03.31.09 - - Spread the Word to End the Word
Special Olympics is calling for a national day of awareness. Spread the Word to End the Word, on March 31, 2009. Special Olympics hopes to raise awareness that the use of the R-word (retard) is both dehumanizing and hurtful. Americans will be encouraged to use more respectful and inclusive language, especially when referring to people with intellectual disabilities. Spread the Word to End the Word was created by young people with and without intellectual disabilities. For more information about this day of awareness visit, http://www.therword.org or http://www.specialolympics.org/stw_resources.aspx.
Friday, March 27, 2009
Wednesday, March 18, 2009
SoonerCare moves to Patient-Centered Medical Home model
SoonerCare Choice Redesign
At the request of our provider community and with collaboration with our Medical Advisory Task Force, the Oklahoma Health Care Authority implemented a patient-centered medical home primary care delivery system on January 1, 2009. This model incorporates a managed care component with traditional fee-for-service and incentive payments. It is our intent to build on the successes already achieved in SoonerCare Choice to establish a patient-centered medical home for all SoonerCare Choice members.
For more info & tools from the Oklahoma Health Care Authority, click here.
Physicians can also take advantage of a free series of teleconference calls on Medical Home Implementation from the American Academy of Pediatrics.
Click here to listen to call #1 now and check out upcoming calls scheduled over the next 3 months.
At the request of our provider community and with collaboration with our Medical Advisory Task Force, the Oklahoma Health Care Authority implemented a patient-centered medical home primary care delivery system on January 1, 2009. This model incorporates a managed care component with traditional fee-for-service and incentive payments. It is our intent to build on the successes already achieved in SoonerCare Choice to establish a patient-centered medical home for all SoonerCare Choice members.
For more info & tools from the Oklahoma Health Care Authority, click here.
Physicians can also take advantage of a free series of teleconference calls on Medical Home Implementation from the American Academy of Pediatrics.
Click here to listen to call #1 now and check out upcoming calls scheduled over the next 3 months.
Monday, March 16, 2009
Webinar on prescription assistance program
The Rural Health Association of Oklahoma invites you to participate in an informative webinar about ways in which you can help uninsured Oklahoma residents gain better access to prescription medicines. Andy Fosmire, Managing Director of Rural Health Association of Oklahoma, invites Amy Niles, Chair Medical Relations/Advocacy of Together Rx Access, to discuss the impact of being uninsured and how Together Rx Access, a free prescription savings program, can help eligible uninsured residents gain immediate and meaningful savings on hundreds of prescription medicines right at their neighborhood pharmacy. The Together Rx Access Card is free to get and free to use.
Date: April 2, 2009
Time: 10-11 a.m. Central Standard Time
Click here to register
Date: April 2, 2009
Time: 10-11 a.m. Central Standard Time
Click here to register
Best Autism Websites for Teachers
Looking for great autism resources online?
Click here for a listing of Autism websites for teachers, homeschoolers, and service providers. Many of the websites have free printables such as data sheets, lesson plans, file folder games, TEACCH-based tasks, and transition resources.
If you're a parent, be sure to forward it to your child's teachers and IEP team! http://www.iKeepBookmarks.com/Best_Autism_Sites_for_Teachers
Click here for a listing of Autism websites for teachers, homeschoolers, and service providers. Many of the websites have free printables such as data sheets, lesson plans, file folder games, TEACCH-based tasks, and transition resources.
If you're a parent, be sure to forward it to your child's teachers and IEP team! http://www.iKeepBookmarks.com/Best_Autism_Sites_for_Teachers
TASH SPONSORS WEBINAR ON POSITIVE BEHAVIOR SUPPORTS (PBS)
Training Program Highlights More Effective Alternative To Abusive Aversion Therapies
Washington, DC (March 9, 2009)—TASH – the world's leading organization advancing inclusive communities through research, education, and advocacy – announced the launch of its Webinar Series on Positive Behavior Support (PBS).
Entitled "Positive Behavior Support: Designing and Implementing Effective Support Plans," the Webinar Series will take place April 15, 22, and 29, and May 6, 13, and 20. Each session will run from 3-4:30 p.m., EDT.
PBS relies on educational and systems change to minimize the occurrence of problematic behavior by enhancing the individual's quality of life and facilitating those skills that will promote communication and social relationships. PBS is a comprehensive approach that emphasizes the understanding of the person's problem behavior and building skills, so they may more meaningfully and competently participate in inclusive, natural, and community-based settings.
The Webinar Series will feature:
Session 1: Introduction to PBS (April 15)
Presenter: Sharon Lohrmann, Ph.D., The Boggs Center, Robert Wood Johnson Medical School – UMDNJ. Sharon Lohrmann, Ph. D., The Elizabeth M. Boggs Center, RWJMS-University of Medicine and Dentistry of New Jersey.
This session will provide an introduction to Positive Behavior Support (PBS) and a framework for the webinar series. Topics covered during this session will include the underlying principles of PBS and behavior patterns; considerations for effective planning and intervention design practices; and strategies helpful for encouraging others to adopt PBS in their practices. The session will help participants new to PBS to have a better understanding of this process and for those with existing familiarity the session will provide strategies and suggestions for promoting PBS within their circle of influence.
Session 2: Creating a Supportive Context: School-Wide PBS (April 22)
Presenter: Rob Horner, Ph.D., University of Oregon.
The webinar will present the core features of school-wide positive behavior support, and the impact of investing in a positive, school-wide social culture on (a) social behavior, (b) academic outcomes, and (c) the accessibility of the school for students with more severe disabilities. Discussion during the webinar will focus on the implications of school-wide PBS for large-scale change, the role of organizational systems, and the central role of families in successful schools.
Session 3: Key Elements of Functional Behavioral Assessments (April 29)
Presenter: Rob O'Neill, Ph.D., University of Utah.
This session will describe the basic outcomes to be achieved by the functional behavioral assessment process, as well as basic tools and strategies for conducting such assessments. Participants will see and learn about a sample of such tools, including rating scales, questionnaires, interviews, and direct observation formats.
Session 4: Designing Antecedent Support Strategies (May 6)
Presenter: Marti Snell, Ph.D., University of Virginia.
This session will cover those antecedent strategies that act to prevent students' problem behavior. Antecedent interventions can alter either immediate aspects of the situation or address events that influence control over the problem behavior, but are more distant to the setting where the problem behavior actually occurs (e.g., inadequate sleep or nutrition before school, infrequent ear infections). This session will address both.
Session 5: Selecting and Teaching Skills Alternative to Problem Behavior (May 13)
Presenter: Dan Crimmins, Ph.D. University Center for Excellence in Developmental Disabilities at Georgia State University, Atlanta, GA.
This session will cover the best solution to problem behavior: teaching the child a skill that can be used at the times and places where a problem occurs. Participants on the call will be asked to come prepared with a child for whom a functional behavioral assessment has been completed, so they can walk through the steps of deciding what to teach and how to teach a skill alternative.
Session 6: Using Social Praise and Reinforcement Strategies Effectively and Respectfully (May 20)
Presenter: Rose Iovannone, Ph.D., BCBA, University of South Florida.
This session will cover reinforcement strategies. Multiple research studies have shown that reinforcement and social praise, when used correctly, have resulted in improved student behavioral and academic outcomes. Case study examples will be used to demonstrate how school personnel in typical school settings effectively used function-based reinforcement to improve student behavior.
TASH is the international grassroots leader in advancing inclusive communities through research, education, and advocacy. For more information, contact Karen Buford at Kbuford@tash.org or call her at (202) 540-9020. To sign up for the Webinar Series, please visit TASH PBS Webinar.
Washington, DC (March 9, 2009)—TASH – the world's leading organization advancing inclusive communities through research, education, and advocacy – announced the launch of its Webinar Series on Positive Behavior Support (PBS).
Entitled "Positive Behavior Support: Designing and Implementing Effective Support Plans," the Webinar Series will take place April 15, 22, and 29, and May 6, 13, and 20. Each session will run from 3-4:30 p.m., EDT.
PBS relies on educational and systems change to minimize the occurrence of problematic behavior by enhancing the individual's quality of life and facilitating those skills that will promote communication and social relationships. PBS is a comprehensive approach that emphasizes the understanding of the person's problem behavior and building skills, so they may more meaningfully and competently participate in inclusive, natural, and community-based settings.
The Webinar Series will feature:
Session 1: Introduction to PBS (April 15)
Presenter: Sharon Lohrmann, Ph.D., The Boggs Center, Robert Wood Johnson Medical School – UMDNJ. Sharon Lohrmann, Ph. D., The Elizabeth M. Boggs Center, RWJMS-University of Medicine and Dentistry of New Jersey.
This session will provide an introduction to Positive Behavior Support (PBS) and a framework for the webinar series. Topics covered during this session will include the underlying principles of PBS and behavior patterns; considerations for effective planning and intervention design practices; and strategies helpful for encouraging others to adopt PBS in their practices. The session will help participants new to PBS to have a better understanding of this process and for those with existing familiarity the session will provide strategies and suggestions for promoting PBS within their circle of influence.
Session 2: Creating a Supportive Context: School-Wide PBS (April 22)
Presenter: Rob Horner, Ph.D., University of Oregon.
The webinar will present the core features of school-wide positive behavior support, and the impact of investing in a positive, school-wide social culture on (a) social behavior, (b) academic outcomes, and (c) the accessibility of the school for students with more severe disabilities. Discussion during the webinar will focus on the implications of school-wide PBS for large-scale change, the role of organizational systems, and the central role of families in successful schools.
Session 3: Key Elements of Functional Behavioral Assessments (April 29)
Presenter: Rob O'Neill, Ph.D., University of Utah.
This session will describe the basic outcomes to be achieved by the functional behavioral assessment process, as well as basic tools and strategies for conducting such assessments. Participants will see and learn about a sample of such tools, including rating scales, questionnaires, interviews, and direct observation formats.
Session 4: Designing Antecedent Support Strategies (May 6)
Presenter: Marti Snell, Ph.D., University of Virginia.
This session will cover those antecedent strategies that act to prevent students' problem behavior. Antecedent interventions can alter either immediate aspects of the situation or address events that influence control over the problem behavior, but are more distant to the setting where the problem behavior actually occurs (e.g., inadequate sleep or nutrition before school, infrequent ear infections). This session will address both.
Session 5: Selecting and Teaching Skills Alternative to Problem Behavior (May 13)
Presenter: Dan Crimmins, Ph.D. University Center for Excellence in Developmental Disabilities at Georgia State University, Atlanta, GA.
This session will cover the best solution to problem behavior: teaching the child a skill that can be used at the times and places where a problem occurs. Participants on the call will be asked to come prepared with a child for whom a functional behavioral assessment has been completed, so they can walk through the steps of deciding what to teach and how to teach a skill alternative.
Session 6: Using Social Praise and Reinforcement Strategies Effectively and Respectfully (May 20)
Presenter: Rose Iovannone, Ph.D., BCBA, University of South Florida.
This session will cover reinforcement strategies. Multiple research studies have shown that reinforcement and social praise, when used correctly, have resulted in improved student behavioral and academic outcomes. Case study examples will be used to demonstrate how school personnel in typical school settings effectively used function-based reinforcement to improve student behavior.
TASH is the international grassroots leader in advancing inclusive communities through research, education, and advocacy. For more information, contact Karen Buford at Kbuford@tash.org or call her at (202) 540-9020. To sign up for the Webinar Series, please visit TASH PBS Webinar.
Follow up on 1-time SSI payments
Social Security and Supplemental Security Income (SSI) Payments
The Social Security Administration has developed a leaflet describing the one-time payment of $250 which will go to Social Security and Supplemental Security Income (SSI) beneficiaries. This payment is authorized by the American Recovery and Reinvestment Act. The leaflet describes the timing of the payment, who is eligible for the payment, how payments will be made, impact on SSI eligibility, and what to do if the payment does not arrive. Affiliates of UCP and chapters of The Arc are urged to distribute this information to individuals and families whom they serve. The leaflet is available at:
http://www.socialsecurity.gov/pubs/10519.pdf
The Social Security Administration has developed a leaflet describing the one-time payment of $250 which will go to Social Security and Supplemental Security Income (SSI) beneficiaries. This payment is authorized by the American Recovery and Reinvestment Act. The leaflet describes the timing of the payment, who is eligible for the payment, how payments will be made, impact on SSI eligibility, and what to do if the payment does not arrive. Affiliates of UCP and chapters of The Arc are urged to distribute this information to individuals and families whom they serve. The leaflet is available at:
http://www.socialsecurity.gov/pubs/10519.pdf
Wednesday, March 4, 2009
Adapting Your Own Toys Workshop in Enid
March 31, 2009, Enid, OK
Participants will learn about the tools and materials needed to adapt toys, make a battery interrupter, and build a basic momentary switch. Instructions for building a recording switch also will be provided. Examples of toys that have been adapted will be available and, if time allows, the presenter will assist participants in problem-solving solutions for toys they would like to adapt.
There is a $20.00 materials fee for this workshop.
Click here for more details & registration information
Click here to register online (you must have the class code)
Participants will learn about the tools and materials needed to adapt toys, make a battery interrupter, and build a basic momentary switch. Instructions for building a recording switch also will be provided. Examples of toys that have been adapted will be available and, if time allows, the presenter will assist participants in problem-solving solutions for toys they would like to adapt.
There is a $20.00 materials fee for this workshop.
Click here for more details & registration information
Click here to register online (you must have the class code)
Parent to Parent Mentorship Training in Enid
March 10th, 2009 from 9 a.m. to 1 p.m.
This half-day course is offered in collaboration with the Oklahoma Family Network (OFN), Oklahoma’s parent-to-parent program for families raising children with special health care needs. The OFN links trained parent mentors to families who are just starting out raising a child who has developmental delays, medical needs or a disability. Support from a mentor is available whether the child is in an Oklahoma hospital or living at home. Mentors are not professional counselors or therapists, but rather experienced family members familiar with the emotions, fears, and realities that raising a child can present. Many of us with young children need the support of someone who has been there, done that. This course will teach parents about effective parent-to-parent mentorship, communication, conflict resolution and more. In parenting a child who has special needs, one can often feel isolated and overwhelmed. The program is simple — it is a relationship based on “I know, I understand, and I care.”
Click here for more details and registration information
Click here to register online (you must have class code)
This half-day course is offered in collaboration with the Oklahoma Family Network (OFN), Oklahoma’s parent-to-parent program for families raising children with special health care needs. The OFN links trained parent mentors to families who are just starting out raising a child who has developmental delays, medical needs or a disability. Support from a mentor is available whether the child is in an Oklahoma hospital or living at home. Mentors are not professional counselors or therapists, but rather experienced family members familiar with the emotions, fears, and realities that raising a child can present. Many of us with young children need the support of someone who has been there, done that. This course will teach parents about effective parent-to-parent mentorship, communication, conflict resolution and more. In parenting a child who has special needs, one can often feel isolated and overwhelmed. The program is simple — it is a relationship based on “I know, I understand, and I care.”
Click here for more details and registration information
Click here to register online (you must have class code)
SHAME: The Dark Heart of Reading Difficulties - 8 Video Segments
Statistically, more American children suffer long-term life-harm from the process of learning to read than from parental abuse, accidents, and all other childhood diseases and disorders combined. In purely economic terms, reading related difficulties cost our nation more than the war on terrorism, crime, and drugs combined.
Children who blame themselves for the struggle of learning to read are in serious psychological and intellectual danger. They are at risk of becoming ashamed of how they think, how they learn, and who they are.
These video modules produced by The National Center for Family Literacy are part of the the "Children of the Code" project. They highlight the emotional cost for children who struggle to read.
The first segment provides a good starting point for appreciating the "SHAME" that struggling readers experience. Next, "The Power of Shame" describes shame's painful life-long and often life-distorting effects. The next three segments explore the "Public Shame" of the classroom; the "Fear of Shame" felt by children as they anticipate being asked to read out loud in classrooms, and how both drive the "Secret Shame" that causes children to hide their reading difficulties from parents, teachers and peers. "Emotionally Learning Disabling" and "Avoidance" build on the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, "Cognitively Learning Disabling" begins our discussion of the `downward spiral of shame' and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to
read in the first place.
For more information on the Children of the Code projects as well as videos related to:
*** The history of the code and its effects on the world around and within us;
*** The cognitive, emotional, academic, and social challenges involved in learning to read
*** How the structure of the code affects learning to read it
*** What the brain- sciences are teaching us about learning and reading
*** and How teachers and parents can help their children learn to read better.
Visit the Children of the Code website
Children who blame themselves for the struggle of learning to read are in serious psychological and intellectual danger. They are at risk of becoming ashamed of how they think, how they learn, and who they are.
These video modules produced by The National Center for Family Literacy are part of the the "Children of the Code" project. They highlight the emotional cost for children who struggle to read.
The first segment provides a good starting point for appreciating the "SHAME" that struggling readers experience. Next, "The Power of Shame" describes shame's painful life-long and often life-distorting effects. The next three segments explore the "Public Shame" of the classroom; the "Fear of Shame" felt by children as they anticipate being asked to read out loud in classrooms, and how both drive the "Secret Shame" that causes children to hide their reading difficulties from parents, teachers and peers. "Emotionally Learning Disabling" and "Avoidance" build on the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, "Cognitively Learning Disabling" begins our discussion of the `downward spiral of shame' and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to
read in the first place.
For more information on the Children of the Code projects as well as videos related to:
*** The history of the code and its effects on the world around and within us;
*** The cognitive, emotional, academic, and social challenges involved in learning to read
*** How the structure of the code affects learning to read it
*** What the brain- sciences are teaching us about learning and reading
*** and How teachers and parents can help their children learn to read better.
Visit the Children of the Code website
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