Thursday, March 27, 2014

Autism Resources for Northern Utah

There is a growing need for autism resources in Northern Utah. Here is a compiled list of helpful organizations and online links. Let us know what you think and feel free to add to the list!




Families of Super Kids


Autism Resources


Families of Super Kids




Click on Northern Utah Summer Programs or


Click on Year Round Programs


Primary Children’s Rehab Ogden


801-387-2080


Occupational Therapy


Diane Peake


charterschoolot@gmail.com


801-644-4212


Home consultations available in Layton to Ogden area


Clearfield Aquatic Center


Special Needs Swimming Lessons


801.525.4640




 


Facebook Pages:


Big MAK’S


Utah Kids


Utah Medical Supply Exchange


Northern Utah Autism Program (NUAP): 801-394-5936


Early Intervention Specialized for Autism, ABA Program


Children with Special Health Care Needs: Ogden 801-626-3645


Utah Center for Asistive Technology (UCAT)


Helping people with disabilities identify and obtain assistive technology that will enhance the quality of their lives.


801-887-9380


888-866-5550


1595 West 500 S


SLC, Utah 84104


Service Dogs:


Canine Companions for Independence (CCI)


Wasatch Champions




Inquiries and requests: mailto:wasatchchampions77@yahoo.com


Utah Parent Center


230 West 200 South, Suite 1101
Salt Lake City, UT 84101
Phone: 801.272.1051
Toll-Free in Utah: 1.800.468.1160
Email:
info@utahparentcenter.org


Easter Seals




Easter Seals-Goodwill Northern Rocky Mountain is a private, nonprofit organization serving children and adults with autism and other disabilities, along with disadvantaged families in Idaho, Montana, Utah and Wyoming.


PCMC Neurobehavioral Clinic
Northern Utah
801-292-8665



PCMC provides diagnostic evaluations, neuropsychological assessment, home programs, behavior management, and medication consultations




Disability Law Center




Free consultations


Autism Speaks






Behavioral Modification:


Behavior Stories
http://www.thewatsoninstitute.org/teacher-resources2.jsp?pageId=2161392240601226415747290
 


 

Thursday, March 6, 2014

Eagle Eyes Aids Nonverbal Children

Op-Ed Article by Jeanette Pascoe
Family Partner, Northern Utah Pediatrics
Medical Home Project


EagleEyes, offered by The Opportunity Foundation of America, is an eye controlled technology and program that acts as a mouse for adults and children with disabilities. By taping electrodes to the user's temples and connecting the electrodes to the technology box, an individual can control their computer screen.


Wow. So many times, I have thought, "I know my kid is in there. She just can't control her hands or speak." One of the only things in her environment she controls is when she finds a string and plays with it. I want more for her.


I have not had my daughter try EagleEyes, yet I intend to do so very soon. Just imagine my daughter, a twelve year old who is non-verbal and has limited motor function, playing a game on a computer screen with her eyes. She would be able to look at a small area of the screen for a moment which results in a mouse click. My daughter would not even need to hold her head still. Awesome feature, especially since she sways back and forth. She could even use her head movement to control the device to play with many computer programs or the internet.


Through a grant, EagleEyes is available for only $800 during 2014. The Opportunity Foundation of America, a non-profit, only asks for a donation to cover the cost of the system and training. That is pretty amazing considering that it is normally $1200, considering the start up cost for the company as well as the development of the technology. There is even a possibility that Utah DSPD through Medicaid could cover the cost. Let's hope. I am convinced that the makers, INOVAR, Inc. want to help people improve their quality of life.


To obtain EagleEyes, schedule a free evaluation.
Phone: 385.215.9605
Email: info@ofoa.net
Online: www.ofoa.net

Saturday, March 1, 2014

Parenting Children with ADHD

Notes from presenter Melanie Hatch
Coordinator, CHADD of Utah


Navigating life with ADHD can be complex and emotional. Thankfully, there are some great tools that will help children and families with ADHD function happily.



Have your children help make the rules, make the consequences, and post the rules in multiple places throughout the house if you want them to remember.  Help your children go at their pace. Don't rush them.



Children with ADHD need to develop problem solving skills. Sometimes children get stuck, so give them options on how to do the task. There are always different routes.


Give your child immediate feedback. Review strategies on how to manage ADHD, so that it's not just about a misbehavior. Help them see when they are doing something right. Every time your child is doing something right, reinforce that. Whether it is a sticker sheet, a reward at the end of a period of multiple tasks, or a compliment, help them build confidence in the things they do right.


When you wonder why your child is not doing what you want them to do, it may be that they didn't hear you. They may have been distracted for a moment. Talk to your child face to face. Observe if they are absorbing what you are saying and if they seem distracted, have them repeat it back to you. When you need to correct them, do it quietly with a gentle touch on the arm or a pep talk in private. Be sure to not embarrass them.


Your instruction should be clear with individual steps. For example, take a picture of what their room needs to look like when they clean it. Your child may need a picture for each step. When your child with ADHD is working, let them do it in short segments. They can come back to their tasks. Sometimes we need to praise them for partial finishing, for the little things. Reward them for improvement, not perfection. Children with ADHD are consistently inconsistent.  They may not remember the rules and may need help navigating the same task multiple times, even if they did it right a few times before. Always help them see the positive.


ADHD is a physiological condition. When deciding if a child needs medication, realize that it is the choice of the parent and the child. Talk with your doctor and research medications. A teacher should not say the a child must be medicated. Usually, a medication could help a child calm down enough to learn.


There can be several issues for parents of children with ADHD. Parents may have the same condition.  Parents have to deal with multiple issues like work, sports, schools, other children, and keeping a clean home. Parents may get negative messages from neighbors or schools that the parenting needs to improve, however, this may not be the case. If a parent struggles with their child's issues, try to not be at odds with your child. Show unconditional love. Mothers may often get depressed because they want to fix the problems, but celebrating one's own strengths is important as a parent.


There is hope for your child with ADHD.  Solutions for the child include consistency from both parents and follow through with consequences.  Make sure consequences are for the non - negotiable rules such as if a behavior hurts others or self. Clarify your expectations. Use enforceable statements without anger. Try not to use a consequence like, "If you don't clean your room, you are grounded for a month." Statements like that end up grounding the parent. Delay consequences if you or the child are emotional. Wait for five minutes to calm down.


Maintain a sense of humor! Ignore the small behaviors that don't make a big difference. Ask yourself if it really matters. Learn to laugh through difficult situations. Keep a disability perspective because a child with ADHD may look normal, yet needs the extra tools. They may have a 30 percent emotional and developmental delay. Learn where your child levels exist. Remember that parenting is not easy and simultaneously be grateful for the small victories your child makes.

Improving Brain Placicity

Notes from presenter Dr. Judy Gooch
judith.gooch@imail.org



Many individuals with disabilities, individuals with brain injury, or people with mental illness can benefit from activities which improve brain placicity. Activity improves brain placicity. This applies to cognitive function, emotional function, and motor function.



The most effective way to learn a task is to practice it on a daily basis in the home and in a community setting. The individual needs to practice a lot, yet with rest periods. Start with simple tasks that are variable. For instance, if a child is learning to walk, using a walker is good as long as that is not the constant. The child needs to practice a sitting position to standing position, practice walking fast, and practice walking slowly.



Use positive reinforcement. Brain placicity changes when using objects that stimulate.  When a child is learning motor function in feeding themselves, they will most likely perform at a higher level if they are eating a bowl of ice cream! Find some motivators that your child loves, for example - toys, TV, or hugs. Motivators work the best when there is a highly desired object reserved for a specific task. For instance, if a child needs to learn to have eye contact and wants to work for obtaining a favorite toy car, the toy car is rewarded only in that situation, rather than at random requests throughout the day. This way, the child will learn that if they want their favorite toy car, they must have good eye contact.



Daily interactions are the most important therapy to improving brain placicity. A parent doesn't have to spend three hours doing therapy for their child. Two minutes can make a significant difference. Have them put dishes in the dishwasher, listen to music, or throw a bunch of balls in the backyard and have your child pick them up. Take your child for a jog in a specialized stroller, read to them, or have them help you cook. Any stimulation helps. Use what you normally do as daily activities in your home.



Sometimes the goal is about maintaining function, depending on the abilities of the child. Choose your battles. Pick realistic goals and realize that although variation is important to build brain placicity, it is also important to have some constants so that the child can remember what they have learned. Come back to learned motor skills in order to master them.



Look to resources in your area. Swimming is an excellent way to improve motor function and brain placicity, especially if the exercises change. Have your child try adaptive skiing or adaptive bicycling. Check with your school, state services, or medicaid to see if your child qualifies for occupational therapy. Keep your child engaged and moving on a schedule each day.



Resources:
Wasatch Adaptive Sports
http://wasatchadaptivesports.org/
National Ability Center
http://www.discovernac.org/

Dual Diagnosis

Dual diagnosis can be very complex and overwhelming. Look at the big picture from birth through the child's life. Use your child's entire team to help make decisions.  This team can consist of doctors, parents, support coordinators, teachers, family, friends, behavioralists, pharmasists, and more. Your input as a parent is critical because you provide the constant care and environment for your child. Ask questions on why your team members would like to make decisions from prescriptions to tests to goals at school.  The team approach is fundamental.



The one thing you can count on with individuals with dual diagnosis is that there will be constant change. When a change in health or behavior happens, be thorough.  The new issue may be due to an underlying issue.  It could be a stressor from school, a UTI, a change in thyroid levels, an ear infection, sensory processing difficulties, etc. Look at the antecedents to what is happening. Often the issues are due to a change in routine or a change to their environment. Did your family move a month before it started? Did the child's diet recently change?



The next step is to look at changing behavior by working with a social worker or behavioralist. Look at motivators, preferably non food motivators. Take one behavior at a time. One method is to give the child a sticker on a chart for doing the behavior correctly. Once the child gets a certain number of stickers, they can receive a reward or positive reinforcement. Try to filter stimulants that distract the child.



If caregivers are working with medications, try one at a time and take brief notes of how they react. Give each med at least two weeks. "Start low, go slow." Sometimes a child on multiple meds even needs to peel back meds with help from their doctor. Some children do not need the meds they are taking if the symptom being treated is not being manifested anymore. Pay attention to side effects. Notice if the meds effect the child's mood, gate, energy level, or awareness. Be sure you are going to the right doctor and that they know how all of the medications interact.



In the end, communication with your team matters. Remember that you are the expert on your child.

Wednesday, February 5, 2014

2014 Family Links Conference


Friday, February 28, 2014, 5:30 p.m. – 9:00 p.m.

Cost: Dinner & Keynote on Friday $20
Cost: Keynote Only on Friday $10

Saturday, March 1, 2014, 8:00 a.m. – 4:00 p.m.  

Cost: Saturday Only $20 (Lunch Included in Price)

Location:  Murray High School (5440 South State Street, Murray, Utah)

Cost: Friday and Saturday $35 (Discount Price)


http://events.r20.constantcontact.com/register/event?oeidk=a07e8rzwzp0b26a1c29&llr=9rn6ucdab

  

Conferencia de Conexiones Familiares 2014

Haga click aqui para registrarse!


 

Sabado, 12 de Abril 2014Hora:  8:00 a.m. – 3:00 p.m.

Lugar: Murray High School (5400 Sur State St. Murray, Utah)
Costo:  $5.00 (Incluye Almuerzo)

‘Enfermedades Mentales y Conductas Desafiantes’

Orador Principal Dra. Alicia Hoerner
En esta conferencia se presentarántalleres a donde a los padres puedan escoger de acuerdo a sus necesidades tales como:
  • Necesidades Especificas de Aprendizaje
  • Habilidades Sociales
  • Plasticidad Cerebral
  • Disciplina y Comportamiento
  • Sección 504, la otra opción de la ley
  • Dual Diagnosis como
  • Enfermedades Mentales
  • Educación Primero
También tendremos una amplia feria de exposiciones de recursos en la comunidad.
También tendremos una amplia feria de exposiciones de recursos en la comunidad.
Regístrese lo más pronto posible llamando a los teléfonos (801)272-1051, (801)272-1067, o  Araceli (801)949-6442

ADHD Training

Dates and times:   The classes will be held on 7 consecutive Thursdays, beginning
Thursday, February 6, 2013 from 6:30 pm to 8:30 pm (1st class starts 15 min early)
Location:                 Roy High School, 2150 W. 4800 South, Roy, in the Media Center
Cost:                             $70/couple ($60/CHADD members) for the entire series
Limited scholarships are available for financial need, call Annette Houston, 801-452-4195.
Educators:            In-service credit
To register:          Call Renae 452-4256. Make checks to CHADD of Utah.

Thursday, September 26, 2013

Events Tonight and Next Month!

Transitions Legal Guardian Workshop Tonight
Thursday, September 26, 6:30-8:30
Davis Vista Education Center
Primarily for ages 17+

Did you know that if you have a child with special needs that you may need to become their legal guardian either prior to or when they turn 18 years old? Find out why and when this is a good move. Fill out paperwork to become your own lawyer. A representative from a law firm will be present, offering information about representing children with disabilities.

SIBS DAY - A Workshop for Super Important Brothers and Sisters
Saturday, November 16, 2013
10:00 am to 2:00 pm

Primary Children’s Outpatient Services at the Riverton Campus, 3rd Floor

#3 Yellow Entrance, Northwest Corner of Campus

Join us for SIBS Day — a workshop for brothers and sisters ages 5 to 17 who

have a sibling with a chronic medical condition or disability. This workshop

provides a place where children can express themselves, learn from others and

explore new ways to cope.

Early Bird Tuition is $5 (before 10/28/13). Regular Tuition is $10. Space is
limited and pre-registration is required. Registration closes 11/08/13 at 5:00 pm.


www.primarychildrens.org/sibs
 
 
For questions or more information please contact Family Support Services at

801.662.3701.
 
 

Awesome Links to IEP and 504 Information

We had a great support group last night discussing IEPs and 504s with our wonderful presenter, Roz Welch of the Utah Parent Center. Here are some very helpful resources and videos:
http://www.utahparentcenter.org/training/videos/
http://www.utahparentcenter.org/wp-content/uploads/2011/08/IEP_Parent_Handbook.pdf
http://www.utahparentcenter.org/resources/school-services/

Wednesday, August 28, 2013

Autism Insights from Temple Grandin

Friday, August 16, 2013, Temple Grandin graced attendants of the US Autism and Asperger Association World Conference and Expo in Salt Lake City with her unique outlooks on life with autism. Although Grandin continues to cope with auditory processing disorder, she was extremely personable as she stood in a crowded hallway with a massive line awaiting a chance to meet her and have her sign copies of books she has written. As she signed books, she was inquisitive as to the progress of loved ones with autism in a person's family. She frequently broke eye contact, while listening intently to stories of individuals with autism.

Grandin's passionate sentiments and experiences in empowering young people with autism were obvious as she spoke to attendants at the conference. She spoke about how her mother taught her rules through chores, games and turn taking. Her mother would give her a choice to go work on a farm for the summer or to go for a couple of weeks. There was no option not to work, so Grandin learned to make a choice and accept responsibilities.

Emphatic that young people with autism need to be stretched, Grandin suggested many types of work opportunities comparable to a paper route. She said that getting a small, regular job early (about age thirteen) would teach a child to work, to be on time, and to communicate. There are many local opportunities, Grandin noted, such as walking a neighbor's dog, washing dishes in a restaurant kitchen, or cleaning a few rooms in a building. "Don't hold them back," Grandin emphasized. She said that she is seeing too many autistic young adults staying in their rooms, playing video games. Ways to prepare autistic young adults for the workforce can be done one small project at a time and by building a portfolio. She said to target the portfolio and get it into the right hands to mitigate the interview process, which is exactly what she did in her own career.

As one of Grandin's favorite examples of a young autistic entrepreneur, she shared a new business venture her nephew launched in New York City. The product...the poop briefcase. Grandin could hardly contain her laughter as she explained the product. She said that with the high rises in New York, many dog owners don't want to take their dogs all the way down to street level to let them do their business, so her nephew marketed training the dogs to go in a briefcase in the apartment, so that it could later be taken discretely down the elevator and disposed of later. Grandin continued giggling as she questioned why people didn't just use the Times and dump it down the shoot, while expressing how this creative business helped her nephew excel.

Acknowledging that many autistic children have a difficult time with sensory issues, Grandin cautioned parents and caregivers to be careful to not overwhelm them. The point is to stretch them, not to push them past their threshold, but to "stretch" them just beyond their comfort levels. Grandin pointed out that many autistic children have mild to severe sensory issues which must be addressed in order to acclimate to life's situations. She said that with sensory neurological problems, accommodations are essential and that sensory issues are neurological. The brain is processing something physiological, not just behavioral. The behavior is a manifestation of the physiological issue. There may be hidden painful medical problems for the nonverbal. In many individuals with autism, Grandin explained that the amygdala (fear center) of the brain is three times larger. Some of her suggestions included using pressure or weighted vests to help the nervous system, slow swinging to stimulate speech, singing-rather than talking, or trying one medication at a time to see what works best.

If a child has auditory detail or auditory processing disorder, there may be a greater ability to hear hard consonants. Her suggestion is to slow down. Emphasize and clearly dictate all of the hard consonants, so that the child can process them more easily. She also said that if a child has attention shifting slowness where they have a difficult time looking up and looking down between facial cues and body movement, social interactions may need to be taught. Grandin suggested that the best way to teach social "stuff" is to give the instruction, rather than saying no. "Say what the kid should be doing," Grandin instructed. Children with attention shifting slowness often experience visual images breaking up and fragmenting. Words on a page may vibrate. In this situation, she said to experiment with different backgrounds in the classroom or tinted glasses.

Along with sensory issues, Grandin said that learning styles need to be considered. She specified a few types of "thinkers" such as the photo realistic thinker, the pattern/music/math thinker, and the verbal thinker. She voiced concern that verbal thinkers are taking over the school system. Hands-on learning in the classroom teaches resourcefulness and problem solving, she said. Grandin said that the autistic mind sees the details and encouraged listeners to "fill up their minds with variety."

The audience had a chance to see first-hand how Grandin can be affected by auditory processing disorder as she was interviewed following her speech. As she answered questions about her childhood, her inventions, and gave additional tips to parents, staff at the conference attempted to move the podium so that it would not block the view of part of the attendants. Each time they shifted the podium back, the microphone was jostled and Grandin would turn her head to look over her shoulder. It must have happened six times, when finally, an exasperated Grandin inquired, "What are they doing?" After the situation was explained, she responded, "Well, why don't we just move our chairs forward instead?" The amused audience chuckled at her most logical response, while identifying with her perspective. Grandin, most definitely, shared her quick wit, her empowering ideas, and a reminder to look at life through a different lens.

Resources recommended by Temple Grandin:
www.khanacademy.org
www.udacity.com

Article Written by Jeanette Pascoe
Family Partner, Northern Utah Pediatrics
Families of Super Kids
Mother of a child with autism, epilepsy, and multiple disabilities

Thursday, August 22, 2013

New Breastfeeding Clinic in Northern Utah

A new breastfeeding consultation clinic has recently opened. Take advantage of a trained professional to improve your breastfeeding experience. Sometimes a lactation consultant is exactly who can help you make it work, especially when this professional has done it herself six times. She even helps moms navigate g-tube feeding and nutritional support for children with special needs.

Worried about Breastfeeding?
 
Drop-in Group Clinic
Come get breastfeeding help from an experienced professional IBCLC. This is for moms with mild/moderate breastfeeding issues. In this clinic, you can assess weight gain, learn baby behaviors, get tips, and meet with other breastfeeding mothers.

Wednesdays 10 am-12 noon at Arrivals Birth Suite

Contact: Karin Hardman, IBCLC, RLC belcantomom@gmail.com 801.980.1129 $20 per session/$5 with Medicaid card
 

Monday, July 29, 2013

Come Join Us for the Salt Lake County SSI Workshop!

 
When
Wednesday August 21, 2013 from 11:00 AM to 1:00 PM MDT
Add to Calendar
 
 
Where
Utah Parent Center Conference Room
230 West 200 South, Suite 1101
Salt Lake City, UT 84101
Driving Directions

You are invited to attend a
 FREE workshop on SSI. 
 
Sponsored By
 
Image removed by sender. Utah Parent CenterImage removed by sender.Image removed by sender.             Image removed by sender. Canyons
 
 
Esther R. Medina, AWIC
 
An expert from the Social Security Administration will present a workshop about Social Security eligibility for parents of children and young adults with disabilities.
She will also address questions about SSI.
  • Does my child with a disability qualify? 
  • What are the differences between a dependent child and the adult 18 and over? 
  • We did not qualify as a minor child. Will we qualify now as an adult? 
  • Where do I find the application?
  • How long will it take?
  • What documentation will I need?
  • Who is the Representative Payee?
  • How much money will we receive?
Don't miss this unique opportunity to attend this workshop!  Due to budget cuts, opportunities to present these informational classes are extremely limited.  Please invite any other families who may need this valuable information.
 
 
For more information, contact any of the following District Parent consultants or the Utah Parent Center's main office:
 
Canyons:  Lynda Hansen at 801-708-1841
Granite:  Michelle Murphey, 801-833-3825
Salt Lake:  Amy Weyrich, 801-856-1264
Utah Parent Center Main Office: 801-272-1051
 
 
 
Sincerely,
 
Utah Parent Center and District Consultants

Monday, February 4, 2013

Upcoming Events

Families of Super Kids Support Group
Thursday, February 28th from 6:30-7:30 p.m., we will hold our next support group. It will be held at McKay Dee Hospital, Eduation Rooms 3 and 4. Park at the South main entrance and walk toward the cafeteria. The education rooms are at the end of the hallway just before the cafeteria.

We are excited to have a fabulous presenter, Karin Hardman, who will speak on breastfeeding and g-tubes. Mrs. Hardman is an International Board Certified Lactation Concultant (IBCLC), a Registered Lactation Consultant (RLC), and is on the developing Rocky Mountain Mother's Milk Bank. There will be time for networking with other parents of children with special needs as well as time for questions and answers. We hope to see you there!

The Learning Disabilities Association of Utah 2013 Annual Conference
Save the Date
March 15th at Weber State University at the Shepherd Union Building. Keynote Speaker, Dr. Jerome Schultz is a clinical neurophsychologist on the faculty of Harvard Medical School in the Department of psychiatry. Dr. Schultz will be signing his new book "Nowhere to Hide: Why kids with ADHD and LD hate school and what we can do about it" Breakout sessions will be available for both teachers and parents.

PEERS (Program for Establishing and Enhancing Relational Skills) Enrolling Now!
PEERS involves matching typical teens with a teen or young adult with high functioning autism to create opportunities for career exploration, and work-related social skills and career skills development and can lead to meaningful employment and life-long careers. PEERS gives teens the opportunity to develop appropriate socialization skills with peers and coworkers, gain hands-on employment experience in a variety of jobs and community settings, create a resume and obtain references, and apply for volunteer or employment positions. This program is offered through Easter Seals. For more information contact Jacquelynn Bradley at (801) 244-3177,
jacquelynnb@esgw.org.

Grandparents of Kids with Special Needs
The Sibling Support Project and the Kindering Center are pleased to announce GKSN-Grandparent of Kids with Special Needs. We believe that no one understands a grandparent's unique joys and concerns better than another grandparent of a child with special needs. On the GKSN website, grandparents will have a chance to meet other grandparents through our Yahoo group or Facebook groups, share ideas for supporting their kids and grandkids, and even post pictures of their grandkids. Please visit www.gksn.org and help us spread the word!

2013 Family Links Statewide Conference
The 2013 Family Links Conference will be held on March 8 and 9, 2013 at Vivent Technologies in Provo, Utah. This year's two-day event will feature Jo Moscarro - "When Go To Your Room Isn't Quite Far Enough". Jo provides strategies in teaching children ownership and management of their behavior. Participants will be engaged in a variety of activities that will develop skills. Jo Mascorro engages her audience with humor and practical wisdom. Jo is a nationally renowned trainer on the topics of behavior intervention practices, effective communication, parenting skills and programming for students with severe disabilities. This is an event you will not want to miss. Online registration is now open. Visit
www.utahparentcenter.org/quick-links/family-links/

SIBS Day at Primary Children's Medical Center
https://intermountainhealthcare.org/hospitals/primarychildrens/classes/Pages/CalendarDetail.aspx?EventID=3854

Thursday, January 24, 2013

Support Group Cancelled Tonight

The Families of Super Kids support group is cancelled for this evening due to icy conditions. Please be safe with your families. We hope you are all doing well. The next support group will be held Thursday, February 28th.

Friday, December 21, 2012

Holiday Potluck Social

Utah Dependent with a Disability Exemption

To claim this tax exemption, have an authorized individual sign. For school age children from early intervention through graduation, have someone at the child's school sign, such as the principal.
http://tax.utah.gov/forms/current/tc-40d.pdf

Friday, November 30, 2012

Thank you CCI-Wasatch Champions and Therapy Animals of Utah!

Families of Super Kids had a wonderful and warm evening with visitors from CCI-Wasatch Champions: AJ (coordinator of the visit) and presenters Marilyn, Connie, Dan, and Brady along with two of their very special dogs. We also had visitors from Therapy Animals of Utah with two dogs as well. The families and children were so excited to meet our new furry friends! As children pet the animals, fed one dog treats, and even got a few wet kisses, smiles and giggles were plentiful.

We learned about the abilities and differences between therapy and service dogs. Therapy dogs go through a training, learning obedience and skills which enable them to interact with multiple people. They must also be certified to be therapy animals. A therapy dog's effect, just in a touch, can be very calming and healing. 

Service dogs, particularly at CCI, are raised by trainers who teach the dogs basic commands from the time they are puppies. The dogs pass off obedience training and learn to be socialized into public settings. Once this is done, dogs go on to learn specialized trainings, such as how to pick up dropped items off of the floor or how to open doors by pressing a button. Not every dog passes service dog training. CCI focusses on breeding for tempermeant and also on matching the right dog to the right person. Their amazing services add up to a dog being worth about $45,000, however, they give the dogs to qualifying individuals on their waiting list with no charge. Once a family is up on the waiting list, they travel to California-usually at their own expense, where the individual is matched to a dog and the individual is trained on how to maintain obedience/service commands as well as ongoing care for their dog. Service dogs can make an incredible difference in the life of an individual with special needs.

To learn more, visit: www.cci.org or www.therapyanimalsofutah.org






Tuesday, November 27, 2012

This Thursday Support Group: Therapy and Service Dogs

Families of Super Kids Support Group

Thursday, November 29th, 6:30-7:30 p.m.

McKay Dee Hospital, South Entrance, Education Room 4 (by the cafeteria)

Therapy and Service Dogs



We are in for a treat with some very special visitors. We will have at least one therapy dog visiting from Canine Country Club and at least one service dog visiting from Canine Companions for Independence - Wasatch Champions. Each will briefly speak about their dogs and their abilities, learning the difference between therapy and service dogs. CCI-Wasatch Champions will inform us of the population they serve and how to be put on their waiting list. We will then have the pleasure of allowing our special needs children interact with the dogs. This support group topic has engendered much interest, so please arrive five to ten minutes early to be seated. Priority to visit and interact with the dogs will be given to children with special needs.
We hope to see you there!

Monday, November 26, 2012

Holiday Healthy Eating for Kids

At our last support group night, the topic of Holiday Healthy Eating for Kids took front stage. We talked about how many of our children are picky eaters or even on a strict diet. There are many ways in which we can make their holiday eating fun and healthy at the same time. From "picky eater" tips to taste testing yummy green smoothies, here are some fabulous ideas discussed at our last Families of Super Kids night.

Ten Tips to Keep Kids' Holiday Eating in Check
1. Create a kids' drawer of ready to eat fruits and veggies in your fridge
2. Think natural
3. Watch what your child drinks
4. Make a fun chart to keep track of what your child eats
5. Make your kid the chef

6. Keep the routine of regular meal times

7. Let your picky eaters see variety on their plates, even if they don't eat everything
8. Let a party be a party

9. Incorporate exercise and physical activity into your daily routine
10. Show love and acceptance toward your child despite his or her weight


Websites for Healthy Eating:
-                     Click on Patient Resources
-                     Click on Weight Management, bottom left

Healthy Snacks 
  • Fruits and Veggies – always more accessible when they are already cut and packaged in the fridge.
  • Fruit Kabobs with yogurt dip
  • Nuts
  • Roasted, lightly salted pumpkin seeds
  • Popcorn – Light microwave or air popped with a little butter and light salt
  • High grain crackers
  • Smoothies
  • Yogurt
  • Cheese
  • Baked products with applesauce substituted for fat
  • Substitutes for candy – dates, raisins, dried mangos, any dried fruit and nut trailmix
  • Baked zucchini chips
  • Baked tortilla chips and bean dips
  • Lady Bug Apple: cut in half, core, stick on raisins with peanut butter, use pretzel sticks for antennae
  • Turkey Masterpiece: Circle apple slice for body, baked chip for beak, apple slice cresent shape for head, raisin eyes, peanut butter filled celery and carrots for feathers

Cranberry Wheat Bread: freeze individual slices in sandwich bags for snacks or bring a loaf to a holiday party!
  • 1 ¼ C water
  • 1/3 C honey
  • 2 TB softened butter
  • 2 C Flour
  • 1 ¼ C whole wheat flour
  • 1 ½ tsp salt
  • ½ tsp cinnamon
  • ¼ tsp nutmeg
  • ¼ tsp cloves
  • 2 tsp active dry yeast
  • 1 C dried cranberries
  • Bake in bread maker or at 350 degrees for 45-60 min.
Eating Whole Foods and Green Smoothies - by Bethany Knighton

1 We try for 60 – 80% raw foods.  We try to eat mostly greens, vegetables, and fruits, with a variety of beans, legumes, nuts, seeds, healthy fats, and cultured dairy.
2.    We don’t eat processed foods, with a few exceptions.  We do eat those things at family gatherings and parties with friends.
 I believe that chemicals and preservatives in our foods are a major cause of illness and health problems.  We are trying to prevent this by the way we eat.
Eating this way has been a big boost to our immune systems.  We hardly ever get sick, and when we do, it is just a mild cold.  We also have more energy for our everyday activities!


§                     Green Smoothies

1.                              How many of you ate raw swiss chard today?  Or your children?  How about kale?  Collard greens?
2.                              Why green smoothies?
A.                  They’re quick and easy to make – 10 minutes in the kitchen, tops
B.                 They have up to 15 servings of raw greens and fruits in just one quart
C.                 No salad dressing is required (most salad dressings in store contain toxic chemicals and preservatives, highly refined oils)
D.                 Addresses the #1 and #2 deficits in the American diet:  Enzymes and Fiber

§                                                                                                                                                                                 Whole Wheat Flours

1.                              Show example of red wheat vs. white wheat

A.      Whole wheat kernel consists of the bran, the germ, the endosperm.  The bran is the part of the kernel that contains lignans, antioxidants, and minerals—in addition to most of the fiber in the grain.  The germ is packed with vitamins.  In white flour, all that is left is the endosperm, usually bleached, with little nutritional value.

It’s easy to replace white flours with whole wheat flours
Any cake or cookie recipe can use a white whole wheat flour to replace regular white flour, with little taste alteration.  Over time, you will come to prefer the taste of whole wheat.


§                                                                                                                                                                                 Sweeteners

A.                  We all know sugar is bad for us.  It’s an addictive substance that breaks down our immune system.   What do we replace it with?
B.                 Natural sweeteners – because they are unrefined (and therefore contain minerals, vitamins, and other nutrients) they don’t go directly into our bloodstream and wreak havoc the way refined sugars do.

1.                                                                                                      Coconut Sugar – low on the glycemic index, rich in macronutrients, vitamins, and amino acids
2.                                                                                                      Dates – High in magnesium, calcium, and fiber, possibly one of the most natural sweeteners.  Soak and blend with a little water to make a paste for baked goods.
3.                                                                                                      Honey – raw honey is naturally antibacterial, keeps forever.  Higher on gi index though, so use more sparingly.
4.                                                                                                      Molasses – High in iron and b vitamins, and great for oatmeals, gingerbreads, and granolas.
5.                                                                                                      Stevia – A completely natural, herbal sweetener, 100 x sweeter than sugar.  No calories or impact on blood sugar.  Doesn’t bake well, but use in any other recipes.  
Harvest Pumpkin Muffin
1 (16 oz) can pumpkin
4 eggs
¾ C. consisting of ½ coconut oil, ½ applesauce
2 t. vanilla
2 C.whole wheat flour
1 ¾ dates, blended with ¾ cup water to make a pastej
1 T. pumpkin pie spice
2 t. ground cinnamon
2 t. baking powder
½ t. salt
Chocolate chips to taste, or make a healthier version of your favorite chocolate frosting, using a natural sweetener

Mix wet ingredients.  Mix dry ingredients and add to wet.  Fill muffin tin and bake at 375 degrees for 18-20 minutes.

Chocolate Chip Cookie
1 ¾ C. dates, ¾ cup water:  blend into a paste
½ c. coconut oil
½ c. butter
1 cup applesauce
4 eggs
2 t. vanilla

Cream together.  Add:
5 c. flour
1 t. sea salt
2 t. soda
4 cups chocolate chips
2 c. nuts, optional
Bake at 375 degrees for 8-10 minutes.

Robyn’s Green Smoothie Template Recipe
Makes 8 cups of 100% raw smoothie.
Put 2 1/2 cups filtered water in the BlendTec Total Blender.
Optionally, add:
½ tsp. stevia (herbal sweetener) or ¼ cup raw, organic agave nectar (low glycemic index)
¼ whole lemon, including peel (anti-skin cancer, high in flavanoids)
2-3 Tbsp. fresh, refrigerated flax oil (omega-3 rich oil)
Gradually add greens until, briefly pureed, the mixture comes up the 5-cup line (or less if you are “converting”):
¾ to 1 lb. raw, washed greens, added up to 5 ½ cup line:
spinach, chard, kale, collards
Puree greens mixture for 90 seconds until very smooth.
Gradually add fruit until the container is very full, blend 90 seconds or until smooth:
1-2 bananas
1-2 cups frozen mixed berries
any other fruit to taste: pears, peachesapplesorangesapricotscantaloupemangopineapple

*I recommend going to Robyn’s site, greensmoothiegirl.com, for more information about green smoothies and a whole foods diet.