Helpful Resources

    • Typical sleep duration needed by age:

      • 3-5 years: 11-12 hrs, naps until age 4-5

      • 6-12 years: 10-11 hrs

      • Teens: 9 hours

    • To help ensure that your child is getting enough sleep start by figuring out what time your child needs to wake up in the mornings. Then figure out what time your child needs to go to bed to get the recommended amount of sleep for age.

    • If needing to move bedtime earlier to get enough sleep consider making changes in 10-15 minutes increments every few days until your child reaches their goal bedtime.

    • Sleep associations: Sleep associations are conditions that children have become attached to as part of falling asleep. Thus, the conditions that your child associates with falling asleep in the beginning of the night are the same conditions they will "need"/want to fall back to sleep over night (i.e. falling asleep next to a parent, having a bottle to fall asleep, sleeping with a pacifier). Below are more specific tips to help with common sleep association. Helping to replace your child's current sleep association(s) with a preferred sleep association will help your child to sleep better through the night, which will also help parent(s) to get more and/or better sleep (win-win).

      • Sleeping next to parents: Work on replacing your child's sleep association with having you there to fall asleep by helping your child to learn to self-soothe to sleep in the beginning of the night with a transitional object (soft toy or blanket, weighted blanket, body pillow, etc) that is available through the night so that it will be easier for your child to self-soothe back to sleep overnight during the natural cycles through/between different phases of sleep. You can still cuddle as part of the bedtime routine, but work on leaving the room while your child is drowsy but not yet asleep.

      • Sleeping next to parents and/or having a bottle to fall asleep: Work on replacing your child's sleep association with having you there to fall asleep and having a bottle to fall asleep by helping your child to learn to self-soothe to sleep in the beginning of the night with a transitional object (soft toy or blanket, weighted blanket, body pillow, etc) that will be available throughout the night so that it will be easier for your child to self-soothe back to sleep overnight during the natural cycles through/between different phases of sleep. Moving milk to before brushing teeth time will help to prevent dental carries (cavities) and the risk of aspirating or choking on the milk if your child were to fall asleep with the bottle in their mouth. Also consider trying to cut the tip off of the bottle's nipple to decreases her ability to suck on it, which can help children to self-wean as it is not as desirable once cut. You can replace the bedtime bottle with a chewy toy if your child is still looking for something to chew on for sensory input as part of self-soothing to sleep.

      • Pacifier use: Work on replacing your child's sleep association with the pacifier by cutting the tip off of the pacifier to decreases the ability to suck on it, which can help children to self-wean as it is not as desirable once cut. You can also replace with a chewy toy if your child is still looking for something to chew on for sensory input.

    • Sleep Hygiene: It is important to ensure good sleep hygiene with the use of a consistent bedtime routine and avoidance of blue wavelengths of light from screens/devices for at least an hour before bed as it can disrupt our bodies natural production of our sleep hormone, melatonin.

    • Sleep Training Clock: Consider getting a sleep training/ok to wake type of children's clock that changes color to indicate/give a visual cue to your child regarding if it is time to be asleep still or time to wake up based on the color (ie red over night and green when it is time to get out of bed).

    • Melatonin: If your child is still having difficulties falling asleep, then parents can consider giving 1 to 3 mg of melatonin in younger children and 1-6 mg in older children/ adolescents. Melatonin is available over the counter and should be given 30 - 60 minutes before bedtime to help with falling asleep. Start with a low dose and monitor your child's response. You can adjust dose as needed to get the best effects. Discuss with Dr. Cohen or your child’s Pediatrician.

    • Dr. Craig Canapari, MD is a pediatric sleep physician, the director of the Yale Pediatric Sleep Center, and has a website, book, and YouTube channel with great information that is aimed at helping parents and their children to sleep better. His website provides online sleep information for families including: "Sleep 101", "Sleep Training Advice", and "Sleep In Teens".

    • Sleep book recommendations for parents:

      • It’s Never Too Late To Sleep Train; The Low-Stress Way to High-Quality Sleep for Babies, Children and Parents by Craig Canapari, MD

      • Sleeping Through the Night, Revised Edition: How Infants, Toddlers, and Their Parents Can Get a Good Night's Sleep by Jodi A. Mindell, PhD

    • Bedtime books for children to help with falling asleep:

      • The Rabbit Who Wants to Fall Asleep: A New Way of Getting Children to Sleep by Carl-Johan Forssén Ehrlin (Author), Irina Maununen (Illustrator)

      • The Little Elephant Who Wants to Fall Asleep: A New Way of Getting Children to Sleep by Carl-Johan Forssén Ehrlin (Author), Sydney Hanson (Illustrator)

    • Guided imagery tools can help with worries that make it hard to sleep. Try having your child imagine that they are in a beautiful place (anywhere they would want to be), and then ask them to imagine holding a balloon in their hand. Next have them imagine putting their worries from today into the balloon, and then tell your child to imagine that they are letting go of the balloon's string. Imagine watching it float away until they can't see it any more - taking their worries with it. You can also have them imagine writing down worries for tomorrow on a small paper and then giving it to a friendly animal that came to visit them. The friendly animal takes the paper and walks away with it until they no longer see the friendly animal. Prompt your child to take some deep breaths and feel their body and mind feeling calmer and more relaxed now that their worries from today and worries about tomorrow have been taken away.

    • Additional resources for Guided Meditations and Sleep Stories that can be used at bedtime:

      • Annaka Harris has a website called, MINDFULNESS FOR CHILDREN, which provides free mindful awareness exercises help children develop concentration and self-awareness. The exercises on her website are designed for children ages 6-10 (but may be something to consider reviewing to see if your child may like them even if not in that age range). http://annakaharris.com/mindfulness-for-children/

      • The UCLA Mindful Awareness Research Center provides free guided mindfulness meditations in both English and Spanish (adolescents and adults). See this website for details: http://marc.ucla.edu/mindful-meditations

      • Check out the Calm app or the Calm website for child/adolescent friendly meditations/mindfulness resources, including sleep stories to help with sleep.

      • The website Breethe also has a and app and has various mindfulness resources to help with relaxation and sleep (including sleep stories).

    • AutismSpeaks has a Sleep Toolkit and a quick tip sheet that has great information to help with sleep:

    • Healthy mealtime habits are important for young children. The following recommendations are given to promote mealtime success:

      1. Offer foods and drinks at meal and snack times. Consider offering foods before drinks so that your child doesn't fill up on the liquid.

      2. Offer water throughout the day to maintain good hydration.

      3. Other types of drinks should be reserved for during meal times.

      4. Limit milk intake to no more than 16-24 oz of milk/day. Aim to limit juice to 4-6 oz/day (eating the fresh fruit is always best) and avoid other sugar sweetened beverages.

      5. Offer 3 meals and 1-2 snacks at regular times each day.

      6. Meals should be limited to 20-30 minutes, snacks between 10-15 minutes.

      • All meals/snacks should be while seated at table - no walking with food and/or liquids.

      • Food and utensils should be ready before child sits (include child sized utensils for child when appropriate).

      • Treat snacks like "mini-meals" (i.e. can provide smaller portions of mealtime type foods including fruits and veggies).

      7. Introduce new foods to your child on a regular basis. Your child does not necessarily have to eat them but has to be exposed to them in order to become comfortable with eating them in the future.

      • Parents can start by just placing a new food item on the table for their child to look at. Parents and/or their child can start by describing it's visual appearance (i.e. color, size, shape, texture, etc ).

      • Slowly and over several days (or faster during the same meal or the next one if your child seems interested) have your child explore the new food in a step-wise approach: touch, smell, kiss, lick or a small taste with the tip of the tongue, small bite (can chew and spit out initially while getting used to the food if needed), and eventually bigger bites.

      • Give lots of praise for each brave step your child takes while they are getting used to trying a new food.

      • Set goals, such helping your child to feel comfortable with having that new food item on their plate, and later moving through some of the steps

      • Allow your child to explore and play with the food on their own as well. With time and multiple exposures your child might eat the food their own.

      • If unsuccessful move on to a different item and continue to expose your child to the new food in the same way.

      • Typically developing children have to be exposed to a new food item 10-15 times before they start eating it consistently. For children with picky eating habits due to sensory aspects of the food and/or resistance to trying new foods it can take 20-30 exposures to a new food before they feel comfortable eating it consistently.

        • Be sure to practice patience, make it fun to keep your child engaged, and provide lots of praise and positive reinforcement when you child is able to master each step of getting used to new or non-preferred foods as it is hard work for them and requires bravery/overcoming anxiety about the food.

        • Working with an Occupational Therapist or Speech Therapist on feeding therapy can also be very helpful in guiding parents and children through this process. If it continues to be a very stressful for the family and child it might be helpful to focus on other behavioral problems first before come back to increasing food choices.

    • Feeding Therapy: Consider working with a pediatric Occupational therapist or Speech therapist that is trained to provide feeding therapy for guided support with broadening your child’s diet.

    • Online Tool Kit: The toolkit is called Exploring Feeding Behavior in Autism, A Parent’s Guide. It was created by the Autism Treatment Network to help parents with understanding and improving picky eating habits: https://echoautism.org/wp-content/uploads/2020/08/Exploring-Feeding-Behavior.pdf

    • Book: Consider reading the book Helping Your Child with Extreme Picky Eating:: A Step-by-Step Guide for Overcoming Selective Eating, Food Aversion, and Feeding Disorders; by Katja Rowell MD (Author), Jenny McGlothlin MS CCC-SLP (Author), Dr. Suzanne Evans Morris PhD (Foreword) and/or check out their website below

    • Additional Online resource: ECHO Autism is a website that provides many resources including free educational webinars and tool kits on a variety of topics (safety, toileting, sleep, anxiety, challenging behaviors, etc.) including feeding challenges. These resources are provided to help families and their loved ones with Autism Spectrum Disorder. Check out their website for more information: https://echoautism.org/resources/

    • Vitamin C increases absorption of iron. You can give your child orange juice to increase absorption if your child likes it.

    • Avoid giving dairy products 2 hours before and after as calcium could decrease the absorption of iron.

    • A possible side effect when taking supplemental iron is constipation, so increasing fiber in the diet, staying well hydrated and getting daily physical activity are recommend to help. Miralax may be used if needed. Please work with your primary care pediatrician if constipation is an issue.

    • Bowel movements may appear darker when taking iron supplementation.

    • Brush or rinse teeth after giving liquid iron because it can cause staining of the teeth.

    • Iron must be stored safely - accidental ingestion can be lethal (especially in overdose).

  • Constipation in children is very common, and often (but not always) related to limited intake of fruits/veggies and water.

    Constipation is defined as either a decreased frequency of bowel movements and/or painful passage of bowel movements.

    It is important to work on improving constipation for many reasons:

    -Reducing the discomfort and/or pain associated with having a bowel movements will help your child be more willing to develop healthy bowel movement habits.

    -Constipation can reduce a child's appetite and make them want to avoid eating and avoid going to the bathroom, which worsens the problem.

    -Constipation can also create urine accidents, due to stool's pressure on the bladder.

    -It is also possible to have liquid stool leak around a large stool ball that hasn't been passed, which can lead to unintended soiling (encopresis).

    Tips to improve constipation issues:

    • Encourage lots of fluids and fiber daily.

    • Goal is to eat 5 fruits and veggies per day - great ideas include blueberries, grapes, peas, broccoli, plums.

    • Limit amount of milk, rice, and bananas. These will worsen constipation.

    • Bran, oat, and whole wheat are good sources of fiber. Five or more grams of fiber per serving of cereal is ideal.

    • Use pear or prune juice as needed for acute and maintenance help.

    • Schedule 5 minute toilet sits to occur 15-30 minutes after meals to take advantage of our bodies natural reflex to try to move things through the intestines after eating/make room for the new food (gastrocolic reflex).

      • During scheduled toilet sits make them fun by playing "Toilet Games" that encourage your child to bear down such as blowing bubbles, blowing up balloons, blowing threw a straw in a cup of water to make bubbles, blowing a pin wheel.

      • Sitting with the legs wide and having a stool under your child's feet will help to relax the pelvic floor to be able to pass a bowel movement (BM).

      • These strategies, used together with ensuring stools are soft and easy to pass, can help to increase your child's chances of successfully having a BM on the potty.

    • Try to have a BM daily.

      • The longer the stool sits in the colon the bigger and harder it will become (the job of the colon is to reabsorb water). Having a BM daily will help to decrease discomfort from passing large and/or hard stools, and will help to break the potty avoidance cycle that often occurs with constipation.

    • If not improved with dietary changes, consider talking with your child’s Pediatrician about trying a stool softener such as Miralax (if able to drink it mixed into 4-8 oz of liquid in one sitting , which is important for the mechanism of action of Miralax).

      • One approach is to give 1 capful of Miralax OTC in 8 ounces of fluid daily until stools are very soft to "clean out". After that you can titrate (increase or decrease) the dose as needed to keep stools soft enough to pass without pain but not too soft (i.e. could decrease the dose/day or use every other day for maintenance).

      • Another option to consider is an OTC children's chewable saline based laxative with magnesium such as as Dulcolax Children soft chews.

    • If still having hard and/or large infrequent stools see your child's pediatrician for additional help with managing the constipation.

    • Below is a link to a free Constipation Toolkit for parents of children with Autism Spectrum Disorder. It was created by the Autism Speaks Autism Treatment Network and is available on the ECHO Autism website:

      http://echoautism.org/wp-content/uploads/2019/12/Constipation-Guide-updated.pdf

    • There is a free parenting and behavior management webinar through Coursera called "Everyday Parenting: The ABCs of Child Rearing", which is taught by Alan E. Kazdin, PhD, ABPP who is a Sterling Professor of Psychology and Child Psychiatry at Yale University. The course "gives you access to a toolkit of behavior-change techniques that will make your typical day in the home easier as you develop the behaviors you would like to see in your child". Check out the link below for details: https://www.coursera.org/learn/everyday-parenting

    • Check out the website https://www.letstalkkidshealth.org/ which is run by behavioral pediatrician, Dr. Nerissa Bauer. Dr. Bauer has a virtual parenting book club and weekly Facebook Live shows with nationally recognized experts and special guests that she talks with about parenting, mental health & family topics.

  • Click on the items below that you are interested in learning more about.

    • Offer a variety of healthy, well-balanced foods, with a minimum of processed and sugary foods. Following a healthy diet high in protein (i.e. meat, chicken, fish, cheese, nuts, soy, beans, etc.) and complex carbohydrates (i.e., whole grains, raw vegetables) and low in simple carbohydrates (i.e., sugar, white pasta and bread, etc.) can be helpful. You can also try to include foods rich in omeg-3 fatty acids (e.g. Salmon, flax and chia seeds) as some studies have shown benefits although the evidence is mixed.

    • Work to maintain a good sleep schedule so that your child is rested and feeling good.

    • Offer ample opportunities for physical activity, at least 60 minutes of active play per day.

    • Limit screen time to 60 minutes or less per day.

    • Routines and consistency are helpful for all children, but especially for those who get easily stimulated or overwhelmed by changes. When routines need to change, calmly explain to your child that now the plan is different, how it will go, and that it will return to normal the next day (or week). This provides your child with security and helps them know what is expected of them.

    • Consider limiting the number of toys available to the child at a given time, putting some away for a few weeks before rotating which ones are available. This helps narrow their focus and decreases visual stimulation/distraction.

    • Use consistent expectations and firm limits when they are important, especially for safety.

    • Allow the child to have control of acceptable choices (which clothes to wear, which food to eat first, etc.) and "pick your battles."

    • Praise desirable behaviors in the moment with direct praise (describe the behaviors that you like seeing for example "you are doing a great job sitting quietly right now" or "I like how calm you body is right now"). This helps motivate your child to do the same thing again and again.

    • Set up a reward system for completing certain goal behaviors. For ideas, check out www.kidpointz.com.

    • Emphasize "use your words" for periods of frustration, rather than hitting, etc. You may sometimes also be able to anticipate when frustration is likely and be able to intervene or change the activity before that occurs.

    • Practice calming skills such as deep breathing, yoga and mindfulness regularly when children are already calm, so that they are better able to use these tools when they are starting to get upset in order to help decrease escalation of behaviors.

    • Look into options for "mindfulness" training. There is some research on the benefits of mindfulness in ADHD symptoms in preschoolers. This can look like yoga, breathing, child-friendly relaxation or meditation. There is a book called "Sitting Still Like a Frog" that is for children and comes with a CD that you may like. There are also children yoga classes online that you could try together with your child.

    • Look for ways to change the environment slightly to allow more movement. Some kids do well with a big rubber band on the chair or desk. Some kids like the rubber "wiggle disks" or "wobble cushion" to sit on. Many kids will complete "desk work" standing. Your child can also be given "jobs" that require movement as movement breaks.

    • Use a visual schedule that provides quick reminders of what is coming up and what the next step will be.

    • Timers can also be helpful to use so that the child can see how much longer before they are able to have a movement break or to remind them to move on to the next task.

    • Give direct/specific praise when your child dose desired behaviors, even if they are brief, because that can help to increase the frequency of the desired behaviors (i.e. "I love how calm your body is right now" or "you are doing a wonderful job staying on task").

    • Use planned ignoring to reduce or eliminate undesirable behaviors.

    • Provide appropriate consequences if the child does not meet the goals

    • Apply rewards and consequences as consistently as possible

    • Gradually increase expectations for each task as they are mastered

    • Change rewards and consequences as necessary to keep the child's motivation high.

    • Use a "Praise Sandwich" to give corrective feedback by 1st saying something that your child is doing well, 2nd saying what you would like them to do next time, and 3rd add a brief reinforcing praise.

      • For example:

        • "Great job listening. Remember to have calm hands and a calm body next time, but great job!"

        • "Nice try following directions. Remember to do what you're told right away next time, but great trying!"

        • "Great job having a calm body. Don't forget to follow directions next time, but good job!".

    • The ADHD Rating Scale IV - Preschool Version is a validated scale that is helpful for gathering information about the frequency of the core ADHD symptoms across environments (i.e. home & school - the two places that kids are the most).

    • If Dr. Cohen is assessing or monitoring your child for ADHD symptoms, it is helpful parents and your child’s current teacher fill out the ADHD rating Scale IV - Preschool Version.

    • Copies of the rating scales will be sent electronically via CHADIS.

    • The scale is also available to print from the following website or by searching for "ADHD rating scale iv preschool version pdf" in Google:

      • Http://fliphtml5.com/xibq/ekgw

      • Please complete and submit both a parent and teacher rating scale before our next visit so that there is time for me to review and score them.

      • We will discuss the results of the ratings during our visit.

    • It can be very helpful for parents put an official request for an IEP/504 Plan evaluation in writing. An example Individual Education Plan (IEP)/504 Plan request letter template (adapted from the website www.educationlawadvocates.com/Sample-Letters-and-Forms) is below and can be used by parents to write their own letter requesting an evaluation for eligibility and services from the school district.

    • Parents should give their letter to the Principal or Special Education Director at their child's school to initiate the formal process of requesting an IEP/504 plan evaluation.

    • Template Letter:

    Parent(s) Names

    [Street Address]

    [State, Town and Zip Code]

    [Phone number]

    [Email address]

    [NAME OF PRINCIPAL]

    [NAME OF SCHOOL]

    [STREET ADDRESS]

    [TOWN, CITY, ZIP CODE]

    RE: Request and Parental Consent for a Special Education Evaluation

    Child's Name

    DOB: (fill in birthdate)

    School Name and Grade: (fill in status)

    Dear Mr., Ms., Dr. _____________:

    I request the school district to evaluate my child, [name of child], for special education eligibility and services.

    I am concerned about my child's progress in school. [Briefly describe the problems that your child is experiencing. You can mention your own observations, such as "When I work with Lisa or her homework at night, I notice that she does not seem to be able to sound out the words." Or "my son seems to be very unhappy in school and tells me that he can't keep up in the math class." Or "Mrs. Smith, Mary's language arts teacher, tells me my daughter is falling behind in her classwork and has trouble paying attention in class."]

    I understand that the evaluation will be performed in the manner required by the Individuals with Disabilities Education Act (2004) and the related federal regulations, beginning with the parental consent section at 34 C.F.R. 300.300.

    Kindly provide me with a Permission to Evaluate form promptly, as required by 22 Pa. Code Section 14.123(c). I understand that the law requires the school district to complete the evaluation and provide the parents with a copy of the evaluation report within sixty (60) days of the date we return the signed Permission to Evaluate form to the school district. I am eager to complete the Permission to Evaluate form so that the evaluation process can begin.

    I will call you by [a date two days after letter will be received] to follow up on this request. If you have any questions about this request, you may call or email me.

    Thank you.

    Sincerely yours,

    [Parent signature]

    cc: Director of Special Education

    • There are various community resources to assist parents with navigating special education processes/services:

      • a. Special Education Rights and Responsibilities. Download at www.caseadvocacy.org/handbook.html; Order hard-copy by calling 415-431-2285 (available in Spanish and English).

      • b. Team of Advocates for Special Kids (TASK) - offers classes on understanding the services children with disabilities can access through the public school system. www.taskca.org; 3845 Spring Dr., Room 21, Spring Valley, CA 91977 (phone number: 619.282.0846).

      • c. www.wrightslaw.com – offers updated information on federal law and cases relevant to special education.

    • Accommodations that may be helpful in the classroom and/or for homework, if not already in place, include: a Daily Report Card, preferential seating (away from distractions and/or closer to Teacher [parent during homework] so they can give discreet reminders to get back on task), visual strategies/aids (timers, reminders, visual schedules), simplifying and repeating directions with checking for understanding, chunk class work and homework into smaller segments, allow additional time to complete assignments, additional time for tests and tests given in a quiet setting, fidget tools, allowances for movement breaks (standing or walking during class), access to noise canceling headphones when appropriate to decrease distractions, and weekly behavior reports.

    • Studies have shown that children with ADHD symptoms may pay better attention when they are allowed to move so we want to allow your child to move in a way that helps them but doesn't distract others. Thus, children with ADHD symptoms may also benefit from using fidget tools (eg. Wobble cushion, exercise band around the chair leg to push against, Velcro under the desk to feel, ribbon tied to belt loop to pull on, chewing gum or a chewy, etc) while they are doing tasks that require attention. Consider having your child use fidget tools to help with maintaining focus while learning/doing school/home work, to see if it has a beneficial effect.

    • Using the Pomodoro Technique is a way to use timers that can help to increase productivity by breaking work up into 25 minute chunks of time to focus with a 5 minute break between each dedicated focusing time, and a longer break after the 4th interval. You can also adjust the focus time to suite your child's current abilities with the goal of getting to 25 minutes over time (the 2nd link below allows you to create your own timer). This may be helpful for homework time with your child. See the links below for some websites to help with using the Pomodoro Technique:

    • Check out the link to the Additude Magazine ADHD Experts Podcast of the webinar replay [# 439] below for more information about how to help your child to build strategies & routines for success in school. The webinar is titled: "New Year, New Strategies: Helping Students with ADHD Plan, Persist, and Achieve Their Goals". Click the following link to listen on Apple Podcasts (https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000596760077) or go to the www.additudemag.com website to access the webinar replay.

    • Check out the website https://www.letstalkkidshealth.org/virtual-courses for a variety of virtual class offerings from Dr. Nerissa Bauer, who is a behavioral pediatrician and the CEO of Let's Talk Kids Health. She created the course “TEACH ME ADHD”, which is an 8-week interactive virtual course for older school age kids with ADHD (age 8-12) to take with their parent(s), as part of a group with other families. There are live virtual classes as well as On Demand classes available.

    • Great News! I joined Dr. Bauer’s Team and will be offering in-person and virtual classes at various times during the year. Click here to reserve your spot TEACH ME ADHD with Dr. Cohen

    • The "ADHD Sleuths Membership", is designed for parents/caregivers of younger children ages 4-7 who have or might have/are at-risk for ADHD. The group is lead by behavioral pediatrician, Dr. Nerissa Bauer, and help to give parents access to knowledge about ADHD, opportunities for skill building and knowing you have a safe place to ask questions and give and get support. If you have specific questions you can send a message to Dr. Bauer using this link https://www.letstalkkidshealth.org/contact.

      Dr. Bauer has so many other great resources as well including a virtual parenting book club and the Teach to Go Podcast series. Recordings of her weekly Facebook Live shows are available on her YouTube channel. The shows feature nationally recognized experts and special guests that talk with Dr. Bauer about parenting, mental health & family topics.

    • The website ADDitude has many free webinars/Podcasts on many topics to help with understanding and managing ADHD. Click the link(s) below to listen to specific ADHD Experts Podcast on Apple Podcasts and/or go to the www.additudemag.com website to access the webinar replay and to search for webinars on other topics of interest.

      • Check out the link to the Additude Magazine ADHD Experts Podcast of the webinar replay [# 439] below for more information about how to help your child to build strategies & routines for success in school. The webinar is titled: "New Year, New Strategies: Helping Students with ADHD Plan, Persist, and Achieve Their Goals". Click the following link to listen on Apple Podcasts (https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000596760077) or go to the www.additudemag.com website to access the webinar replay.

      • Check out the link to the ADHD Experts Podcasts below on executive functioning skills:

        • 445 - How to Teach Self-Regulation and Executive Function Skills for Independent Living. Webinar description: Kristin Seymour, MSN, RN, teaches parents age-specific strategies to help build focus and motivation at home and at school, and how create daily routines to help neurodivergent kids get and stay organized, wake without a fight, and more. Listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000603639120 or go to the www.additudemag.com website to access the webinar replay [webinar # 445].

        • 383- Optimizing Executive Functions in Children and Adults with ADHD. What are 'executive functions'? The abilities to reason and creatively problem-solve, exercise self-control, think before you speak, stay focused, and more. The good news is that EFs can be improved at any age. Learn how from Adele Diamond, Ph.D., FRSC. Listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000545524838 or go to the www.additudemag.com website to access the webinar replay [webinar # 383].

        • 414- Lifestyle Changes with the Biggest Impact on Kids with ADHD. ADHD Experts Podcast: Lifestyle changes may help to manage ADHD symptoms in children, according to research. Sanford Newmark, M.D., offers tips on building healthy exercise and nutrition, time in nature, screen time management, and more into your child's day. Listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000575513693

    • Consider a private ADHD Coach to help with time management, task completion, organization, etc. The Family & Learning Center, Mindful Mentoring, and Learning Development Services provide ADHD Coaching services, and CHADD or LDA may be able to provide referrals for private coaches.

    • Resource to help Children with ADHD with Emotional Regulation skills

    • ADDitude Magazine has some great articles called:

    • The website ADDitude also has many free webinars on many topics to help with understanding and managing ADHD. Click the link(s) below to listen to specific ADHD Experts Podcast on Apple Podcasts and/or go to the www.additudemag.com website to access the webinar replay and to search for webinars on other topics of interest.

      • 426- When ADHD Triggers Emotional Outbursts: Scripts for Your Flashpoints ADHD Experts Podcast: People with ADHD may experience emotional flooding (whether fear, anger, etc.) and say or do things we later regret. Sharon Saline, Psy.D., teaches us how to identify and work with our triggers and make intentional choices about words and actions. Listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000583897713

      • 444- When ADHD Triggers Emotional Outbursts: Scripts for Your Flashpoints (Part Two) ADHD Experts Podcast: Sharon Saline, Psy.D., answers your questions about working with your triggers, choosing words and actions intentionally, recovering from blow-ups, and making meaningful amends, drawing on tools from CBT, brain science, mindfulness, and more. Listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/adhd-experts-podcast/id668174671?i=1000602658949

    • Check out the Calm app, (https://www.calm.com), for child friendly meditations/mindfulness resources to help with managing stress, identifying emotions and cultivating tools to help with calming.

    • The Go Zen! Website has an Anger Transformation Virtual 2-hour Workshop for parents, which I found very inspiring and helpful. See the link below for further information about the workshop: https://gozen.com/product/anger-workshop/

    • “Mineola Grows” is program, created by the the Mineola School District community, that is focused on teaching children about having a growth mindset. The program seeks to help children "understand that they are in control of their brains, they are empowered to learn, to grow, and to seek out challenges for a lifetime of learning". The videos on their YouTube channel are helpful for teaching children about their brain, emotions and emotional regulation strategies. https://youtube.com/@MineolaGrows

    • Online Behavioral Health Classes on topics such as Mindfulness Practices, anxiety, depression, anger management, creating balance, healing after loss, investing in my health, understanding ADHD, couples communication, creating balance, Please click the for more detailed information, and to register for a class: https://webinars.on24.com/fehbp/Classes Check the box for each class you would like to attend and scroll to the bottom of the page to register. Each class has a unique joining link. Once your registration is complete, you will receive an email message that confirms enrollment and includes the information needed to join the selected class(es).

    • Rejection sensitive dysphoria refers to unbearable feelings of pain following an actual or perceived rejection, which is commonly seen in people with ADHD.

    • Other Free Resources on RSD and ADHD:

      • Download: Understanding Rejection Sensitive Dysphoria Read: Challenging the Fallacy of “Not Good Enough”

      • Read: Rejection Sensitivity Is Worse for Girls and Women with ADHD Access the video and slides for this episode here: https://www.additudemag.com/webinar/emotional-dysregulation-rejection-sensitive-dysphoria-toolkit/ Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

  • Click on the items below that you are interested in learning more about.

    • Stimulants are the 1st line medications used to help with managing ADHD symptoms. Stimulants work by increasing dopamine levels in the brain. Dopamine is a neurotransmitter that is associated with motivation, pleasure, attention, and movement. The increase is dopamine is what helps with focus and concentration, and gives individuals more control over hyperactive and impulsive behaviors.

    • Based on large studies I usually start with the methylphenidate class of medications in children. However, each patient is an individual, so I work closely with each patient and family to see which medication and dose is working the best for them without causing significant side effects. Sometimes the first thing we try works really well and sometimes we need to try a few medications before we find what is working best. The stimulant medications are not weight based but rather brain based so I always start at a low dose and titrate up as needed to find the dose that is working best for each patient.

    • The most common side effects for all of the stimulant medications include loss of appetite (during the hours the medication is active - lunch is usually the meal most affected so it is important to remind children to eat lunch even though they may not feel hungry), possible trouble falling asleep (make sure the medication is taken early enough in the morning so that it wears off by bedtime, if this is still a problem then trying some melatonin can help with initiating sleep), headaches and tummy aches the first few days (which usually improves with time), and more rarely patient's can experience increased irritability, mood changes, dulling of the personality, and rarely with very high doses symptoms of psychosis. If the dose is too high, the patient may also appear over-focused, dulled or "like a zombie". If these side effects occur please let our office know so that we can help with adjusting the medication (we may need to adjust the dose or switch to a different medication as these side effects are not acceptable). Some children have some irritability around the time the medications are wearing off - sometimes adding a short acting medication in the afternoon can help. Children who have tics or bite their nails may have some increase in those behaviors, but not usually so much that we cannot give the medications. In cases where there is a family history of cardiac problems in young people (under 45 yrs of age) we will plan to do a screening EKG before we start the stimulant medication for your child. After starting a stimulant medication, we will need to monitor weight, heart rate and blood pressure in a visit within 1 month and then periodically thereafter.

    • Things to consider when starting a stimulant are the duration of action desired and how the medication can be taken/formulation (i.e. capsule, tablet, liquid).

    • For children that are not yet swallowing pills:

      • Many of the capsules can be opened and sprinkled on applesauce or yogurt to take.

      • Short acting tablets can be crushed and sprinkled on applesauce or yogurt to take.

    • General durations of action and formulations are listed for a few different medications in the methylphenidate class of stimulants and towards the bottom the amphetamine salt class (in italics):

    • Short acting Medications: *(taken in the morning and after lunch OR as an afternoon booster dose)

      • Ritalin tablets: 3-5 hour duration

      • Short acting Focalin tablets: 3-5 hours

      • Short acting Adderall tablets: 4-6 hours

    • Long acting Medications: *(taken in the morning only)

      • Metadate CD capsules: 6-8 hour duration

      • Focalin XR capsules: 8-10 hour duration

      • Concerta tablet (must be swallowed whole):10-12 hour duration

      • Quillivant XR liquid (banana flavored): 10-12 hour duration

      • Adderall XR capsules: 8-12 hours

      • Vyvanse capsules (capsule contents can be mixed with liquid to take if needed): 8-12 hours

    • Guanfacine: Guanfacine is an alpha-agonist type medication that can be used to help with managing ADHD symptoms alone or in combination with a stimulant to work synergistically. It can also help with managing co-occurring anxiety symptoms. It can take a few weeks to see the full benefit of the medication and it is a medication that needs to be taken daily for it to work properly. Possible side effects with Tenex (short acting guanfacine; tablets can be crushed to take) and Intuniv (long acting guanfacine/Guanfacine ER; tablet must be swallowed whole) include: Dry mouth, sedation (can switch to once daily bedtime dosing if it is causing a lot of sedation), headache, abdominal pain, dizziness, irritability and hypotension (low blood pressure). It is important not to stop the medication without consulting us (especially if we have increased the dose over time, then we would decrease the dose before stopping it), as stopping the medication abruptly can lead to rebound hypertension (high blood pressure).

      • Mechanism of Action (per UpToDate https://www.uptodate.com/contents/guanfacine-pediatric-drug-information): "Guanfacine is a selective alpha2A-adrenoreceptor agonist that reduces sympathetic nerve impulses, resulting in reduced sympathetic outflow and a subsequent decrease in vasomotor tone and heart rate. In addition, guanfacine preferentially binds postsynaptic alpha2A-adrenoreceptors in the prefrontal cortex and has been theorized to improve delay-related firing of prefrontal cortex neurons. As a result, underlying working memory and behavioral inhibition are affected; thereby improving symptoms associated with ADHD. Guanfacine is not a CNS stimulant."

    • Clonidine: Clonidine is an alpha-agonist type medication that can be used to help with managing ADHD symptoms alone or in combination with a stimulant to work synergistically. It can also be used to help with sleep onset at bedtime as well as co-occurring emotional regulation difficulties/anxiety symptoms. It can take a few weeks to see the full benefit of the medication and it is a medication that needs to be taken daily for it to work properly. It comes in both a short acting and long acting formulation: Catapres is a brand name for the short acting clonidine (tablets can be crushed to take) and Kapvay is the brand name for long acting Clonidine (tablet must be swallowed whole to take). Possible side effects with both formulations include: fatigue/sleepiness (note: clonidine tends to be more sedating than guanfacine), dry mouth, headache, abdominal pain/nausea (give with food if this is happening), dizziness, irritability, nightmares and hypotention. It is important not to stop the medication without consulting us (especially if we have increased the dose over time, then we would decrease the dose before stopping it), as stopping the medication abruptly can lead to rebound hypertension (high blood pressure).

    • Strattera: Strattera is a serotonin-norepinephrine reuptake inhibitor type medication used to treat ADHD symptoms (capsules must be swallowed whole). It can be used alone or with a stimulant medication to work synergistically to help with managing ADHD symptoms. It can also be helpful for improving anxiety/mood symptoms. Strattera works by selectively inhibiting norepinephrine reuptake. Possible side effects on Strattera include: GI upset, headaches, sedation, and there is black box warning about suicidal ideation (based on the warning for SSRIs). It may take 2-6 weeks to notice beneficial affects from this medication (usually people notice some benefit in 2-4 weeks but may not notice much before then so please be patient). It is important to take this medication daily (around the same time each day) for it to work well. The mild side effects such as insomnia, nausea and headaches can last for about 3-10 days but usually these symptoms are mild and should get better with time. As noted above, Strattera as well as all of the SSRIs carry a risk of increased suicidal thinking. Therefore, careful monitoring of suicidality, especially during initial stages of treatment and following dose adjustments, is necessary. This is a very rare side effect but one you should be aware of. Stop the medication and notify me if this occurs. Parents should also contact us if there are concerns about any other intolerable side effects with this medication.

    • The website ADDitude: www.additudemag.com, has free webinars on many topics to help with understanding and managing ADHD. Check out the link to the podcast of the webinar replay [# 438] below for more information about ADHD Medications. The webinar is titled: "ADHD Medication Options and Benefits for Children"

    • Below is a link to a webinar on the SPARK for Autism YouTube channel entitled "When, Why, and How to Think About Medicines for Behavior in Autism". The presenter, Dr. Veenstra-VanderWeele, is a psychiatrist who talks about "the reasons to consider or avoid medicine, including what benefits and risks are associated with many of the most commonly used treatments".

    • Encourage a variety of healthy foods daily including foods high in calories such as peanut butter and avocado as well as fruits and veggies (try to eat a rainbow of colors every day), lean proteins, whole grains, dairy and water to drink.

    • Work on minimizing processed and sugary foods.

    • You can include extra calories with protein and fat with meals by adding peanut butter in oatmeal, Milk powder in milk and cheese in eggs for example.

    • Eat 3 meals and 2-3 snacks daily. Consider adding a bedtime snack.

    • Just like cars need to get gas or charge to work; we need to refuel our bodies with regular meals and snacks - our food is our fuel.

  • Click on the items below that you are interested in learning more about.

    • San Diego Regional Center: Initiate and/or continue contact with Early Start (0-3 years)/Regional Center (3 + years old). They can continue to provide lifetime services after age 3 including things like respite care, co-payment assistance, and transition planning as children grow up and transition into adulthood.

      • For Children Age 0-3: email Esint@sdrc.org or call 858-496-4318

      • Individuals Age 3 and Over: email intake@sdrc.org or call 858-576-2938

        • Your request for service starts with a phone call to one of the above phone number depending on your child's age.

        • Additional information is available their website: https://www.sdrc.org/apply

      • They also have a wealth of community resources on their website: https://www.sdrc.org/resources.

    • Autism Tree Project Foundation is a local San Diego program. Check out their website (http://www.autismtreeproject.org/) for information about the activities they provide such as daily video tips for providing structure and activities for children with autism, and workshops and meet-ups for kids and families (e.g. Lego workshops, dance classes, etc).

    • The Autism Society of San Diego (https://www.autismsocietysandiego.org/) is a local a chapter of the national organization, the Autism Society of America. Visit their website to learn about the resources they offer for parents and families, including: parent support groups, Camp I Can, swimming lessons, family pool parties, surf camp and much more.

    • The National Foundation for Autism Research (NFAR) is a nonprofit organization committed to aiding in the development, expansion and support of treatment programs and services that improve the quality of life for children and young adults living with autism and Autism Spectrum Disorders. Visit their website (https://www.nfar.org/what-we-do/parent-programs) to learn more about the local programs they offer in San Diego such as parent support groups, family events and many other resources as well.

    • The website Help is in Your Hands (https://helpisinyourhands.org) is a great resource with free online modules that parents can do to learn skills to work on in young children:

      • 1) Increasing children's attention to people

      • 2) Increasing children's communication

      • 3) Joint activity routines to increase children's learning & communication

      • 4) The ABC's of Opportunities for learning

    • ADEPT (Autism Distance Education Parent Training) Interactive Learning are free interactive, self-paced, online learning modules that provide parents with tools and training to more effectively teach their child with autism and other related neurodevelopmental disorders functional skills using applied behavior analysis (ABA) techniques. It was create by the UC Davis MIND Institute/CEDD. Module 1 focuses on Teaching functional skills and Module 2 focuses on Positive Behaviors Strategies. Please go to their website for more information: http://ucdmc.ucdavis.edu/mindinstitute/centers/cedd/adept.html

    • ECHO Autism is a website that provides many resources including free educational webinars and tool kits on a variety of topics (safety, toileting, sleep, feeding, anxiety, challenging behaviors, etc) to help families and their loved ones with Autism Spectrum Disorder. Check out their website for more information: https://echoautism.org/resources/

    • Autism Navigator has a Virtual Community for families of children 1 to 8 years of age who are concerned about their child’s social communication (SoCo) development, challenging behavior, display of early signs of autism, or who have a child diagnosed with autism. Their Virtual Community is also for anyone interested in learning more about autism. It is a place to learn with other families in a safe online environment. The Virtual Community is a companion to their Autism Navigator How-To Guide for Families online, which includes self-guided course with 4 Guide Books and 2 Video Libraries. To learn more check out their website: https://families.autismnavigator.com/

    • The website Interacting with Autism (http://interactingwithautism.com/about) is a video-based website that presents reliable evidence-based information on Autism Spectrum Disorder (ASD). There are three main sections of the website that cover the following information:

      • 1) Understanding Autism - depicts the range, diversity and prevalence of ASD and the suspected causes and current means of diagnosis

      • 2) Treating Autism - provides an overview of the different approaches to treatment and a guide for parents on how to judge their effectiveness for their own child

      • 3) Living with Autism - deals with education, advocacy and resources for children, adolescents and young adults on the spectrum.

    • The website spectrumnews.org has a section titled Autism 101 (https://www.spectrumnews.org/features/special-reports/autism-101/), which has multiple articles based on the latest science to answer questions about Autism. There are articles under different categories including: Autism Theories and Research, Biological Factors, Diagnosis and Interventions, and Living with Autism. Check out the website to learn more.

    • Everyday Speech © 2023 has a YouTube channel with some great free videos to help with learning pragmatic language skills, social skills, problem solving skills, self-esteem, mindfulness and more. There are play lists of videos available for children of all age ranges (from preschool through to high school age). https://youtube.com/@EverydaySpeech

    • Secret Agent Society (SAS) Small Group Program: Solving the Mystery of Social Encounters ® is an evidence-based social skills program Program is designed to prepare children for life’s social and emotional challenges in a fun and effective way. SAS uses a spy-themed gamified learning program that captures children’s attention and engages them in learning key life skills including emotion recognition, emotion regulation, problem-solving skills, as well as social skills for building friendship and interacting effectively with others. The SAS Small Group Program is designed for children between 8 to 12 years of age. Dr. Cohen is a certified SAS Facilitator and offers runs groups throughout the year. Click here to find out more SAS Small Group Program with Dr. Cohen

    • Social Thinking (https://www.socialthinking.com/) is a community based resource to help parents learn strategies to support their children's social thinking skills. They have books, webinars and other resources to help with learning social thinking skills. Please see the website for details.

    • Consider checking out Everyday Speech's YouTube channel for some great free videos to help with learning pragmatic language, social skills, problem solving skills, self-esteem, mindfulness and more. There are play lists of videos available for children of all age ranges (from preschool through to high school age). https://youtube.com/@EverydaySpeech

    • Caroline Maguire, Med.Ed. is the author of a book called "Why Will No One Play with Me?". She has a website called https://carolinemaguireauthor.com/, which has resources for parents to work on social skills with their children. She also provided lots of great information for parents as part of a podcast/webinar for Additude Magazine's ADHD Expert's series (webinar #418 which can be found at https://www.additudemag.com/webinar/my-child-has-no-friends-adhd-social-skills/).

    • The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based social skills treatment for preschoolers, adolescents, and young adults with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), anxiety, depression, and other socio-emotional problems. It was developed at UCLA by PEERS® Clinic director, Dr. Elizabeth Laugeson. A virtual option that is being offered is called "PEERS Virtual Boot Camp" (not a KP covered benefit). It is a program through the UCLA PEERS Clinic and is open to use by children, teens, young adults, parents, professionals and educators. It included 35 pre-recorded episodes covering topics such as friendship skills, conversation skills, conflict resolution, handling bullying. Check out the following website to learn more: https://www.semel.ucla.edu/peers/course/peers%C2%AE-virtual-boot-camps

  • (adapted from https://www.autismspectrum.org.au/blog/6-childrens-books-about-autism):

    • Different Like Me: My Book of autism Heroes (Jessica Kingsley Publishers, 2005) Jennifer Elder

    • All Cats Have Asperger Syndrome (Jessica Kingsley Publishers, 2006) Kathy Hoopmann

    • All My Stripes: A Story for Children with autism (Magination Press, 2015) Shaina Rudolph and Danielle Royer

    • Can I Tell You About Asperger’s Syndrome? (Jessica Kingsley Publishers, 2003) Jude Welton

    • My Brother Charlie (Scholastic Press, 2010) Holly Robinson Peete and Ryan Elizabeth Peete

    • Since We’re Friends: An autism Picture Book (Sky Pony Press, 2012) Celeste Shally and David Harrington

    Some more recent books are listed below as well:

    • The Superhero Brain: Explaining autism to empower kids (boy) Paperback – March 15, 2017 by Christel Land

    • Uniquely Wired: A Story About Autism and Its Gifts Paperback – Picture Book, January 29, 2018 by Julia Cook (Author), Anita DuFalla (Illustrator)

    • A Different Kind of Brilliant by Louise E Cummins | Feb 25, 2019

    • This Is Me! I am who I'm meant to be!: Autism book for children, kids, boys, girls, toddlers, parents, teachers and caregivers by Amy Pflueger | Jun 26, 2021

    • See the link below for an article and description of "10 children's books that can help both kids and grown-ups see the beauty of neurodiversity, start to make the societal shift from mere awareness of autism to complete acceptance and inclusion, and better understand and celebrate autistic peers".

    • The Survival Guide for Kids with Autism Spectrum Disorder (And Their Parents) (Survival Guides for Kids) Paperback – June 15, 2021 by Elizabeth Verdick (Author), Elizabeth Reeve M.D. (Author), Nick Kobyluch (Illustrator)

      • The Survival Guide for Kids with Autism Spectrum Disorder focuses on "helping children gain new self-understanding and self-acceptance". The book is "meant to be read with a parent" and addresses questions such as “What is ASD?”, “Why me?”. It also "provides strategies for communicating, staying safe and smart online, making and keeping friends, and succeeding in school. Body and brain basics highlight symptom management, exercise, diet, hygiene, relaxation, sleep, and toileting. Emphasis is placed on helping kids handle intense emotions and behaviors and get support from family and their team of helpers when needed. The book includes stories from real kids, fact boxes, helpful checklists, and resources. Sections for parents offer additional information".

    • There are 6 primary steps to addressing a challenging behavior:

      • 1. Identify the behavior (define it in observable terms)

      • 2. Track the behavior

        • How often? How intense? How long does it last?

        • What are the patterns of antecedents and consequences associated with it?

      • 3. Investigate the patterns

        • What are the common antecedents?

        • What are the common consequences?

        • What is the function?

      • 4. Make a behavior plan and write it down

        • Proactive/antecedent strategies (Prevent the problem from occurring)

        • Reactive/consequence strategies (React in a consistent way that makes the challenging behavior ineffective and inefficient)

        • Teach functionally equivalent replacement skills (an alternative skill that is more effective and efficient)

      • 5. Implement the behavior plan for at least 1-2 weeks

      • 6. Keep measuring/tracking the behavior to evaluate whether the plan is working

    **If the behavior does not start to decrease in frequency, duration, and/or intensity after several days of implementation, and you do not see your child using the replacement behavior more frequently then it is important to re-evaluate your plan and make changes as needed.**

    • Important Reminders:

      • *There are 4 primary functions of behavior:

        • Positive or negative attention

        • Escape/Avoidance of an aversive situation/event

        • Access to desired item/activity

        • Sensory stimulation

      • It is essential to implement the plan with consistency, continuation, clarity, and simplicity.

      • Remember the behavior will often appear to get worse (Extinction Burst) before it gets better. Hang in there until the extinction burst is over (breath and remind yourself that it won’t last forever and that things will ultimately improve).

  • Click on the items below that you are interested in learning more about.

    • The website Go Zen provides a series of online social and emotional learning programs. They feature short animated videos and resources to help children and teens understand and deal with stress and anxiety. They also focuIfon teaching skills to he p children and teens to build resilience. If you are interested in learning more information check out their web-site: https://www.gozen.com

    • Child Anxiety Tales is an online parent training program that includes ten, 35-minute web-based animated modules that teach parents background and principles of cognitive-behavioral treatment, relaxation techniques, and step-by-step guidelines on helping children and adolescents understand how to manage anxiety. If you are interested in learning more information check out their web-site: https://www.copingcatparents.com/Child_Anxiety_Tales

    • Check out the UC Davis Mind Institute YouTube Video lectures about Anxiety for more information about anxiety treatments for children including children with neurodevelopmental differences such as Autism Spectrum Disorder. In their play lists under Anxiety, the following lectures are particularly informative: 2019-2020 Minds Behind the Mind Anxiety and Autism; 2017 and 2019 Summer Institute talks on Cognitive Behavioral Therapy (CBT) https://youtube.com/playlist?list=PL9iSuCbEEOGpeXCEh5_W9dqpM_CvOeOiN.

    • "Anxious to Calm for Teens" is a free virtual class that has generously been made available for both KP members & non-members between the ages of 12-17 by Southern California Regional Behavioral Health.

    • It is comprised of four, 60-minute independent classes. You can join at any point in the series.

    • Each virtual class is part of a series of 4 topics (What is Anxiety, Creating Healthy Thinking, Creating Healthy Behaviors, Tools for Managing Anxiety).

    • Select one or all 4 topics to complete registration. The series restarts approximately every 4 weeks.

    • The goal of this series is to help increase teens understanding of anxiety and to learn strategies to help reorient their thinking, take action, and make lasting positive change.

    • A similar class is also available for teens with concerns about depression.

      • If you are interested in taking the class click the link below to register: https://webinars.on24.com/fehbp/Classes

      • Check the box for each class you would like to attend and scroll to the bottom of the page to register. Each class has a unique joining link.

      • Classes are free of charge and open to both KP and non-KP members.

      • Classes are anonymous, with a listen and learn philosophy.

      • If you miss the live class you will have access to the recording of it.

      • Parents can take classes together with their child or teen (if appropriate) to be able to discuss class content and learn together.

      • Once your registration is complete, you will receive an email message that confirms enrollment and includes the information needed to join the selected class(es).

  • Click on the items below to learn more.

  • EMDR Therapy is a comprehensive therapy approach, useful for overcoming stressful experiences of all kinds — even deeply embedded memories or traumas, which can be the basis of your depression, anxiety, relationship challenges, phobias, fears, or performance issues.

    Explanation copied from: https://comprehensivetherapyapproach.com/what-is-emdr/what-is-emdr-therapy/

    <a href=”http://comprehensivetherapyapproach.com/what-is-emdr/what-is-emdr-therapy/”><img src=”http://comprehensivetherapyapproach.com/wp-content/uploads/2011/04/EMDR-Infographic-Large.jpg” alt=”EMDR Infographic – 2015″ width=”600″ border=”0″ /></a><br />Presented By <a href=”http://comprehensivetherapyapproach.com/what-is-emdr/what-is-emdr-therapy/”>ComprehensiveTherapyApproach.com</a>

  • Please see below for links to articles published on the use of EMDR in children who have experienced trauma including with children who have neurodevelopmental differences such as Autism and Intellectual Disability.

     

    1. Efficacy of Eye Movement Desensitization and Reprocessing in Children and Adolescent with Post-traumatic Stress Disorder: A Meta-Analysis of Randomized Controlled Trials Frontiers 

    Moreno-Alcázar, A., Treen, D., Valiente-Gómez, A., Sio-Eroles, A., Pérez, V., Amann, B. L., & Radua, J. (2017). Efficacy of Eye Movement Desensitization and Reprocessing in Children and Adolescent with Post-traumatic Stress Disorder: A Meta-Analysis of Randomized Controlled Trials. Frontiers in psychology, 8, 1750. https://doi.org/10.3389/fpsyg.2017.01750  

     

    2. Efficacy of EMDR Therapy for Children With PTSD: A Review of the Literature (Journal of EMDR Practice and Research) EMDR International Association 

    Beer, R. (2018). Efficacy of EMDR Therapy for Children With PTSD: A Review of the Literature. Journal of EMDR Practice and Research, 12(4), 177–195. https://doi.org/10.1891/1933-3196.12.4.177 

     

    3. EMDR With Children and Adolescents After Single-Incident Trauma An Intervention Study (Journal of EMDR Practice and Research) EMDR International Association  

    Hensel, T. (2009). EMDR With Children and Adolescents After Single-Incident Trauma An Intervention Study. Journal of EMDR Practice and Research, 3(1), 2–9. https://doi.org/10.1891/1933-3196.3.1.2 

     

    4. The Effectiveness of Eye Movement Desensitization and Reprocessing in the Treatment of Traumatized Children and Youth 

    Fleming, J. (2012). The Effectiveness of Eye Movement Desensitization and Reprocessing in the Treatment of Traumatized Children and Youth. Journal of EMDR Practice and Research, 6(1), 16-26.  http://dx.doi.org/10.1891/1933-3196.6.1.16 

     

    5. Eye Movement Desensitization and Reprocessing in adolescents with autism; Efficacy on ASD symptoms and stress 

    Leuning, E. M., van den Berk-Smeekens, I., van Dongen-Boomsma, M., & Staal, W. G. (2023). Eye Movement Desensitization and Reprocessing in adolescents with autism; Efficacy on ASD symptoms and stress. Frontiers in psychiatry, 14, 981975. https://doi.org/10.3389/fpsyt.2023.981975 

     

    6. EMDR treatment for people with intellectual disabilities: a systematic review about difficulties and adaptation 

    Schipper-Eindhoven, S. M., de Knegt, N. C., Mevissen, L., van Loon, J., de Vries, R., Zhuniq, M., & Bekker, M. H. J. (2024). EMDR treatment for people with intellectual disabilities: a systematic review about difficulties and adaptations. Frontiers in psychiatry, 14, 1328310. https://doi.org/10.3389/fpsyt.2023.1328310 

  • Click on the items below that you are interested in learning more about.

  • San Diego Regional Center is a state-funded, private nonprofit organization which contracts annually with the State Department of Developmental Services to provide services for clients age 3 years and older with a qualifying developmental disability (Intellectual Disability, Cerebral Palsy, Epilepsy, Autism, and/or conditions similar to intellectual disability that require treatment similar to that required by a person with intellectual disability).

    California Early Start is a part of San Diego Regional Center and is federally funded program through Part C of the Individuals with Disabilities Education Act (IDEA). This program is designed to ensure that eligible infants and toddlers (birth up to age 3 years) and their families receive evaluation and assessment of their current development. Eligibility for services is based on developmental delay of at least 33% in one of five areas (Cognitive, Physical/Motor, Communication, Social/Emotional, Adaptive Skills), established risk, or high risk for developmental disability based on two or more factors.

    San Diego Regional Center/California Early Start are the payers of last resort, which means that they may provide resources if a person is a Reginal Center client, and is not receiving services or has been denied coverage of services through their insurance plan.

    Contact Early Start or the Regional Center to request an assessment for services if you think that your child may be eligible. Making this request starts with a phone call to one of the below phone numbers depending on your child's age.

    -For Children Age 0-3: email Esint@sdrc.org or call 858-496-4318

    -Individuals Age 3 and Over: email intake@sdrc.org or call 858-576-2938

    Additional information about applying is available on their website: https://www.sdrc.org/apply

    They also have a wealth of community resources on their website: https://www.sdrc.org/resources

  • Kinship Support Services | YMCA of San Diego County (ymcasd.org) - Provides support to kinship caregivers, who are relatives raising the child of another family member. For more information about Kinship Support Services, please contact Melissa Brooks via email or phone at (619) 719-9179

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Reach out today to join hands in creating a brighter future for your children. Let's collaborate to support their development and well-being.

Please note: This form is intended for general questions only. Any details regarding patient information should be sent using a HIPAA secure modality: either the form on our contact page or via HIPAA Secure email: Samantha.Cohen@hushmail.com.