Links
PASE is Reading
PASE Recommended Reading List
ADHD:
Understanding ADHD: Attention Deficit Hyperactivity Disorder by Christopher Green and Dr. Kit Chee
Talking Back to Ritalin: What Doctors Aren’t Telling You About Stimulants and ADHD by Peter R. Breggin, M.D.
Biomedical:
Overdosed America by John Abramson
Healing the New Childhood Epidemics: Autism, ADHD, Asthma and Allergies: The Groundbreaking Program for the 4-a disorders by Kenneth Bock, Cameron Stauth and Korri Fink
The Kid-Friendly ADHD and Autism Cookbook: The Ultimate Guide to the Gluten-Free, Casein-Free Diet by Pamela J. Compart, Dana Laake, and Sidney MacDonald Baker
Enzymes for Autism and Other Neurological Conditions by Karen L. DeFelice
Special Diets for Special Kids: Understanding and Implementing a Gluten and Casein Free Diet to Aid in the Treatment of Autism and Related Developmental Disorders by Lisa S. Lewis, Ph.D
Louder Than Words by Jenny McCarthy
Mother Warriors: A Nation of Parents Healing Autism Against All Odds by Jenny McCarthy
Is this Your Child? By Doris Rapp
Deafness/Hearing Impairment:
Choices in Deafness: A Parent’s Guide to Communication Options by Sue Schwartz (for parents of a newly diagnosed child).
Facilitating Classroom Listening: A Handbook for Teacher’s of Normal and Hard of Hearing Students by Carol Flexer
Children with Cochlear Implants in Educational Settings by Mary Ellen Nevins and Patricia Chute
Dyslexia:
Overcoming Dyslexia by Sally Shaywitz, MD
Language & Literacy Development:
Legal/Advocacy:
Wrightslaw: The Special Education Survival Guide: From Emotions To Advocacy by Peter W. Wright, Pamela Darr Wright
Wrightslaw: Special Education Law by Peter W. Wright, Pamela Darr Wright
Therapies:
The Social Skills Picture Book by Jed Baker, Ph.D
The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children by Ross W. Greene, PhD
Relationship Development Intervention with Young Children by Steven E. Gutstein and Rachelle K. Sheely
It’s So Much Work To Be Your Friend: Helping the Child with Learning Disabilities Find Social Success by Richard Lavoie
Graduated Applied Behavior Analysis by Bobby Newman, Ph.D., B.C.B.A. Director of Training, AMAC.
Behaviorspeak-A Glossary of Terms in ABA by Bobby Newman, Ph.D., B.C.B.A.,Kenneth R. Reeve, Ph.D., Sharon A. Reeve, Ph.D., B.C.B.A., Carolyn S. Ryan, M.Phil, B.C.B.A..
Behavioral Detectives- A Staff Training Exercise Book in ABA by Bobby Newman & Dana R. Reinecke.
Behaviorask-Straight Answers to your ABA Programming Questions by Bobby Newman, Ph.D., B.C.B.A., Dana R. Reinecke, Ph.D., B.C.B.A., Tammy Hammond, M.A., B.C.B.A.
Sensory Processing Disorder:
The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder by Carol Stock Kranowitz
The Out-of-Sync Child Has Fun: Activities for Kids with Sensory Processing Disorder by Carol Stock Kranowitz and T.J. Wylie
Sensational Kids: Hope and Help for Children with Sensory Processing Disorder by Lucy Jane Miller and Doris A. Fuller
PASE is Discussing
April 2013
Thank you to April College Panel Participants: Adelphi University, Curry College, Landmark College, Mitchell College & New York University
October 2012
Thank you to our Featured Speaker & Guest for October: New York State Senator Jack Martins.
June 2012
Thanks to the Plandome Women’s Club for their generous donation to Manhasset PASE for our Summer Reading Program on 6/11/12.
May 2012
Thanks to the Manhasset Community Fund for their generous donation to Manhasset PASE for our Summer Reading Program on 5/ /12!
March 2012
Thanks to the Flower Hill Womens Club for their generous donation to Manhasset PASE for our Summer Reading Program on 3/14/12!
August 2011
The PASE sponsored, district run Summer Reading Program ended on 8/11/11. Thanks to Ms. Melissa Vincent and Mr. Andrew Clarke for all their hard work!
June 2011
Thanks to the Plandome Women’s Club for their generous donation to Manhasset PASE for our Summer Reading Program on 6/3/11.
May 2011
Thanks to the Manhasset Community Fund for their generous donation to Manhasset PASE for our Summer Reading Program on 5/14/11!
April 2011
Manhasset PASE donates Wii consoles to Shelter Rock and Munsey Park’s after school CAPP programs.
June 2010
Thank you to the Plandome Women’s Club for their generous donation to Manhasset PASE on 6/8/10!
May 2010
Thank you to the Manhasset Community Fund for their generous donation to Manhasset PASE on 5/2/10!
Thank you to the Women’s Club of Flower Hill for their generous donation to Manhasset PASE!
Thanks to Dr. Dana Reinecke and Dr. Kim Shamoun and their staffs for running the successful winter sessions of our After School PASE Friendship Club at Munsey Park and Shelter Rock! The program, available for 2nd Graders on Monday afternoons, ran from February 1st through April 19th.
March 2010
A special thanks to the following local businesses that generously donated prizes for our Wine Tasting Raffle held on Saturday, 3/6/10: Gallery Couture, Estee Lauder, Whole Foods and Varietal Wines!
February 2010
PASE holds fundraiser at Wendy’s on 2/5/10 to raise money for the PASE Friendship Club.
Nine week Friendship Club starts at Munsey Park and Shelter Rock on Monday, 2/1/10.
October 2009
PASE announces the implementation of two After School pilot programs.
- An Art Therapy Program, led by Peggy Leder, for students in grades 7th through 12th, will run on Monday afternoons from 3:15pm to 4:15pm in the Middle School Art Room for eight weeks starting October 19th.
- A Friendship Club formed to address social concerns, led by Dana Reinecke, for students in Second Grade, will run Monday afternoons from 3:30pm to 5pm at Munsey Park for eight weeks starting October 26th.
Our Barnes & Noble BookFair will take place on Thursday, October 22nd through Sunday, October 25th at the Manhasset store. We will be hosting a raffle table during the weekend event. However, the PASE voucher can be used at any Barnes & Noble location.
November 2008
On Sunday, November 16, 2008, Great Neck South High School hosted an inaugural Blazing Trails Four Mile Run for Autism. Over seven hundred runners participated, including Team Manhasset! PASE President Stella Spanakos thanked MHS speech therapist Melissa Slobin for organizing Team Manhasset and congratulated everyone on a great finish. Team Manhasset consisted of MHS special education teachers Rebecca McKee and Meryl Ortiz, Coach Uellendahl (who took fourth place for his age group), student Nicholas Spanakos-Kitsos, parents and family members, Stella Spanakos, Loren King and her brother. It was an amazing event and everyone survived the killer hills on the campus race course.
May 2008
PASE is pleased to announce that we have received a grant of $5,000 from our participation in CIBC World Markets Miracle Day. We presented a check to the Manhasset School District which will go towards the purchase of FM Systems in the elementary schools. (Refer to October 2007 for more information on FM Systems.)
April 2008
This month, we focus on the educational needs of students with Dyslexia. According to G. Reid Lyon from the International Dyslexia Association, “Dyslexia is defined as a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit with the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
The diagnosis of dyslexia reflects a reading difficulty that is unexpected for a person’s age, intelligence, and level of education. It is a clinical diagnosis based on a thoughtful synthesis of information from the child’s personal and family history, from observations and tests of her reading and language. The three steps of the evaluation process are: 1) Establish a reading program according to age and education 2) Gather evidence supporting its “unexpectedness”, high learning capability may be determined solely on the basis of an educational or professional level of attainment. 3) Demonstrate evidence of an isolated phonological weakness, with other higher level language functions relatively unaffected.
Some tests used to evaluate are the Woodcock Johnson III and Woodcock Reading Mastery test, revised/normative update to assess reading in school age children. The Gray Oral Reading Tests are the only ones that measure accuracy, rate and comprehension. Helpful spelling tests include the Written Spelling/Four and the Wide Range Achievement Revised test and the Wechsler Individual Achievement Test III. After a child is evaluated, look for patterns to diagnose dyslexia: 1) Difficulty reading single words and particular difficulty decoding nonsense or unfamiliar words; 2) Reading comprehension often superior to decoding individual words; 3) Inaccurate and labored oral reading of passages; 4) Trouble reading small function words-that, is, an, for; 5) Slow reading and 6) Poor spelling.
Step two of the evaluation is to gain a sense of her learning capability. This can be accomplished by taking a history and listening for indications of her strengths as well as the problems she has experienced, interviewing and observing, and tests of cognitive ability. Step three considers if there is a phonologic weakness and if its part of a more generalized language problem affecting all components of the language system. The Comprehensive test of Phonological Processing assesses a broad array of phonologic. The Peabody Picture Vocabulary Test and the Boston Naming Test are other valuable tests. Tests of reading {accuracy, fluency, and comprehension}, spelling and language represent a core battery for the diagnosis of dyslexia.
What can a parent do? Observe your child’s language development. Be alert for problems in rhyming, pronunciation and word finding. Observe your child’s ability to connect print to language. If there are clues to problems with spoken language, learning letter names, and especially if there is a family history, have your child tested. The earlier the diagnosis is made, the better the results. Essentials of an effective intervention program include systematic direct instruction in phonemic awareness, phonics, spoken language, decoding, spelling, reading, sight words, vocabulary and concepts, reading comprehension strategies, practice, fluency training, and enriched language experiences.
March 2008
The Ectodermal Dysplasia (ED) syndromes are a group of about 150 heritable disorders that affect the ectoderm, the outer layer of tissue in a developing baby. ED syndromes affect both males and females of all races and ethnic groups.
The ectoderm contributes to the formation of many parts of the body, including the skin, sweat glands, hair, teeth, and nails. During embryonic development, these and/or other parts of the baby’s body, including the lens of the eye, parts of the inner ear, the fingers and toes, or nerves, among others, may fail to develop normally. When a child has at least two types of abnormal ectodermal features—for example, malformed teeth and extremely sparse hair—the child is identified as being affected by an ED “syndrome.” Each of the roughly 150 ED syndromes represents a different combination of abnormalities. Physical symptoms can range from mild to extremely severe.
How many people are affected by ED? No one is really sure. The latest estimate, published in the 1990 edition of The Birth Defects Encyclopedia, is that as many as seven of every 10,000 babies are born with an ED syndrome.
Is there a cure for ED? No, there is no cure for ED, but many treatments are available to address the symptoms. Research is ongoing to learn more about how genes cause ED syndromes, what may be done to prevent such disorders in the future, and how to better treat those who are affected. Because the disorders are complex, a team of doctors and dentists, rather than a sole practitioner, typically provide care for individuals affected by ED syndromes.
February 2008
This month, we focus on Sensory Processing Disorder (also referred to as Sensory Integration Dysfunction). PASE welcomed Mindy Markowitz, an Occupational Therapist working at Manhasset’s Middle School, to discuss therapies for SPD.
Sensory Processing Disorder (SPD) is a complex disorder of the brain that affects developing children. Children with SPD misinterpret everyday sensory information, such as touch, sound and movement. Depending on which type of SPD a child has, he may feel as if he is overwhelmed with information, he may seek out intense sensory experiences, or he might have other symptoms. This can lead to behavioral problems, difficulties with coordination, and other issues. Effective treatment is available, but far too many children with SPD are misdiagnosed and not properly treated.
Both children with autism and those with sensory processing disorder show difficulties with high-level tasks involving the integration of different brain areas. These include complex sensory functions and also emotional regulation. Typically, though, the deficits seen in children with autism, with greater sparing of higher-order functions in areas like language, social affiliation, and empathy. Many children with SPD are not diagnosed as being on the autism spectrum because they do not experience breakdowns in the connections that control social affiliation and emotional empathy.
Like children with autism, children with sensory processing disorder typically show signs of problems with the long-distance connections that integrate different areas of their brains, with the cerebellum (which helps to regulate and ‘smooth out’ the brain’s different perceptions and responses), and with the frontal lobes (which help coordinate brain activities).
January 2008
This month, we focus on the educational needs of students with Autism with our guest speaker, Dr. Bobby Newman.
Autism affects 1 out of every 150 children, usually a male, and is more epidemic than all other childhood diseases, but receives less federal funding than any other. In the time that we have spent on today’s presentation, three families were given the diagnosis that their child is on “The Spectrum”.
Dr. Bobby Newman’s resume reads like an encyclopedia in the field of Autism. He was the first BCBA in New York State, the first president of The NYS ABA Association, a recipient of numerous awards, author of four books on the subject of ABA and is currently the director of training for AMAC. Dr. Newman has been a consultant with Manhasset Public Schools for several years and has helped develop the Secondary School Life skills Program.
Applied Behavior Analysis
“Autism is thought to be caused by a random biological flaw; the word conjures up images of social withdrawal, rocking, loss of language, and delayed intelligence. Embarrassment going out in public. Sleepless nights. Constant vigilance about intellectual progress. Constant worry about the best type of treatment. So many treatment options are available, but parents and providers struggle as to which one will provide the best chance for the child.
Applied Behavior Analysis (ABA) is the most promising approach. Based on a science of behavior, with carefully controlled research findings to support the effectiveness of their strategies, ABA emphasizes an individual approach towards each child. With constant monitoring through data collection, the most effective therapeutic strategies are discovered and put into place to maximize the development of the individual. Studies have shown that about half of the young children receiving ABA services at an early age grow to be indistinguishable from their peers.
Thinking about the best approach to treat autism? Review the data. Consider the research. “
The above quoted information is taken directly from the New York State ABA website: www.nysaba.org
December 2007
This month, PASE welcomed Dr. Michael Elice as our guest speaker. Dr. Elice, a Board certified pediatrician, and his partner, Dr. Marvin Boris, an allergy and immunology specialist, have been trained in the Defeat Autism Now! protocol for treating children with autism and other learning disabilities.
They treat the children through a variety of the Defeat Autism Now! protocol methods: the Gluten/Casein Elimination Diet, the Feingold Diet, Allergy Testing and Treatment, Digestive Enzymes, and through Chelation, Hyperbaric and Autoimmune therapies.
November 2007
This month, we focus on the educational needs of students with Attention Deficit Hyperactivity Disorder (ADHD).
ADHD is a neurological condition which is thought to be due to an imbalance in the brain’s neurotransmitter chemicals, norepinephrine and dopamine. This imbalance is mostly found in those parts of the brain responsible for self-monitoring (the frontal lobes). Researchers have now demonstrated these areas of dysfunction by using brain scanning techniques such as MRI and PET scans. The concept of ADHD is said to be controversial, but this controversy is most often generated in the media, not in reputable professional circles.
The medical community recognizes three basic forms of the disorder, as follows: Primarily inattentive: Inattentiveness to tasks or activities is the primary problem. Primarily hyperactive-impulsive: Impulsivity and inappropriate movement (fidgeting, inability to keep still) are the primary problems. Combined: This is the most common form and is a combination of the inattentive and hyperactive-impulsive forms.
At school, the two parts of ADHD present in different ways. The hyperactive-impulsive part results in the student rushing through work, settling slowly after a break, fidgeting, talking excessively and calling out in class. The attention deficit part affects organization, getting started with work, listening skills, the ability to focus on work and short-term memory. Memory problems can cause weakness in reading comprehension. In addition, most ADHD children are socially and emotionally immature for their age and are often targets for bullies because they overreact to taunting.
Having a student with ADHD in the classroom can be very challenging. Teachers need to grab the student’s attention by making eye contact, giving short, easy-to-understand instructions, asking students to repeat back information, using non-verbal cues to quiet them or to alert them that they are off-task (such as a hand on their shoulder). It is also important for a teacher to promote self-esteem in the classroom. Behavior management tools like sticker charts and reward systems are often invaluable.
October 2007
This month, we focused on the educational needs of students with the disabilities of Deafness and Hearing Impairment at our October meeting. Allison Goldstein, the district’s new teacher for the Deaf and Hearing Impaired, joined us at our meeting.
Everyday in the United States, approximately 1 in 1,000 newborns (or 33 babies every day) is born profoundly deaf, with another 2-3 out of 1,000 babies born with partial hearing loss, making hearing loss the number one birth defect in America. Even mild hearing loss can significantly interfere with the reception of spoken language and educational performance. Research indicates that children with unilateral hearing loss (in one ear) are ten times as likely to be held back at least one grade compared to children with normal hearing. Similar academic achievement delays have been reported for children with mild hearing loss. These children miss 25-50% of spoken language in the classroom, and may be inappropriately labeled as having behavior or attention problems.
Classrooms are often noisy environments which can interfere with any child’s performance. The combination of noise and reverberation (sound echo) has an adverse effect on speech understanding. The teacher’s voice (the signal) must be heard above the noise level in order for children with hearing loss to understand as well as the other children in the same room.
Teachers can improve the signal-to-noise ratio by wearing wireless microphones, with the voice transmitted through personal FM systems to individual children wearing FM receivers, or by transmitting the signal through classroom FM amplification systems to speakers around the room. These types of systems amplify the teacher’s voice (the signal) selectively, resulting in a desirable positive signal-to-noise ratio. Other benefits can be gained with reducing the noise and reverberation in the classroom with sound absorbing tiles, carpets and drapes.
September 2007
The purpose of PASE Is Discussing is to provide another forum for members to share their own experiences and insights with the membership of PASE.
Upcoming discussions for the 2007-2008 School Year include articles regarding various disabilities that impact our children including Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, Deafness, Dyslexia, Ectodermal Dysplasias, Hearing Impairment, and Sensory Processing Disorder.
Apraxia, Auditory Processing Disorder, Language and Speech Impairment, and Visual Impairment are disabilities that will be covered during the 2008-2009 School Year.
Links
Websites Recommended by PASE Officers and Members:
www.ASHA.org – The American Speech-Language-Hearing Association (ASHA) offers information and web/telephone seminars on a variety of topics.
ww.autismspeaks.org – Sign-up for e-speaks newsletter from the organization dedicated to funding global biomedical research into the causes, prevention, treatments and cure for autism and to raising public awareness about autism.
www.chadd.org – National organization for Children and Adults with Attention Deficit Hyperactivity Disorder.
www.childbrain.com– Useful pediatric neurology
www.elija.org – The Elijah foundation of Long Island provides ongoing seminars and workshops to address the wide range of challenges associated with Autism Spectrum disorders.
www.feingold.org – The Feingold Association of the United States offers information on eliminating food additives to improve attention and behavior.
www.hellofriend.org – Hello Friend: Ennis William Cosby Foundation
www.interdys.org – International Dyslexia Association (IDA) www.ld.org – Sign-up for the free e-publication of the National Center for Learning Disabilities (NCLD) newsletter.
www.nfed.org – National Foundation for Ectodermal Dysplasia
www.northshorechildguidance.org – North Shore Child and Family Guidance Center, a pediatric mental health agency located in Manhasset, provides Social Skills Groups and Parent Training and has psychiatrists and social workers on staff.
www.nysaba.org – The New York State Association for Behavior Analysis, Inc.’s comprehensive website.
www.ortonacademy.org –Academy of Orton-Gillingham Practitioners and Educators
www.sensory-processing-disorder.com – A comprehensive website regarding sensory processing disorder
https://theliac.org-Long – Island Advocacy Center-provides advocacy,training and support for families of individuals with disabilities
https://liparentcenterliu.org – Provides parents of children with disabilities with information and resources to promote meaningful involvement in their children’s education programs
https://lifesworc.org/service/family-center-for-autism-Family – Center for Autism-inclusive environment where people of all ages can explore a variety of activities and programs
https://nfil.net-New – Frontiers in Learning-executive function coaching
https://opwdd.ny.gov-Office – For People with Developmental Disabilities