participate in research on paediatric OT's

Dear colleagues, I am writing to invite you and your networks to participate in a mixed methods needs assessment study that our research team is conducting. The information collected in this study will assist in identifying the applications of the Canadian 24-Hour Movement Guidelines as a paediatric OT early intervention approach for young children with developmental disabilities. This research is a student, PhD project. We are looking to assess two main research questions: 1. Do Canadian paediatric OTs possess the competence, internal, and external factors required to incorporate the guidelines in early interventions for children with developmental disabilities? 2. What are Canadian OTs’ perspectives regarding their competence, and the practicality to incorporate the guidelines into early intervention practice? There are two opportunities for participation: a one-time virtual survey which will take approximately 20 minutes to complete, and a semi-structured virtual interview which will take approximately 30-45 minutes to complete. You can participate in one or both. This study will take place from January – April 2022. You are eligible to participate in this study if you have: Current registration with a provincial/territorial occupational therapy regulatory body with the ability to practice in Canada; Self-determined experience working with paediatric patients (3-4 years) with developmental disabilities; The ability to read and write in English or French*; Access to the internet. *Interviews will only be available in English. A more detailed explanation of the study rationale and procedures can be found in the letter of information attached to this email. If you are interested in participating in this study, please email Leah Taylor at ltaylo83@uwo.ca and provide your provincial registration number to confirm your eligibility. We would be most appreciative of your participation and your assistance in recruitment. Should you have any questions or require additional clarification, please do not hesitate to contact me. Thank you in advance for considering. Sincerely yours, Trish Trish Tucker, PhD (she/her) Research Director, Child Health and Physical Activity Laboratory Associate Professor & Associate Director – Research, School of Occupational Therapy, Western University Scientist, Children’s Health Research Institute Associate Scientist, Lawson Health Research Institute London, Ontario CANADA ttucker2@uwo.ca www.childpalab.ca

FREE Autism Summit

Holland Bloorview's FREE Autism Summit: Occupational Therapy Edition is this coming Saturday, December 10, 2022! This virtual knowledge translation event has been created in partnership with the Ontario Society of Occupational Therapists and we are thrilled to have over 1,800 participants already registered. Learn from experienced occupational therapists, OT researchers, autistic people, parents and caregivers, and other neurodivergent speakers as to how we can best support our autistic clients and their families through the implementation of neurodiversity-affirming and strengths-based practices. Share the summit link with your colleagues and others who may be interested in learning new ways of thinking about autism. The Basics: This 5 day virtual event is completely FREE! Each day we will broadcast 5 video interviews. Check the schedule tab to view the session topics. You will be able to view all 5 videos for 24 hours, starting at 8:00 am EST each day. The direct link to each days' 5 videos and the password will be EMAILED to you each day beginning on December 10, 2022 at 8:00 am EST. The emails will come from this email address (osot@osot.on.ca). If you don't see it in your mailbox, please check your junk folder. There will be 3 Holland Bloorview's Autism Summit - OT Edition LIVE webinar presentations taking place on December 10, 12 and 13 at 12:00 pm EST. The topics are located under the schedule tab. Join us by clicking the Zoom links provided. Each live webinar will give you an opportunity to ask questions! Please read all of the information provided under the Frequently Asked Questions tab. Meet Up: If you are looking to connect with other professionals, service providers and myself (Moira), join Holland Bloorview's Summit-OT Edition ’s Private Facebook Group! This is how we will create a community during the event. This private group will be archived once the summit is over. Please note that you do NOT need a Facebook account to access the summit's content. We look forward to having you at the summit! Moira Peña, MOT, OT Reg. (Ont.) Team Lead, Autism Projects & Programs Holland Bloorview Kids Rehabilitation Hospital Marnie Lofsky, OT Reg. (Ont.), MA (Leadership) Executive Director Ontario Society of Occupational Therapists

research study

some information about our current research study in the event that you might be able to pass it along to any clients of yours who could be interested in participating. We are currently recruiting youth between the ages of 12 and 18 with a diagnosis of ASD and who have experienced suicidal ideation in the past year. Participation would include one baseline visit and 4 weekly research visits where they would answer some questions about their mood and suicidal ideation and we would look at their brain activity with MRI. We would also have them complete a short diary for 30 days to see how mood and suicidality might be fluctuating over the month. The research poster is attached, if you would be willing to share with any families who might be interested! Kate -- Kate Godfrey, BSc PhD Candidate, Medical Neuroscience University of Calgary kate.godfrey1@ucalgary.ca

private OTs needed in Calgary

We are looking for occupational therapists we can refer clients to. Some of the concerns we are looking to address are: oral sensory seeking behavior including thumb sucking sensory based feeding issues self feeding skills self regulation someone who does body work such as myofascial release or craniosacral therapy. trunk stability evaluation and treatment; trunk supports Thank you. We appreciate your assistance and look forward to hearing from you. Gratefully, -- Natalie Zacher, MClSc, R.SLP Speech-language Pathologist Chit Chat Kids, Speech and Language Services nataliezacher@chitchatkids.ca

full-time Pediatric Occupational Therapist Calgary

Hello We are TRAIL Kids, an Early Childhood Service provider, located in the south of Calgary. We are seeking a full-time Pediatric Occupational Therapist to join our multidisciplinary team. We offer flexible hours and a competitive salary. If you are interested to learn more about TRAIL Kids, please feel free to contact me as listed below, or send me your resume. Kind Regards, Nancy Staples HR/Office Manager TRAIL Kids nancy.staples@trailkids.ca 403-680-8761

OTII Child and Adolescent MH 0.7 Position

The new Center for Child and Adolescent a Mental Health has a posting up internally and externally for the Intense Community Treatment Services (ICTS) team (0.7 FTE). For folks that are interested in learning more, please find additional info here: http://r.rfer.us/ALHbAl1fGI This is a brand new role and with it comes the opportunity to be involved in the program planning for the role and the program. If anyone that may be interested would like to connect with the other OTs that have been hired at the center, folks are welcome to reach out to me and I can help direct questions as needed J Thanks! Robyn Scott, MSc.OT Occupational Therapist Centre for Child and Adolescent Mental Health (CCAMH) AHS - Calgary Zone Days of Work: Monday – Wednesday; alternating Thursdays

job at Intuitive serving Airdrie & surrounding areas

Pediatric Occupational Therapist Full Time Position Intuitive Therapy Solutions Ltd. is a community-based private therapy practice in Alberta, serving Airdrie & surrounding areas. We offer simple, intuitive, strength-based solutions for families with children ages 0-18 and specialize in the area of Feeding Therapy. We are looking for an intuitive, creative, passionate, driven, Occupational Therapist to join our growing therapy team. Building strong relationships and connection is our priority. Intuitive Therapy Solutions is not only seeking a qualified therapist, we are seeking a creative, a visionary, a person who wants to pave the way and push their boundaries in Pediatric therapy. We are Strength Based, Solution Focused, and Simply Intuitive. __ We are seeking an Occupational Therapist to join our team in a part- time position. Current demands approx. ~ 30 hours/wk. Within this role, the Occupational Therapist would be providing services in-person and via teletherapy including assessment, consultation, and treatment for children with a range of abilities, in collaboration with families and community partners in a variety of settings including home, clinic and schools. In addition, group development and facilitation, overseeing and mentoring team aides, developing webinars and resource development may also be apart of this role. As we grow as a company, this position allows you to be apart of that growth and offers a unique opportunity to pave your own career path! Qualifications and Experience: Graduate of an accredited Canada Occupational Therapy Program Minimum of 2 years Pediatric experience required Active registration with the Alberta College of Occupational Therapists (ACOT) and currently in good standing Possesses professional liability insurance (min. 5 million coverage) Current police record/vulnerable sector check A valid driver’s license, access to a reliable vehicle and is willing to travel within Calgary and surrounding area (ie- Airdire) Highly professional, energetic, organized and motivated Knowledge and experience in Sensory Processing while working with children in the areas of motor development will be an asset Experience working in private practice, community, and FSCD preferred Strong communication skills both written and verbal Experience using Jane App, Microsoft Office 365 preferred Key Responsibilities Connect with clients and their families to set OT goals which are occupation focused and are targeted, measurable outcomes Provide direct service, consultation, assessment and education to client, family and community providers with a focus on maximizing a child’s function in the areas of self-care; productivity (school and play skills) and leisure (community participation) Utilize research to establish and support evidence-based practice Provision of in-school consultations to parents and/or teachers as and when needed Provide guidance of OT strategies to family's developmental behavioral aide Interested applicants, please email your resume OR visit intuitivetherapysolutions.com to upload your resume. We thank all applicants, however, only those shortlisted for interviews will be contacted. Salary: From $45.74 per hour Benefits: Flexible schedule Work from home Mentorship Opportunities Access Resource Materials/Library Potential Health Benefits Package Options Continuing education opportunities Schedule: Tuesday to Friday preferred License/Certification: CPR Certification - BLS/CPR-C Criminal Record Check ACOT registration Shift availability: Day and early evening availability (preferred 10am - 6:30pm or 10:30am - 7pm) Willingness to travel: 75% (required) Kind regards,

FREE 5-Day Autism Summit-OT Edition online from December 10th-14th, 2022

Dear All, Holland Bloorview's FREE 5-Day Autism Summit-OT Edition which will be taking place online from December 10th-14th, 2022. Over the summer, I had the wonderful opportunity to interview amazing occupational therapists, speech-language pathologists, OT researchers, autistic people, parents & caregivers and other neurodivergent people. We discussed how to best support our clients and their families through the implementation of neurodiversity-affirming and strengths-based practices. Please note that although this Summit was designed with occupational therapists' learning needs in mind, other health care and education professionals and others interested in best practices in autism are welcomed to attend! Here is a little sneak peek of my conversation with occupational therapist, Dr. Jessie Wilson, talking about how OTs can use a strengths-based approach in our practice through the use of our own OT models in the assessment and intervention process. You can also read more about the Summit and REGISTER HERE if you are interested!

Calgary - south side OT needed at Trail Kids - early intervention

Occupational Therapist TRAIL Kids, an Early Intervention Services Provider, is seeking an energetic, passionate and creative Occupational Therapist to join our multidisciplinary team. At TRAIL Kids, we work together to support children with developmental delays to reach their highest potential. Position Summary We are currently accepting applications for an occupational therapist to work as part of a multidisciplinary team to support children in early education environments. The children that we work with have a wide range of challenges that may include fine and gross motor delays, vestibular challenges, sensory challenges, communication challenges and emotional dysregulation. Children will range in age from 2.8 to 6 years of age. Duties and Responsibilities • Screen and assess preschool age children • Provide evidence-based intervention and consults with educational assistants, teachers, family members and MDT members • Communicate and collaborate effectively with team members • Apply clinical expertise and professional competence in managing case loads, intervention, consultation, meetings, and documentation Qualifications • Masters in Occupational Therapy • Active ACOT Registration • First Aid Certificate • Criminal reference check with vulnerable sector search Benefits • Flexible schedule • Competitive benefits package including extended health care • Supportive team atmosphere • Mileage and phone allowance • Competitive Salary $40 - $44/hour 30 - 37.5 hours per week Location Calgary, servicing the south side area. For inquiries or to submit your resume, please contact: Nancy Staples 403-680-8761 nancy.staples@trailkids.ca www.trailkids.ca

research study on dementia

From: Nirusa Nadesar Sent: Thursday, October 13, 2022 9:17 AM Subject: OT Study Recruitment - MCI/EOD populations Are you an Occupational Therapist who has worked with people living with Early/Young Onset Dementia or Mild Cognitive Impairment? If yes, you are invited to participate in our important research study. The study hopes to learn more about the role of OTs working with these populations, how they attempted to maintain these populations in the workplace, their experiences working with employers and workplace accommodations, and any barriers and challenges they experienced. Participants will be asked to a) complete an online survey reporting their experiences working with the EOD and MCI community. After getting through a brief screening and consent, the survey should take 10-20 minutes. Be entered in a raffle draw to receive an Amazon E-giftcard! Please find the survey link here: https://redcap.utoronto.ca/surveys/?s=477KXP77JWJT8JT8 If you have any questions about the research, please contact the study coordinator at nirusa.nadesar@mail.utoronto.ca. *Please note that communication via email is not absolutely secure. Please do not communicate personal sensitive information via email.* Regards, Nirusa Nadesar, HBSc | MSc Candidate ‘22 ​

STA is hiring in Calgary - full time permanent OT

Society for Treatment of Autism Full Time Occupational Therapist (Permanent) As a member of a trans-disciplinary team, you will provide assessment, intervention, and consultation services to individuals with Autism Spectrum Disorder, their families and program staff. Travel within the city of Calgary and surrounding area is expected. Intensive training will be provided regarding the nature and philosophy of programming provided by the agency. We offer flexible hours, a competitive benefits package, and ongoing professional development opportunities. Applicants with previous experience working with Autistics are preferred. Qualifications: Occupational Therapy degree from a recognized University, eligible for licensure with ACOT; a valid driver’s license and access to a vehicle; and a sound knowledge of child development. Please submit your resume to: Arwen Caines, Clinical Director Society for Treatment of Autism 404 - 94 Ave SE, Calgary, AB T2J 0E8 TEL: 403.258.5509 cainesa@sta-ab.com www.autism.ca Candidates selected for an interview will be notified. Please note that this position will commence ASAP. STA acknowledges the traditional territories of the Peoples of the Treaty 7 region and Métis Nation of Alberta, Region 3. We respect the histories, languages, and cultures of First Nations, Metis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our community. We value equity, diversity and inclusion within our agency culture to embrace the uniqueness of individuals and be representative of the Canadian population, perspectives, and experiences. We will actively work to recognize, develop and promote initiatives towards equity, diversity, and inclusion in our programming, hiring and promotion policies, and organized events.

OT assistant wanted Edmonton

OT assistant wanted (permanent if possible) We are looking for an OT assistant, who will assist the OT treatment plan for our autistic sons. Time: Wednesday, Thursday afternoons and/or weekends. Location: our home in southwest, community or outdoors. Who should • Carry out goals and strategies outlined by experienced OT. For example, now we are working on sensory processing issues. • Implement strategies provided by our OT on an ongoing basis • Under the direction of the OT, schedule, plan, and implement treatment sessions, including collecting data for goals and samples for assessments as outlined on the boys’ Individual Plans • Provide a fun, positive learning environment that encourages their success What You Bring • Knowledge of autism and related sensory processing issues. • Experience working with children with special needs is an asset. • Playfulnesses and creativeness, Adaptability and flexibility. • Clearance from a Criminal Record Check What We Offer • 25$/per hour, (indirect hour and transportation negotiable) • An environment that encourages feedback and growth • Opportunity to learn from experienced therapists and practice what you learn. • Flexible working time and location. Contact: Li 7806806687 echoliedm@gmail.com

Mighty minds groups in Edmonton

OTII in Calgary needed

The NPS (neuropsychiatry services) team at Richmond Road’s Specialized Services (Child and Adolescent Addictions & Mental Health) are looking for an OTII who has experience with complex medical and mental health populations. The position is a 0.8FTE and will last until next September. If anyone is interested in learning more about the role, I’d be happy to chat more with folks. The positing can be found here: http://r.rfer.us/ALHXbe1cCY

Local story of how the Feingold plan (removing additives in food) helped change the life of one boy with Aspergers

Kaelin’s Story I remember the day I told my husband I was pregnant with our third child. “ It’s a boy!” I said. “Oh wow!…another Kaelin on the way!!” my husband exclaimed. We both held a silent gaze with each other. It was filled with a mixture of joy and anticipation, but also worry. Our son Kaelin was 4 years old at this time in our lives. He had a very chatty and sometimes overly helpful older sister Ashlee, who was 5 and a half. We had spent the last few years, realizing and understanding, that Kaelin’s development, was very different from his older sisters. When Ashlee was 4, she was fully potty trained, speaking full sentences, laughing and making full eye contact. Kaelin, at 4, was able to speak one word at a time, no where near being potty trained, not smiling and laughing very often, not making direct eye contact and constantly twirled his wrists. However, I remember that what gave me solace when Kaelin was so young, was the fact that he could always understand us. He was always able to follow directions. He was also very independent and could entertain himself. This always reassured us that Kaelin was “fine”, as we knew all kids developed at different ages, but we were also worried about why Kaelin was developing so differently than our daughter. Kaelin was born on August 10, 2001. 18 months after his sister. His delivery was “text book” perfect. As on my first pregnancy, I didn’t use any pain meds and had a completely natural birth (believe me, this would change on my third pregnancy, I couldn’t say “epidural” fast enough! But that is for another story:). Kaelin weighed 7lbs. 8oz and scored a perfect Apgar score. We took him home the next day. Out of our three children, Kaelin was the most docile and calm baby. He would sleep when we put him down and very rarely made a fuss. He was so good that he spent plenty of time in his baby chair, sitting calmly and contently. This position led to Kaelin getting what is called “positional plagiocephaly”, or more commonly known as “flat head”. We didn’t realize this was happening until taking him to our paediatrician for a check up. Our paediatrician explained that Kaelin’s skull was still very soft, and that the back of his head was slightly flat. He assured us that positional plagiocephaly has NO impact of developmental/cognitive stages in babies. He gave us the option to do nothing, as his hair would grow in eventually and cover the flat spot, or to obtain a specially made helmet. We opted for the helmet as we thought all our children should start life with a perfectly shaped head (and we could foresee parent “guilt” years later...”Mom, why does Ashlee have a round head and I don’t?? You guys are the worst parents ever!”). So we made an appointment at the children’s hospital, and had a specially molded helmet made for Kaelin. He had to wear it 24 hours for the next few months. The helmet was cumbersome (especially in the hot summer months when his head was sweaty), but it served its purpose, and in a few months, Kaelin’s head was back to a perfect “round” shape. I mention this entire phase in Kaelin’s life, only to chronical Kaelin’s life. We absolutely do not think positional plagiocephaly had anything to do with Kaelin’s developmental delays. It was before we noticed the “flat head” that we would also notice certain atypical behaviours with Kaelin. Many times we would watch him from a distance in his crib. He would laugh out loud for no reason when by himself and he would extent both his arms away from his body and continually twirl his wrists. I remember thinking...”that is strange”. These atypical behaviours and movements would continue into the first decade of Kaelin’s life. As mentioned earlier, Kaelin was a late developer for all milestones, including walking, potty training and talking. However, Kaelins speech development also began to regress around the age of 3. He no longer said two word phrases such as “go mom” or “out now”. This is the point in Kaelins life, that we really began to worry. We were ok with late development, but scared about losing development. Kaelin continued to twirl both wrists continually throughout the day. He did not socialize with other kids (besides his sister) and my husband and I really worried about his ability to socialize and communicate. Kaelin was very defiant when trying to discipline him and he also demonstrated tactile (touch) and motion issues. He was also very specific to which types of foods he would eat. He would get upset if he was in motion (ie. on a swing), and loud noises really upset him. We discussed our concerns with our pediatrician. As Kaelin was normal and healthy in every other physical aspect, he suggested getting Kaelin tested for developmental delays. We learned that “testing” a 3 year old was not so clear cut. He required several home visitors from various clinicians to complete an assessment. Assessment results were not too surprising...Kaelin had developmental delays and it was recommended that Kaelin attend a daily school focusing on children with developmental delays. The school was called Renfrew Education and was truly a blessing in so many ways. Renfrew is a designated special education school in Alberta. The school (and bus) was completely funded. Kaelin was picked up everyday on a special bus right from our house. He received specialized therapy (Occupational and Speech). I should mention that I am an Occupational Therapist, however I had absolutely no experience working with paediatrics, so we truly appreciated the specialized treatments Kaelin was receiving. Kaelin also had some fine motor delays and holding a pencil or utensils was awkward. The therapists would focus on specific deficits such as his tactile dysfunction, fine motor issues and his regression in speech. My husband and I were also very happy to meet other children and parents that had similar behaviours and struggles. We were very relieved when Kaelins speech eventually began to slowly return and Kaelin was speaking full sentences by the time he finished Renfrew (age 5). He had also made huge gains with his sensory stimulation and could tolerate some movements (such as going on swings). He continued to demonstrate poor social/eating skills, wrist twirling and atypical/irrational and defiant behaviours. Kaelin attended Renfrew for 2 years, until he was expected to attend “regular” school kindergarten. We were worried (again), as Kaelin had been in a “safe” environment for the past two years, and we didn’t know how he would fit into the mainstream school system. Kaelin was enrolled into our local elementary school for kindergarten that fall. My husband I and I nervously brought him to daily half classes that year. As expected, Kaelin didn’t make much social contact with the other students, however he was very happy and content while at school. Kaelin played by himself at the various stations and he had a wonderful imagination that kept himself occupied. This is also the age that we attempted to start Kaelin into group sports. Soccer being the first sport we enrolled him in (a long list would follow through out the years, with limited success including individual sports such as karate and taekwondo. We have always been advocates of physical exercise and would incorporate some kind of physical exercise into Kaelins daily life.). My husband coached Kaelin in soccer. He found that Kaelin enjoyed some of the individual drills, but absolutely hated playing in actual games. Kaelin preferred to literally stop and smell the flowers on the field, or wander off on his own when games started. The following year, grade one began. This would mean full day classes for Kaelin. Again, worried ensued as we were not sure how Kaelin would handle full days being away from home. Grade one began, and very quickly, phone calls home from the school also began. The phone calls informed us that Kaelin was not participating in class and exhibited “behavioural “ problems. For the next 6 years, we would make several trips a year to see Kaelins teachers. The common theme was always, “Kaelin cannot concentrate on tasks, Kaelin cannot sit still, Kaelin demonstrates behaviour issues, Kaelin is easily distracted”. We would attempt to come up with solutions/plans to handle each issue, however, the solutions never seemed to last long term, and the issues would return. At home, we struggled with Kaelins atypical and irrational behaviours. They included episodes like: Kaelin would scream and cry if his sister went down the stairs before him, he would panic and scream if he saw stickers, he continued to walk spinning his wrists, he would sometimes scream and yell at us when attempting to discipline him and he was a very difficult eater with poor table manners. We would spend countless hours trying to get Kaelin to eat many foods and simply repeating/reinforcing proper eating etiquette with Kaelin. However, I want to include that Kaelin had many moments of joy and happiness. Kaelin was a kind and content child. He had a wonderful imagination and he would get excited for outings, trips, games and family members visits. He would play with his familiar cousins and he was also usually able to find one friend that has similar mannerisms and interests to him. When Kaelin was in grade 3, the principle called us to discuss the possibility of Kaelin receiving something called a Psychological Social assessment. She believed this assessment may benefit Kaelin as he displayed so many “behavioural issues”. We had often felt like “bad” or insufficient parents as the schools calls would make us feel as if we were not disciplining or teaching Kaelin at home. We wanted to do everything possible to help Kaelin, so we researched this assessment, and eventually agreed with the principle. However, we found out that the school would not actually fund this assessment, it was private pay. (The test was around $1500 at the time). We arranged and paid for the assessment. The test results confirmed that Kaelin was on the Autisum spectrum and was diagnosed with Aspergers (* Aspergers is no longer used as a clinical diagnosis and is now currently merged with the Autism Spectrum Disorder). Having a diagnosis for Kaelin gave us feelings of relief, but also apprehension. We were worried that Kaelin would be stigmatized by others for having a “label”, and honestly, as parents, we worried about how this diagnosis would affect Kaelin throughout his life. As parents of young children, we can protect, shelter, and defend our children. We can essentially control our child’s environment and who they interact with. However, our parenting goals were the same for all our children, to eventually become happy and independent adults. We thought about Kaelin’s future…would a child with Aspergers ever be able to go to university? Would he ever have a girlfriend? Will he be happy? Would he be independent? These were questions we would continue to ask ourselves throughout the years. However, we also realized that having a diagnosis had benefits. Kaelin was provided with a private aid throughout the remainder of elementary school. Although Kaelin was still not socially interacting with his peers, the one on one assistance really helped him to redirect him to tasks. We also gained connections to the Autism society and gained valuable resources about Aspergers. As previously mentioned, throughout elementary school, Kaelin continued to display atypical mannerisms and behavioural issues that included angry outbursts with defiant behaviours. We could not rationally discipline or have discipline discussions with Kaelin. He would often be angry and opposing. One time, I remember Kaelin took a knife from the kitchen and cut open his screen in his room window to jump out. We had to constantly watch Kaelin as he would wonder in public places and other peoples homes when visiting. He was unaware of social boundaries and would often not follow our house rules. He continued to have food dislikes (gagging when trying new foods), and poor eating etiquette. He also continued to twirl his wrists. However, what we found fascinating, was that when Kaelin was old enough to articulate on why he twirled his wrists, he told us “it felt good” and “it was relaxing”. I think that is a powerful message to parents, knowing that although we might find this behaviour “odd”, it really was a perfectly normal and calming movement for our son. What was very strange to us, was that Kaelin would occasionally have “good” days where he was very focused, content and calm. I mentioned these days to my paediatrician, however we were not given any rationale. Our pediatrician was well aware of Kaelins history, and suggested that Kaelin try medication for ADHD that may help him focus. We really thought long and hard on medicating Kaelin, as we were not huge advocates of long term medication. However, after a few more months of irrational and defiant behaviours, we decided to fill the prescription. Kaelin was around 7 years old at this time. We gave Kaelin one dose, and within the hour, Kaelin told us he was feeling “strange” and “spaced out”. So that was the end of using medication for us. We didn’t think the benefits/pros outweighed the cons (not being in control of your body). When Kaelin was around 6 years old, we had read about the benefits of essential fats for brain development, and started giving Kaelin cod liver oil daily. Around the age of 8 years old, we enrolled Kaelin in social skills classes for kids with similar diagnosis. The class would role play social situations with the kids. Kaelin enjoyed going to classes, however even with our constant reinforcement of social norms to Kaelin, we did not see any carry over of these skills into his daily interactions with his peers in group situations. Also around Kaelin’s age of 8, we really began to wonder more and more about why Kaelin had very occasionally “good” days. I began to do some research on kids with Aspergers and ADHD. We initially thought that maybe something environmentally was affecting Kaelin, however, after much research…I came across a diet plan for kids with ADHD called the Feingold plan. This diet plan had also shown benefits for kids with Aspergers. We decided to try it. We personally believe, that this diet change, was the catalyst that changed the direction of Kaelin’s life. The Feingold plan was based on research from the 1970s that found removing certain additives in food, can decrease hyperactivity. The research also showed that certain additives could not be broken down at a cellular level for kids with Aspergers. In essence, the synthetic additives were continually circulating in their bodies, affecting neurological and physical responses. The plan was initially extremely daunting to follow. Having three young kids, Eggo waffles with Aunt Jamima syrup, Kraft dinner and Ichiban noodles were examples of convenient staples in our house. We essentially gave away all groceries in our home, and started from scratch. We eliminated all food colourings, preservatives, artificial sweeteners and certain fruits/vegetables that are the body does not process well. I say this was a daunting task, because pretty much everything we had in our house contained one of those ingredients. We also had no idea that food coloring was also in toothpaste, ground beef, skin care products and so many other items! The plan gives plenty of examples of “approved” and acceptable foods. I would follow the website for food ideas for years. One of the things we had learned with Kaelin over the years, as mentioned, was that he was a very particular eater. He would really only tolerate a few foods. We realized that we had to pick and choose our “battles” with Kaelin. We decided that continuing to try and get Kaelin to eat a variety of foods that he didn’t like, was a waste of everyone’s energy. Instead, we focused on the foods that he would eat, and followed the Feingold plan. Kaelin would eat three main foods…chicken fingers, macaroni and cheese and noodles. He did also love snacks such as candy, chips, waffles, cookies and limited fruit/vegetables. We did spend more money on groceries as we went to specialty health food stores to find unprocessed, non artificial ingredient chicken fingers and other foods. We purchased plain chips, candy without food coloring (no more koolaide or red licorice!) and non preservative bread. I began baking weekly so that our baking also didn’t contain preservatives. Annies brand became a staple in our house for macaroni and cheese as well as other foods. **Currently, regular grocery stores now have much more options for non preservative/non food coloring foods than they did 13 years ago. The entire family switched over, as it didn’t make much sense from a health minded perspective, for any of us to be eating synthetic, processed foods with preservatives either. Within two weeks of starting this plan, we saw serious improvements in Kaelins behaviours. It actually wasn’t so much us that noticed initially, but others that had daily interactions with Kaelin. The school bus driver, his teachers, his grand parents and others all started to make comments to us like “ what is happening to Kaelin? He seems so changed!”, or “what is different with Kaelin? He is so much more relaxed! He is so much more focused!”. The changes we saw, within only a few weeks on the Feingold plan, were seriously nothing short of amazing and life changing. We were seeing more and more “good” days with Kaelin! He was calmer and more receptive to input from us. We continued with the cod liver oil supplements, social skills reinforcement, and daily repetitions on social norms/etiquette. We really saw a pivotal change in Kaelin when he entered junior high school. All of the sudden, Kaelin wanted to try out for every school sports team (he didn’t make any of the teams as he had never played when he was younger), he tried out for every club and became very involved in volunteering at school. During parent teacher interviews that year, we were surprised to hear nothing but praise from Kaelins teachers on how attentive and helpful he was at school. I remember my husband and I leaving the school and looking at each other saying “What the heck? That is our Kaelin they are talking about?”. What was even more amazing during that year, was that Kaelin started eating more of a variety of foods AND the constant wrist twirling stopped! Kaelin also became more confident and able to make friends. At the end of Kaelins grade 7 year, we received a notice to attend the award ceremony as Kaelin would be receiving an award. We didn’t know what award, but were amazed that the last award of the day was given to Kaelin. He won student of the year. Tears came to our eyes during that award. Not so much because he had won the award, but because of everything he had gone through in his life to get to this award. Kaelin would receive many more awards throughout his junior high and high school years. Both for academic achievement and personal perseverance. Kaelin found his love of drama and acting/singing in Junior high and High school and starred in several productions. Kaelin made the high school volleyball team and played competitive lacrosse all through high school. Kaelin is now currently in his third year of Computer Science at the University of Calgary and continues to act in local theatre productions. Kaelin goes to the gym regularly and is a part time waiter/bartender at a local brewery. Kaelin has plans to move out of the house “as soon as possible”. We recently just celebrated Kaelins 21st birthday, with his cute girlfriend in attendance. We have learned so much from Kaelin, both as parents and as people. He has truly enriched our lives and we are excited for what the future continues to bring for him. A far cry from when we were young parents and had no idea what the future would look like for our son. And on a side note, Kaelin is now the most adventurous eater of all our kids! My husband I believe, purely from a personal viewpoint, that something “clicked” when Kaelin entered junior high. Possibly his hormone changes clicked into gear and everything that we had been reinforcing and repeating for years, became ingrained into his nervous system. The countless hours spent re directing his eating skills, tactile, movement and social skills became second nature. The ending of his twirling of wrists while walking and his atypical mannerisms disappeared. We also truly believe that early intervention and repetition are the key to success with any child that has developmental and social delays. We don’t think it was necessarily one “thing”that made the difference with our son. We think it was a combination of everything we did. The Renfrew school at age 3, social skills classes, a diagnosis resulting in a funded school aid, constant repetition of proper social/eating norms, cod liver oil supplements, being persistent with including daily exercise/activities, and the most significant, the change to his diet. We still notice today, that if Kaelin eats processed or synthetic foods, he becomes irritable and moody. The challenge as your child with Aspergers ages into a teenager and is out on their own, is getting them to understand the life changing benefits of eliminating non processed/synthetic foods . His diet, as all of our diets, is forever changed. Kaelins future looks bright. As parents, we will always worry about our kids, but we no longer have the same worries we had for Kaelin when he was a young child. We now know he can be happy and independent. The rest of Kaelins story, is up to him. **Writers note: We wanted to share our story with other parents who may be going through similar situations with their own children. We want to note that this is purely our own experience and our own opinions. We also want to note that we are not anti medication and know that medication has worked for many children. Again, this story is completely our own experience and journey. We found that there was not a lot of resources readily available to us when our son was young. We were very lucky to have an excellent Paediatrician, who was very supportive of all our ideas and endeavours. He was also integral in connecting us to the community for initial assessments and clinicians. We hope that our journey will help other parents navigate and advocate for their child and find the solutions that work for them. We really want to reinforce the fact that parents can guide and affect their child’s development in so many ways. We want parents to know that their small, seemingly insignificant daily efforts can have a huge, long lasting impact on their child. Know that as parents, we all make mistakes, and we all get frustrated (especially on those hard days), however keep in mind your precious child and the outcome. “It always seems impossible, until it’s done” Nelson Mandela Tammie and Mike Good September 2022 Calgary, AB

Printing Group in October of 2022 in Edmonton

 

Creating Confident Printers

Fine Motor Camp - Printing Basics

October 2022

A four-week fun and interactive camp for children in grades 1 - 3 who find printing or other

fine motor activities challenging. The camp will be run by an experienced pediatric

Occupational Therapist. A multi-sensory approach combining fine and gross motor

movement to enhance learning will be used along with co-operative games and crafts

to practice the skills needed for hand functioning.

The camp places an emphasis on grasp development, formation of lower-case letters,

legible printing, copying shapes and letters, using school tools (pencils, scissors, glue),

in hand manipulation skills, eye hand coordination and strength. 

Also included is a short summary report identifying individual children's strengths,

areas of need, and suggestions for further skill development will be provided.

The summary report will be provided at the end of the group for parents to learn

how to support their child with printing practice at home.

This camp is designed for children who may be experiencing mild to moderate delays in

fine motor development or would benefit from extra practice. 

NEW this fall: A legibility group will be added if there is enough interest. This group would

focus on children whose letter formation skills are established. The group will focus on

accuracy with letter size, line use, and spacing. 

A printing sample is required with registration to confirm the child's placement in the

most appropriate group.

Days: October 8, 15, 22, 29, 2022 (4 sessions) 

Time: 10:00 am - 11:15 am 

Cost: $300.00

Where: Highlands United Church – 11305 64 Street Edmonton, AB

Contact: Growing Changes / Rebecca Cormier at 780.965.4310 or

email growingchanges@gmail.com to register.

Note: Occupational Therapy services may be covered depending on health plan &

are tax deductible.

Full time OT needed in Calgary for I'm For Kids Team

 

Occupational Therapist                              Full-Time

I’m For Kids Team is a Community-Based Early Intervention Program for children 2 ½ to 6 years with an inclusive, play-based approach to developmentally appropriate programming. Each child/ family becomes part of a Multi-Disciplinary Instructional Team consisting SLP, OT, PT, Psychologist, Educational Behaviour Specialist (EBS),  Program Support Assistant (PSA) and Education Coordinator (EC).

Our program offers a variety of programming options including individualized and small group programming, as well as opportunities for coaching parents and team collaboration. All Occupational Therapists work collaboratively in planning and delivering programming.

Responsibilities Include:

• Working with a supportive, progressive multi-disciplinary team

• Assessment and programming for preschool-aged children with a variety of needs

• Participation in the development of Individualized Program Plans (IPPs)

• Work collaboratively in community preschools and small groups settings with all team members including families, Preschool teachers, and Program Support Assistants (PSAs)

• Assist families in designing as appropriate educational program and sharing goals and progress throughout the year

• Contributing to ongoing Program Support Assistant training

We Offer:

• Competitive salary (comparable to AHS and CBE)

• Benefits package included

• Paid vacation 

• Laptop and supplies/materials provided

• Paid mileage

The ideal candidate will be:

• Strong interpersonal, communication, and organizational skills

• Able to work independently AND as part of a multidisciplinary team

• Excellent time management skills

• Experience working with preschool-aged children is an asset

• Ability to meet the physical demands of the children and learning environment

Qualifications

- Master’s Degree in Occupational Therapy or equivalent 

- Registration with ACOT (Alberta College of Occupational Therapists) and proof of professional insurance

- Preference of 2 years’ experience as an OT working with pediatric population

- Have a valid driver's license, reliable vehicle, and willingness to travel

- Current Police Information Check (Vulnerable sector, must be within the last 6 months)

Please submit your resume to:

Jo-Ann Fernandes

I’m for Kids Team

201, 20 Inverness Square SE Calgary, AB T2Z 0M2

Phone: 403-236-8919 Ext. 257

Fax 403-257-0403

jo-ann.fernandes@imforkids.org

www.imforkids.org

Pass it on: Outdoor Therapy end of August in Calgary

 

Take your child's therapy outdoors with Nature Play! We offer SLP, OT, and PT services 100% outdoors. 

We currently have a couple of spots left in our OT/PT summer camp at the end of August! 

This Fall, we have a variety of programs for toddlers, preschool/Kindergarten-aged children, and school-aged children with mild-moderate therapy needs, all taking place in central Calgary's beautiful green spaces! 

To learn more check out our website: https://natureplaykids.ca/ 

You can email us at: devonkarchut@natureplaykids.ca  or lisamcbride@natureplaykids.ca

volunteers needed for NeurAlbertaTech at U of Calgary.

 Hello! 

 

NeurAlbertaTech UCalgary is looking for volunteers to help run their upcoming natHACKS hackathon on Friday, July 29th to Monday, August 1st!

 

We are seeking volunteers to help pickup and distribute food during the event, as well as direct people to our collaborators in Edmonton for any additional questions. Currently, we are looking for people in Friday PM, Saturday AM/PM, Sunday AM/PM and Monday AM/PM, with AM shifts running from 8AM to 2PM and PM shifts running from 2PM to 8 PM.

 

Benefits include free food, meeting a bunch of great new people, a sneak peak at some of the coolest neurotech innovations, and an eye-catching experience on your CV.

 

Please contact Julien Rimok at julienyoann.rimok@ucalgary.ca if you are interested.

--

UCalgary NeurAlbertaTech

Website: https://neuralberta.tech/

Linkedin: https://www.linkedin.com/company/natucalgary/

Slack: neuralbertatech.slack.com

Talk about Position number ALB00295441 - Occupational Therapist I, Calgary Zone, Calgary, Sunridge Retail Centre Aug- Mar

 

Temporary OT 1 position in Developmental Disabilities Mental Health - Calgary. The position will be posted for full-time, however applicants with interest in the position are encouraged to apply as some negotiation on hours may be possible.

 Developmental Disabilities Mental Health serves adults (16+) with a primary diagnosis of developmental disability and concurrent mental health concern or complex service needs. This position provides assessment, treatment and education to clients, their families and support staff about addressing occupational performance issues/behaviours that challenge primarily through a sensory processing lens.

 Looking to start in August and runs till end of March.

Nerida has offered to provide more information about the position and the service to interested applicants at 403-826-8847 or nerida.gbadamassi@ahs.ca or ot.ddmh@ahs.ca 

 Please access the position information through the AHS website at https://careers.albertahealthservices.ca/ and enter position ALB00295441 - Occupational Therapist I 

 

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link for July 7 2022 meeting from 7-8:30 +

 Link

Host ped int group

Thursday, 7 July · 7:00 – 8:30pm

Google Meet joining info

Video call link: https://meet.google.com/kxp-vhqq-kmi

handout for July 7 2022 meeting on Interoceptive Awareness

 

Internal body awareness

Interoceptive awareness refers to the ability to feel the inside of our body with a high degree of clarity and purpose. Good IA involves clearly sensing the signals coming from our internal organs, skin and tissues and understanding what these signals mean. (Kelly Mahler, 2017)

Stages: Build awareness. Connect. Match terms. Specific levels. Accept all answers. Practice.

Interoception Activities:

When in a calm state progress through the below activities doing several trials in a row, then take a break, and do the activity again later or another day, for several days. repeatedly,

1.       Draw Body. Draw a pic of a body, tape cut outs of organs on it. Include blanks. You could start by tracing hands, to get the idea of thinking about one’s own body. Tracing around a body on to roll paper or with sidewalk chalk is even better. Add descriptors (see Suggested Descriptors for Each Body Part – page 140 from book by Kelly Mahler, (2016). Model/ let child choose or circle descriptors in the moment.

2.       Lungs. Take a deep breath and hold it. Ask where did the air go? and point to the word/picture for lungs.

3.       Heart – exercise.  After vigorous exercise, stop and place a hand on the chest: notice and comment how long it takes to decrease rate. Notice body temperature, too.

4.       Nose/ chest -  breathing rate. After running, playing tag, lifting weights, notice breath in chest and nose through a tube to accent the rate and sound

5.       Mouth – thirsty. Smile then relax, mouth is tight then loose. Stop the person attempting to take a drink and ask him what body part told him he was thirsty. Model: “my mouth is dry, I need a drink”- after lots of exercise, or time in the hot sun. Tongue presses.

6.       Throat – sick. Cough, get a lozenge, discuss when to visit the doctor. Mention levels of sick/ soreness. Play with voice levels in a recorder (yelling, whispering, silly).

7.       Jaw – chew. Explore different foods and label as “chewy”, crunchy”, “wet”, “warm”.

8.       Muscles - Energy level in body: “jumpy”. Excited: “I feel your muscles getting tight when I tickle you, … now… loosen”. Pretend to squeeze lemons, tighten forehead, hands, toes, cheeks, lips, jaw, eyes, shoulders arms, legs, nose, back. (draw cards at random).

9.       Hands. Count fingers, levels. Interlace, feel between fingers. Use for touching. See skin.

10.   Skin. Goose bumps – “I must be cold”. Label and model the feeling and (with permission) touch skin with cotton ball, feather; do deep massage, tickle. Touch and number various levels of sandpaper. Do temperature experiments. Touch/ hold an icecube and say “wow that is a #10 kind of cold” then watch it melt/ heat it up and label the changes. Blow on hand or leave a drop of lotion or sanitizer on hand. “How does it feel? Itchy? Ignore it. Do something else.  Wipe all, press, all done” or  “check, clean hands?, ok? scratch it, then stop”. Pins and needles happens when blood flow returns to a nerve after being blocked from sitting in one position: shake it out, change positions. Ask or wonder what color for the skin then dump a can of paint on the picture. “Oh my this body picture has purple skin all over him. Mention spots, rashes and sores on the skin. Use a box or ballon as the skin. 

11.   Warm way. Modulation. Just right. Too hot can be an emergency – boiling water. 20 degrees is room temperature. Lets have a warm session. It feels good.

12.   Neck – warm. A hand on the neck to tell if the person is warm or cold, comment, lots of trials, then later ask “is your neck warm or cool?”, then associate with dressing for the weather. Model pleasure to a warm cloth on the cheeks.

13.   Eyes. At bedtime: sleepy, droopy eyes, voice, muscles, energy. Dim the lamps and open the curtains while labelling the levels of light. 1-5. Alert eyes open more.

14.   Eyebrows up in surprise or to show I’m listening, I’m waiting to hear more.

15.   Hungry – stomach. “ohh, gurgle, gurgle, my stomach is sore/ tingly/ rumbly.  My body warns me, “time to get food ready” thankyou body. “I  feel full – I stop eating and rest”. Pit of the stomach feeling, welling up; warning, better take a break or a deep breath and carry on. Hangry – sometimes I feel angry then I eat then I feel okay.

16.   Nose/ tongue – safety. Explore smells (mint, vanilla, lavender, citrus, cinnamon), labelling as sour, bitter, sweat, modelling pleasure and model disgust to rotten meat, dog poo, etc. Nose warned me: “danger” or “yum- fresh and healthy”.

17.   Ears – sound. Listen to a variety of sounds and label (e.g. slow music, fast music, loud music, nature sounds, quiet space, loud room, white noise).

18.   Brain. Ask how does my brain feel?. “Dull – I need to eat”. “Excited – this is fun”. Anxious? -seek comfort. What is my brain thinking: “I can check is this okay”.

19.   Body parts. Do yoga poses according to body part child suggests. Say "give me your arm", then touch or brush that. Note: If you do the Wilbarger protocol (brush) over the sacrum it can stimulate a bowel movement – never on the stomach because you do not want to randomly stimulate internal organs or on the face as the receptors are too close to the surface there; press hard to activate deep proprio receptors (depress bristles fully) but not so hard it is uncomfortable.

20.  Warnings. Make a list of warnings with end goal in mind of: “I can do something in yellow before it gets to red; associate with “Aaachoo”, and belly noises: lay your head lightly on child’s tummy and “ask are you talking belly? (not really, but does make noises)”.

21.  Change in state. Before and After. Before eating, model “my belly is empty” then after, “I am nice and full”, same for bladder, bowel, headache, before and after blowing nose, etc.

22.   Scan. Between every activity, throughout the day, model with self-talk, “How is my body?”, “do I need anything?”,  “Oh I should pee before we start”. “one minute, I need to …” . Create a body check visual. Pretend to scan each other like Baymax in the movie Big Hero 6. See link below.

23.   Proprioceptive activities throughout the day. Push, Pull, squeeze, resistive exercise, yoga. This type of input activates receptors in the joints, muscles, and mechanoreceptors under the skin to tell us about out body.

24.   Goals of increased interoceptive awareness (IA) include: Go with the flow. Tolerate uncertainty. Strategies: Supplement predictability, routines, and sameness with IA over time.

25.   Emotion words. Connector visual ÿ + ÿ +ÿ +ÿ +ÿ = Tired, irritable, bored, angry, or hungry. E.g. Heavy Muscles + Foggy Brain + Slow Heart +Droopy eyelids = Tired. Note: The heart beats fast for both excited and anger making it hard to distinguish between them.

E Make it experiential- touch body part and have child can touch body part on themself.  

    Make it visual by pointing to pictures such as body parts and body needs on communication board/device, playing videos, and  modelling on yourself; 

    Make it verbal by modelling the language such as: “I feel pressure down here, my bladder is full, I need to pee”.

Resources:

The BayMax robot scans Hero at 1 minute 50 into this clip from the movie: https://www.youtube.com/watch?v=kUlXr-ZQ-NM

According to Fiene and Brownlow (2015) individuals with autism can be significantly under-aware of interoceptive signals, creating a situation where they do not clearly feel internal body sensations [and therefore limits self-regulation, and results in emotional outbursts].

Note: Uddin, Supekar, Lynch, et. al. research findings suggest that a person with ASD can be over-sensitive to internal sensations (lots of connections in the insula of the brain) until puberty and then become under-responsive (low connections in the insula).

Here are some links regarding internal body awareness for tasks like using the toilet

https://docs.wixstatic.com/ugd/b303b5_ab07aaedc04c45b3a96e519fc262ecd1.pdf

https://www.spdstar.org/node/1073

 

Kelly Mahler has a nice short description of interoception here:

http://www.autism-society.org/news/ask-expert-kelly-mahler-ms-otrl/

 

Green grass grows all around for connectors. https://www.youtube.com/watch?v=BnVq2YRpbQc

A TED talk video about Interoception with Neuroscientist Dr. Sarah Garfinkel who does a wonderful job at summarizing the role interoception plays in our emotional and social experience.

https://www.youtube.com/watch?v=hI_gG49sV2s

Resources for autism including using visual strategies in an individualized way: www.txautism.net

Book with activities and questionnaires by an occupational therapist: Interoception: The eight sensory system by Kelly Mahler  2017, AAPC publishing, Kansas, (USA).

Mindfulness is one way to improve interoception starting with taking a deep breath. Download this Free app: https://www.stopbreathethink.com

 Song: https://www.youtube.com/watch?v=rlKupTuXxqA – move your arms up and down and change your facial expressions as the intensity of the music goes up and down. 

Book We’re going on a Bear Hunt: https://www.youtube.com/watch?v=0gyI6ykDwds