Gen.1.2 Sarah – Challenging Behaviour

August 2013

Sarah was age 7 plus when she first came to my lessons at the end of 2012. When I first met her I was shocked to see her challenging behaviour. In my therapy I always focus on the preschoolers as they are of a small size. When they have challenging behaviour I can easily cuddle them or roll the unto a weighted blanket. Sarah’s size is more than half of my size. How could I cuddle her? My weighted blanket has only enough weight for the preschooler. I want to thank her father for his cooperation to stay in together during the therapy lesson.

Sarah has Rebound Therapy, she really enjoy it, she has a natural movement in RT though she may not want to follow what I told her to do. Instead of asking her to follow me I rather choose to follow her and enter into her world. Then Sarah and I can become one, we become good friends. Once this relationship is developed. Sarah will learn to trust me. Trust will lead Sarah to follow my therapy lesson.

According to Sarah’s parents, Sarah will pinch them when she is not happy or when she becomes frustrated. This really happened in front of me, she pinched her parents. This is really shocking. In my mind I was thinking “How can Sarah made to understand how we feel when she pinches us”? The way I responded to Sarah might not be the way a lot of therapists do, but this has stopped Sarah from pinching people when she is not happy or frustrated. With the consent from her parents, I hold Sarah’s finger to pinch her back. I did that and it is painful to my heart but this has stopped Sarah from pinching, even if she want to pinch, she just touches your hand and she pushes and thinks, then she stops.

There are no standard procedure to work with children with learning challenges, one really has to understand and know when to use which method of therapy and learning to help them. Is Sarah an autistic child? Does she has brain out of balance that causes her to have such behavior? Until I pinched her, she did not understand she was hurting other people. She could not put herself into the other person’s situation.

 

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Caleb – ability

August.

Time really flies so fast. Caleb has transformed from a boy who hardly could sit still to listen, to someone who can now attend a lesson. Caleb is much different from other children, although his speech and communication processing are not bad, this does not mean Caleb does not have learning challenges.

Caleb gives the impression, he has a tough time to recall what has been taught to him. One needs to be very patient to work with Caleb, as he has his own thoughts. There are times when Caleb is able to recall the words being taught to him but he pretends he does not know. In my opinion, perhaps Caleb uses this as a strategy  to get attention from the adults.

When I do “one to one” teaching with Caleb he is able to read the words, however when I one teacher works with two children, Caleb  starts acting as if he doesn’t know how to read. In reality Caleb is able to read the words. I believe Caleb is seeking attention.

Caleb’s parent are full-time employed, after attending my lessons Caleb will be go to the care provider’s home. Then in the evening before dinner time, his parent will fetch him back home.

What amount of quality time can his parents provide to him? Caleb actually has a good general knowledge, he can apply tools and instruments and he figured out a strategy to get adults to attend to him.

 

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Ian – Music & reading

July – August.

all the instruments are made from recycled and...

all the instruments are made from recycled and salvaged materials (Photo credit: Shira Golding)

These two months, Ian has shown a remarkable improvement, prior to this Ian was unable to follow the music class but now he can. The music teacher and us are planning for a percussion performance with instruments made from recycled materials. What a surprise! Ian is able to play the drum in accordance with the rhythm. Compared to six months ago, his attention span and concentration have improved remarkably. Apart from the early intervention programme, I noticed the diet also has play a role in child development. Having a good gut system will help to absorb the nutrients and supply them to the brain.

I  noticed that putting Ian and the other children first through a therapy lesson, they become more focused and more confident. I can see Ian is more confident in communication and reading. He is now learning sight words and counting concept. Ian is able to read most of the nouns, words that he can see in concrete.

Feedback from his mom, she said they can now even take him to the movies. Ian is able to sit through till the movies finish. Before he attended my lessons, Ian was not able to endure till the movie finishes. Ian started attending my lessons in March 2012, he came in without concrete response and no developed speech . Today he responds so well, I’d say it is God‘s healing to Ian. His development is not just in cognitive but also in social skills.

When we do a lesson or game where the children have to take turns, Ian is now able to wait for his turn to present the matching card. When I think back these past months of developing Ian, I feel thankful for the support of his parents who journey together to help Ian. His dad will take him out for adventure, there Ian will have to learn to adjust himself to a new environment.

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Vaccines- how much do we know ?

Vaccines

re 2-Phenoxyethanol (2-PE) and Mercury the real causes of Autism, ADD/ADHD? See below.

Why is Toxic Aluminum, (Found in ADD/ADHDAutism, Alzheimer’s, etc), added to Vaccines? See below.

Why do more boys than girls get Autism, ADD/ADHD and all other Disabilities?

Gender- Selective toxicity of Thimerosal – Departments of Medicine and Laboratory Medicine and Pathobiology, University of Toronto,
Ontario, Canada.

Thimerosal Kills all Male Mice, all Female Mice Lived in Research Study

Autism occurs approximately four times more frequently in males compared to females; thus, studies of Thimerosal toxicity should take into
consideration gender-selective effects. The study was originally undertaken to determine the maximum tolerated dose (MTD) of Thimersosal in
male and female CD1 mice. However, during the limited MTD studies, it became apparent that Thimerosal has a differential MTD that depends on
whether the mouse is male or female. At doses of 38.4-76.8mg/kg using 10% DMSO as diluent,
 Seven of Seven Male Mice Died compared to Zero
of Seven Female Mice tested using Thimerosal.

Thimerosal (Mercury in Vaccines) New Study Proves Thimerosal Induces Autism-like Neurotoxicity, Posted by sakerfa on July 10, 2009
New scientific study proves that the mercurial compound used as vaccine preservative called ‘Thimerosal’ induces neural damage similar to
that seen in autism patients: Thimerosal-induced cellular damage as evidenced by concentration and time-dependent mitochondrial damage,
reduced oxidative-reduction activity, cellular degeneration, and cell death in the in vitro human neuronal and fetal model systems studied.
Thimerosal at low nanomolar (nM) concentrations induced significant cellular toxicity in human neuronal and fetal cells. Thimerosal-induced
cytoxicity is similar to that observed in AD pathophysiologic studies. Thimerosal was found to be significantly more toxic than the other metal
compounds examined.

Sept. 30, 2009
(Austin, Texas) – A research study published in a leading scientific journal, NeuroToxicology, found that a Hepatitis B vaccine containing the
mercury-based preservative thimerosal caused significant delays in the acquisition of critical survival reflexes in newborn rhesus macaque
monkeys
. In this first-ever study comparing vaccinated animals with unvaccinated controls, thirteen of the animals were given a Hepatitis B
vaccine containing a standardized amount of thimerosal to match that given to babies; four received a saline placebo, and three were not given
any shots.  
The unvaccinated animals developed normally. Delays in vaccinated infants involved three critical reflexes associated with feeding,
which are essential for survival in the wild.

Although the FDA and American Academy of Pediatrics recommended in 1999 that thimerosal be removed as soon as possible from vaccines in
the US, it is still used as a preservative in flu shots, including the recently licensed H1N1 vaccines.  Flu shots are currently recommended for
pregnant women and children 6 months of age and older. Thimerosal is still routinely used in Hepatitis B and numerous other vaccines
worldwide.

Aluminum in Vaccines
Many vaccines contain aluminum, including:
•        Hepatitis A —- Hepatitis B —- DTaP (diphtheria, tetanus, pertussis)
•        Hib vaccine —- Pneumococcal vaccine —- Gardasil (HPV vaccine)
•        Polio —- Meningitis

Why is aluminum a dangerous ingredient in vaccines?
When you get a vaccine, the aluminum compounds the vaccine and accumulates at the site of the injection and travels to your brain. Once it
reaches your brain, the aluminum enters neurons and glial cells (astrocytes and microglia). Studies show that aluminum can activate microglia
for long periods of time, meaning that the aluminum in your vaccine is triggering your microglia to overreact.

The next vaccine you get will trigger the enhanced inflammatory reaction and release the excitotoxins glutamate and quinolinic acid.
Excitotoxins kill nerve cells and damage cell structures. If you come down with an infection, are exposed to more toxins, or have a stroke or
head injury of any kind, this will magnify the inflammatory reaction occurring in your brain due to the vaccines.

Research suggests that the more your immune system stays activated, you increase your risk of suffering from neurodegenerative diseases.
The aluminum hydroxide used in many vaccines has been clearly linked to symptoms associated with 
multiple sclerosis, Parkinson’s disease,
ALS (Lou Gehrig’s disease), and Alzheimer’s disease.

Researchers also discovered that vaccines containing aluminum could trigger immunological responses associated with autoimmune
conditions like chronic fatigue syndrome and macrophagic myofasciitis,
 a condition that causes profound weakness and multiple neurological
syndromes, one of which 
closely resembles multiple sclerosis.

Dr. Mercola advises a more sensible and “user-friendly” vaccine schedule first recommended by Dr. Donald Miller, one of the proponents of
vaccine safety in the   U.S.
– No vaccines until your child is at least 2-years-old
– No vaccines that contain thimerosal (mercury)
– No live virus vaccines
– The following vaccines should be given ONE AT A TIME, EVERY SIX MONTHS
When your child reaches the age of 2: pertussis (acellular, not whole cell), – Diphtheria —-Tetanus —- Polio (the Salk vaccine, which cultured in
human cells)

It’s important to remember that you can’t be forced to vaccinate your child or follow the CDC’s recommended vaccination schedule. Know and
understand your rights. The choice is yours.

Vaccines containing 2-Phenoxyethanol (2-PE), given at the same time as the MMR vaccine, may be the real cause of
Autism and other disabilities.

2-Phenoxyethanol (2-PE) is a chemical substance presently used as a preservative in several vaccines. 2-PE contains phenol, which has the
ability to inhibit phagocyte activity, meaning it is toxic to all cells
. The phenol in 2-PE is capable of disabling the immune system’s primary
response mechanism
. It can also cause systemic poisoning, headache, shock, weakness, convulsions, kidney damage, cardiac failure, kidney
failure, or death
. 2-PE also contains ethylene oxide, which is an irritant causing dermatitis, burns, blisters, and eczema.

Vaccines containing 2-Phenoxyethanol
At this time these are some of the vaccines containing 2-PE.

  • Hepatitis A Vaccine, Inactivated
  • Havrix® SmithKline Beecham Biological
  • DAPTACEL Manufactured by: Aventis Pasteur

2-phenoxyethanol in vaccines as an antibacterial agent. It has been and is being used in some vaccines as a replacement for Thimerosal,
(mercury). It’s overall industrial uses include perfumes, insect repellents, antiseptics, it is used in dyes and inks, germicides, pharmaceuticals
and cosmetics.

According to the MSDS sheet it is harmful if swallowed, inhaled, or absorbed through the skin, it is a severe eye and skin irritant and it may
cause reproductive defects.
 EPA data sheets show Chromosomal changes and genetic mutation effects in testing as well as testicular atrophy
and interference with reproductivity in mice. http://www.epa.gov/oppt/chemtest/pubs/phenoxet.htm (referenced the 5 and 10 page report links)

Polio Vaccine contains 3 types of polio viruses, neomycin, streptomycin, and polymyxin B, formaldehyde, and 2-phenoxyethanol, and a
continuous line of monkey kidney cells
. History shows us that Polio was nearly unheard of until the advent and widespread use of vaccines. Like
Autism the incidence of Polio increase following the increase of vaccines. Many vaccines include ingredients that weaken the immune system
leaving us susceptible to an illness that otherwise would not be able to successfully invade the body much like HIB.

If your child has been diagnosed with Autism, ADD/ADHD or behavior problem, getting a Nutritional Hair Mineral Analysis can help determine the
best course of action. Every child is different, so the Nutritional plan will be different for each child.

The above article is extract from http://www.nostudentleftbehind.org/Vaccines.html

 

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Ruth – excellent

August.

Time passed by very fast. It has been two months since I last updated my blog. This blog is about a real life experience with the children I work with. Each child has its own learning disorder and no standard procedure has been able to improve it. One will have to work with the child and discover what are the areas lacking in them.

Last month Ruth has gone back to her development doctor to have an evaluation of her development compared to 6months ago. According to her doctor Ruth has shown a remarkable improvement. She is able to write without seeing the print. Ruth is able to read and to comprehend what she reads. Ruth has developed the mathematical concept of addition and subtraction, how many, which is long/short, which is more/less, which is heavy/light. Ruth looks to be a normal child, with the skills a normal child needs in order to learn and the remarkable things is that Ruth has acquired these skills herself. However her doctor wants her to improve her writing skills further.

Her father and I have taken up the challenge to improve her writing skill. Now we have given her a daily task to do, apart from the therapy given to her to improve her finger flexibility. Her father was astonished to see Ruth’s ability able to write the letters.

Each day I discover new things with Ruth. One friday, Ruth shows me her writing book, I was surprised to see she is able to write in a neat and proper way. So I asked her “Who write it”? I want to call appa/father. Ruth replies “No need, I wrote it”. True enough her father said, it is Ruth who wrote it.

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Samantha – cognitive development

April – June

Time passed by so fast, Samantha has grown up in age. Will her cognitive development grow  proportionally with her age and maturity? It is a challenge to work with Samantha on cognitive development. Daily she has to gone thru all the therapy lesson including  Rebound Therapy.

Colors. Her mother has been teaching her on naming the colors since she was age 5. Till today she did not grasp the concept of names of colors. However she possesses the skill to sort out the color blocks according to the color grouping. Since Samantha is able to sort it out, I have transcribed it onto paper form for her to match 6 colors. To my surprise she can’t match the color? Is she color blind? If she is, how can she sort out the blocks according to the color? Instead of giving 6 colors to her, I have narrowed it down to three colors. Step by step I coach her  to allow her to find the colors to match. This also shows me, although Samantha looks at the worksheet, it does not mean the details are captured in her brain, hence she may not able to see what is printed on paper.

As we work on the color matching concept by narrowing down for her to focus, Samantha begins to match the colors. Though at the moment she still can’t name  the colors.

Alphabet. Another challenging area to work with Samantha is to see prints or letters. The same thing happens: she can’t see prints … not even match letter “a” to “a” in both 3Ds form or worksheet.

In June, Samantha’s mom asked me to take them for a healing rally “God‘s power”. We went on Friday despite of heavy rain. The believers come to pray for her.  Truly on the following Monday I can see Samantha is different. She begins to have the ability to see prints / letter.  She even can match alphabets while earlier she can’t see prints. We do  the matching on work sheet and printed alphabets. She also has the ability to match words like “Pot to pot”, “peg to peg”. Once her mom ask me, is there a miracle healing? My reply is “yes, if you believe. Now Samantha can see prints, don’t you believe it is a miracle healing”? All glory unto God.

This development was seen and witnessed by one of the student’s mother, she herself also can’t believe.  Samantha failed to see print/ alphabet and now she can see alphabet.

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Samantha 1.3 – language

May.

It is a year past, Samantha attended the programme with me. Has she improved? Well it depends on individual opinion and what you want from Samantha. Growing up from a Mandarin speaking background, she has improved in verbal communication with understanding in both Mandarin and English.

She is an amazing girl, though she can’t recognize prints (alphabet and number and color.) but she can carry out instruction tasks, eg. “Can you give me Jacob’s towel”? She will bring the towel to me. It shows that she is aware of her environment. In one occasion I told all the children to drink water … to my surprise Samantha will bring Jordan’s tumbler and pass it to Jordan. She passed other tumblers to respective children. After distributing all the tumblers, she will come to inform that Jordan didn’t want. Truly Jordan did not take the tumbler Samantha gave him. Samantha interpret that Jordan don’t want.

Daily Samantha has to gone thru the therapy lessons such as Rebound Therapy which has improved her attention span and focus. On RT I develop language to Samantha eg. jump, jump higher, bounce, bouncing, come here, wait. Samantha also shows a skill of understanding language processing . One day her mother asked her  “Do you want to bounce” her reply is “Later lah” . Truly after some time she eventually did go to have a free bounce.  It amazes me that she understands the meaning of the word “later”.

Teaching language skills to children with learning difficulties is not easy. All too often children will simply parrot what you say. Children need to develop expressive language, they have to learn to express themselves and make requests of what they need.

 

 

 

 

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Ian – new adventure

April-May

April is a challenging month to work with Ian. He understands more and processes communication better. He is able to understand what is “I want” and “I don’t want”. He is no longer parroting with this two phrases. Rebound Therapy integrated with other therapy method has really improved Ian to another level of learning and focus.

Ian is more outspoken with his language, the ability to communicate with four to five words in a phrase and sentence has improved. This two months we have been focusing to develop Ian to have better focus while doing table tasks. Looking into his gut system, Ian has added whole foods to his diet. This has also improved his gut system: having a good gut, Ian will able to absorb all the nutrients of the food. Daily Ian will have to go thru the therapy lesson before he is placed into cognitive development. The therapy lessons improved Ian’s brain plasticity. Rebound Therapy is provided to Ian daily. In RT, the children develop social skilsl by taking turns to bounce.

We look beyond therapy, we also look into his diet. Ian ‘s tantrum have decreases with an increase in focusing. His ability to remember words has improved. We are introducing nouns for transport. fruit, animals, stationery, name of colors, number words and  counting concept to Ian in these two months. In Ian’s cognitive development I am applying Montessori‘s concepts of teaching to deliver the lesson together with a multi senses  learning concept. Lessons are delivered in the form of games to attract Ian’s interest in learning.

It takes a lot of work to understand a child and to connect with him. This takes place in Ian too. Ian develops a relationship with me, hence my lessons to him will be lighter and we will both have to spend less effort to reach our goals.

 

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Samantha 1.1 – mother’s love

April 2012.

Date and year are important to me. It tells me the duration of day, month and year that I have worked  and grown with the children who have learning challenges in life.

Samantha joined me in mid April 2012. She is of age 6 when she first comes to join my lesson. From outlook, Samantha looks like a normal child. However an experienced therapist or doctor in development needs will see she has a learning challenge. (Special Needs Children).

Her mother has quit her job for the purpose to help to develop Samantha. They travel at least 65km a day to my centre. Wow that is a long distance driving through heavy traffic in the Klang valley, Malaysia.

Prior Samantha joined my centre, her mother has traveled with her to many therapist centres and hospitals for check up on her learning disorder. Yet no one could tell Samantha’s mother on what are the learning challenges Samantha has. What  happened to her brain ?  Her mother even hired a “one on one” tutor for her. However they cannot see a significant improvement in Samantha.

Oh what a sacrifices out of love, Samantha’s mother made: she left her career to develop her own daughter? I came across parents who can’t accept their own children with learning challenges. Samantha’s mother is a great mom.

First day in centre I look into Samantha’s communication processing. She doesn’t have much vocabulary in Mandarin and not a word of English she can understand. Gratefully thank God I am able to converse in Mandarin and English. My first task will be to see how far Samantha has and understanding of language processing. It will be a great challenge I think.

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Abel 1.3 – speech

April 2013.

Abel is such an amazing boy. His determination to develop himself is strong. Abel has improved from being not responsive to become responsive to communication despite his limitations in speech.

There is no short cut to develop a child with speech/communication processing challenges. I have first settled his tantrums by making him relate better with me. Feedback from Abel’s mother, she said Abel is now able to understand communication: eg. whenever Abel saw a toy car in the mall he will ask for it, if his parent don’t buy it for him, Abel will r0ll on the floor. However now Able no longer has such behaviour. He is able to understand what his mother told him. His mother said Abel will only watch the car and then walk away. There is really no standard method to develop a child, as all the children are unique. One has to really blend together with Abel and learn to understand him, then the program and lessons will be designed according to his needs for development.

I noticed the Rebound Therapy has really tuned down Abel’s tantrums. Daily Abel will ask for RT, after RT he will able to blend well into the lesson. Each time Abel wants something I will insist for him to name or say it out. Without saying it out he won’t get what he wants. I noticed Abel really makes an effort to say it out. In the beginning he will parrot what I say. However now he no longer imitates or follows what I say. Abel knows how to use the language and speak the right words at the right time. That shows to me Abel is now able to understand and effectively process communication.

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