- Depending on insurance, it might be approved
- Some insurance companies give a trial period to see if the device is working for its intended use and reevaluate approval if the device is helping
Thursday, July 14, 2016
Flight Risk Children with Special Needs
Author: Jeanette Pascoe
My daughter, Anna, has multiple special needs, including Autism. When she was a toddler through the time she was seven years old, she was a flight risk. At home, school, stores, parks, church, and parties, she would suddenly bolt with no explanation. Communicating with her and helping her learn that it was dangerous was extremely difficult. Anna is non-verbal, sensory seeking, and used to be quite a thrill seeker. When she had the urge to sprint somewhere, she would. She disappeared quickly and I had seconds to find her and catch up before she could be in the street or lost. She used to get out of bed multiple times a night. I trained my ears to hear the tiniest shuffle of her footsteps on our hard wood floors so I could leap out of bed and bring her back to safety. I was on constant high alert. Through the years, I learned how to advocate for her, I learned a highly effective therapy, and I learned several resources to aid parents with "runners."
Advocacy began with calling our city streets department to request a speed limit sign and an "Autistic Child at Play" sign. This would create a heightened awareness in our neighborhood and, hopefully, add some caution to how people drove near our home. This could buy me that extra two seconds to catch up with my little sprinter before she got to the street. The department placed 25 MPH speed limit signs one block from either side of our home. They felt that, although Autism is becoming more well-known, drivers may not process quickly enough how important it is to slow down near a child with Autism. They suggested placing a sign stating, "Deaf Child at Play," which more drivers would quickly understand as they pass by and hopefully be watching for running children. I agreed and was very grateful when they put the sign up in my park strip near the road. This, however, did not stop Anna's dangerous flight risk.
Anna began Applied Behavior Analysis (ABA) therapy at a premiere preschool for children with Autism. Up to that point, I had been so protective of her that I promptly let the teachers know they would need to close the door from the classroom to the play pod as well as the classroom door which led to the outdoor playground. They reassured me that this was how they ran their program and that they always keep the doors open. I even had the confidence to repeat myself, letting them know that she is a flight risk and that it would be very dangerous to keep those doors open. They again reassured me, telling me that they would teach her not to run. I left nervous and quite speculative.
Over the course of Anna attending the ABA program, Anna sprinted out those doors many times. The teachers let me know every time she ran. They were always right behind her to bring her back and keep her safe.
I came back a week later to volunteer and Anna's teacher took me aside to show me how they were training Anna to stop. They showed me a large laminated paper stop sign thoroughly taped to the floor before each exit. When Anna ran out either of the doors, the teacher took her by the hand and led her back to the classroom saying, "Anna, you need to stop." She then had Anna walk from one end of the classroom all the way to the side where she ran out the door. She helped Anna touch the stop sign on the floor by the exit saying, "Anna, stop." The teacher took time to do this ten times per one time that Anna ran, taking her to the other end of the classroom, back to the stop sign, and helping her touch the sign. Anna's teacher did this every. single. time.
After two weeks, Anna ran away less. I started receiving notes that in mid-sprint, the teachers would say, "Anna, stop," and she actually stopped! A month went by and we saw even more improvement. After two months, Anna completely stopped running out of her classroom door. I was astounded.
So much relief came over me, however, Anna continued to run in other environments like from our yard to the street. It made my heart jump into my throat every time. She was so incredibly fast. I decided, "Well, the therapy at school worked, so I have to do it at home." It would be a lot of work. I completely committed. It would be easier to do this therapy than to watch my precious little girl get hurt someday.
I placed a stop sign at the end of my driveway before the sidewalk on the ground. Every day, I did a session of ten trials, helping Anna walk from our backyard all the way to the stop sign, touch the stop sign while saying, "Anna, stop." Back and forth, we went. After a month of hard work, one day she ran toward the street and I called, "Anna, stop." She actually stopped.
Our children with special needs and autism know more than we think they know. They process information differently. Anna was listening. She was learning. She had to learn a different way where her boundaries stood...and the important thing is - she did it!
As I have connected with many special needs families, I see a high need of safety supports for flight risk children. There are many resources available today that were not around when Anna was my little sprinter. As we share this great information, I hope we see more peace of mind uplift our amazing families.
SAFETY PRODUCTS FOR FLIGHT RISK CHILDREN
-Link provided by Autism Speaks
My daughter, Anna, has multiple special needs, including Autism. When she was a toddler through the time she was seven years old, she was a flight risk. At home, school, stores, parks, church, and parties, she would suddenly bolt with no explanation. Communicating with her and helping her learn that it was dangerous was extremely difficult. Anna is non-verbal, sensory seeking, and used to be quite a thrill seeker. When she had the urge to sprint somewhere, she would. She disappeared quickly and I had seconds to find her and catch up before she could be in the street or lost. She used to get out of bed multiple times a night. I trained my ears to hear the tiniest shuffle of her footsteps on our hard wood floors so I could leap out of bed and bring her back to safety. I was on constant high alert. Through the years, I learned how to advocate for her, I learned a highly effective therapy, and I learned several resources to aid parents with "runners."
Advocacy began with calling our city streets department to request a speed limit sign and an "Autistic Child at Play" sign. This would create a heightened awareness in our neighborhood and, hopefully, add some caution to how people drove near our home. This could buy me that extra two seconds to catch up with my little sprinter before she got to the street. The department placed 25 MPH speed limit signs one block from either side of our home. They felt that, although Autism is becoming more well-known, drivers may not process quickly enough how important it is to slow down near a child with Autism. They suggested placing a sign stating, "Deaf Child at Play," which more drivers would quickly understand as they pass by and hopefully be watching for running children. I agreed and was very grateful when they put the sign up in my park strip near the road. This, however, did not stop Anna's dangerous flight risk.
Anna began Applied Behavior Analysis (ABA) therapy at a premiere preschool for children with Autism. Up to that point, I had been so protective of her that I promptly let the teachers know they would need to close the door from the classroom to the play pod as well as the classroom door which led to the outdoor playground. They reassured me that this was how they ran their program and that they always keep the doors open. I even had the confidence to repeat myself, letting them know that she is a flight risk and that it would be very dangerous to keep those doors open. They again reassured me, telling me that they would teach her not to run. I left nervous and quite speculative.
Over the course of Anna attending the ABA program, Anna sprinted out those doors many times. The teachers let me know every time she ran. They were always right behind her to bring her back and keep her safe.
I came back a week later to volunteer and Anna's teacher took me aside to show me how they were training Anna to stop. They showed me a large laminated paper stop sign thoroughly taped to the floor before each exit. When Anna ran out either of the doors, the teacher took her by the hand and led her back to the classroom saying, "Anna, you need to stop." She then had Anna walk from one end of the classroom all the way to the side where she ran out the door. She helped Anna touch the stop sign on the floor by the exit saying, "Anna, stop." The teacher took time to do this ten times per one time that Anna ran, taking her to the other end of the classroom, back to the stop sign, and helping her touch the sign. Anna's teacher did this every. single. time.
After two weeks, Anna ran away less. I started receiving notes that in mid-sprint, the teachers would say, "Anna, stop," and she actually stopped! A month went by and we saw even more improvement. After two months, Anna completely stopped running out of her classroom door. I was astounded.
So much relief came over me, however, Anna continued to run in other environments like from our yard to the street. It made my heart jump into my throat every time. She was so incredibly fast. I decided, "Well, the therapy at school worked, so I have to do it at home." It would be a lot of work. I completely committed. It would be easier to do this therapy than to watch my precious little girl get hurt someday.
I placed a stop sign at the end of my driveway before the sidewalk on the ground. Every day, I did a session of ten trials, helping Anna walk from our backyard all the way to the stop sign, touch the stop sign while saying, "Anna, stop." Back and forth, we went. After a month of hard work, one day she ran toward the street and I called, "Anna, stop." She actually stopped.
Our children with special needs and autism know more than we think they know. They process information differently. Anna was listening. She was learning. She had to learn a different way where her boundaries stood...and the important thing is - she did it!
As I have connected with many special needs families, I see a high need of safety supports for flight risk children. There are many resources available today that were not around when Anna was my little sprinter. As we share this great information, I hope we see more peace of mind uplift our amazing families.
SAFETY PRODUCTS FOR FLIGHT RISK CHILDREN
-Link provided by Autism Speaks
Thursday, June 16, 2016
Free Summer Activities for Families in Weber County
http://www.webercountyutah.gov/ramp/pdf_2016/RAMP%20tax%20summer%20schedule%202016.pdf
Each year, the Weber County RAMP grant funds free family activities during the summer. The community partners providing these activities are increasing. Most of these activities are adaptable to children and individuals with special needs.
Each year, the Weber County RAMP grant funds free family activities during the summer. The community partners providing these activities are increasing. Most of these activities are adaptable to children and individuals with special needs.
Friday, June 10, 2016
Prescription Discount Card
A lot of our families with children or adults with special needs struggle with the cost of prescription medications. Utah Family Voices shared this resource with us. It is a "NeedyMeds Drug Discount Card" which advertises a savings of up to 80% on prescriptions. The website, www.needymeds.org, also has free information on over 5,000 programs. Check out the card at this hyperlink:
NeedyMeds Drug Discount Card
Toll-Free Helpline: 800.503.6897
Email: info@needymeds.org
NeedyMeds Drug Discount Card
Toll-Free Helpline: 800.503.6897
Email: info@needymeds.org
Wednesday, April 27, 2016
Special Needs Adapted Zoo Classes
"My name is Elise Kelly and I run the special needs programs “Zoo Just for You” and “Zoo Just for Little You” at Utah’s Hogle Zoo. Coming up on Saturday, May 14 is our next early intervention preschool class, “Colorful Crawlies” in which we will learn about invertebrates and colors. The class is developed in partnership with DDI Vantage and is targeted for children ages 2-5 who are working on developmentally appropriate milestones. Cost is $10 per student and includes an accompanying adult. Class will be held from 9:30-11 a.m., and will include visits from live animals and a short guided visit in the Zoo. All students must register online at least seven days in advance. Registration information can be found online atwww.hoglezoo.org/
Thursday, March 10, 2016
Accepting Your Reality
Join
Easy to Love for a presentation on
Accepting Your Reality
presented by Emil Harker, MS, LMFT.
Accepting Your Reality
presented by Emil Harker, MS, LMFT.
Date:
March 16th
Time: 7:00-8:15PM
Place: Utah Behavior Services
189 South State Street Suite 222
Clearfield
Time: 7:00-8:15PM
Place: Utah Behavior Services
189 South State Street Suite 222
Clearfield
Please
RSVP by emailing Lindsay@UtahEasyToLove.org
Child Care available, you must also reserve a spot in advance ($6/child)
limited spaces.
Child Care available, you must also reserve a spot in advance ($6/child)
limited spaces.
For
more information on Emil, visit emilharker.com
Conexiones Familiares
|
|
|
Wednesday, February 17, 2016
Subscribe to:
Posts (Atom)