SIRRI Arizona
October 23, 2019 
@ 6:00 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
one-on-one Consultation.
We offer an effective & convenient
optimal health program to get on track
- and stay there -
Let's explore if our program
is a fit for you with a FREE
Health Assessment
Initial Coaching Session
 Schedule Yours Today:
 Call (480) 777-7075  

Gluten Free Recipe:

Pumpkin Pie Overnight Oats:


  • ½ cup almond milk
  • ½ cup oats
  • ¼ cup pumpkin puree
  • ½ tsp cinnamon
  • 1/4 tsp nutmeg
  • ⅛ tsp ginger
  • ⅛ tsp cloves
  • pinch allspice
  • ¼ tsp vanilla extract
  • 2–3 tsp maple syrup or honey (*could use stevia or monk fruit instead)
  • 1 Tbsp chopped walnuts or pecans, optional


Put all the ingredients except the nuts into a small mason jar and stir to combine. Place the nuts on top if desired. Cover and refrigerate overnight.
Serve and enjoy the next morning! You may want to add another drizzle of maple syrup if desired, depending on how sweet you prefer.
Optional Add-ins:
You may also want to add some extra add-ins for nutritional value. For example, a scoop of protein powder will help you stay full even longer.

Your Referrals are Requested & Appreciated!

The highest compliment
we can receive
is the referral
of your friends, family,
and co-workers.
You never know whose life you can change
& YOU could be the one
who gifts that to them!
 Without you, they might not ever find our services.
Would you please take the chance of making a marked difference
in the life
of someone else?
Thank you!
Do you have
HSA or FSA funds
to use or lose
by the end of 2019??
(Yes, you can use them at SIRRI!)
Did You Know?
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
  • Peak/Optimal Performance
  • FREE Health Assessments
  • Health Coaching 
SIRRI Holiday Special!
Schedule your appointments by December 31, 2019 and receive:
$500.00 off the Sensory Learning Program
15% off any Learning Center Package
10% off Neurofeedback Package of 30 Sessions

Please call (480) 777-7075 to schedule your appointments today!
Discount may not be combined with any other offer or discount. Appointments must be scheduled between October 1, 2019 and December 31, 2019 in order to take advantage of this offer. Offer is valid for new clients, Assessment clients and past clients only. Sorry, offer is not valid for appointments already scheduled or current clients. A non-refundable deposit may be required at time of scheduling.

Movement Is a Building Block for Development

by Deanna Macioce, MS, OTR/L
It goes without saying there is a lot of chatter about how and what kids are doing these days. It probably is not any different from the conversations our grandparents and parents had, but in today’s conversations, there is a real concern about how this is affecting the whole well-being of our children. There have always been societal influences, but more and more we are finding our children are missing crucial parts of development, affecting their performance in school and sports and their overall well-being. This is starting as early as the newborn stage, and it stems a lot from the lack of movement and exploration. We are finding that children are not moving like they once did. This can be due to the lack of outdoor playing, the increase in structured play, as well as an innate concern for safety.
Children are made to move, and movement is one of the building blocks of development. However we are starting to lessen these opportunities for our children starting at birth. As a society, we have started to stifle movement from happening by restraining our children in baby equipment, such as swings, bouncers and walkers, to name a few. Whether it be because of concern for safety or we see these as a way to play and explore, we have lost the sense of balancing out the diversity of play methods. Yes, this equipment is fun and entertaining, as well as needed, but we need to pay attention to constantly moving our children from one “container” to another container. In addition, we find our lives busier and on the go, therefore babies are in car seats, strollers and shopping carts more often.
By not allowing babies to move freely in their environment, problem solving how to motor plan new movement patterns, such as negotiating how to crawl under a table or pull to stand on different items, is inhibited from happening. Lessening their movement affects the opportunity for their bodies to increase their core stability, use bilateral coordination, and develop a regulated sensory system. Their bodies develop through things like crawling over pillows, trying to figure out how to stand on something unbalanced, or rolling around in a pile of stuff animals. It requires setting up the environment to encourage this type of play and be safe. And yes, those “container” items are beneficial and needed, but we need to focus on giving babies an opportunity to learn and explore.
This then continues to our toddlers and school-aged children. When they are given opportunities to play through movement activities, such as playgrounds, obstacle courses, bike riding and sports, they are strengthening their overall bodies and improving their coordination and sensory systems. Mastering these skills carries over to their performance on the sports fields, as well as in the classroom. In addition, we can’t expect kids who have had decreased movement from birth and through their toddler years to be the ones rushing to get outside to play, or to want to participate in sports rather than sit and do sedentary activities, such as playing video games or being on a device.
We adults have to let go a little bit of our fear, allowing children to challenge their bodies. No one wants to see a child get hurt, but when given the opportunities to test the boundaries and learn to challenge their bodies, children actually gain confidence, improve body awareness, and trust in their coordination abilities. Acquiring these skills can also carry over in their emotional well-being, such as lessening their fear and anxiety for other things.
So, as parents and adults, let’s begin to think about helping our children gain the building block of movement in their play.
  • Lessen or balance out their time in contained equipment—put them on the floor or in a pack- and-play to explore and move.
  • Encourage more outdoor playing. Set up family relay races or obstacle courses.
  • Let go a little bit, and allow children to challenge themselves. Let them climb that rock or roll down that large hill...their bodies will thank you.
Have fun and let kids be kids!
More U.S. kids being diagnosed with autism, ADHD
by Amy Norton
September 26, 2019
More U.S. children today have developmental disabilities like autism and ADHD than a decade ago, though improved recognition may be a major reason, according to a government study.
Researchers found that between 2009 and 2017, the percentage of U.S. children and teens with a developmental disability rose from just over 16% to nearly 18%. Increases in ADHD (attention deficit hyperactivity disorder) and autism spectrum disorders accounted for most of the change.
But experts said it's unclear whether the shift is due to actual increases in the incidence of those disorders.
In fact, positive trends may be largely responsible, said Maureen Durkin, a professor at the University of Wisconsin-Madison School of Medicine and Public Health.
Greater awareness of the disorders and better diagnosis are likely contributors, according to Durkin, who wrote an editorial published with the study Sept. 26 in Pediatrics. She pointed to autism spectrum disorders (ASDs) as a prime example.
"Over time, the concept of what autism is has changed," Durkin said.
It now includes a broader range of subtler impairments in social interaction, communication and behavior—not only the more profound difficulties that once defined autism.
Lead researcher Benjamin Zablotsky, from the U.S. National Center for Health Statistics, agreed that changes in awareness and diagnostic criteria are likely contributors.
Plus, he said, wording of the survey questions changed over time, which probably prompted more parents to report that their child had been diagnosed with certain conditions.
For instance, in 2014 there was a roughly 80% increase in the prevalence of ASDs, following a change to that question.
For the study, Zablotsky and colleagues examined data from a periodic survey his agency conducts to track health trends in the United States. They focused on the prevalence of 10 developmental disabilities among 3- to 17-year-olds, as reported by their parents.
Between 2009 and 2017, the prevalence of ADHD rose from about 8.5% to 9.5%, while the prevalence of autism spectrum disorders more than doubled, from 1.1% to 2.5%. The percentage of kids with intellectual disability rose from 0.9% to 1.2%.
Researchers said the rise in intellectual disability coincided with a revamp of the survey question, which once described such impairments as "mental retardation."
What the study cannot definitively answer is "why," Zablotsky said. Durkin agreed and noted that even with shifts in awareness and diagnosis, there could still have been a change in the actual incidence of some disorders.
Whatever the reasons for the trends, it's vital to keep track of how many U.S. children have developmental disabilities, Durkin said.
"It can help us plan for services," she explained. "We have effective early interventions that improve outcomes, but they need to be accessible."
As it stands, Durkin noted, some children can wait as long as a year just to get an evaluation for a possible developmental disorder.
The study found that some areas of the country may have a particularly acute need for services. Over the years, the prevalence of developmental disorders increased in urban areas, but remained lower than in rural America—at a little over 17% by 2017, versus 19.5%.
It's already known, Zablotsky said, that families in rural areas often face obstacles, including a lack of providers who treat developmental disorders, and difficulty traveling to get those services.
"We publish the data on prevalence," he said, "and then hope that policymakers can use it."
SIRRI can help. We offer you a full assessment and a comprehensive plan of action that integrates feedback technology with cognitive skill training and behavior shaping to improve executive function.  Individuals with ADHD and ASD often have weak executive function. We will customize a program for you to improve attention, executive function, and self-regulation.
Empowerment Scholarship Accounts (ESA)
We are a Pre-Approved Facility
What can ESA funds be spent on?
According to the Arizona Department of Education, "Additional eligible expenses for children with special needs include:
Educational therapies or services from a licensed or accredited practitioner or provider"
Please contact us or 
for details on using your ESA.
Upcoming Session Dates for
The Sensory Learning Program:
Monday, November 11
Friday, November 21
Monday, December 9
Friday, December 20
SIRRI Arizona • 4515 S. McClintock Drive, Suite 208 • Tempe, AZ 85282
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