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Category: Autism

Helping Children Develop Self-Care Skills

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What are types of self-care skills?

As children learn and grow, they have a drive to be independent and do things on their own. One area that an occupational therapist address in childhood development are their activities of daily living (ADLs), also known as self-care skills. Self-care skills are skills that are required to manage a person’s basic needs including:

  • Brushing teeth
  • Dressing (upper/lower body dressing, zippers, belts, shoe tying)
  • Bathing
  • Grooming (brushing/styling hair, nail cutting)
  • Self-feeding
  • Toileting

What are the building blocks necessary for self-care skills?

  • Executive functioning skills (i.e. attention, sequencing, initiation of task)
  • Fine motor skills (hand & finger strength, object manipulation)
  • Receptive & expressive language (comprehension and alternative forms of communication to communicate wants, needs, thoughts and ideas)
  • Sensory processing (tolerating sensory stimulation in the environment, such as grooming or dressing tasks for tactile processing)
  • Coordination & motor planning (moving body through space in a functional way)

What age should my child be able to engage in self-care tasks?

It is important to understand that all children develop at their own pace and that is okay! Remember — there is no penalty for being cautious about your growing child, and if there is a problem acting early can make all the difference. Self care skills are the every day practice of the foundations skills for academic performance and not just life skills. According to the CDC and American Academy of Pediatrics, below are a few of the developmental milestones pertaining to self-care skills in early childhood development.

6-12 months

  • Drinking from a cup
  • Holding a bottle or cup independently
  • Using tongue to move food around mouth
  • Feeding self small crackers or other small pieces of food

1-2 years

  • Settling themselves to sleep at night or during the day
  • Attempting to brush teeth
  • Removing own socks
  • Cooperating with dressing by extending an arm or leg

2-3 years

  • Using toilet with assistance and having daytime control
  • Attempting to manipulate large buttons
  • Distinguishing between urination and bowel movements, and names them correctly
  • Using a napkin to wipe face and hands
  • Feeding self simple meals using a fork or spoon
  • Taking socks and shoes off

3-4 years

  • Unbuttoning and buttoning large buttons
  • Feeding self without difficulty
  • Tolerating different clothing textures, seams, tags etc
  • Toileting independently
  • Brushing teeth independently or with supervision only
  • Dressing and undressing self (only requiring assistance with laces, buttons, and other fasteners in awkward places)

4-5 years

  • Choosing weather appropriate clothes
  • Dressing self independently
  • Attempting to bathe and groom with supervision only

5-6 years

  • Dressing independently
  • Able to manage morning and night time routine with supervision only
  • Settling independently for sleep
  • Able to manipulate more difficult fasteners and tie shoes

6-7 years

  • Showering or taking a bath independently
  • Independently toileting during the day and at night
  • Preparing simple meals (i.e. cereal)
  • Independent grooming (combing hair, brushing teeth, flossing)

7-8 years

  • Showering independently
  • Taking on more responsibilities (i.e. chores)
  • Preparing simple meals and helping with more complex meals (i.e. making a sandwich, using the microwave, spreading condiments, pouring from a larger container into a cup)
  • Interest in taking on more complex grooming tasks – nail cutting, tolerating hair cuts, styling hair

How can an occupational therapist help address self-care difficulties?

Create a routine: Developing a consistent routine with a child can help them know what is expected of them and when to complete their self-care tasks throughout the day. Creating a routine may require a visual schedule or reward chart, something that an occupational therapist can help your child and family plan, develop, and implement in the home!

Improve fine motor skills: Almost all self-care skills require adequate fine motor skills, such as brushing teeth, using utensils, buttons, zippers, tying shoes, and more! An occupational therapist can help improve your child’s fine motor skills to increase independence of their self-care tasks.

Sensory integration: some children may have difficulty tolerating grooming or dressing tasks which can indicate a challenge with tactile processing. They may also have difficulty with tolerating hair cuts, nail cutting, or teeth brushing. Seeing an OT to address these sensory processing concerns can help your child to improve their ability to register and tolerate tactile input to improve their ability to complete these self-care tasks using a variety of treatment strategies.

Adaptation & modification of tools and the environment: An occupational therapist can recommend different types of adaptive equipment (i.e. button hook, weighted utensils, shoe horn, etc.) to help increase independence in self-care skills. They may also get creative by providing tips for adapting the environment to promote independence in the home.

Executive functioning skills & attention to task:  If your child has difficulty with their higher level cognitive skills then self-care may be difficult. Seeing an OT could be helpful by implementing and utilizing a variety of treatment strategies for increasing attention, initiation of tasks, sequencing steps of an activity and more!

Caregiver/parent training: An occupational therapist may be able to provide tips and strategies to parents in the home for carryover of self-care skills into daily routine.

How can Carolina Therapy Connection help?

Through demonstrated excellence in clinical, school, and home-based practice, Carolina Therapy Connection’s occupational therapists provide screening, assessment, consultation, and treatment to children having difficulty with a wide variety of needs, including difficulty with self-care skills. We believe it is critical to make therapy as fun and motivating as possible by celebrating the small victories as well as major achievements. We have a strong focus on helping your child develop the skills appropriate to their age and current stage of development. We also use a holistic approach and evidence-based practices to help your child develop and grow to their greatest potential. If your child is having difficulty with any of the skills discussed above, call our clinic today at 252-341-9944 for a FREE occupational therapy screening! We currently provide occupational therapy services in Greenville, Goldsboro and New Bern, NC!

References

Holland, B. (2017, February 14). Top 10 ways occupational therapy can help children with self-care. Chicago Occupational Therapy. Retrieved November 2, 2021, from https://chicagooccupationaltherapy.com/articles/top-10-ways-occupational-therapy-can-help-children-with-self-care/.

Admin, K. S. W. (2016, November 27). Self care skills. Kid Sense Child Development. Retrieved November 2, 2021, from https://childdevelopment.com.au/areas-of-concern/self-care/self-care-skills/.

Centers for Disease Control and Prevention. (2021, January 22). CDC’s Developmental Milestones. Centers for Disease Control and Prevention. Retrieved November 2, 2021, from https://www.cdc.gov/ncbddd/actearly/milestones/index.html.

 

Carolina Therapy Connection Occupational Therapy Greenville, Goldsboro, New Bern North Carolina Help with Self-care skills

Alternative & Complementary ADHD Treatments

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders among children. Per the American Psychiatric Association, many ADHD symptoms, such as high activity levels, difficulty remaining still for long periods of time and limited attention spans, are common to young children in general. The difference in children with ADHD is that their hyperactivity and inattention are noticeably greater than expected for their age and cause distress and/or problems functioning at home, at school or with friends.

ADHD Treatment

ADHD is commonly treated with medication and these medications are effective and for 80% of kids with the disorder. Some children benefit from their medication, in addition to other treatment strategies, while others are able to manage their routine with solely medication. Many parents worry about side affects of ADHD medication and are willing to try other options prior to taking the pharmaceutical route. Regardless of your decision for your child, as a parent, we understand that this can be a challenging time! An occupational therapist at Carolina Therapy Connection may be able to help your child by directly addressing these skills:

  • Organization
  • Physical Coordination
  • Controlling energy levels
  • Ability to do everyday tasks: organize their backpack, make their bed, complete morning or nightly routine, feeding etc.
  • Maintain attention to tasks
  • Time management

Carolina Therapy Connection discusses several alternative and complementary treatments for ADHD that we specialize in below.

Sensory Integration Therapy

    • Many children with ADHD also suffer from sensory processing disorder, a neurological underpinning that contributes to their ability to pay attention or focus.  Normally, we process and adapt to sensory stimulation in our daily environment. But children with ADHD are unable to adjust, and instead might be so distracted and bothered by a sound or movement in the classroom, for instance, that they cannot pay attention to the teacher.
    • Development of a sensory diet and home education program focusing on self-modulation and self-regulation skills
    • Use of our brand new, 3000sq. ft. sensory gym to elicit a variety of adaptive responses to help improve attention and sensory modulation 
      • Focus specifically on deep pressure/proprioceptive feedback and vestibular feedback.

Interactive Metronome (IM) Treatment Modality

    • Developed in the early 1990s, the Interactive Metronome treatment modality is a computer-based program that has children complete physical exercises in certain pre-determined rhythms, relying on a concept called “neurotiming” to improve a child’s focus, coordination, processing speed, and working memory.
    • The program requires the user to synchronize a range of hand and foot exercises with a precise computer-generated tone heard through headphones. A child tries to match the rhythmic beat with repetitive motor actions. An auditory-visual guidance system gives immediate feedback, measured in milliseconds, and keeps score. Over time (a typical course of treatment lasts 15 to 20 sessions), IM improves the brain’s sense of timing through exercise and practice — which, in turn, is thought to improve a wide range of other cognitive skills.
    • The principle behind both Interactive Metronome (neurotiming)  has been studied for more than 10 years. Most of the results have been positive: a 2011 study, focusing on 54 students in grades 2 through 8, found that, after training with Interactive Metronome for 20 sessions, participants’ reading and math skills improved by an average of 20 percent. Common ADHD trouble spots like attention levels, listening ability, and emotional control improved, too — by an average of 30 percent.
    • Another study, from 2012, compared traditional reading intervention methods with an interactive metronome program. Results indicated that children who practiced with the metronome program — in addition to the traditional reading intervention methods — had greater gains in reading skills than did the children who used traditional methods alone.
    • The Interactive Metronome training helps to facilitate a number of capacities, including attention, motor control, and selected academic skills, in children with ADHD.
    • Treatment with the Interactive Metronome is incorporated into a comprehensive occupational therapy treatment program and is covered by all insurances. 

Therapeutic Listening Program

    • Therapeutic Listening is an evidence-based form of music and sound therapy that assists people with many things such as sensory integration, poor attention and communication, and social skill deficits.  The music or sounds delivered to the individual through the headphones have been electronically modified and altered so that they stimulate the proper area of the central nervous system or brain.
    • In Therapeutic Listening therapy, an individual listens to a 30-minute session of music on specialized headphones twice a day no less than 3 hours apart from each other. While listening to music during the 30-minute session, the individual is usually engaging in behaviors that are intended to help them practice the skill of which they are wanting to improve. It can be done at home or in a therapeutic setting with our VitaLinks trained therapists.
    • Therapeutic Listening music can be altered in a way to stimulate the part of the brain that is responsible for attention, focus and hyperactivity. There have been numerous case studies to validate the efficacy of Therapeutic Listening to improve attention and focus.

Mindfulness Training

    • Occupational therapists work to help children “ground” themselves in their routines by using mindfulness techniques that help avoid and manage the stress that comes with feeling out of control.

Zones of Regulation

    • The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving skills for kids with difficulty controlling impulsive behaviors.
    • The curriculum includes learning activities to help clients recognize when they are in the different zones (states of arousal) as well as lessons on how to use self-regulation strategies or tools to regulate the zone they are in.
    • Calming techniques and thinking strategies are explored along with sensory diet supports so students have a toolbox of strategies from which they can choose to help self-regulate.
    • To further explore the concept of self-regulation, clients gain an increased vocabulary of emotional terms, skills in reading facial expressions, perspective on how others see and react to their behavior, insight about events that trigger their behavior, and problem-solving skills. Executive functioning skills are addressed in order to increase flexible thinking, awareness of impulse control, and understanding the big picture.

If you have any questions regarding these treatments or your child’s development, call our clinic at 252-341-9944 and we will be glad to get you talking with one of our occupational therapists! Looking for more ADHD resources? Visit our resources page for ADHD HERE.

Carolina Therapy Connection ADHD Treatments Greenville, New Bern, Goldsboro NC

Making “Sense” of Our Experiences

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The Pyramid of Learning

Pyramid Of Learning

The Pyramid of Learning was developed by Occupational Therapist Kathleen Taylor and Special Educator Maryann Trott. The Pyramid of Learning is an easy-to-understand illustration that depicts a general idea of a child’s foundational skills, and what other skills build upon those. Think about it: You can’t place stones on the top until the foundation stones are in place… every block relies on the ones underneath to be strong and stable. This pyramid explains why the sensory systems are so incredibly important to support academic learning. In other words, kids NEED routine sensory input for their bodies and their brain! Our central nervous system processes and organizes the sensory information we put into it each day. Adequate sensorimotor development for things like motor planning, postural security and body awareness are built on adequate modulation and processing of sensory information that we take in every day! Sensory input can be anything such as, smells, tastes, sounds, movements, pressure, and textures.

When a child is referred to occupational therapy, it is usually for things like attention to task, handwriting difficulties, picky eating, self-care tasks, tolerating routine changes, or school readiness skills. These functional difficulties are in the “Cognition and Intellect” categories at the top of the learning pyramid. The role of an occupational therapist is to determine underlying causes of these issues and utilize specific interventions to address them. Often times, it is hard for parents to fully understand why their child is not performing at the level at which they would like them to be. Some parents may see their child become frustrated when they are trying their best to be compliant, listen and learn, but their sensory processing abilities are hindering them. These frustrations root from the child working throughout the day just to do the simple things, the things that should be automatic and unconscious for them. This may include things like listening to the teacher, keeping their balance on the stairs, standing close to their friends in line, trying a new snack, or engaging in messy play. It all begins at the bottom of the pyramid!

Understanding Our Sensory Systems

  • Proprioception is our ability to sense the location, positioning, and movements of our body and its limbs. It allows us to navigate a crowded area without bumping into people and furniture in our path.
  • Vestibular sensation is housed in our inner ears and uses gravity to sense spatial orientation and movement. This system is responsible for maintaining balance during movement. If you or child is a victim of motion sickness, you have the vestibular system to blame!
  • Tactile sensation comes from receptors in our skin found all over the body. Tactile sensation includes sensations of pain, temperature, pressure, and textures.
  • Gustatory includes specific tastes (spicy, sweet, minty, bitter) and specific textures (crunchy, chewy, mushy). Taste also involves knowing the difference between food items and non-food items.
  • Olfactory or smells involve the ability to distinguish, detect, tolerate and object certain scents.
  • Visual includes noticing and tolerating visual patterns, colors, shapes, bright and dimmed lights and moving objects.
  • Auditory involves the ability to distinguish and tolerate loud sounds (fire alarms, sirens or loud music) and soft sounds (finger snapping, repetitive tapping, hearing others breathing).

How Sensory Processing Difficulties Affect Behavior

As a parent, it can be difficult when our children are having difficulty with negative behaviors. Let’s say that you receive a call from your child’s school reporting that they often seem distracted and don’t pay attention in class, bump into kids in the lunch line, can’t hold a pencil correctly, become upset when asked to switch from one activity to another, or melt down during circle time. Although these seem like behaviors that are caused by the child seeking attention or not getting their way, sometimes it can root from difficulty with sensory input. It is important for parents to work with an occupational therapist in determining the root of the problem. Sensory integration therapy or a sensory diet may be the key to diminishing these behaviors. Sometimes, just some simple routine changes can allow the child to regulate themselves. Regardless, it is important to have an occupational therapist on your team to help make those adjustments.

Sensory Integration

Sensory integration refers to how your body recognizes, processes, and responds to information received by our sensory systems on an individual and combined level. This includes our traditional 5 senses, sight, touch, taste, smell, and hearing; however, we also have proprioceptive and vestibular sensory systems. Occupational therapists use sensory integration therapy by exposing a child to sensory stimulation in a structured and organized way. The goal of sensory integration therapy is to adapt the child’s brain and nervous system to process sensory information more efficiently. The OT may use a sensory gym to engage the child in these repetitive and stimulating activities.

Sensory Integration Strategies 

  • Messy play – mud, dirt, water, food play, finger paints, shaving cream, bath bubbles, etc.
  • Noise cancelling headphones or ear plugs
  • Window shades or adjustable lights
  • Include your child in meal preparation process – encourage them to help whether with their hands or using cooking utensils to interact with the many food textures and smells
  • Food play – Encourage your child to interact with new foods in the most basic manner; the SOS Feeding Approach, used commonly by Occupational Therapists, encourages the following progression with new foods: See –> Touch –> Kiss –> Lick –> Taste –> Chew & Swallow. It is important to allow your child to move at their own pace and allow them to clean off hands or spit out food at any point along the continuum.
  • Sensory toys – check out Ark Therapeutic, a leading manufacturer of innovative therapy tools and special needs products! They have great sensory toys, chews and fidgets that can help your child deal with sensory overload.
  • Finger painting – also try bathtub paint to reduce mess and give child control over cleaning off their hands
  • Listening to music
  • Having a clear visual schedule posted with plenty of preparation for transitions.
  • Providing sensory breaks such as walking in circles, jumping on a mini-trampoline and sucking on sour candy.
  • For the child who needs to move a bit, you might try an inflated seated cushion or a pillow from home so they can both squirm and stay in their seat.

How can Carolina Therapy Connection help?

At Carolina Therapy Connection, we offer Sensory Integration Therapy and play-based treatment intervention that is specifically designed to stimulate and challenge all of the senses. Sensory Integration involves specific sensory activities (swinging, bouncing, brushing, and more) that are intended to help your child regulate his or her response to incoming sensory input. The outcome of these activities may be better focus and attention, improved behavior, and even lowered anxiety. Our therapists may work on  lowering a patient’s negative reactions to touch, help them become better aware of their body in space, and work on their ability to manage their bodies more appropriately (run and jump when it’s time to run and jump, sit and focus when it’s time to sit and focus, etc.). Various techniques include swinging, deep pressure therapy, which may include squeezing, rolling, etc., jumping on a trampoline, or gross motor play such as wall climbing, balance beam, etc.

Carolina Therapy Connection now has the largest and most state-of-the-art sensory gym in all of Eastern North Carolina!  Check out our 360° view of our sensory gym HERE. Our sensory gym is fully equipped with a zip-line, monkey bars, slides, scooter board ramps, ball pit, trampolines, rock climbing wall, and an expansive set of swings to offer a wide-variety of sensory experiences for each child.

If you have any questions or would like to schedule a screening for your child, call our clinic at (252) 341-9944 to learn more about what you can do and how we can help!

 

References:

Pyramid of Learning by Taylor and Trott (1991)

Amy Hathaway, OTR/L DEVELOP, LEARN, GROW

Kids First Children’s Services 

Sensory Blog

Neuro-diverse Hangout Night

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Carolina Therapy Connection’s First Neuro-diverse Hangout Night!

Carolina Therapy Connection is so excited to announce that our first neuro-diverse hangout night will be on July 15th at 6:30 PM. This all inclusive hangout group is designed for pre-teens/young adults interested in engaging in shared experiences, positive peer relations and having fun! Leading this awesome group will be our friend Fiona Holler. Fiona is a 17 year old girl who is willing to share her experiences growing up with Autism Spectrum Disorder. She loves to help others and her goal is to spread awareness. For our first hangout night, we have 10 spots available for those between the ages of 11 and 18 years old. If you miss out on the first one, don’t worry! We plan to continue having these hangout sessions in the future. Click HERE to sign up!

What can I expect for the neuro-diverse hangout night?

Fiona has planned to begin the session with introducing the surroundings. This will include snacks and making sure everyone has an understanding that it is a judgement free zone. You are free to stim, tic, and sit anywhere that you are comfortable! Fiona would also like to engage all participants in introducing themselves, sharing their likes and dislikes, sharing challenges they have faced, discussing strengths and similar interests and much more!

Here are a few ground rules for this hangout:

    • This is a judgement free zone – please do not make fun of others or make inappropriate or rude comments. This is the opposite of the purpose of this group!
    • Everyone who wishes to speak is allowed to have their own turn to speak as long as it is appropriate and polite.
    • Please be mindful of others – some people may have different needs than you. Be kind and accepting!
    • If you don’t wish to share something you don’t have to – this is a safe place for everyone!
    • Please be encouraging and kind to the people around you – we will have a better experience when we are accepting of everyone!
    • Anything that anyone shares in this group that they wish to keep private stays in this group. 

What are the benefits of a neuro-diverse hangout?

People on the spectrum and their families benefit greatly from autism support groups and hangouts. Support groups and hangouts like this one can provide people with a space in which they can swap stories, share information, ideas and tips to help manage different parts of their lives, or simply enjoy being with people who have had similar experiences. Another benefit of support groups is that through these groups, parents who are present can learn about new resources, therapies, services, and most importantly create lasting friendships with other parents who are going through the same things as them. The greatest benefit of all is that everyone gets to have fun and feel good! Our greatest goal for this hangout night to make everyone feel comfortable and leave feeling better than they came. If you have any suggestions or questions about our neruro-diverse hangout night, call our clinic at 252-341-9944! We can’t wait to see you soon!

 

 

 

Sibling of an Autistic Child

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Introducing Melana Griffee

Melana Griffee is Carolina Therapy Connection’s Office Support and Community Outreach Coordinator. She also recently completed her Autism certificate designation, granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). Her role is to embrace and encourage our culture within our organization and support our mission being carried out within our community. She graduated from Craven Community College in 2019, with her Associates in Arts degree. Since she was 16, she has worked with children at the YMCA and has helped lead summer camps and afterschool programs. She grew up with a brother with Autism and has a heart for serving children that need extra support. Melana is a huge asset to our team and has helped us launch our New Bern Clinic. In her spare time, she loves to spend time with her hubby, hang out with her family, and be outside!

Becoming the Sister of an Autistic Child

My brother said only a few words at the age of 1, but then stopped suddenly and was diagnosed with Autism at the age of 4. I was only 1 at the time and obviously, I did not understand. Now, I am 22 years old and my brother, Ashton, will soon be 25. Ashton is non verbal, has a seizure disorder, a venus implant and has had major back surgery. The one thing I remember from my childhood is how I always wished that my brother would start speaking. My family and I always joked about what he would say when he did start talking. It gave us hope.

Once I was old enough to understand more about my brother’s special needs, I became very interested in it. I volunteered at Special Olympics, with a special needs baseball team, and I was even the club president for Project Unify when I was in high school. Doing all these things made me feel more involved in not only Ashton’s life, but the life of other children who have special needs. I hoped to learn all I could about Autism so that I could help my brother.

Developing Patience and an Understanding of Autism

I can say from experience in my own life that growing up with an Autistic brother has made me more mature and aware of the needs of others. Without knowing, Ashton has taught me more about patience then anyone in my life. I believe that is one of the more important things to realize when you have a Autistic family member or friend: Patience. Patience. Patience. There will be times when they’re not understanding you, and they may get frustrated or upset. As long as you are patient and kind, you will be able to help that person calm down.

Another important thing to remember when dealing with the different behaviors of someone with Autism, is knowing what helps them calm down – whether that be a favorite activity, movie or place. My brother has never said one word to me, yet I still know what he loves and hates. He loves watching Clifford, Thomas the Train, Barney, and Lilo & Stitch – all the classics, right?! He absolutely loves lighthouses and clocks. His room is filled with them, and I like to think it gives him joy seeing them all around him.

Sometimes I picture what it would be like to see through Ashton’s eyes. I think he would see the world so differently than us. He would see others differently and understand the difficult things life can throw at you. Whenever I am around Ashton, I just love to watch. Watch him smile and laugh at the show he is watching. Watching him smile at me every time I say, “I’m going to get your sugar, Ashton!” My favorite thing is whenever I first see him, he comes to me with the sweetest face and hugs me. That always makes my day ten times better.

It wasn’t always easy growing up with the struggles that come with Ashton’s diagnosis. I can remember countless nights crying to my mom, wondering why he was the way he was. Was he ever going to talk? Will the seizures ever stop? Why do people stare at him at school? I can remember times I would hear the word ‘retarded’. Even in high school, hearing that word made me cringe in frustration. I would hear people saying things like, “You are so retarded,” or “That is retarded,” almost as if they were comparing that word to something stupid or dumb. I could go on and on about how that is not the proper word to use at all. Mental Retardation is a formal diagnosis my brother has and I was always very offended when I heard someone call someone that.

As I have gotten older, I have realized this word is not being thrown around so easily. It has become less of a slang word and more of a word, that when heard, people may feel uncomfortable about. I feel like people are more aware of how the word is offensive and disturbing.

It was during those moments in my life that I realized there needs to be more awareness for Autism. It is so important that people start learning about Autism, because 5.4 million adults have Autism in the United States. That is about 1 in every 45 people (First US Study of Autism, 2020). I am so grateful for Carolina Therapy Connection. Even though my brother did not have a facility like this to come too growing up, I recognize how important it is for an Autistic child to start these services early on. I would recommend Carolina Therapy Connection to anybody who is in need of life changing services for their child!

Melana Griffee

Continuing to Embrace and Serve the Autism Community

Carolina Therapy Connection of Greenville, NC is now the first Certified Autism Center™ (CAC) in Eastern North Carolina. The CAC designation is granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). This certification requires staff to complete autism-specific training and professional certification. Carolina Therapy Connection is one of only two therapy clinics in NC with the Certified Autism Center designation. The Carolina Therapy Connection listing for becoming a Certified Autism Center can be found here.

At Carolina Therapy Connection, our highly qualified and diverse staff provide a collaborative approach to apply extensive knowledge and understanding for children with ASD. We are committed to providing your family with the necessary tools, resources, and encouragement throughout your autism journey, making a way for greater resilience. Our team will work with your family to co-construct a sustainable story for how autism shapes who your child is, both personally and relationally.

 

Melana Griffee

Autism Awareness

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What is Autism Awareness Month?

In 1970, the Autism Society launched an ongoing nationwide effort to promote autism awareness and assure that all affected by autism are able to achieve the highest quality of life possible.  In 1972, the Autism Society launched the first annual National Autistic Children’s week, which evolved into Autism Acceptance Month (AAM). This April, Carolina Therapy Connection continues our efforts to spread awareness, promote acceptance, and ignite change alongside so many others across the nation.

How can I participate in doing my part?

The prevalence of Autism in the United States has risen from 1 in 125 children in 2010 to 1 in 59 in 2020. Recognizing this continued increase, the goal is to further increase awareness and global understanding about autism using support, kindness and compassion. Here are just a few ways you can participate this April:

  • Be informed – This doesn’t just mean looking up what the definition is on google or the signs/symptoms, but also learning how to interact with a person with Autism, and how to help them feel included, confident, safe and happy. Today it is becoming much more common to encounter someone with Autism and with doing the research, there would be a lot less struggle to even just say “hello.” You can view our resources page to learn more about Autism Spectrum Disorder and ways to become more educated about the diagnosis.  It is so important for the public to gain information directly from those with Autism.  Show empathy, learn their perspective and respect their voice!
  • Show your support – Use hashtags #CelebrateDifferences, #KindnessCounts, #Lightitupblue, and #WorldAutismMonth on social media. On April 2nd, 2021, wear blue to show your support. Autism Awareness month is all about making a month of kindness, towards others and yourself. We all get wrapped into the busy lives we live and forget to stop and say something kind to a coworker, friend, family member, or even a stranger. This is especially the month to be kind to those who are just a little bit different, but so special.
  • Get involved – A great way to get involved is joining in some type of program with the special needs population. These programs are all over Eastern NC and can also be found on our local resources page. Some of these programs include Special Needs sports teams, day programs for children or adults with Autism, runs or walks that may fund Autism research, and so many more. Get out and volunteer!

Autism Awareness From an Autistic Perspective

The Carolina Therapy Connection staff recently had the opportunity to hear an amazing presentation from Fiona Holler, a high school junior at John Paul II Catholic High School in Greenville, NC. Fiona explained in great detail what it has personally been like for her growing up with Autism. We look forward to looking with her more in the near future with setting up Autism support groups for kiddos and their families! Fiona is an enormous asset to the Autism community within and around Pitt County.

Here are a few points Fiona made during her presentation:

  • Neurodivergent vs Neurotypical: Neurodivergent people are those who have a differing mental or neurological function from what is considered typical (neurotypical people).
  • Sensory isn’t just a term for neurodivergent people. We all have sensory needs and we all take in sensory information through our bodies differently.
  • What is sensory pleasing to one autistic person may be completely different from another autistic person. Examples can include different lighting, specific noises, physical sensations, tastes and smells. Another really important aspect of sensory needs is that they can change. Sensory preferences are not always permanent and change more than people think! A lot of people with Autism often get frustrated when trying to communicate our sensory needs, which can often lead to things like stimming, or burnout.
  • Stimming refers to how neurodivergent individuals release and express their emotions. The misconception of stimming is that it is always a sign of stress or aggression. The truth is that stimming is used to describe a certain mechanism used to release a range of emotions, whether it be excited, sad, angry, happy, anxious, etc.
  • Masking refers to when people with Autism push down our stims and coping mechanisms in order to “blend in” with the neurotypical world. Masking doesn’t just refer to pushing down sensory pleasures, it can mean completely changing or disguising yourself as what society believes is “normal.”
  • Burnout refers to extreme tiredness and fatigue caused by masking, extreme sensory sensations, and/or the presence of extreme emotions (with and without masking).
  • Often times, a symptom of Autism is “special interests.” These are sometimes associated as a negative symptom. The term is called “special interest” because we as autistics tend to excessively fixate on a specific topic, usually much more than neurotypical people – special interests are good! Even though sometimes we need direct social cues, this doesn’t mean that sharing a special interest is wrong- it’s a matter of when it is and isn’t appropriate to share. Like stimming, these special interests often get frowned upon for how autistic people present them and or which age group the topic is meant for. This is very harmful to people with autism and can give us the wrong idea. Fiona explained that she grew up thinking she wasn’t allowed to express a special interest or stim without being labeled as incompetent.
  • A final thought: “Being autistic is very hard at times because whether we know or don’t know our diagnosis, it is easy to feel as if we don’t belong in this world of neurotypical people. We are trained to mask and hide our autism a lot of the times rather than to accept and love ourselves for who we are. I find myself knowing how to mask better than how to help myself. This is a very dangerous thing to teach our young autistic children. A lot of things about how autistic people regulate and how/what they think goes unsaid, which is why it is so important that we encourage the open conversation and genuine acceptance of autism. It’s okay to have questions about our diagnosis, just ask us kindly and we will answer the best we can. We’re people too.”

 

Carolina Therapy Connection Becomes First Certified Autism Center™ in Eastern NC

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Carolina Therapy Connection in Greenville is now the first Certified Autism Center™ (CAC) in Eastern NC!

Carolina Therapy Connection is now the first Certified Autism Center™ (CAC) in Eastern North Carolina. The CAC designation is granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). This certification requires staff to complete autism-specific training and professional certification. Carolina Therapy Connection is one of only two therapy clinics in NC with the Certified Autism Center designation. The Carolina Therapy Connection listing for becoming a Certified Autism Center can be found here.

Carolina Therapy Connection is a pediatric private practice serving children birth through adolescence all over Eastern North Carolina since 2010.  Their team consists of occupational therapists, physical therapists, speech language pathologists, and educational specialists. This collaborative approach among an extensive team of specialists can help children develop the foundational sensory skills necessary to improve learning and development.

“We are so excited for Carolina Therapy Connection to become an IBCCES Certified Autism Center! Our entire team of therapists, educational specialists and office support staff are all passionate about providing exceptional services to children and families throughout Eastern North Carolina,” said Cindy Taylor, MS, OTR/L, owner and occupational therapist. “We continuously strive to learn and develop a better understanding of the challenges that our children and families face to implement more effective strategies and deliver greater outcomes.  We are so thankful that the advanced autism training and certification allows for us to carry out our mission of ‘informing families, enriching lives, changing futures’ with greater perspective and resources for our families and community.”

What is Autism Spectrum Disorder (ASD)?

Autism Spectrum Disorder (ASD) is a lifelong developmental disability that usually appears during the first three years of life.  Individuals with ASD exhibit challenges of varying severity in the areas of social interaction, communication, and repetitive/restricted behaviors.  Many individuals with ASD have different ways of learning, focusing, and reacting to everyday events.  Recent studies estimate one of every 58 children born in North Carolina will be affected by ASD.

Families and individuals with ASD often face severe challenges in navigating the complex world of this disability and in accessing adequate services.  Caregivers express their concerns about finding providers that understand the needs of this unique population and are prepared to advocate for their child using a comprehensive team approach.

What is the International Board of Credentialing and Continuing Education Standards (IBCCES) and what do they do?

For more than 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, and the latest research in these areas.

IBCCES provides a series of certifications that empower professionals to be leaders in their field and improve the outcomes for the individuals they serve. These programs are the only training and certification programs endorsed by the largest grassroots autism organization in the world, The Autism Society of America, and recognized around the world as the leading benchmark for training and certification in the areas of autism and other cognitive disorders.

What was required by IBCCES for Carolina Therapy Connection to become the first Certified Autism Center™ in Eastern North Carolina?

All Certified Autism Centers™ meet the following requirements:

  • Dedicated to serving individuals with autism
  • At least 80% of staff is trained and certified in the field of Autism
  • Maintain compliance with National Healthcare/Education Accreditation standards
  • Committed to ongoing training in autism
  • Complies with HIPAA and ADA requirements

In order to earn the Certified Autism Specialist (CAS) credential, the Carolina Therapy Connection staff was required to complete these rigorous professional standards set forth by the IBCCES. Furthermore, these standards include a minimum of at least two years experience working with individual’s with autism, 14 continuing education hours that directly relate to autism, and a passing grade on the IBCCES autism competency exam. Check out the Carolina Therapy Connection team page, to see the Certified Autism Specialist credentialing for each staff member.

Receiving this type of certification demonstrates to our clients and colleagues a commitment to promoting a higher standard of care to the autism community.  The CTC staff has gained extensive knowledge and understanding in the area of autism and is able to use and apply that knowledge to help create and improve support plans and therapy for those with autism spectrum disorder

 

 

 

IBCCES Certified Autism Center