MilestonesPublished bi-monthly

by Provo EarlyIntervention Program

OurMission

We createsolutions thatchange lives.

Provo Early Intervention Program1165 E 300 NProvo, UT 84606

Phone: 801-852-4525Fax: 801-852-3589E-mail: monicaf@esgw.org

“Milestones” is published bi-monthly by Easter Seals Northern Rocky Mountain for the families and friends of Provo Early Intervention Program. For questions or comments please contact Monica Grabavoy at 801-852-4525 or e-mail monicaf@esgw.org

How to get the most out of Early InterventionMonica Grabavoy, Program Manager

Three years seems like a long time, but in the context of early intervention, it flies by! We are lucky if we get to work with families for that long. For most families, their children do not become enrolled in our program until well after the child is a year old, mak-ing our short time together even shorter. So how do you get the most out of your time in early intervention, whether it be three years or three months? The answer is simple, what you put in is what you get back! We have found that the more involved par- ents, caregivers and other families are in our services, the happier they report they are with services and they report higher levels of progress for their children. Here are some simple tips forgetting the most out of your time in early interven-tion: 1) Keep appointments! This seems obvious, but we can’t get much done if we don’t see you and your child. 2) Ask Questions, lots of them! You are the expert on your child, however our therapists have quite a lot of knowledge and are there to help sup-port, guide and share that knowledge with you, take advantage of us!

3) Take notes in between sessions and share them with your providers on their next visit. As therapists, we spend a small fraction of time with you and your child. You spend the most amount of time with your child and therefore have the greatest insights into your child’s needs and what is or is not working. 4) Share your concerns. If a therapist is working on something that you are not concerned with, let them know. If you have feeding concerns and we are only focusing our visits on language, tell us! We are there to collaboratively find ways to strengthen your child’s development,

therefore your input is critical. 5) Follow through on sug- gestions and report back. During sessions you should be brainstorming together with your therapists on things to try with your child before your next visit, let us know how it went! Lastly, “therapy” shouldn’t necessarily feel like therapy. We should be able to give you

ideas and suggestions on how to incorporate “therapy” into what you are already doing. This should make it easier to follow through and ultimately see more progress! If you are feeling overwhelmed or like our sug-gestions don’t make sense, let us know! We want our services to be helpful to your child and your family, so when services do end, you feel like the amazing parent you are and are fully confident in meeting your child’s needs.

Fun Gross Motor Activities (continued)Homemade Bubble WandsInstructions: If you’d like to spice up your bubble fun then try these different bubble wands to make new shapes and bubble combina-tions: 1. Paper clip - bend it into a fun shape and dip 2. Fly swatter - produces lots of little bubbles 3. Coat hanger - bend into a circle or oval - you’ll need to put your bubble mix into a larger container. 4. Hula hoop - for the biggest bubbles your kids have ever made - dip your hula hoop into a kiddies pool with bubble juice.

Make homemade bubbles for bubble blowing fun! What you need: 1 cup water, 2 tablespoons light corn syrup or 2 tablespoons glycerin 4 tablespoons dishwashing liquid.Instructions: Combine ingredients thoroughly but gently.

Keeping toddlers safe on the playground Is the surface safe? A playground surface that absorbs impact makes a big difference if your child falls from the play equipment. The surface needs to be soft and thick – proper matting made of rubber is the best option, but loose coverings such as mulch, sand or shred-ded rubber are also good but should be 6-8 inches deep. Ideally, the cushioned surface should extend well beyond the equipment.

Avoid playgrounds surfaced in grass, soil, asphalt or concrete, as these won’t cushion your toddler if they falls. Also check for tripping and slipping hazards, such as tree stumps and roots, and standing water. Look at spacing and safeguards. Elevated play equipment should have guardrails and protective barriers – make sure spaces between bars aren’t wide enough for your toddler to poke his/her head through, as they could get stuck. Rails or rungs on ladders need to be less than three-and-a-half inches apart or wider than nine inches.

There should be at least nine feet between elevated play struc-tures more than 30 inches off the ground and swings should be at least 24 inches apart. Check moving equipment such as see-saws to ensure there are no areas where your child’s fingers could be trapped and injured.

Maintenance Any time you go to the playground, give it a once-over to check for broken, splintered and rusted equipment. If the surface is sand or the playground has a sandbox, check it for glass, bugs and animal feces before you let your child play.

Adopt playground safety rules. Teach your toddler how to play safely at the playground. They need to use the equipment properly (not come down the slide backwards or face-first, for example, or use the see-saw without holding on tight) The shouldn’t play roughly with other children when they’re on a high surface such as a jungle gym.

Teach them not to play on wet equipment that might be slippery, and check how hot surfaces are (especially metal slides) during the summer. Never dress your child in clothes that feature drawstrings when you’re going to the playground.

Supervise constantly. It may be tempting to chat to other moms or read a magazine while your toddler plays, but don’t. Keeping an eye on your toddler is the best way to ensure they stick to age-ap-propriate slides and climbing frames and don’t get on equipment de-signed for bigger, stronger children, or wander in front of the swings.

Staying vigilant also means you can protect your child from big-ger children who might not always be careful when playing around smaller toddlers. If your child does get stuck or has an accident you can be right there by their side when they need your help and to administer first aid if necessary. Staff Spotlight: Pam Morris

Hi! My name is Pam Morris and I was born and raised in Lynchburg, Virginia. I I have been married to my husband for an amazing twenty-five years and together we have two beau-tiful daughters. In my spare time I like to do family history and travel. A favorite place to visit was Australia and I hope to go back there someday soon.

While in college I interned at the Central Virginia Training Center. Interacting with the residents there and observing their communica-tion needs inspired me to major in Speech-Language Pathology. I earned my bachelor’s degree from James Madison University and attended Idaho State University for my graduate training.

Throughout the years I have had the opportunity to serve children with special needs in public schools, private centers and devel-opmentally inclusive preschools. I joined Provo Early Intervention Program in March of 2010. I am proud to be part of a team of accom-plished professional who care deeply about their mission to “create solutions that change lives.”

Junne 2011

Safe fun in the sun Source: http://www.aap.org/advocacy/archives/tanning.htm

For babies under 6 months:The two main recommendations from the American Academy of Pediatrics to prevent sunburn are to: 1) Avoid sun exposure, and 2) dress infants in lightweight long pants, long-sleeved shirts, and brimmed hats that shade the neck to prevent sunburn. However when adequate clothing and shade are not available, parents can apply a minimal amount of suncreen with at least 15 SPF (sun protection factor) to small areas, such as the infant’s face and the back of the hands.

For all other children:The first and best line of defense against the sun is covering up. Wear a hat with a three-inch brim or a bill facing forward Wear sunglasses (look for sunglasses that block 99-100% of

ultra- violet rays) Wear cotton clothing with a tight weave Stay in the shade whenever pos- sible and limit sun exposure during the peak intensity hours - between 10 a.m. and 4 p.m. On both sunny and cloudy days use a sunscreen with an SPF of 15 or greater that protects against

UVB and UVA rays. Be sure to apply enough sunscreen - about one ounce per sitting for a young adult. Reapply sunscreen every two hours or after swimming or sweating. Use extra caution near water and sand (and even snow!) as they reflect UV rays and may result in sunburn more quickly.

Fun Gross Motor Activities for your baby and toddler (These are fun activities taken from the web site: www.babycenter.com)

Baby FortsWhat you need: Sheets, string, scissors, pillows, empty cardboard boxesInstructions: If your baby is still crawling, set up an obstacle course or fort for him to play with. Pile up three or four pillows and encour-age him to crawl over them, around them, under them, etc. Set up cardboard boxes with the same goal.

Babies love playing under a sheet you have strung up over them. They hear things differently under a sheet. Cut small holes in the corners and attach them with string to furniture or door knobs. Make sure the sheet is secure so that baby doesn’t pull it down on top of her. The older the child, the more complex you should make the fort or obstacle course. Have your child follow you through the obstacle course, or chase your child through it too!

Balance Activities Using Old Phone Books or PillowsWhat you need: Old phone books, large sheets of paper and tape. Instructions: Cover old phone books in paper making sure that you wrap the entire book. Create a ‘balance beam’ by laying them together on the floor. To add to the fun, bring in large pillows and create a pillow mountain area for toddlers to climb without worry about falling.

At The PlaygroundInstructions: Take your baby to the playground and carry her around, explaining to her that this is a playground where children play. Show her every part of the structure and talk about the color and texture of the different parts. If baby is learning to crawl, the slide is a great helper. Holding your baby’s torso, help her get into position. Help her alternate arms and legs. The slide’s diagonal structure helps baby counteract grav-ity and thus hold up their bodies more easily when crawling. If your child is already learning to walk or walking, explore the steps on the structure. Help him climb up and down them. Hold his hands and walk under the structure. Let him shout under the slide and hear his voice amplified. Be creative and explore. Pretend you’re a kid again and have a ball with you baby!

Tennis Ball PaintingInstructions: This is an OUTDOOR activity!! Put newspapers on a sidewalk and put down a large sheet of paper or posterboard. Dip tennis balls, a different one for each color, into liquid tempera paint and bounce them off the paper for a great blotter-splat paint-ing effect!!! Or, if you are really brave, hang the paper on a solid surface and have your future Cubs pitcher “pitch” the paintballs for a completely fun “artistic exercise.” (continued on back page)

Tips on disciplineTrish Barney, COTA, Developmental Specialist

Consistent limit setting in a lov-ing, empathetic, supportive and firm way builds strong relationships between you and your children and helps your children become the adults you want them to be. Here are a few tips for setting boundaries with your child.Use enforceable statements. Give directions and conse- quences that you can follow through on. Empty threats or use of fear can make your discipline unpredictable and ineffective. Examples: ‘Get your homework done right now or I will throw that T.V. in the garbage.’ vs. ‘You can watch your T.V. show if your homework is finished before dinner.’Follow through. One warning is sufficient to remind them of the expectation. Giving several warnings instead of quickly following through can teach your child that you don’t really mean what you say.Offer choices within the limits. Allowing children to make choices helps them learn to think for themselves and helps them feel like they have some control over what happens to them. Example: ‘Carrots or peas for dinner?’ or ‘Would you like to pick up your toys now or in 5 minutes?’ Make sure you are ok with either option your child chooses.Be calm. If you use anger, the strong-willed child will resist you more. Being highly emotional may accidentally encourage the behavior you are trying to stop.Repeat yourself. Be consistent about your expectations for positive behavior and your consequences for unwanted behavior. If you are predictable, your child will learn to count on what you say. Do not negotiate, just repeat the expectation.Maintain limits with compassion and understanding. Show empathy and compassion for your child’s emotions and experience. Example: “I know you are mad because you can’t have that cookie, but we will have cookies after lunch.”

Encourage your child often. Look for things your child is doing right. Use a lot of energy and positive emotion when you praise – we want that behavior to happen again!

The Routines-Based Interview (RBI) Crystal Emery, Training and Development Specialist

Provo Early Intervention Program is implementing a new tool called the Routines-Based Interview (RBI). We are very excited to begin using this tool which will help us better understand our fami- lies’ needs and concerns, and ultimately improve how we are writ- ing IFSP goals. The RBI is a semi-structured, but relaxed conversation about what a typical day might look like for your family. It takes approxi-mately 90 minutes to complete. By explaining your day to us, we can identify areas where you may need additional support, such as bedtime, meal time or riding in the car, and things that may not have come out with our old evaluation process. This information also allows us to create a clear list of prioritized concerns and goals for your child and family, developed by you. This also allows us to develop strategies and suggestions to meet your IFSP goals that are based on what you are already doing with your child and where you may be struggling, rather than developing goals based on tests scores, and giving suggestions that may or may not be helpful to your family. We hope by using the RBI it will lead to a much more collaborative process of developing IFSP goals and intervention strategies between our therapists and your family. We also hope we can better address

family concerns during activities that are al- ready happening instead of adding one more thing to every- one’s busy to-do lists. As we have tried out this tool in our pro- gram, staff and families alike have found the experience to be

a positive one. We have learned that we are better able to under-stand and address families’ concerns for their children. It has also helped us work more closely with families in writing their child’s goals and working on the things that are most important to them. Our staff is currently being trained to use this tool and is very excited about how much it helps them get to know the families. We hope to be using the RBI with all new families by the end of the summer.

Feeding Survey Your input is important to us! Please be sure to fill out and re- turn this short survey that the therapists will be bringing to your home visit in June.