The 2010 Winter Olympics begin on February 3rd and the Paralympics shortly thereafter on March 3rd. So many families tune in to watch the awe-inspiring feats of these athletes but tune out once the events are finished. There are many ways you can make the most of these events and your time spent in front of the television. Check out these tips for bringing the Olympics into your home, across the curriculum.

Social Studies
Get a map of the world and flag the countries as you see them participate in events.

Track the number of countries per continent.

Ask your children the following questions:
Why do you think some countries typically perform better in certain events?
Does a country’s location, economy, or climate affect their performance at events?

Science
Track the weather in Vancouver each day. Make a simple bar graph and record the type of weather each day (sunny, cloudy, or snow). Make a line graph that tracks the daily temperature.

Ask your child the following questions:
How does the weather affect events?
How does the weather affect the athletes?

Language Arts
Write a persuasive paragraph and make a case for a sport that is not in the Olympics now to be included in the next Olympics.

Play Hangman using Olympic-themed words.

Have your children define the words determined, represent, and sportsmanship. Have a discussion on how your child can apply these words in his life. Remind your child that these are amateur athletes who are not paid for their performance at the Olympics. Though some athletes go on to secure major endorsement deals, most do it for the love of their sport.

Math
Make a chart and tally the gold, silver, and bronze medals for the U.S. and countries from which your families hail.

For timed events, calculate the difference in times between participants.

Call family members and friends and conduct a survey. Have each person choose their  favorite event, favorite athlete, and favorite part of the opening ceremony. Create a graph that includes your data.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

When my 2-year-old niece walks into the room, I quickly change the channel from the news to a more kid-friendly cartoon. I know that she is too young to comprehend the images that have been flooding the television in the wake of the devastating earthquake in Haiti. The truth is, there are many disturbing images and stories on the news each night, and you cannot shield your child from them forever. Whether it’s a natural disaster like the earthquake in Haiti, or the Civil Rights Movement and Dr. Martin Luther King, Jr.’s recent birthday, there are subjects that require you to explain some adult concepts to your young children. Consider these strategies when speaking with your children.

Be respectful of her questions
Don’t shy away from difficult subjects because you’re not ready to answer them. As we all know, children do things in their own time and your child may be ready to ask questions on topics you didn’t know she was thinking about. If you’re not prepared to answer them at the moment she asks (say, as you’re walking into church), tell her “I’m glad you asked me about that. Let’s talk about it tonight at dinner.” Give her a specific time you will follow up with her and praise her for coming to you with her question. Brushing her question under the rug makes her think the issue is unimportant or taboo, which is likely not the case.

Use clear and simple language
This may be the most challenging part of your job as the parent answering the question. Taking a complex subject and breaking it down so your child can understand is important, but how do you do it without compromising the integrity of the subject? Think about the core of the issue and the key players involved. For example, you can tell early elementary age students that Dr. King wanted people to be nice to each other, even if they looked different from one another. You can give examples of how you interact with neighbors that look different or celebrate different holidays. Keep your explanation clear and concise.

Be honest about your emotions
What do you do when your child looks at you, wide-eyed, and says “Mommy, were you scared?” Be honest. Tell her “I was scared when I heard about the forest fire but I know that the firemen are doing their job and keeping everyone safe.” It’s fine to admit you are scared, frustrated, or disappointed but don’t dwell on it and always reassure her people are working to resolve the situation.

Talk to the teacher
Ask your child’s teacher what she is telling the children in class. She may be using certain terms or showing certain images in class that you can reinforce with your child at home. As with all subjects, it’s best for school and home to be on the same page.

Use an outside source
Check websites or books that may offer an additional way to engage your child on the subject. Sites like www.scholastic.com and www.brainpop.com often offer age-appropriate information on current events. Brain Pop features videos on a variety of subjects and each video has a quiz at the end so you can evaluate your child’s comprehension. Be sure to view the video or read the book before you show it to your child so you make sure you are comfortable with the information presented and you are prepared for possible questions.

If the current event is not happening in your town or state, your child may forget about it or move on to another topic. Follow his lead and if he drops the subject, you can drop the subject.

He may, however, continue to ask you questions after your initial conversation. As we continue to see horrific images and hear tragic stories out of Haiti, your child will continue to process this information. Again, follow his lead and if you feel he is getting overwhelmed, turn off the television. Also share positive outcomes, such as the 23-year-old student found alive on Monday, nearly a week after the earthquake. Be sure to remind your child what we, too, need to remember- even in times of tragedy, there can be stories of hope.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

For a child receiving occupational therapy services, homework involves more than just sitting down and focusing. Your child may have trouble holding his pencil, writing letters with appropriate size and formation, or difficulty copying notes from his textbook.

You may see your child’s occupational therapist at IEP meetings or periodically around progress report time. These meetings are typically filled with lots of reports and information from a variety of specialists, and can be overwhelming as you try to take it all in, while still asking the questions you need to ask.

This list of questions tackle some of the important areas of concern for strengthening your child’s skills through homework.

What paper should she be writing on?
For a student with handwriting challenges, the type of paper she uses is a crucial piece of the homework puzzle. Depending on the size of the letters she is producing, the occupational therapist will choose a paper that supports her current skills. Ask the occupational therapist where to purchase the paper so you can have the same paper on hand at home. Also, ask if there are any modifications — such as highlighting the bottom line to signify to your child to stop.

Does he need a pencil grip?
Some students use a pencil grip, which come in a variety of styles and slides on to any pencil, in order to promote an appropriate grasp. As with the paper, ask the occupational therapist where to purchase the correct grip so your child uses the same tools at school and at home. This is crucial to build his muscle memory of the correct position of his fingers.

Does she have difficulty copying notes?
If so, you may have to highlight the area for her to copy or write one sentence on paper for her to copy. Ask how far the material can be for her to read and copy successfully. Ask for specific strategies and expectations as far as how much she is capable of writing without becoming overly tired or frustrated.

Should he do hand strengthening exercises?
There may be some quick and easy hand strengthening exercises you can do at home with your child. Depending on his fine motor strengths and weaknesses, the occupational therapist may suggest simple activities, like pinching clothes pins, playing with putty, or picking up coins.

Does she need breaks?
The occupational therapist should be able to give you an estimate of how much work your child can do before reaching her frustration point. She may become tired or feel stress because these activities are challenging for her.

Should he do any sensory-based activities before sitting down?
Depending on your child’s sensory needs, the occupational therapist may suggest some activity to address a specific area or need in your child’s sensory system. She may suggest brushing, joint compressions, or a body sock. Ask her to show you the specific techniques associated with each, as a wrong move could have the adverse affect on your child’s sensory system. You may want to observe her implementing these strategies first to get a sense of the routine.

Consult with your child’s occupational therapist often, as her skills and needs will change. Ask her to write down strategies step-by-step if it’s easier for you to follow them. Don’t forget to observe occupational therapy sessions as well as the general classroom. These skills affect all areas of your child’s life and a little bit of practice can go a long way!

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Autism is, as most everyone knows, a developmental disorder that begins by age 3 and includes major disturbances in a child’s social skills and ability to communicate.  It strikes 1 in 100 babies born in America.
Recently, data emerged showing that a comprehensive program to identify autistic children as toddlers and deliver an integrated behavioral treatment plan including lots of play and human interaction improves the IQs of autistic children.  This is good news and a very good reason to increase our efforts to identify autistic children as early as possible and provide them the care they need.
As a psychiatrist who has worked with both adults and children with developmental disorders, I also believe that it is important to treat most or all autistic children very early for what I think are very clear symptoms of unwieldy anxiety. After all, autistic children can shun human interaction, stiffen at human touch, often gravitate toward repetitive and soothing movements, seem drawn to objects or machines that generate predictable rhythms (like fans) and can act out angrily when their routines are altered.  All of these signs are also consistent with those of an anxiety disorder.
It is possible that, in the end, autism will be understood as a severe anxiety disorder starting in early childhood.
Remember, OCD (obsessive-compulsive disorder) is classified as an anxiety condition.  Anxiety is the core driving force for the repetitive thoughts or actions that plague so many.  Obviously, the desire of an autistic child to maintain a specific routine or repeat a specific behavior or watch a spinning plate seems very similar to the actions of those with obsessions and compulsions.
For this reason, not only behavioral techniques, but also medicinal remedies have to be considered front line therapies to interrupt the progression of autism once it is identified.  I advise parents of autistic children, therefore, to strongly consider judiciously using medications like serotonin reuptake inhibitors (Paxil, Zoloft, Lexapro and others) immediately when autism is diagnosed.  The possibility should at least receive very vigorous consideration from the doctors involved in caring for these children.
I also believe that the new treatment already approved for depression called rTMS or repetitive transcranial magnetic stimulation may have benefits for autistic children.  It has almost no side effects and reduces anxiety very significantly.
Bottom line: The most vigorous treatment for autism as soon as possible is probably the best way to limit its long-term consequences.  If my child were stricken with the disorder, I would include the early use of anti-anxiety medication as part of that strategy.

Dr. Keith Ablow is a psychiatry correspondent for FOX News Channel and a New York Times bestselling author. His book, “Living the Truth: Transform Your Life through the Power of Insight and Honesty” has launched a new self-help movement including www.livingthetruth.com. Dr. Ablow can be emailed at info@keithablow.com.
 

Each child in your family has a different personality, brings a different energy, and influences your family dynamic. Although you have unity as a family, you enjoy a unique relationship with each of your children. Having a child with special needs often encourages you as a parent to attend to each of your children differently. You balance evaluations, therapy, and visits to specialists with pizza parties, sleepovers, and Boy Scouts.

Training parents in Applied Behavior Analysis techniques in the home provides me an opportunity to have an inside look at family dynamics. The goal of many of these training sessions is to incorporate strategies from ABA into existing family routines. This involves taking each family member’s role and expectations into account and often times, working with siblings to help them understand and support these strategies. This can be a lot of information for young children to digest, so parents and I work closely to ensure the needs of all children in the house are being met.

Below are effective strategies for supporting siblings of children with special needs.

Let her be a child
Many siblings of children with disabilities are wise beyond their years, and often develop “mother hen” characteristics. While she may naturally become protective of her sibling, your child should be allowed to have the care-free childhood that her peers have. Make sure she enjoys sleepovers, play dates, and extra curricular activities. Keep adult conversations about your child with disabilities between adults. Avoid saying “It’s your job to watch him,” especially if the children attend the same school. That’s a lot of pressure for a young person.

What to say
Your child will surely have questions about his sibling. You will share as much information as you are comfortable with. Some families prefer not to use the name of the diagnosis or disability as they feel it generates a pre-conceived notion. Some families choose to teach siblings the name and characteristics of the disability. Ask your child’s teacher for resources to share with your family. She may have books, videos, or websites specific to your child’s disability. The Autism Acceptance Book by Ellen Sabin focuses on being a friend to someone with autism. My Sibling Dolls was created by a mother of four and special education teacher and creates dolls that come with a story from the perspective of a sibling of someone with a disability. Sometimes outside sources can be the catalyst to open a conversation with your child.

Visit her sibling’s classroom
Your child with special needs may attend a specialized school or be educated in a self-contained class in your district. Ask the teacher to give your child a tour of her sibling’s classroom so she can see what his day looks like. It is important for her to understand how her sibling learns and why his class is different. Allow her to ask questions while she’s there. She may even be surprised to see similarities between her classroom and her sibling’s.

Make him feel special
You sometimes spend more time at doctors’ visits or have more school meetings for your child with special needs. His siblings can interpret this as you paying more attention to him. It could be one hour per week that you set aside for each of your children, time to engage with them individually. It could be cooking each child’s favorite meal, playing a game with each child, or reading each child’s favorite book at bedtime. Find some way to connect to each of your children throughout the week to make each child feel special and valued. Verbally express that this is time for only the two of you and that it is special to you, too.

Provide an outlet
Your child may feel a variety of emotions about her sibling. She could feel proud, protective, or hopeful one day and worried, disappointed, or angry another. It is important to afford your child the opportunity to feel all these emotions and deal with them appropriately. Provide your child with a journal to write about her feelings. There may be an adult- an aunt, older cousin, or family friend- in whom your child can confide. Look for support groups for siblings of children with disabilities. Check in with him often and have honest, supportive discussions about his feelings. Remember that your child is affected by her sibling’s victories and setbacks, so support her through each.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

You have homework during the winter vacation. It’s due the day you get back from the break.

These are the words every child, and parent, dread hearing. You want a break. You want time to relax. You want time at the kitchen table that doesn’t involve algebra.

So here is your holiday homework.

Unplug
Turn off the TV, the computer, the portable video games, and the cell phones. Play a board game together, play Hangman, or get the Sunday newspaper and divide the sections. Avoid the tendency to hang in front of the TV because of the cold weather this time of year.

Reconnect
Ask questions during meal time, like “What was your favorite family vacation?” or “What is your favorite thing about our house?” Get to know each other again and tune in to what makes your children tick.

Laugh
Get some joke books from the library or search for some (appropriate) jokes online. Make sure you read the jokes before you allow your child to see them- don’t trust the internet to screen the sites that come up. Write them down on individual pieces of paper and put them in a pencil case or shoebox. You can pull out the “laugh box” whenever your family needs a pick-me-up!

Go!
You know that museum you always say you want to go to? That book you want to borrow from the library? Have each member of the family write down one special place they want to visit during the winter break and start checking off your list. (Be realistic with your children about the feasibility of their choices; you’re obviously not planning a last-minute trip to Disney!)

Don’t forget to write down your homework. And remember – it’s due the day you get back from break.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Many moms say they are inundated with housework and little help from their family. Offering allowance to your children as positive reinforcement for completion of chores is a great way to get them motivated to help out at home while teaching them an important life skill. Be clear — this is not a bribe to clean the house or behave. The same way you or your spouse go to work and collect a paycheck, your children will learn the value of hard work and a dollar. Allowance offers the opportunity for your child to practice math skills while learning responsibility. There are a few ways to utilize allowance in a positive and productive way.

First, be clear and fair about your expectations. Using a chore chart and assigning tasks to each child in the family ensures the workload is shared and a timeline for completion is set. Typically, families assign tasks on a weekly basis. Make sure tasks are age-appropriate. Setting the table, making the bed, or putting dirty clothes in the hamper are great for younger children between five and eight years old. Children between nine and twelve can take out the recyclables, dust, or put away clean clothes. Children thirteen and older can take on some of the bigger chores, such as helping make dinner or doing a load of laundry. Be sure to rotate tasks so one person isn’t always stuck taking out the trash!

Provide your child with a piggy bank, a wallet, or a bank account to store their money. This sends the message that money earned does not have to be spent right away. Encourage your child to save for a big purchase or use that money to buy gifts for family members. Model for your children how to budget for a big purchase by including them in family discussions about buying a new vehicle, saving for a vacation, or choosing a new television.

When you first introduce the concept of chores and allowance, you may need to remind your child frequently to complete her tasks. Gradually pull back on your reminders. The idea is that you want your child to become responsible for her chores and complete them independently. Remember- true independence means absolutely no reminders from you!

The key to making chores and allowance a positive experience is to follow through on your agreement. If your child completes her chores on time, she gets her allowance. If she doesn’t do her chores, she doesn’t get paid. Do not bend! She will learn quickly that she has to honor her end of the agreement. Remind her that you and your spouse would not get paid if you didn’t go to work and complete your assignments each day.

It’s important to pair the monetary reward with your verbal praise. Children value your pride more than a dollar— whether they show it or not. Also acknowledge their own feelings about completing their chores. For example, say, “You should be proud of yourself! You worked so hard!” Guiding children to be intrinsically motivated to complete tasks will carry them in their academic and personal lives.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

There is a lot of confusion about the H1N1 swine flu shot. There is confusion, demand, and fear. I have written a column about my own experience dispensing the vaccine and trying to decide who should get it. My column is in today’s LA Times describes how I temporarily lost my cool with someone who was demanding the vaccine and might or might not have needed it. I also received a very poignant email from a 68 year old heard transplant patient in Pennsyvania who says he cannot get the vaccine despite a compromised immune system because he is more than 64 years old.
I would also like to bust a few myths regarding the vaccine:

• The vaccine is safe. It has been given to millions around the world so far and has been very well tolerated. No cases of Guillain Barre Syndrome (ascending paralysis) have yet been conclusively linked to the vaccine.
• The GSK vaccine Pandemrix, which uses a squalene adjuvant (additive) so that less vaccine material is needed to provide immunity, has been linked to allergic reactions and is being withdrawn in Canada, is not approved for use in the U.S.
• The vaccine is a very good match for the virus. The prevailing novel A H1N1 swine flu strain has not changed significantly in structure since returning in force from the Southern Hemisphere and bringing the “second wave” which we are still in the middle of.
• High priority groups are still pregnant women, children, those with chronic conditions, and health care workers. The elderly appear to have some immunity from exposure to previous flu viruses, but as more vaccine becomes available, the guidelines are being liberalized, and more will be able to receive it.

Dr. Marc Siegel is an internist and associate professor of medicine at the NYU School of Medicine. He is a FOX News medical contributor and writes a health column for the LA Times, where he examines TV and movies for medical accuracy. Dr. Siegel’s new Ebook: Swine Flu; the New Pandemic, will be published in early October. Dr. Siegel is also the author of “False Alarm: The Truth About the Epidemic of Fear“ and “Bird Flu: Everything You Need to Know About the Next Pandemic.” Read more at www.doctorsiegel.com

There are key players in your child’s educational experience. The teacher, the principal, and you all have clearly defined roles in your child’s emotional, cognitive, and physical growth. There is, however, an often under-used player in schools across America; someone who is ready and willing to help. Each school has a guidance counselor, an important figure in the school but one that is often overlooked. The guidance counselor has a variety of “hats” to wear and can assist you and your child in many ways.

Scheduling
High school guidance counselors often aid in the creation of class schedules. Your child may want to meet with his guidance counselor to discuss his schedule for next year. Although most core classes are pre-determined based on state graduation requirements, your child may have elective classes to choose from and having the guidance counselor discuss his options helps him choose the right one.

School-wide campaigns
Schools have begun adapting specific curriculum or programs targeting bullying, drug or alcohol use, and healthy lifestyles among children. The guidance counselor is often the point person implementing these programs and training other school personnel to respond to situations regarding these issues. Reach out to the counselor for more information or for pointers on how to discuss these important topics with your children. Should your child be affected by any of these issues, you can use the counselor as a mediator or support for your family.

Individual counseling
Guidance counselors are often wearing their “other hats” so don’t forget their area of expertise. Your child may be having a hard time transitioning to a new school, establishing a positive relationship with a new teacher, or navigating a difficult friendship. Each of these situations may warrant a chat with the school counselor. Introduce yourself and your child to the counselor at the beginning of the school year so you have an established relationship.

References
School guidance counselors often have experience beyond the school and a network of professionals to reach out to. If you feel your child needs help beyond the parameters of school, ask for a reference from the guidance counselor. Your child may need to speak with a professional whose experience is in a specific area, such as childhood depression or eating disorders. You may also feel your child may need more extensive counseling that will require time beyond the school day.

These are just some ways the school guidance counselor can help your child. Don’t be afraid to reach out to the counselor and ask for assistance in other areas or ask her to direct you to the appropriate person. With all their roles in school, counselors are exceptional resources for you and your family.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

I’ve been getting a lot of questions in response to a recent blog I wrote about monitoring H1N1 vaccine side effects, so I wanted to take the time to address some of your concerns. I know the overload of information on this pandemic can be confusing, but I’m here to help, so keep the questions coming and I’ll do my best to answer them for you.

I thought I heard that the H1N1 vaccine is bad for pregnant women as it has long term effects on the baby. Now, I find nothing on Fox about that. Can you PLEASE clear this up? My daughter is 6 months pregnant and does not know what to do!!
 
You must have heard wrong. We have been saying right from the beginning, as we say every year for the regular flu shot: Pregnant women are considered a high-risk group. Pregnant women have an underactive immune system as well as compromised respiratory capacity, so if a pregnant woman gets the flu, she could have serious side effects, which may not only jeopardize her health – but that of her unborn child. So get both flu shots!

Once you have had H1N1, can you get it again in the same season? What about next season? Can we get it again after it mutates?

We do not know the complete answer to this question however, if you have had the current H1N1 flu strain, you probably have immunity to this specific strain of the virus. So this season, you may have nothing to worry about. However, if the virus mutates or a new strain of H1N1 virus emerges, past exposures to the current flu strain may not be protective.

My son is 15 months old and he is borderline asthmatic. Should I get the vaccine? So many people say yes, and so many people say no. I’m so confused and don’t know what to do!! Please help!

The answer to your question is, yes. The CDC is specifically looking at children with asthma. Many of the complicated H1N1 cases we’ve seen have been in asthmatic children. The combination of viral pneumonia and asthma in a small child could be quite devastating and deadly. So talk to your pediatrician and strongly consider vaccinating your child. And don’t forget to get yourself immunized.

If the H1N1 vaccine is not available, will the pneumonia vaccine help protect your lungs from getting pneumonia if you get the flu?

The pneumonia vaccine is targeted to protect against bacterial pneumonia – specifically pneumococcal pneumonia. This will not offer protection against a viral pneumonia – which can be a complication of the flu. So talk to your doctor before you make any decisions.