Tuesday, July 12th
6:30 PM - 8:30 PM
Please contact SIRRI
at (480) 777-7075 or e-mail
to reserve your seat(s).
If you are unable to attend,
please call for a free
SUMMER BERRY TRIFLE
- 1 package (3.4 oz) instant vanilla pudding
- 4 cups fresh berries(strawberries, blueberries,raspberries, or blackberries)
- 1/4 cup plus 2 tablespoons of sugar
- 2 teaspoons fresh lemon juice
- 1 teaspoon vanilla extract
- 24 to 36 gluten-free ladyfingers
- To make the fillings, prepare the pudding according to the package and directions and chill.
- Slice the strawberries, and toss all of the berries with the lemon juice and the 1/4 cup of sugar. Set aside for 30 minutes to allow the berries to release their juices.
- In a medium mixing bowl, whip the cream, vanilla extract, and remaining 2 tablespoons of sugar until soft peaks form. Set aside.
- To make the layers, set a layer of ladyfingers (around 7 or so) on the bottom of a large, clear serving bowl. Top with the berries and half of the pudding.
- Add another layer of ladyfingers, another third of the berries, juice, and the rest of the pudding. Add a final layer of ladyfingers and berries. Top with whipped cream and garnish.
- Refrigerate until ready to serve
Makes 8-10 servings.
Author: Jennifer D. Harris
Policies That Promote Healthy Eating, Activity and Sleep Are Needed to Curb Obesity in Infants, Toddlers and Preschoolers
ScienceDaily (June 23, 2011)
Limiting television and other media use, encouraging infants and young children in preschool and child care to spend more time in physically active play, and requiring child care providers to promote healthy sleeping practices are some of the actions needed to curb high rates of obesity among America's youngest children, says a new report from the Institute of Medicine.
The report recommends steps that should be taken by child care centers, preschools, pediatricians' offices, federal nutrition programs, and other facilities and programs that shape children's activities and behaviors. Although the recommendations are directed to policymakers and health care and child care providers, these professionals can counsel and support parents in promoting healthy habits in the home as well, said the committee that wrote the report.
About 10 percent of children from infancy to age 2 and slightly over 20 percent of children ages 2 through 5 are overweight or obese. The rates of excess weight and obesity among children ages 2 to 5 have doubled since the 1980s.
"Contrary to the common perception that chubby babies are healthy babies and will naturally outgrow their baby fat, excess weight tends to persist," said committee chair Leann Birch, Distinguished Professor of Human Development and director, Center for Childhood Obesity Research, Pennsylvania State University, University Park. "This is a national concern because weight-related conditions such as diabetes and high blood pressure once occurred almost exclusively in adults but are now occurring at rising rates among teens and young adults. Child care providers, health professionals, and policymakers can be helpful partners to parents in reducing obesity risk by creating healthy environments and implementing positive practices during the crucial early years of development."
Obesity cannot be solved by tackling only one factor, the committee said. It requires a multipronged approach that includes identifying when young children show signs of excess weight, promoting healthy eating, increasing physical activity, and ensuring adequate sleep.
Identifying At-Risk Children
Studies show that many parents do not understand the consequences of excess weight in infants and young children or are not concerned about early excess weight or obesity, the committee found. Health professionals should measure infants' weight and length and the body mass index of young children as a standard procedure at every well-child visit. They should identify children at risk for obesity and discuss with parents their children's measurements and the risks linked to excess weight.
Evidence points to a relationship between insufficient sleep and obesity. Data indicate that over the past two decades there has been an overall decrease in the amount of sleep infants and children get, with the most pronounced declines among children less than 3 years old. Regulatory agencies should require child care providers to promote healthy sleep durations in their facilities, the report recommends. Pediatricians, early childhood educators, and other professionals who work with parents need to be trained to counsel them about age-appropriate sleep times and good sleep habits.
Physically Active Play and Sedentary Activities
Agencies that regulate child care facilities should require child care providers and early childhood educators to create opportunities and environments that encourage infants, toddlers, and preschoolers to be physically active thoughout the day, the committee said. It is up to regulatory agencies to determine appropriate standards, but potential actions child care providers could take to achieve this include engaging children in physically active play for a cumulative average of at least 15 minutes per hour spent in care, joining children in their activities, and getting children outdoors to play when and where possible. They also could avoid using restriction of play as a disciplinary measure. Infants should be allowed to move freely with appropriate supervision. Potential steps to achieve this goal include using cribs, car seats, and high chairs only for their intended purposes and limiting use of strollers, swings, and bouncing chairs.
Child care providers should also limit television viewing and use of computers, mobile devices, and other digital technologies to less than two hours per day for children ages 2 to 5, the report adds. Child care facilities and preschools could advance this goal by restricting screen time of any form to 30 minutes in half-day programs and one hour in full-day programs. Health care providers could counsel parents on the benefits of restricting screen time. The appropriate federal agencies -- including the Federal Trade Commission and Centers for Disease Control and Prevention -- will need to monitor industry compliance with voluntary national nutrition and marketing standards for children, which are currently being developed by an interagency task force.
Given that only 13 percent of mothers breast-feed exclusively for six months after birth, and only 22 percent continue breast-feeding up to a year, health care providers and organizations should step up efforts to encourage breast-feeding, the report says. A potential way to achieve this goal is all hospitals adopting the World Health Organization's International Code of Marketing of Breast Milk Substitutes and the Baby Friendly Hospital Initiative, which limit samples and depictions of formula and help mothers initiate and continue breast-feeding.
All child care facilities and preschools should be required to follow the meal patterns established by the federal Child and Adult Care Food Program (CACFP), which reflect age-appropriate amounts of sugar, salt, and fat and necessary nutrients. CACFP standards promote fruits, vegetables, and whole grains and provide guidance on appropriate portion sizes for children at different ages.
To refine the nation's understanding of what constitutes a healthy diet for the youngest population group, the U.S. departments of Health and Human Services and Agriculture should establish dietary guidelines for children from birth through age 2, the committee said. The U.S. Dietary Guidelines currently apply to age 2 and up. Government officials should take steps to boost participation in nutrition assistance programs. More than one-third of those eligible for the Supplemental Nutrition Assistance Program and 40 percent of those eligible for WIC -- a nutrition program aimed at women, infants, and children -- do not take advantage of them.
National Academy of Sciences. "Policies that promote healthy eating, activity and sleep are needed to curb obesity in infants, toddlers and preschoolers." ScienceDaily, 23 Jun. 2011. Web. 27 Jun. 2011.
SIRRI offers these services for both children & adults:
- Neurofeedback & Biofeedback
- qEEG / Brain Mapping
- Cognitive Retraining: memory, processing & problem solving skills
- Attention, Concentration & Focus Training
- Auditory & Visual Processing
- Reading Development: fluency & comprehension
- Balance, Coordination & Motor Planning Development
- Stress & Anxiety Management
- IEP Advocacy
Crying in Therapy
by Natan Gendelman, Enablekids.ca
June 14, 2011
For many parents, family members and therapists, crying can be a big obstacle to overcome when teaching and working with a young child. While it may be difficult to manage this sort of behaviour, it is important to understand why a child is upset as well as the things you can do in order to see his way of thinking. In my opinion, the key to handling this issue is to try to figure out where the child is coming from and be willing to view things from his perspective. In doing so, you will be able to tell the difference between when he is simply protesting something new or if he is hurt and needs you to stop and assist him in his function.
Seeing from a child’s perspective
For this reason, it’s good to take a step back and observe your child. We often believe that since we are older and “wiser,” our primary goal is to teach a child the things that we know and understand. However, every child is different, and each has his own dreams, wishes and fears. In this respect our first response should be to learn as much from him as he learns from us. The ability to understand a child becomes really important especially when you are working with him to improve his function. In response to unfamiliar situations or tasks, a child will often cry because he does not want to do them. This makes it important to know the difference between crying as a response to new experiences or in response to actual injury. If he is really hurt, you will need to stop and find out what is happening. However, if this is not the case it is important to persist and continue with treatment.
Why is this the case, you may ask? If a child is only protesting, explaining things to him will be much more effective than stopping treatment every time he begins to cry. If you stop, he will automatically assume that crying will be the solution to stop you from making him do certain things. It is a self-defense mechanism, which is why you need to explain what, how and why he needs to do something in order for him to be able to understand. In this way, he will come to comprehend what is being taught and you will be able to continue with his treatment.
The effect of this approach
To demonstrate how effective approach this is, I’ll tell you about one of my experiences with a young girl that had cerebral palsy. As I worked with her, I made sure to explain every function and its purpose to her for each new activity we did together. During the girl’s treatment, her mother told me, “You are the first therapist that she didn’t cry with.” My question to her was: did anyone talk to the girl and explain what she was supposed to do? When the mom said no, it was easy to understand the differences she saw in her child’s learning and behaviour.
Whenever I encounter these situations, I ask myself: why do we have to assume things about a child and try to make him follow them, when we can simply ask a child what’s wrong and then explain what we are going to do? If a child is not willing to do the things which he should, then the approach to take is to explain, follow up, and repeat it again and again and again. This is how a child is able to learn and eventually follow. When we do everything for a child however, instead of simply assisting him as he learns to do things for himself, he starts to assume that everything can be done for him. If this were the case, then why should he have to follow instructions and strive to accomplish more? Without being given a reason for doing things, a child will continue to protest and cry whenever he comes across new situations.
So my final advice to parents, therapists and caregivers alike is this: communicate with your child. Explain why he has to perform certain functions and show him how to do them. It is important to be patient, persistent and understanding, for you are the one who will teach him what’s wrong, what’s right, what’s true and what’s false. As you help to introduce him to the world, remember: your child is bright, and it’s up to you to support and guide him as he continues along the path of development.
Summer 2011 Session Dates
for the Sensory Learning Program
Wednesday July 6 through Sunday July 17
Monday July 18 through Friday July 29
Monday August 1 through Friday August 12
Monday August 15 through Friday August 26
Sleep Loss in Early Childhood May Contribute to the Development of ADHD Symptoms
ScienceDaily (June 15, 2011)
Short sleep duration may contribute to the development or worsening of hyperactivity and inattention during early childhood, suggests a research abstract that will be presented on June 14, in Minneapolis, Minn., at Sleep 2011, the 25th Anniversary Meeting of the Associated Professional Sleep Societies LLC (APSS).
Results show that less sleep in preschool-age children significantly predicted worse parent-reported hyperactivity and inattention at kindergarten. In contrast, hyperactivity and inattention at preschool did not predict sleep duration at kindergarten. The sample consisted of approximately 6,860 children, and analyses controlled for gender, ethnicity and family income.
"Children who were reported to sleep less in preschool were rated by their parents as more hyperactive and less attentive compared to their peers at kindergarten," said lead author Erika Gaylor, PhD, senior researcher for SRI International, an independent, nonprofit research institute in Menlo Park, Calif. "These findings suggest that some children who are not getting adequate sleep may be at risk for developing behavioral problems manifested by hyperactivity, impulsivity, and problems sitting still and paying attention."
According to the authors, attention-deficit/hyperactivity disorder is not generally diagnosed until the school-age years. However, the onset of developmentally inappropriate inattention, hyperactivity and impulsivity is often much younger. Sleep problems, particularly difficulty falling asleep and staying asleep, are frequently reported in children and adolescents with ADHD. However, the direction of causation, if any, has been difficult to determine. Longitudinal studies may provide a window into the direction of this complex relationship.
The analyses used data from the preschool and kindergarten waves of the Early Childhood Longitudinal Study -- Birth Cohort. The dataset includes a contemporary, representative sample of children and their families living in the U.S. and followed longitudinally from birth through kindergarten entry. Total nighttime sleep duration was calculated using parent-reported bedtimes and wake times, which were obtained via interview at both time points. Parents also rated their children's behavior on brief measures of attention/task persistence and hyperactivity/impulsivity.
Last year at Sleep 2010, Gaylor reported that having a regular bedtime was the most consis¬tent predictor of positive developmental outcomes at 4 years of age. Having an earlier bedtime also was predictive of higher scores for most developmental measures.
American Academy of Sleep Medicine. "Sleep loss in early childhood may contribute to the development of ADHD symptoms." ScienceDaily, 15 Jun. 2011. Web. 27 Jun. 2011.
4th of July History
- The major objection to being ruled by Britain was taxation without representation. The colonists had no say in the decisions of English Parliament.
- In May, 1776, after nearly a year of trying to resolve their differences with England, the colonies sent delegates to the Second Continental Congress. Finally, in June, admitting that their efforts were hopeless; a committee was formed to compose the formal Declaration of Independence. Headed by Thomas Jefferson, the committee also included John Adams, Benjamin Franklin, Philip Livingston and Roger Sherman. On June 28, 1776, Thomas Jefferson presented the first draft of the declaration to Congress.
- Betsy Ross, according to legend, sewed the first American flag in May or June 1776, as commissioned by the Congressional Committee.
- Independence Day was first celebrated in Philadelphia on July 8, 1776.
- The Liberty Bell sounded from the tower of Independence Hall on July 8, 1776, summoning citizens to gather for the first public reading of the Declaration of Independence by Colonel John Nixon.
- June 14, 1777, the Continental Congress, looking to promote national pride and unity, adopted the national flag. “Resolved: that the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.”
- The word ‘patriotism’ comes from the Latin patria, which means ‘homeland’ or ‘fatherland.’
- The first public Fourth of July event at the White House occurred in 1804.
- Before cars ruled the roadway, the Fourth of July was traditionally the most miserable day of the year for horses, tormented by all the noise and by the boys and girls who threw firecrackers at them.
- The first Independence Day celebration west of the Mississippi occurred at Independence Creek and was celebrated by Lewis and Clark in 1805.
- On June 24, 1826, Thomas Jefferson sent a letter to Roger C. Weightman, declining an invitation to come to Washington, D.C., to help celebrate the 50th anniversary of the Declaration of Independence. It was the last letter that Jefferson, who was gravely ill, ever wrote.
- Both Thomas Jefferson and John Adams died on Independence Day, July 4, 1826.
- The 56 signers of the Declaration of Independence did not sign at the same time, nor did they sign on July 4, 1776. The official event occurred on August 2, 1776, when 50 men signed it.
- The names of the signers of the Declaration of Independence were withheld from the public for more than six months to protect the signers. If independence had not been achieved, the treasonable act of the signers would have, by law, resulted in their deaths.
- Thomas McKean was the last to sign in January, 1777.
- The origin of Uncle Sam probably began in 1812, when Samuel Wilson was a meat packer who provided meat to the US Army. The meat shipments were stamped with the initials, U.S. Someone joked that the initials stood for “Uncle Sam”. This joke eventually led to the idea of Uncle Sam symbolizing the United States government.
- In 1941, Congress declared 4th of July a federal legal holiday. It is one of the few federal holidays that have not been moved to the nearest Friday or Monday.
- Thirty places nationwide have “liberty” in their name. Liberty, Missouri (26,232) boasts the highest population of the 30 at 26,232. Iowa has more of these places than any other state at four: Libertyville, New Liberty, North Liberty and West Liberty.
- Eleven places have “independence” in their name. The most populous of these is Independence, Missouri, with 113,288 residents.
- Five places adopted the name “freedom.” Freedom, California, with 6,000 residents, has the largest population among these.
- There is one place named “patriot” — Patriot, Indiana, with a population of 202.
- And what could be more fitting than spending the day in a place called “America”? There are five such places in the country, with the most populous being American Fork, Utah, with 21,941 residents.