Spectrums Magazine Spring 2014 for the Autism Community

FREE PORTLAND AND SW WASHINGTON’S ONLY MAGAZINE FOR AUTISM SPECTRUM DISORDER

SPRING 2014

S.H.I.N.E. PROGRAM CREATES UNIQUE BONDS SUMMER CAMP GUIDE USING YOUR LOCAL E.S.D. APPLIED BEHAVIOR ANALYSIS THE DECISION TO USE MEDICATION

Special Needs Planning Every parent of a special needs child asks themselves

“What will happen to my child when we’re gone?”

We can help you find the answers Special Needs Trusts Guardianships and Conservatorships Sorting Out SSI & Medicaid Asset Protection Plans Wills Living Trusts Financial Powers of Attorney To order a free copy of our Legal/Financial Planning Guide, call (503) 245-0894 or visit our website at naylaw.com

Planning for your family tree 6500 SW Macadam Ave., Suite 300 | Portland, OR 97239-3565 Ph: 503.245.0894 | Fax: 503.245.1562 | www.naylaw.com

Helping families with special needs kids provide security and quality of life since 1984

Member:

SPRING 2014

contents

St. Helens High School students act as social guides to students with autism.

Photo by Dawn DeAno

F E AT U R E D S E C T I O N S Lifespan

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Potty training kids with autism

Tips, advice and information for helping children with special needs achieve toileting success. “My Turn�

One story of life with autism.

Recreation

14

2nd Annual Summer Camp Guide

Prepare for summer break with our camp guide, filled with activities and options for children with special needs.

Health & Wellness

26

The decision to use medication

Local families share their personal decision to use medication with their child on the spectrum.

Therapy

29

Applied Behavior Analysis (ABA)

32

Resource directory of therapy options

How ABA is making strides as a therapy option in the autism community.

A directory of therapy providers and clinics throughout the Portland/SW Washington metro area.

Education

18

Helping students S.H.I.N.E.

22

Using your local Education Service District

High school program integrates students with and without disabilities in a variety of school settings.

The metro area has ESDs that provide a myriad of resources, including child care, parent training and workshops. www.spectrumsmagazine.com

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FROM the PUBLISHER

SPRING 2014 | VOLUME 2, ISSUE 1 SPECTRUMS MAGAZINE LLC Courtney Freitag, Founder and Publisher

My kids have uttered many phrases in their short lives that I wish I would have documented. From the funny quips and observations, to insight on the world through a 7-yearold’s eyes, writing these down could have provided great entertainment later in life.

However, my son recently used a phrase that I won’t need to jot down—I’ll remember it fondly: “Mama, I want to have a play date.”

Many children and teens on the spectrum struggle with finding where, how and if they want to fit into a social hierarchy. As a protective parent, I must constantly remind myself not to impose what I want for my son socially with what HE wants socially. In his three short years in elementary school, he has managed to always have other kids flock to him—whether he is indifferent to them or not.

I had the pleasure of meeting a group of students at St. Helens High School who have developed a program to integrate kids with and without disabilities and navigate the social world together. The poise, commitment, strength and determination of these kids was so humbling. Read about the inspiring S.H.I.N.E. program on page 18.

The program erases the line between what school activities are for students with disabilities and what activities are reserved only for students without disabilities. Witnessing the ripple effect of how these relationships are shaping these young people makes me hopeful for my son’s future.

The more families, professionals and people with autism that I meet, I realize why they call it a spectrum disorder. Our family’s experience with autism is different than other’s— but also very much the same. When meeting new children or families who are severely impacted by autism, I have to squelch my urge to compare our family to theirs.

Mailing address: 1722 NW Raleigh Street, Suite 422 Portland, Oregon 97209 Phone: (971) 998-5967 • Fax: (971) 327-6702 www.SpectrumsMagazine.com courtney@spectrumsmagazine.com Connect with us online! /SpectrumsMagazine @SpectrumsMag SpectrumsMag Editorial Advisory Board: Genevieve Athens, Michael Brooke, Amy Donaldson, Karen Krejcha and Jody Wright Spectrums Magazine LLC makes no warranty, guarantee, endorsement or promotion of any service, provider or therapy option listed in this publication or its website (www. spectrumsmagazine.com). This is a free community magazine created as a courtesy to the public. Spectrums Magazine LLC cannot be held liable for any action or decision based upon information found in this publication or the magazine’s website.

It is the responsible of individuals to discuss any therapy or treatment option with your care team. Every effort is made to ensure accuracy and verify information, however readers using this information do so at their own risk. No part of this publication maybe reproduced or transmitted without prior written consent from the publisher. ©2014 All rights reserved.

ON OUR COVER

Hopefully, Spectrums Magazine is a living document of the stories, experiences and news happening in the autism world.

And I am grateful to play a small role in that.

Two St. Helens High School students who are part of the SHINE Program, Students Helping Inspire Nonjudgemental Equality.

Read about their unique mentoring program on page 18.

Courtney Freitag Founder and publisher

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Photo by Dawn DeAno

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Speech Therapy Occupational Therapy Play/Social Skills Training Academic Tutoring Private OT Gyms Dedicated Outdoor Therapy Space Low Sensory Waiting Room Available

Open 7 Days a Week 9 a.m.-6 p.m.

1700 NW 167th Place, Suite 220 • Beaverton, OR 97006 • (503) 985-9527 www.thecenterforhealthandperformance.com

www.spectrumsmagazine.com

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lifespan IDEAS AND TOPICS FOR ALL

IN THIS SECTION Potty training for special needs........................8

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AGES AND STAGES

Dental care for families of children with special needs Make a trip to the dentist more smile-worthy.

At Providence Specialty Pediatric Dental Clinic, children and young adults receive excellent dental care in a safe, fun environment. Our dentists and staff welcome patients ages birth to 26 with behavioral, developmental and medical needs, and their siblings too. We’re changing the world of special-needs pediatric dentistry, one smile at a time!

For more information, call 503-215-1056 or visit www.ProvidenceOregon.org/pediatricdental.

Providence Child Center • 830 NE 47th Ave. • Portland, OR 97213

Providence Child Center offers families of children with special needs comprehensive services through Swindells Resource Center, Providence Neurodevelopmental Center for Children and the Center for Medically Fragile Children. www.spectrumsmagazine.com

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LIFESPAN

By Denise Reynolds, RD

Toilet training a child is sometimes difficult to do even in the best situations. But add on top of that challenges such as autism, and parents can be overwhelmed by the task.

Obviously, becoming independent with bathroom habits is critical as the child becomes older. With all the skills and resources parents have at their disposal, the most important for toilet training is patience.

Remember first that autism is not mental retardation or lack of intelligence. This is important to keep in mind when introducing new skills to an autistic child. However, the lack of appropriate verbal and nonverbal communication can make toilet training challenging.

Also understand that there are milestones that need to be achieved before attempting toilet training in even normally developing children. These include recognizing a child’s readiness for the task, such as being able to sit, walk, dress and undress, and the ability to recognize the bodily clues that indicate the need to use the bathroom. Positive reinforcement is recommended for any child tackling something new to them.

A child with autism, however, has impaired social interaction skills. They may not respond to the same motivation that a normally developing child would. For example, writes Danica Mamlet in Autism and Toilet Training, difficulties in comprehending language and logic may inhibit the ability to understand what is expected in regards to the toilet procedure.

They may not understand it when you explain why they need to eliminate in the toilet and not in the diaper. They may also feel resistance to the change in routine, the stimulating environment of the bathroom (bright lights, noise coming from running water), and the change in temperature they feel when taking off their clothes.

Remove as many obstacles and distractions as you can. If your child is light-sensitive, put lower wattage bulbs in the bathroom lights for a more dim room.

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In addition, a child with autism often has gastrointestinal problems that make a regular toilet training schedule a challenge. GI problems such as abdominal pain, bloating, gaseousness, constipation, and/or diarrhea, are more prevalent in children with autism. Try to correct these problems if you can before toilet training, so that discomfort will not be yet another obstacle to overcome. For example, if your child is constipated, ensure he is drinking adequate amounts of water and eating enough dietary fiber to make stools soft and easier to eliminate.

For successful toilet training, Mamlet encourages the use of visual cues versus verbal cues. A system that uses picture Continued on page 10

Therapy for kids with individual differences and sensory needs.

“We have been on this road of autism therapy for eight years now, and after visiting countless clinics both in Oregon and California, it is my sincere and humble opinion that the love and care we received at Sensory Kids is truly unparalleled.” — Searmi, parent and client at Sensory Kids

Family-Centered, Child-Driven, Therapist-Led Sensory Integration • DIR/Floortime • Parent-education Sessions Occupational Therapy • Integrated Listening Systems • Social groups Yoga Calm® Classes • Caregiver support group • SOS Feeding Counseling • Dance/Movement Therapy

1425 N Killingsworth Street, Portland www.sensorykidsot.com • (503) 575-9402

WOULD YOU LIKE US TO

TEXT THE TOOTH FAIRY?

2150 NE Division Street, Ste 201 • (503) 666-9436 babymolar@gmail.com • www.babymolar.com

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LIFESPAN

Potty training, continued from page 8

icons with each step identified is recommended as a tool to teaching toilet independence. A consistent routine capitalizes on the autistic child’s need for repetition.

To accommodate resistance to change, gradually introduce the bathroom routine over time. First, have him or her enter the bathroom clothed, then clothed to sit on the toilet, then in diapers, and then unclothed. The use of separate potty chairs is not recommended, as your child would then have to transition later to the bigger toilet—yet another change to tackle. But do make sure the seat of the toilet is comfortable and secure.

If your child attends a preschool or day care, speak with the teachers about how you can follow their schedule at home as closely as possible. Open communication here can be very helpful as you exchange tips with each other regarding what is best for your child.

The use of a transition object (a preferred book or toy) may be used to teach your child when it is time to go potty. For example, part of your routine may be to eat dinner, play with a certain toy for 30 minutes, and then pick up his or her transition object and take it to the bathroom where he will follow the visual chart to remove clothing and sit on the toilet. Other parents like using “potty” dolls that pee after giving them a drink as teaching tools.

If your child is verbal, have him or her learn some appropriate bathroom words to describe when he needs to go. Nonverbal children can be taught some simple sign language, or here the use of picture cards may be helpful.

One mom of an autistic son uses the Picture Exchange Communication System (PECS) and places laminated cards in each room of the house so her son can pick one up when he needs to go to the bathroom.

Remove as many obstacles and distractions as you can. If your child is light-sensitive, put lower wattage bulbs in the bathroom lights for a more dim room. If your bathroom is large and the child seems overwhelmed by that, make a half-bath his own, if possible, with favorite features and colors.

Just as with a normally developing toddler, the use of a reward system is key to reinforce positive behavior.

Again, the key here as a parent is patience. Potty training an autistic child is likely to start later and take longer than it would with another child. Each child has their own personal clock and like all of their other skills that they develop, potty training will come in time, too.

Denise Reynolds is a consultant dietitian and writer based in Greenville, North Carolina. This article, Potty Training Tips for an Autistic Child, was reprinted with permission and originally ran on www.examhealth.com April 20, 2012.

Portland non-profit collects diapers for those in need While government subsidies are in place for food, housing and medical necessities, none exist to help families in need of diapers and diapering supplies. To fill this need, Rachel Alston founded PDX Diaper Bank, a non-profit that provides diapers and diapering supplies to low-income families with children, older adults and individuals with disabilities in the Portland metro area. The organization began serving the community in April 2013 and is able to serve thousands in need throughout the region.

“PDX Diaper Bank provides quality diapers and diapering supplies to qualifying families and can help offset the cost of these expensive necessities.”

“So many people are unaware of the vast diaper need in our community, the financial strain that it puts on families, and the fact that there aren’t government subsidies available to assist families with the high cost of diapering supplies,” Alston explained. The group is dedicated to community education through events and diaper drives and plans to hold a workshop on how to use cloth diapers on a budget.

The list of partner agencies is growing, Alston said.

Currently, diapers and supplies are provided to:

“Providing educational resources is another strategy we use to help decrease potential health hazards in the communities we serve.”

Groups, businesses and organizations can help the PDX Diaper Bank in several ways: hold a diaper drive, make a financial donation, volunteer your services or provide donated commercial office space. Diaper drop-off locations are also listed online.

Sally Stauffer, vice president of PDX Diaper Bank and an occupational therapist in Portland, sees the extra expense families incur when having a child on the spectrum.

“For some families, this means purchasing lower quality supplies, like diapers, for their loved ones,” Stauffer said.

The organization does not deliver to individuals or accept walk-in traffic. Instead it works with area agency partners that act as a conduit for providing diapering supplies directly to those in need. Potty training kits are also available to assist families.

• Portland Public Schools Teen Parent Services • Northwest Housing Alternatives • JOIN: Connecting the Street to a Home • Providence Maternal Care Clinic • Clackamas Service Center

For more information, please contact Alston at pdxdiaperbank@gmail.com or visit www.pdxdiaperbank.org.

For a limited time, Spectrums Magazine readers can receive a free potty seat from PDX Diaper Bank to help with training! Contact info@pdxdiaperbank.org for details and information. *Income restrictions apply. First come, first served while quantities last. www.spectrumsmagazine.com 10qualifying

LIFESPAN

MY TURN ONE PERSON’S STORY OF LIFE WITH AUTISM

By Robert Parish

Autism, as most of you know, has a tendency to turn more than a few things upside down. Sometimes families weather the thunder and lightning.

Sometimes they don’t. Unfortunately, mine did not.

Eight years after the Parish family imploded, I made an agonizing decision to surrender my legal and parental rights to the young man formerly known as “Jack Michael Parish.” His mother immediately changed Jack’s last name to her new, remarried one. His stepfather filed adoption papers. I signed. Might as well have used my blood.

Given Jack’s communication challenges, he had no voice.

Hard to imagine the blue-eyed dynamo who spent the first eight years of his life mostly enjoying his time with me would have agreed to this dysfunctional arrangement.

Sadly, it was that kind of divorce. A situation all-toocommon in the crazy, mixed-up world of special needs’ parenting.

I sank. Very deep. Recovered slowly thanks mostly to a loving support system of family, friends and special needs professionals. Most reminded me daily (sometimes hourly) that my third son and I would always share DNA and thousands of precious, unspoken memories.

Perhaps most importantly, Jack also has inspired his three siblings and me to become passionate advocates for children and adults with “differences.”

My oldest son, Graham, teaches at-risk youth at a special high school in Southeast Portland. My second son, Ryan, is a social worker at the Department of Veterans Affairs. My daughter, Courtney, is about to graduate from college with a degree in Psychology. Next August, Jack’s chronologically closest sibling will begin her year of service in Columbus, Ohio as part an Americorps’ program created to mentor and tutor disadvantaged youth.

As for me, I’ve focused a significant amount of personal and professional passion on autism education and advocacy through my website www.comebackjack.org.

Connecting to those in the world who have difficulty engaging in “typical” behavior has been cathartic for all of us who love Jack from a distance. On good days, we feel happy and satisfied about the work we’ve done and are doing. On the not-so-good days, which are less often than they used to be, we really miss that barely verbal, perseverating whirling dervish who was omnipresent in our lives.

Jack-Formerly-Parish turned 21 earlier this year. For most coming-of-age adults, a 21st birthday is a significant milestone, often celebrated at a bar.

I don’t know for sure, but I’m confident Jack didn’t shotgun cans of Shiner Bock, down Jagermeister shots, or try to pick up a waitress on his special birthday. My guess is he celebrated by sitting at home in front of a very large plasma screen, stimming on videos, most likely a Fantasia VHS. From what his sister tells me, one of Jack’s primary obsessions remains: old school entertainment that is easy to fast-forward and rewind.

In 2008, I wrote and edited a book, Embracing Autism. In the final chapter, I made a list of things that I would never worry about with Jack—his 21st birthday included.

Here’s an excerpt: Now that Jack is in his teenage years, and we have a solid perspective about his cognitive, social and behavioral limitations, I’ve forced myself to face what some would consider a number of harsh realities. Barring a major scientific breakthrough, unforeseen miracle, or planetary realignment, my youngest son will probably never: • Cut the lawn; • Drive a car; • Drink too much alcohol; Continued on page 31

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recreation INCLUSIVE WAYS TO HAVE FUN

The 2014 Special Needs Camp Guide begins on page 16

Smiles are our

Specialty.

As a team, we are committed to providing a unique professional experience in a loving and caring atmosphere. We tailor all of our treatments to fit the individual patient, so when you complete your treatment you have a smile that is every bit as unique as you!

Invisalign • Damon® System • iBraces™ Dentofacial Orthopedics • Sleep Apnea TMJ/TMD Treatments • Surgical Orthodontics

3943 Douglas Way, Lake Oswego www.dischingerteam.com • (503) 635-4439

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RECREATION

2014 special needs

CAMP

GUIDE

DAY CAMPS Adventures Without Limits 1341 Pacific Avenue, Forest Grove (503) 359-2568 www.awloutdoors.com Adventures Without Limits’ mission is to empower people of all abilities through quality outdoor experiences.

Dates: Check website for trip information.

Bustin’ Barriers (503) 869-7112 www.bustinbarriers.org bustinbarriers33@gmail.com Established to provide safe physical activities and meaningful socialization for individuals with disabilities.

Dates: Check website for camp information.

Dream it, Do it! Academy (503) 494-3281 davichar@ohsu.edu www.emergingleadersnw.org Day camp for youth with disabilities and chronic illness ages 16-25. Develop leadership skills, and health and independence goals.

Dates: Check website for camp dates.

Autistic Community Activity Program (ACAP) 1900 SE Milport Road, Milwaukie (503) 342-6645 www.acapportland.org info@acapportland.org Summer day camp with a mission to provide community education through recreation for people.

Dates: June 23-Aug. 15

Camp Rivendale 8005 SW Grabhorn, Beaverton (503) 629-6342 www.thprd.org/facilities/stuhr/ camprivendale.cfm jenkinsestate@thprd.org Summer day camp program for kids ages 6+. Campers explore areas of music, dance, drama, visual arts, sports and aquatics.

Dates: Check website for camp dates.

Evergreen Public Schools Community Education 13501 NE 28th Street, Vancouver (360) 604-4082 www.evergreenps.org Various classes and camps.

Dates: Check website for camp dates.

BikeFirst! iCan Shine Bike Week 4811 NE Shaver Circle, Portland www.bikefirstlttw.com/clinics/bikeweek/ annbikefirst@gmail.com Held in the gymnasium at Concordia University, this week-long bike camp for kids 8 and up uses specialty bikes outfitted to prevent tipping.

Dates: June 23-27

Building Bridges 0112 SW Pennoyer Street, Portland (503) 235-3122 • www.bridgespdx.com Dates: Summer program starts June 17.

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Camp YaketyYak Mt. Park Church 40 McNary Parkway, Lake Oswego (503) 358-8182 or (503) 752-5799 www.campyaketyyak.org office@campyaketyyak.org Day camps that develop social communication and emotional regulation skills.

Dates: Session 1, July 14-25; Session 2, Aug. 11-22.

Community Based Activity Program 1341 Pacific Avenue, Forest Grove (503) 359-2418 • www.cbapkids.com cbapkids@gmail.com Inclusive educational and recreational services to students with and without disabilities ages 5-21.

Dates: Check website for camp dates.

Help Eliminate Learning Problems (HELP) Marylhurst University Davignon Hall #326 (503) 635-3389 • www.helpadd.com Works on improving school difficulties across multiple disabilities.

Dates: Check website for camp dates.

PlaySpace 1727 NE 13th Avenue, Portland (503) 224-2820 info@pdxplayspace.com www.pdxplayspace.com Social skills, movement and play groups facilitated by a speech-language pathologist and social coaches.

Dates: Camps begin July 7-Aug. 29.

Continued on next page

Portland Parks & Recreation Adaptive & Inclusive Recreation 426 NE 12th Avenue, Portland www.portlandoregon.gov/ parks/39830 (503) 823-4328 Inclusion program for children and adults.

Dates: Check website for current catalog.

Sensory Camp Minnehaha Elementary School 2800 NE 54th Street, Vancouver debbie@sensorycamp.org www.sensorycamp.org Summer day camp for children 5-13 years of age with special needs.

Dates: June 30-Aug. 15 (Tentative dates; check website for details).

Specialty Athletic Training (541) 913-4406 www.specialtyathletictraining.com Professional personal training specializing in fitness programs for children and adults with special needs.

Dates: Aug. 4-8. Register online: www.showcasebasketball.com.

Synergy Autism Center 7739 SW Capitol Hwy, Suite 220, Portland • (503) 432-8760 www.barbaraavilaconsulting.com Aiming to demonstrate to parents, students, colleagues that working together with and on behalf of those on the autism spectrum is infinitely better than each of us working, playing, loving in isolation.

Dates: Check website for summer programs.

The Kids Cooking Corner 5206 NE 78th Avenue, Vancouver (360) 433-9114 heidi@thekidscookingcorner.com www.thekidscookingcorner.com This non-profit cooking school includes lessons and camp with a Home-Ec theme. Weekly cooking night for students on the autism spectrum.

Dates: Check website for camp dates.

Vancouver Parks & Recreation (360) 487-7060 teresa.williamson@ci.vancouver.wa.us http://goo.gl/pqk8N7 Inclusion program for children and adults.

Dates: Check website for current catalog.

OVERNIGHT CAMPS Camp Attitude P.O. Box 207, Foster (541) 367-3420 camp@campattitude.com Dedicated to providing a unique camping experience by advocating a biblical response toward disabilities, both visible and invisible.

Dates: Begins June 22. Check website for details.

Camp Meadowood Springs P.O. Box 1025, Pendleton (541) 276-2752 www.meadowoodsprings.org Camp Meadowood Springs is for individuals and their families impacted by communication and/or social learning challenges Dates: Check website for camp dates.

Camp Namanu (Campfire Portland) 1-877-945-2641 www.wilanicouncil.org Overnight camp for grades 1-13 in one-week sessions.

Dates: Overnight and mini-camps available as well as day camp options.

Sessions begin on July 24.

Camp Odakoda 12042 SE Sunnyside Road #450, Clackamas • (503) 320-3103 asdoregon@yahoo.com www.asdoregon.org An overnight camp for those with Asperger’s Syndrome and High Functioning Autism.

Dates: Aug. 13-17 in Falls City, Ore.

RECREATION

Camp Guide, continued from page 14

KindTree-Autism Rocks (541) 505-7285 www.kindtree.org Designed around the needs of those living with autism. Activities include canoeing, swimming, a talent show, fishing, arts and crafts and more.

Dates: Summer Retreat Aug. 21-24 in Eugene.

Mt. Hood Kiwanis Camp for Children & Adults with Disabilities 10725 SW Barbur Boulevard, Suite 50, Portland (971) 230-2922 • www.mhkc.org Kristy@mhkc.org Residential camp offers horseback riding, canoeing, swimming, arts and crafts, hiking, camping, outdoor cooking and a challenge course.

Dates: Check website for camp dates and information.

Upward Bound Camp P.O. Box C, Stayton (503) 897-2447 upward.bound.camp@gmail.com www.upwardboundcamp.org Christian overnight camp for people experiencing disabilities ages 12 through geriatric. Activities include fishing, hiking, swimming, boating, archery and more.

Dates: Check website for camp dates.

YWCA Camp Westwind 1111 SW 10th Avenue, Portland (503) 294-7476 westwind@ywcapdx.org http://goo.gl/JvmTJz Inclusive residential family camp held on over 500 acres of scenic coastal land at the mouth of the Salmon River Estuary.

Dates: Check website for camp dates.

ACADEMIC FOCUS INCORPORATES SPORTS OVERNIGHT CAMP FAITH-BASED HIGH STAFF-TO-CAMPER RATIO OPPORTUNITY TO BUILD SOCIAL SKILLS OUTDOOR ACTIVITIES DAY CAMP ARTS & CRAFTS OFFERED

www.spectrumsmagazine.com

OPEN TO TEENS/ADULTS

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education KNOWLEDGE TO EMPOWER FAMILIES AND PEOPLE ON THE SPECTRUM

IN THIS SECTION Students who SHINE............................................................................18 Using your local Education Service District (ESD)............. 22

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Photo by Dawn DeAno www.spectrumsmagazine.com

He was surely intended for me. I fear for the person I would have become had I not been forced to slow down, dig deep for patience I didn’t know I had, and carve out a new set of rules. I have been set straight by a pair of small little hands. —Amy, mom to Marty

Are you raising a child with special needs?

Join the Amazing Graces photographic story telling project.

As a photographer I am looking to collect personal stories highlighting moms raising children with special needs/ learning differences.

PlaySpace where kids connect

Therapeutic social skills groups for developing: Engagement Cooperation Communication Pretend play Friendships All groups at PlaySpace are designed to meet the needs of children ages 3-10 years who are experiencing communication, social, sensory and behavioral challenges.

Groups run year round and can be billed to insurance

Contact us for more information: Dawn DeAno dawndeanophotography.com 503-701-5565 • dawndeano@gmail.com

Call: 503.224.2820 Email: info@pdxplayspace.com Visit: www.pdxplayspace.com 1727 NE 13th Avenue • Portland, Oregon 97212

Our mission is to provide evidence-based treatment and financial support to families affected by autism.

Afterschool programs • Parent training In-home programs • Social skills groups Early Learners Program

2702 NE 78th Street, #104 • Vancouver (360) 573-6047 • aadlanddental.com

(503) 516-9085 ahopeforautism.net www.spectrumsmagazine.com

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EDUCATION

Helping students

S.H.I.N.E.

By Courtney Freitag Photos by Dawn DeAno With intense purpose on his face, Taylor* (*not his real name) navigates the halls of St. Helens High School, clear and determined to complete his job.

Even his Social Guide, Adriana, walks briskly to keep up with him.

“Good morning, would you like to order from the Coffee Cart today?” says the electronic voice, generated from an iPhone® app that hangs from a lanyard around Taylor’s neck. The school staff’s expressions are clear that they anticipate his visit every day.

“Yes, Taylor. I would like to order,” says a woman in the school’s main office. Although non-verbal, his face brightens as he hands her the order form.

Each coffee order is completed with a high-five and fist bump.

• Finding similar interests • Reading a magazine • Solving a puzzle • Playing board games • Walking around the school together • Community outings with chaperones • Hanging out during Activities Period • Mainstreaming into a general education classroom Collaborating at a table in the sun-filled classroom, 16-year-old Andrew, a special education student, giggles as he completes a task and receives Skittles as a reward. The staff reviews social stories and signage about transportation and road signs with the group and provides thoughtful support and encouragement along the way.

High-five, fist bump.

“If I’m having a bad day,” says Adriana, “he makes me happy.”

Taylor and Adriana are part of SHH’s Students Helping Inspire Non-Judgemental Equality (SHINE) club, a program developed in 2007 by a group of special education teachers, specialists, parents and administrators. The popular program integrates students with and without disabilities in a variety of school settings. Students volunteer their time and act as Social Guides to those with severe disabilities within the school environment.

Taylor walks the completed orders to the school’s cafeteria to fill the orders, then returns with hot lattés and espressos to awaiting teachers and staff.

High-five, fist bump.

“We’re really giving them ground level experience,” said Syb Owens, SHINE’s program director. “It’s great for the students and it’s career development for the Social Guides.”

Nearly 30 students make up the SHINE club and interact with each other in a variety of schoolrelated activities that can include: • Sharing lunch time together

Senior Dahnrae Duncan gently puts a squishy fidget in the hands of a student, reading her a social story of traveling to New York—a story Duncan wrote and illustrated for use in the classroom. She considers her four years of participating in the SHINE program as a once-in-a-lifetime experience.

“They teach you a lot,” Duncan says. “I’ve watched them grow up and it will be an emotional experience when I leave at the end of the year.”

Duncan says her work with the special education students and the SHINE program has motivated her to pursue a career in psychiatry.

In 2007, the Special Education staff took a closer look at how they could bring the social aspects of high school to those that were in the Life Skills classroom.

“We asked ourselves, ‘What can we do to drop these walls?’” says Lori Thompson, special education coordinator for the St. Helens School District. “How can we foster community and look at other ways to bring peers to them.”

As the SHINE program was being developed, school Continued on page 21

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EDUCATION

They teach you a lot of compassion.

I’ve watched them grow up.

—Dahnrae Duran, St. Helens High senior

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SHINE, continued from page 18

EDUCATION

staff found: • Students without disabilities felt awkward approaching students with disabilities • Students with disabilities ate lunch at their own table with instructional assistants • When walking down the hall, students with disabilities were anchored to an adult (usually less than two feet of space) • Many students without disabilities had gone to school with students with severe disabilities since Kindergarten • All students lived in the community • Students with severe disabilities participated in general education classes (art, music, journalism, foods) but often sat at the back of the class with an instructional assistant Michelle Ekstrom, an educational assistant with 14 years experience in the autism field, says the students she works with are experiencing puberty and similar changes that their neurotypical peers are. They just need trust and compassion, she says.

Social Guides receive volunteer credit, letters of recommendations and class credits. Students are trained by special education staff, trained with other students, are involved in Parent Night dialogue and receive specific training on disabilities and inclusive practices. Students can also join the SHINE program by completing a Senior Project in the Special Education area that interests them.

The program’s goal is to implement a SHINE program throughout the K-12 system as well as in the community for those that have graduated high school.

And that is worthy of any high-five or fist bump.

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EDUCATION

How to tap into your local

Education Service District (ESD)

By Megan Stenberg Like many preschoolers, Eddie, an active, 4-year-old boy with deep brown eyes, already knows how to use an iPad®.

He easily navigates to kid-friendly videos and educational apps, and is intensely engaged by the bright colors and catchy tunes.

Bending his head and tilting his ear to get closer to the speakers, he swipes his finger back and forth on the screen, repeatedly turning the volume up and down, a small smile brightening his handsome face.

Like many families with preschoolers, the world of early childhood development offers endless opportunities for growth and learning and an emerging awareness of their child’s strengths and challenges.

Eddie’s parents, Josh and Gloria Killen, brought their concerns about his lack of communication and social skills to the family pediatrician when Eddie was 18 months old. The family’s life shifted dramatically when he was diagnosed with a developmental disorder somewhere on the autism spectrum before he was 2 years old. When the family began to incorporate an array of specialists and services, their daily life became decidedly more complicated.

“Eddie didn’t have any words,” his dad says. “While he was able to do some sign language, he wasn’t articulating any words. He also had trouble biting food off and gagged easily on certain textures and smells.”

At 22 months, a pediatric behavioral doctor diagnosed Eddie with Pervasive Developmental Disorder-Not Otherwise Specified (PPD-NOS). According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), PDD-NOS is a diagnosis that is used for “severe and pervasive impairment in the development of social interaction or verbal and nonverbal communication skills.”

Psychologists and psychiatrists sometimes use the terms “pervasive developmental disorders” and “autism spectrum disorders” (ASD) interchangeably.

One of the first agencies the Killens contacted was Northwest Regional Education Service District (NWRESD)—one of the state’s largest provider of special education services for children birth through age 5 who demonstrate significant delays in their development.

Like the Killens, families and caregivers with concerns about a child’s development can call the Education Service

District (ESD) in their region. There are free screenings and evaluations that are facilitated by a team of highly qualified specialists in a variety of disciplines, including early childhood education specialists, speech-language pathologists, occupational or physical therapists and school psychologists.

Evaluations are paid for by local school districts and children are made eligible for services based on guidelines provided by the Oregon Department of Education. Once eligibility has been determined, NWRESD provides developmental supports for children birth to kindergarten.

• For children age birth to three, services are provided in the home or other caregiver settings.

They may include occupational or physical therapy speech and language therapy and parent coaching to empower families to help their child progress.

• For children age three to kindergarten, in addition to the services listed above, children can also receive specially designed instruction provided at community preschools, childcare facilities, or Early Childhood Special Education centers (ECSE). Northwest Regional ESD operates three centers in Washington County: Woodside Center in Beaverton, the Tualatin Early Childhood Center and the Hillsboro Education Center.

Eddie currently attends class at the Hillsboro Education Center four mornings a week, where he works one-onone with staff on basic academic skill-building, behavioral strategies and social/communication skills, as well as with his peers in small and large group activities that reinforce those skills.

His parents are pleased with the progress he has made since attending Northwest Regional ESD’s Hillsboro Education Center.

“He can focus on one thing for a longer period of time,” his dad says. “He’s more social and is better with structured activities.”

Kathy Andre, an ESD early childhood education specialist and Eddie’s teacher, says he is learning to follow classroom routines such as what to do when he arrives, how to transition from activity to activity using a visual schedule, and what to do when it’s time to go home.

Continued on next page

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ESD, continued from page 22

In the short-term, Eddie’s parents would like to see him begin to use his words and be able to interact socially with other children. When they look further ahead, their vision for their son is universal among parents: they want Eddie to be happy and to function as independently as possible.

Transitioning to Kindergarten Many families with a child receiving early childhood special education services are concerned about what happens when a child reaches kindergarten age.

Law requires that when a child receiving early childhood special education services is eligible to enter public school, NWRESD staff, parents and the receiving school district staff meet. As a team, they collaboratively determine the necessary steps to support the child’s transition from the early childhood special education program to public school or another educational setting.

In addition, when the school district determines a child is eligible for school-age special education services, the ESD, parents and school district work together to develop an Individual Education Plan (IEP) that goes into effect at the beginning of the school year.

Here are some ideas to help your child transition: • Generate a list of your child’s strengths and challenges, along with your concerns. Here are some areas to get you thinking: - Academic Skills - Social/Personal Skills - Independent Living Skills - Communication - Orientation and Mobility • Write a description of the kind of person who works best with your child.

• Bring a picture of your child.

EDUCATION

“Now he comes into class willingly and with a little help, is able put his belongings away and begin his day,” Andre says. “He’s learning to follow routines independently and increasing his attention to a particular task. Eddie’s ability to sit and to learn has increased over the year and he’s much more responsive to the staff in the classroom. It’s a lot of fun for us to work with him!”

• At the IEP, discuss the level of family support needed to participate effectively in the round-up (e.g., extra staff support for children if needed).

• Bring a friend or family member who is familiar with your child to the meeting to help with support (e.g., to take notes, to help clarify etc.).

• Purchase a three-ring binder in which to keep your child’s special education paperwork.

• Attend a local school’s Kindergarten Round-up.

• Schedule a time with the new teacher to meet your child at school prior to the start of school.

• Request and familiarize yourself with the kindergarten curriculum.

• Familiarize yourself with special education law.

• Discuss how communication between home and school will occur.

• Share the vision you have for your child with the IEP team (short- and long-term).

• Be sure all of your child’s needs are addressed on the IEP. • Discuss extended school year (ESY) at the IEP meeting.

• Register your child at the school she/he will be attending.

• Transportation: Discuss whether your child will ride the special education bus or the regular bus.

• At the IEP meeting, goals will be developed prior to the discussion of your child’s placement. Make sure placement options are considered. If you have questions, ask to find out more about the options.

• Give your child a chance during the summer prior to school starting to visit the school playground and become familiar with the school’s layout.

• For the orientation or the first day of school, prepare a one-page “get to know my child” sheet for his or her teacher. Include a picture, strengths, weaknesses, favorites, triggers and calming strategies.

Questions to ask: • To what extent is the school staff knowledgeable about your child’s disability?

• Parent involvement: How can I be involved in my child’s education?

Megan Stenberg has worked for the last nine years as the Communications Manager for the Northwest Regional Education Service District and also serves at the director of the agency’s nonprofit foundation. She is the mother of three adult daughters and the grandmother of five.

Finding your local ESD Clackamas ESD 13455 SE 97th Avenue, Clackamas, Oregon 97015 (503) 675-4000 • www.clackesd.k12.or.us/

Multnomah Education Service District (MESD) 11611 NE Ainsworth Circle, Portland, Oregon 97220 (503) 255-1841 • www.w3.mesd.k12.or.us

ESD 112 2500 NE 65th Avenue, Vancouver, Washington 98661 (360) 750-7500 x240 • http://goo.gl/JxvMsI

Northwest Regional Education Service District 5825 NE Ray Circle, Hillsboro, Oregon 97124 (503) 614-1428 • www.nwresd.k12.or.us

Multnomah Early Childhood Program (MECP) (An early intervention program of MESD) 4510 NW 102nd Avenue, Portland, Oregon 97220 (503) 261-5535 • http://goo.gl/tj49YM

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HEALTH & WELLNESS

health & wellness PROMOTING HEALTH AND WELL-BEING

IN THIS SECTION The decision to use medication.................................................... 26

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It’s About Your Child, Your Family Clackamas Speech is focused on connecting with your child to make good things happen. We focus on maximum results that take into account the specific needs of your child, family and the child’s support system. And, we make therapy affordable.

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Occupational Therapy Specializing in Sensory Processing Disorders Auditory Interventions • DIR/Floortime • Handwriting Therapy Intensives • Interactive Metronome • Yoga Posture/Core Development • Qigong Sensory Massage Rhythmic Movement Training • Counseling Social Skills Training • Support Groups

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HEALTH & WELLNESS

By Courtney Freitag Kathryn Park, age 12 and on the autism spectrum, is a sweet and loving child whose emotional behavior appears to turn on a dime, says her mother, Kristi Park. Much is due to her limited communication skills, however tantrums can stem from someone saying the wrong thing, making a request or not repeating the plan for the day back to Kathryn in the right order. Daily tantrums would last for more than an hour and sometimes resulted in physical harm to herself or others and almost always included destruction of property.

Families are often faced with the option of treating autism symptoms or comorbid disorders with prescribed medications. There is no one medication specifically designed to treat autism, according to the National Autism Center (NAC). The decision to treat symptoms of the disorder, such as behavior challenges, anxiety, sleep issues and hyperactivity is a profoundly personal one. Saying yes to medication is one that takes deep thought and careful review with a health care team.

“Life is much better” for Kat hryn Park, age 12, report s her mom, K risti.

Treating diseases or disorders, such as diabetes, that have a clear-cut treatment options can cause less confusion or consideration among parents than that of treating autism symptoms with medication. While there isn’t a special “autism pill” that can treat the core symptoms of ASD—difficulties with communication, social interaction and restricted, repetitive behaviors—some medications can be used to complement a comprehensive treatment program to address behavioral problems, such as self-injury, aggression and tantrums, according to the NAC.

The short answer: there is no one right answer.

“While medication certainly is not the right choice for everyone, dismissing the idea of medication from the outset can be a missed opportunity,” says Dr. Bennett Gertz, developmental behavioral pediatrician with Albertina Kerr’s Children’s Developmental Health Services.

A year ago, Park started her daughter on a daily dose of Citalopram, a liquid form of a selective serotonin reuptake inhibitor (SSRI). In addition, Kathryn receives speech and occupational therapies through her school. The combined approach of therapy and medication has lessened Kathryn’s meltdowns to about twice a month and minor things that caused tantrums are rare, her mother says.

“Life is much better!” Park says. “I am more able to take her to public places, especially by myself, without the stress of knowing there will be a meltdown.”

Medication can be a very effective tool to optimize all of the other educational and behavioral therapies being used, Gertz says.

“A stimulant medication used to improve attention and impulse control can make a huge difference in a child’s ability to make the most of these other approaches, or even be able to participate in them at all,” Gertz says.

“It is important for families to have clear goals for medication therapy such as anxiety, attention and irritability, reasonable expectations for benefits in the context of their child’s disability, and an understanding of the risks,” Gertz says.

Pathways to Diagnosis and Services Study, sponsored by the National Institute for Mental Health (NIMH) in 2012, found that more than 50 percent of school-aged children with an autism or developmental delay diagnosis are taking a psychotropic drug. These include stimulants, antianxiety of mood stabilizers or antidepressants. (Source: http://goo.gl/sDpbT4).

“Medication, when effective, opens a window of opportunity for developmental and behavioral interventions to be more effective,” says Sherri Alderman, developmental pediatrician at Albertina Kerr’s Children’s Developmental Health Services. “Before administering medication, there needs to be a discussion between the prescribing physician and the family in relation to what to expect as a response to the medication. This would include setting a goal of the desired response, as well as understanding any potential side effects. There needs to be ongoing monitoring by the family and the physician to see if the response to the medicine is meeting the initial goal and/or if the side effects or outweighing the benefits.”

Understanding the risks, benefits and long-term side Continued on next page

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effects can help pinpoint if it is the right decision for your family. Families are faced with weighing the risks of continued behavior versus the risk of introducing a medication for such symptoms of autism as attention problems, challenging behavior, anxiety and sleep issues.

Alderman says. “Most children less than 5 years old will respond to some degree without medications when ample time, energy and intensive therapy and parent coaching are implemented over a significant period of time.”

Park says that she hasn’t noticed any side effects from Kathryn taking her medication. Because Kathryn’s communication is rote with no original or spontaneous speech, there have been no noticeable negative reactions to the Citalopram.

Dr. Gertz, who generally treats children over the age of 5, says there are numerous reasons that families may have had a negative experience with trying medication.

A possible misdiagnosis, overly aggressive dosing, a bad reaction with another medication or even an inadequate trial period can trigger fear in continuing to experiment until the right medication is found, Gertz says.

April Horning of Vancouver, Wash. tried three prescriptions for her 7-year-old son, Alex, before finding the right combination of Prozac and melatonin. Two years later, Alex’s anxiety and self-harming was preventing him from leaving the house, sleeping and being in a state of panic.

“Stories about bad outcomes can cause a lot of fear for parents considering medication, but it is important to realize that there are many success stories out there too,” he says.

HEALTH & WELLNESS

Medication, continued from page 26

Park echoes Gertz’s sentiment.

“His anxiety is not able to be managed with therapy alone and his hurting himself was getting worse,” Horning says.

Daily life is much better now, she reports. Alex is able to slow down the process of becoming overwhelmed and the self-injuries are few and far between.

“Looking at medication as a way to treat chemical imbalances in the body is not something to be afraid of,” Horning adds.

The NAC suggests reviewing several points with a health care professional or care team before deciding to introduce medication: • A clear definition of the problem behavior • An assessment of the causes of the behavior • A specific response to the behavior, such as ignoring or interrupting • A way to count each time the behavior occurs • Teaching alternatives, such as language and play • Opportunities to participate in a wide variety of activities • Rewards for good behavior, and a plan to regularly review and modify the program.

The NAC lists general classes of medications to consider or talk to your doctor about: • Anti-psychotics (neuroleptics) • Mood stabilizers (anti-convulsants) • Anti-depressants • Anti-anxiety • Vitamins and supplements Dr. Alderman continues that young children are still experiencing rapid brain growth, presenting the opportunity for developmental approaches to behavior and attachment to influence how the brain develops.

“For young children, it is a reasonable approach to first try the developmental approaches to building social skills and monitor response before considering medication,”

“Trying medication and not being ashamed of trying something that might help your child is the key,” Park explains. “And if the first medication is not the right fit, keep trying.

Just because one didn’t work, doesn’t mean none will work.

It really can change your life.”

“His anxiety was not able to be managed with therapy alone,” says April Horning of 7-year-old Alex.

Additional Resources Medication Decision Aid: www.autismspeaks.org/science/resources-programs/autismtreatment-network/tools-you-can-use/medication-guide National Institute of Mental Health: www.nimh.nih.gov/health/publications/a-parents-guide-toautism-spectrum-disorder/index.shtml Autism Daily Newscast, 5-part Series on Medication: www.autismdailynewscast.com/autism-and-medicationpart-1-can-medication-help-my-child-with-autism/7374/ laurel-joss/ Taking the Mystery Out of Medications in Autism/ Asperger’s Syndrome by Luke Tsai, M.D. www.amazon.com/Taking-Mystery-Medications-AspergersSyndrome/dp/1885477805 www.spectrumsmagazine.com 27

therapy THERAPEUTIC OPTIONS FOR AUTISM

IN THIS SECTION Applied Behavior Analysis (ABA).............................................. 27

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THERAPY

Empowering children through APPLIED BEHAVIOR ANALYSIS

By Audra Jensen

He was 18 months old with big, piercing eyes when we went to our pediatrician with concerns. He wasn’t using words and we thought he might be deaf. She told us, “Boys just develop later.” But she recommended an evaluation that took four months to get. The diagnosis: Autism. It was devastating at the time.

Fast-forward 15 years. That boy is now a young man, driving (although I wouldn’t say well) and going on his first date this weekend. It has been a long, hard road—one that is far from over. While autism will always be a part of our lives, I have come to accept it and embrace it. I am grateful for the many therapists that have come into our lives over the years, and the direction they gave me as a parent and now a professional.

The Centers for Disease Control (CDC) report an increasing prevalence of autism, now 1 in 88 up from 1 in 10,000 in the 1980s. Today, almost everybody at least knows someone with a child on the spectrum, and many in a personal way. There is much discussion on

the reasons behind the increased prevalence. The CDC reports the increase may be attributed to an increased awareness, but even they admit that something else may be contributing to the rise.

Research shows that early detection and intervention for autism creates the best opportunity for growth and development. Early treatment can create the best opportunities for children to live up to their potential— whatever that potential may be!

When my own son was diagnosed in 1999, the best piece of advice I got was, “The more, the earlier, the better.”

We immediately called my husband’s uncle, a renowned child psychiatrist, and asked for advice. In addition to his recommendations, he advised us to look into a therapy that was just beginning to gain traction.

At the time, he referred to it as Lovaas therapy, referring to the psychologist who, in the 1950s and 1960s, helped bring the idea of Operant Conditioning into the field Continued on page 30 www.spectrumsmagazine.com

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THERAPY

ABA Therapy, continued from page 29

of children with developmental disabilities. This early therapy involved aversives such as electric shock; however, the results were the first strong research to prove that children with autism could be taught and could learn. Previous to that, people with autism were typically sent to institutions and parents were told to “forget about them.”

I was glad to find out that aversives were done away with as the field matured over the years. I was even more pleased to find out that the research continued to show clear evidence that children with autism could learn, develop and grow. We found a wonderful group of therapists who loved my son and played with him—even when he was difficult (which was often!), they wanted to keep coming back! And the progress was amazing.

The treatment now goes by the name Applied Behavior Analysis, or ABA for short. ABA is becoming the most prominent and widely accepted treatment of autism spectrum disorders. One of the reasons is that it strives to increase desirable behavior and decrease maladaptive behavior. ABA gives the child a way to get his or her needs known and met in a way that is not only more socially acceptable, but, more importantly, easier for him or her to access.

ABA assesses a student’s current abilities and what skills are missing developmentally, and then prioritizes which are most important to the family and child to work on. The therapy also sets measurable goals and breaks them down into manageable milestones that are taught through a system of positive reinforcement.

However, many people within the autism community still have lingering memories of the old aversives or have witnessed a misapplication of ABA. As such, misconceptions that “ABA isn’t for my child” or “ABA doesn’t work” have created many misnomers about what ABA is and what it is not.

Here are a few: ABA is NOT: Only done at the table in a rote, repetitive manner.

People often confuse Discrete Trial Training (DTT) with ABA. DTT is only one tool in a very large toolbox and can have its place in a good ABA program, especially for early learners or those who need more structure or more repetitive practice to learn certain skills. However, a good ABA program will be highly individualized which may or may not include DTT in its program.

Negative or aversive. Corrective procedures are put in place at times to decrease maladaptive behavior, but should always be done in conjunction with a plan to increase positive behaviors that will help the child access what he or she wants. For the most part, a good ABA program is full of fun and giggles and play and rewards. A child in a good ABA program should want to have therapy and should be happy to see the therapist. If not, we as the professionals are doing

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something wrong. Don’t get me wrong! We certainly hear our share of complaints when boundaries are pushed, but there should always be a trend towards the “happy place.”

Only for people with autism and especially only for the highly impacted and the young child. I have seen a good ABA program applied to a variety of disabilities, across a life span, and for any level of functioning. A good ABA program simply shows evidence of progress and does so in a fun and individualized manner for that one person.

Only applied to “behavioral” problems. ABA seeks to not only address challenging behavior, but to really develop skill sets that will help that child improve his or her quality of life across all facets of life: physical, emotional, academic, social and behavioral.

All the same. If you have seen one ABA program in action, you have seen one ABA program. Not every provider is going to administer its ABA program the same way. While we all pride ourselves in making data-based decisions and providing evidence-based services, our application may be a little different. And that’s OK! It is your right as a parent to find the right person for you and your child. It is important that whomever is working with your child is someone you feel comfortable with, and you feel is going in the direction you want to go.

Something anyone can “do” with a little training.

When I started in the ABA field, I thought “I can do this!” While I could apply many of the principles, I had no idea the extent of the education and experience that would be required. I was required to know such a wide array of needs and be able to analyze and make effective decisions for a variety of students.

There is a lot to it! While a background in special education or experience in an ABA program is helpful, therapists are overseen by a regulatory body, such as the Behavior Analyst Certification Board (BACB), and having that oversight is essential to the development of a results-oriented program.

A producer of “robots.” This misnomer probably came from observing students with limited skills implementing something they are just learning. Highly impacted students often need repetition and practice to learn a new skill, and until it is natural, it may come across as “robotic.” I think that’s OK! Our goal is to give them skills they didn’t previously have to help improve their quality of life. And, for the most part, new skills become familiar skills and begin to look and become more natural. For the more socially and behaviorally capable student, many of their new skills become “natural” quickly as they gain more social acceptance using them.

Audra Jensen is a Board Certified Behavior Analyst and the director of Autism Behavioral Consulting in Vancouver and Portland. She is an author, social cognitive specialist as well as an attendee of the Michelle Garcia Winner’s mentorship program in 2009.

My Turn, continued from page 11

• • • • • • •

Cram for the SATs; Join a high school debating team; Participate in typical team sports; Hold hands with a girl in a dark movie theater; Bug me for an allowance; Live independently; Bless me with grandchildren.

There are, of course, dozens or hundreds more of the “probably-nevers.” I could create a similar list, describing not only me (“Robert will never dress in a stylish manner”) but for all my children and everyone else I know well.

No matter how at peace I am with this ASD thing, I am certain I will always crave a “real” conversation with Jack. I sometimes daydream about him and me sitting on the dock of the bay, exchanging witty commentary about whatever comes to mind.

I really believe I have a good idea of what Jack would say to me if he could say it. Luckily, I guess, I am more right- than left-brained, which means my creative side is strong. Plus I’ve been told during my thirty-some years in the media business that I’m very adept at writing dialogue. So, with a little imagination, I will guess that if young Jack had conversational, expressive language skills, our banter might go something like this: Dad (me): How are you doing today?

Jack: Just being myself.

Dad: I have to know. What’s it like?

Jack: What’s what like?

Dad: Autism.

Jack: I’m not sure what you mean.

Dad: You know, that disability you have—autism spectrum disorder, or ASD.

Jack: Well, I’m not so crazy about buzzing scissors or loud noises.

Dad: What else?

Jack: I don’t know. I really haven’t given that question much thought. I know it when I see or hear it.

Dad: Do you worry about your future?

Jack: No. Should I? Dad: Most people do.

Jack: I’m not most people.

Dad: So, you like who you are?

Jack: Of course. Don’t you?

Dad: No, I don’t like myself all the time.

Jack: Why not?

Dad: Probably because I don’t have to.

Jack: You don’t have to? I don’t get that at all.

Dad: Neither do I. Jack: Are you trying to change me?

Dad: Not anymore.

Jack: You mean, you wanted to before?

Dad: Yes, I wanted you to be more like me.

Jack: But I’m not you.

Dad: I know.

Jack: I’m me, and have never been anyone else.

Dad: I imagine that’s the way it’s going to stay.

Jack: I bet you’re right.”

Now that Jack is chronologically emancipated, I’m adding the following question to our imaginary Q&A.

Dad: So, now that you’re 21, would you like to come hangout in Portland with your brothers and me?

Jack: Yes! I hear Portland has lots of beautiful single women and the best microbreweries in the world. Plus, I really miss you guys!

Dad: We miss you too, Jack.

No matter how at peace I am with this ASD thing, I am certain I will always crave a “real” conversation with Jack.

Jack: Disability? Sorry, I don’t understand the concept.

Dad: You know, the difference in your brain that keeps you from living a full, meaningful, independent life.

Jack: My life is meaningful. I’m fine.

Dad: What makes you say that?

Jack: I’m not exactly sure. I do know I am who I am. You know. Me. Dad: Right. But don’t you feel different from most other people?

Jack: I don’t really know how other people feel.

Dad: What about the way people look at you sometimes?

For instance, when you’re making those “meltdown” sounds of yours in the grocery store.

Jack: I don’t really notice.

Dad: You don’t notice?

Jack: I guess some people look scared, but I don’t blame them.

Dad: Why not?

Jack: This world can be a scary place.

Dad: So, what are you afraid of?

Robert Parish is an award-winning independent filmmaker, author and autism activist living in Portland, Ore. When his son Jack was diagnosed with an Autism Spectrum Disorder (ASD) in 1996, Parish began pointing the lens of his video camera in Jack’s suddenly disorganized direction.

The footage Parish collected ultimately became the critically acclaimed film Come Back Jack, the first nationally broadcast documentary that shattered many of the myths associated with an Autism diagnosis. During the past 20 years, he has produced dozens of award-winning ASD broadcast and educational videos, written and edited a book, Embracing Autism, maintained a website, Facebook page, and interviewed hundreds of parents, professionals and activists in the Autism community.

His most recent film is entitled: Autism. Warming to its Cold Embrace. For links and information to Parish’s ASD work, please visit: www.comebackjack.org

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THERAPY

DIRECTORY

of

THERAPY OPTIONS www.spectrumsmagazine.com THE PORTLAND/SW WASHINGTON METRO AREA HAS HUNDREDS OF EXPERT PROVIDERS, THERAPISTS AND PROFESSIONALS. FIND YOURS TODAY. Spectrums Magazine began with a vision of creating a comprehensive guide of therapy options and resources—all in one place.

Our print directory has the most up-to-date contact information for therapy options, and our website is a hub for the latest news and information on everything from health and wellness, education, tutoring, insurance, employment and more.

While we can’t endorse, promote or guarantee the services or outcome of any one provider or type of therapy, this directory was compiled with community input. And we want yours: if you would like to be added to our online directory, please email info@spectrumsmagazine.com.

APPLIED BEHAVIOR ANALYSIS (ABA) ABA Learning Solutions 15915 SW Stratford Loop B, Tigard (503) 381-8440 www.abaportland.com abalearningsolutions@hotmail.com A Hope for Autism (see ad on page 17) 2900 SW Peaceful Lane, Portland (503) 516-9085 www.ahopeforautism.net robbin_ahfa@yahoo.com AKA Consulting LLC (971) 258-5555 www.akaconsultingportland.com alice@akaconsultingportland.com

Autism Behavioral Consulting (see ad on page 13) Two locations: 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Building Bridges 112 SW Pennoyer Street, Portland (503) 235-3122 • www.bridgespdx.com beth@bridgespdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton (503) 502-2709 centerforhealthandperformance.com Christine Shaw 2816 NE 12th Avenue, Portland (206) 406-0060 Life Tools Jennifer Knipling, MA, BCBA (503) 853-9408 ABALifeTools@gmail.com Melissa Gard, Ph.D., BCBA (612) 432-4135 Melissa4135@gmail.com Northwest Young Autism Project 15685 SW 116th Avenue, King City (503) 620-9952 • www.nyapllc.com info@nyapllc.com Pathways for Potential 10151 SW Barbur Blvd, Suite 108, Portland

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(503) 201-7750 pathwaysforpotential.com sue@pathwaysforpotential.com Play Connections 15100 SW Koll Pkwy, Suite A, Beaverton (503) 737-4693 www.playconnections.com mshaw@playconnections.com Portland Autism Center 10300 SW Greenburg Road #240, Portland (503) 206-6285 www.portlandautismcenter.com Synergy Autism Center 7739 SW Capitol Hwy, #220, Portland (503) 432-8760 www.synergyautismcenter.com synergyautismcenter@gmail.com ANIMAL-ASSISTED THERAPY Autism Service Dogs of America autismservicedogsofamerica.org info@autismservicedogsofamerica.org Canine Companions for Independence (800) 572-2275 • info@cci.org City Dog Country Dog 5531 SW Macadam Avenue, Suite 258-210, Portland (503) 740-4886 www.citydogcountrydogtraining.com Creative Therapy Solutions 5232 N Interstate Avenue, Portland (503) 922-1345 • www.ctcportland.com info.creativetherapy@gmail.com Continued on next page

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Therapy Gone to the Dogs 5410 SW Macadam Avenue, #270, Portland (503) 764-9508 www.therapygonetothedogs.org AQUA THERAPY Innovative Services Northwest 9414 NE Fourth Plain Road, Vancouver (360) 892-5142 www.innovativeservicesnw.org Providence Macadam Therapy Pool 5757 SW Macadam Avenue, Portland (503) 215-2233 ART THERAPY Annette Shore, MA, ATR-BC, NCC 1942 NW Kearney Street, Suite 31, Portland (503) 222-1807 www.nwarttherapy.com annetteshore@comcast.net Cheri Epstein 2929 SW Multnomah Blvd, #201, Portland (971) 205-2708 www.nwarttherapy.com Children’s Healing Art Project (CHAP) 1910 SE 11th Avenue, Portland (503) 243-5294 • www.chap.name info@chap.name Counseling & Art Therapy 525 1st Street, Suite 110, Lake Oswego (503) 635-8122 Erica Fayrie 2931 NE Broadway, Portland (503) 953-0234 www.ericafayrie.com contact@ericafayrie.com Erika Johnson 2901 SE Clinton Street, Portland (503) 236-7884 Erika.k.johnson@gmail.com Face in the Mirror Counseling 599 Weidman Court, Lake Oswego (503) 201-0337 • www.fitmc.org info@fitmc.org

In Touch Counseling Services 203 SE Park Plaza Drive Park Tower II, Suite 105 Vancouver (360) 334-9959 better@intouchcounseling.com AUDIOLOGY Center for Communication & Learning Skills 14674 Rainbow Drive, Lake Oswego (503) 699-9022 www.commlearningskills.com Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 802-5273 www.childrenspdx.org audiology@childrenspdx.org Patty Ehlers 1010 Washington Street, #280 Vancouver (360) 699-6374 www.pattyehlers-speechtherapy.com BIOFEEDBACK + NEUROFEEDBACK Advanced Neurofeedback Clinic 2301 NW Thurman Street, Suite A Portland (503) 243-7907 • www.nurofeed.com kana@nurofeed.com Biofeedback & Behavioral Management 9450 SW Barnes Road, #255, Portland (503) 292-0707

THERAPY

Dogs for the Deaf (Autism Assistance Dogs) 1-800-990-3647 www.dogsforthedeaf.org info@dogsforthedeaf.org

CHIROPRACTIC Avista Chiropractic & Wellness 1201 SW 12th Avenue, Suite 600, Portland (503) 224-2425 www.avistachiropractic.com Body Elements Chiropractic Clinic 5231 NE Martin Luther King Jr Blvd Portland (503) 477-6322 www.bodyelementspdx.com info@bodyelementspdx.com ChiroPlus Wellness Center 109 SE 101st Avenue, Vancouver (360) 256-6748 www.wellness101.com dr.wellnesscenter101@gmail.com Dr. Chris Chlebowski 923 NE Couch Street, Portland (503) 236-9609 www.drchrischlebowski info@drchrischlebowski.com Natural Healing Center 9970 SW Beaverton Hillsdale Hwy, Suite 100, Beaverton (503) 641-3444 www.naturalhealingbeaverton.com Strasser Chiropractic 2100 NE Broadway, Suite 101 Portland (503) 287-2800 • www.drstrasser.com info@drstrasser.com DANCE/MOVEMENT THERAPY

Insights to Health 2929 SW Multnomah Blvd, #302 Portland (503) 501-5001 www.insightstohealth.net info@insightstohealth.net

Disability Art and Culture Project (503) 238-0723 • dacphome.org disabilityartculture@gmail.com

Nantz Ruby 10175 SW Barbur Blvd, #109b Portland, Oregon 97219 (503) 245-9999

Imagination Yoga (971) 645-9606 www.imaginationyoga.com

Heart & Soles emilydmurer@gmail.com

OT Solutions 5115 SE 38th Avenue, Portland www.otsolutionspdx.com Info@otsolutionspdx.com

Juliana Friedman 4110 SE Hawthorne Blvd, #723 Portland (503) 250-4373 JulianaFriedman@yahoo.com

Portland Neurofeedback 1306 NW Hoyt Street Portland, Oregon 97209 (503) 248-1182

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North Clackamas Parks and Recreation Department (Various inclusive classes) 150 Beavercreek Road, Oregon City Shelli Vrabel, Recreation Coordinator (503) 742-4371 • www.ncprd.com svrabel@clackamas.us Polaris Dance Theater All Access Dance 1501 SW Taylor Street, Portland (503) 380-5472 www.polarisdance.org colleen@polarisdance.org Portland Parks and Recreation (Various inclusive classes. Check website.)

1120 SW 5th Ave #1302, Portland (503) 823-PLAY www.portlandoregon.gov/parks/ Sensory Kids (see ad on page 9) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com Tualatin Hills Park & Recreation District (Various inclusive classes. Check website.)

15707 SW Walker Road, Beaverton (503) 645-6433 • www.thprd.org DEVELOPMENTAL/BEHAVIORAL PEDIATRICIAN Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 802-5291 www.childrenspdx.com marym@childrenspdx.com

Dr. Peter Biasco OHSU CDRC 707 SW Gaines Avenue, Portland (503) 346-0644 Dr. Gregory Blaschke OHSU CDRC 707 SW Gaines Avenue, Portland (503) 346-0644 Dr. Sara Cuthill Kaiser Permanente 3550 N Interstate Avenue, Portland (503) 331-6577 Dr. John Liedel Children’s Program 7707 SW Capitol Hwy, Portland www.childrensprogram.com info@childrensprogram.com Dr. Robin McCoy Children’s Program 7707 SW Capitol Hwy, Portland www.childrensprogram.com info@childrensprogram.com Dr. Michele Raddish Providence Neurodevelopmental Center for Children 830 NE 47th Avenue, Portland (503) 215-2533 Evergreen Pediatric Clinic (Legacy Salmon Creek) 2101 NE 139th Avenue, #370 Vancouver (360) 892-1635 www.evergreenpediatrics.com Evergreen Pediatric Clinic (PeaceHealth Southwest) 505 NE 87th Avenue, #120, Vancouver (360) 892-1635 www.evergreenpediatrics.com DIR/FLOOR-TIME Autism Behavioral Consulting (see ad on page 13) Two locations: 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Advanced Pediatric Therapies (see ad on page 25) (Two locations) 4444 SW Multnomah Blvd., Portland 11320 NE 49th Street, Vancouver (503) 245-5639 • (360) 885-4684 www.aptot.com • sharron@aptot.com

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Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com Family Connections Northwest 2001 H Street, Vancouver (360) 993-0866 leahreitzrdi@yahoo.com Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 pnpt1@comcast.net rosemarywhitepediatricservices.com Sensory Kids (see ad on page 9) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com EQUINE THERAPY B.E.A.T. Riding Center 41919 NW Wilkesboro Road, Banks (503) 324-3071 • www.beatriding.org Forward Stride 18218 SW Horse Tale Drive, Beaverton (503) 590-2959 www.forwardstride.org Healing Winds 12414 NE 212th Avenue, Brush Prairie (360) 254-5387 • gogoomba@aol.com Silver Buckle Ranch 11611 NE 152nd Avenue, Brush Prairie (360) 260-8932 info@silverbuckleranch.org Sycamore Lane Therapeutic Riding Center 13921 Clackamas River Drive, Oregon City (503) 593-7084 www.sycamorelane.org FAMILY PHYSICIANS Children’s Program 7707 SW Capitol Hwy, Portland (503) 452-8002 www.childrensprogram.com Dr. Jennifer Lyons The Vancouver Clinic Columbia Tech Center 501 SE 172nd Avenue, Vancouver (360) 882-2778 Continued on next page

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Integrative Pediatrics 11790 SW Barnes Road, Bldg. A, #140 Portland www.integrativepediatricsonline.com office@integrativepediatricsonline.com The Evergreen Center 516 High Street, Oregon City (503) 722-4270 childrenandautism.com/evergreencenter/ theevergreencenter@msn.com Pediatric Associates of the Northwest (Two locations) 2701 NW Vaughn, Suite 360, Portland (503) 227-0671 and 4103 SW Mercantile Drive Lake Oswego (503) 636-4508 www.portlandpediatric.com The Children’s Clinic (Two locations) 9555 SW Barnes Road, Suite 301 Portland (503) 297-3371 19260 SW 65th Avenue, Suite 340 Tualatin (503) 691-9777 www.childrens-clinic.com Thomas Koch, M.D. Doernbecher Children’s Hospital Neurology 745 SW Gaines Road, Portland (503) 494-5856 www.ohsu.edu/xd/health/services/ doernbecher/programs-services/ neurology/ IN-HOME SERVICES Autism Behavioral Consulting (see ad on page 13) (Two locations) 9901 NE 7th Avenue, Suite C-116, Vancouver 129 NE 102nd Avenue, Suite E, Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Beyond the Clinic 10600 SE McLoughlin Blvd, Suite 202 Milwaukie (503) 496-0385 • beyondtheclinic.com info@beyondtheclinic.com

CDM Long-term Care Services 2409 Broadway Street, Vancouver (360) 896-9695 • www.cdmltc.org Children’s Nursing Specialties 9900 SW Greenburg Road, #290 Portland 1-866-968-2401 www.cnsnursing.org cnsi@cnsnursing.org Everybody Stims Joanna Blanchard, MOTR/L (360) 608-5143 www.everybodystims.com Steele Speech Language Therapy 1827 NE 44th Avenue, Portland (503) 810-5921 • www.pdxspeech.com erica@pdxspeech.com Tamerlano Speech & Language Services 3945 NE 37th Avenue, Portland (503) 481-5426 tamerlanosls@yahoo.com Heather Thompson, M.A. CCC-SLP 14585 SW 87th Avenue, Tigard (503) 505-4516 www.heatherthompsonslp.com heatherthompsonslp@gmail.com MASSAGE THERAPY Healthful Healing Massage (503) 724-5771 HeathfulHealing@yahoo.com Red Bird Speech and Language (503) 583-2314 www.redbirdspeech.com Paige@redbirdspeech.com MENTAL HEALTH THERAPY Brooke Psychologists (Two locations) 516 SE Morrison Street, Suite 1010 Portland 400 E Evergreen Blvd, Suite 208 Vancouver (503) 235-8696 x2 www.brookepsychologists.com drmbrooke@brookepsychologists.com Catherine Pivetti 3433 NE Sandy Blvd, Portland (503) 388-9028 • JoyPivet@aol.com Collective Perspectives 5201 SW Westgate Drive, Suite 105 Portland (971) 264-7025 • www.cptts.org

THERAPY

Dr. Mary Lynn O’Brien Kaiser Division Clinic 7705 SE Division Street, Portland (503) 777-3311 www.kaiserpermanente.org

Counseling for Moms 5234 NE Farmcrest Street, Hillsboro (503) 459-2073 www.counselingformoms.com Creative Connections Counseling Services (503) 309-8671 www.debra-creativeconnections.com Carol B. Markovics 1880 Willamette Falls Drive, Suite 230 West Linn (503) 305-8505 • dr.carol@mac.com Edie Dietzen, M.A., M.S., L.M.F.T. 800 A Officer’s Row, Vancouver (360) 953-0169 www.ediedietzen.com Erin Beery 823 NE Broadway, Portland (503) 487-0253 In Touch Counseling 203 SE Park Plaza Drive, Park Tower II Suite #105, Vancouver (360) 718-8544 www.intouchcounseling.com better@intouchcounseling.com Karen Joy Campbell 516 SE Morrison Street, Suite 310 Portland (503) 998-7030 morejoy2_2000@yahoo.com Kimberly Johnson (503) 260-8971 www.counselingforportland.com kimberly@counselingforportland.com Katie Statman-Weil, MSW, MS (503) 564-0131 www.nurturingtherapy.com Kathy J. Marshack PO Box 873429, Vancouver (360) 256-0448 www.kmarshack.com info@kmarshack.com Leslie Carter 9600 SW Oak Street, Suite 280, Tigard (503) 807-7413 www.drlesliecarter.com Life Choices Counseling Center 7000 SW Hampton Street, #204, Tigard (503) 446-5199 www.lifechoicescounselingcenter.com eklearman@hotmail.com Continued on next page www.spectrumsmagazine.com

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Linda Fishman, Ph.D 720 SW Washington Street, Suite 340, Portland (503) 227-4211 www.lindafishman.com info@lindafishman.com

MUSIC THERAPY

Mental Health Association of Oregon 620 SW 5th Avenue, 5th Floor, Portland (503) 243-2081 • www.oradvocacy.com mhaoregon@oradvocacy.org

Heart & Soles Dance Instruction and Music Therapy Services (503) 706-0129 heart-n-soles.weebly.com/about.html creativeclinical@gmail.com

Neurobehavioral Concepts 1609 Willamette Falls Drive West Linn (503) 803-9361 • www.neurobx.com lonny@neurobox.com Patrick Ethel-King 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us Peggy Piers 7739 SW Capitol Hwy, Suite 220 Portland (503) 977-2411 • www.peggypiers.com piers.p@comcast.net Portland Autism Center 10300 SW Greenburg Road, #240 Portland www.portlandautismcenter.com (503) 206-6285 Psychologists Services to You (in-home treatment) 818 NW 17th Ave #6, Portland (503) 349-9973 www.psychologicalservicestoyou.com drebittner@comcast.net Rita L Smith 2929 SW Multnomah Blvd, #105 Portland (503) 427-8943 Robert Finkelman 1305 NE Fremont Street, Portland (503) 258-7971 www.robertfinkelman.com therapy@robertfinkelman.com Sundstrom Clinical Services 8440 SE Sunnybrook Blvd, # 120 Clackamas (503) 653-0631 www.sundstromclinic.com info@sundstromclinic.com Western Psychological & Counseling Services (Various locations) (503) 233-5405 • westernpsych.com

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Cresendo Music Therapy Services 20650 NE Halsey Street, Fairview (503) 887-9298 crescendomusictherapy.com/home

Music Therapy Services of Portland (971) 221-7144 www.musictherapyportland.com Notable Connections Music Therapy (503) 961-3326 notableconnections.com notableconnections@gmail.com Self Express Music (971) 221-5428 www.selfexpressmusic.com emily@selfexpressmusic.com UpBeat Music Therapy 16200 SE 18th Way, Vancouver (360) 607-8187 www.upbeatmusictherapist.com info@upbeatmusictherapist.com OCCUPATIONAL THERAPY Advanced Pediatric Therapies (see ad on page 25) (Two locations) 4444 SW Multnomah Blvd., Portland 11320 NE 49th Street, Vancouver (503) 245-5639 • (360) 885-4684 www.aptot.com • sharron@aptot.com Assistive Technology NW 2100 NE Broadway #119, Portland (503) 536-6733 www.assistivetechnw.com Carrie@AssistiveTechNW.com Celebrate the Senses 1509 SW Sunset Blvd. Suite 1K Portland (503) 810-0275 celebratethesenses.com Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton

(503) 502-2709 centerforhealthandperformance.com Creative Therapy Connections 5232 N Interstate Avenue, Portland (503) 922-1345 • www.ctcportland.com Early Choice Pediatric Therapy 106 E 15th Street, Vancouver (360) 750-5850 • ecpt4me@gmail.com Everybody Stims (in-home OT services) (360) 608-5143 www.everybodystims.com Groundplay Therapy Works (see ad on page 27) 5220 NE Sacramento Street, Portland (971) 888-5265 www.groundplaytherapy.com mikki@groundplaytherapy.com Innovative Services Northwest 9414 NE Fourth Plain Road, Vancouver (360) 892-5142 www.innovativeservicesnw.org Legacy Meridian Park Medical Center Pediatric Rehabilitation 19250 SW 65th Ave, #125, Tualatin (503) 692-1670 www.legacyhealth.org Legacy Salmon Creek Medical Center 2211 NE 139th Street, Vancouver (360) 487-1000 www.legacyhealth.org Neurotherapeutic Pediatric Therapies 610 High Street, Oregon City (503) 657-8903 • nt4kids.org/#/home New Horizons Wellness Services 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us OHSU CDRC 707 SW Gaines Street, Portland (503) 494-8095 www.ohsu.edu/xd/health/childdevelopment-and-rehabilitationcenter/index.cfm OT Solutions 5115 SE 38th Avenue, Portland www.otsolutionspdx.com info@otsolutionspdx.com

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Pediatric Sensory Therapy 6635 N Baltimore Avenue, #229, Portland (503) 477-9527 www.pdxpediatrics.com lisa@pdxpediatrics.com Pediatric Therapy Services 532 N Main Avenue, Gresham (503) 666-1333 • www.oregonpts.com Play 2 Grow 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com Randall Children’s Hospital at Legacy Emanuel Pediatric Rehabilitation 2801 N Gantenbein, Suite 2225, Portland (503) 413-4505 www.legacyhealth.org Providence Neurodevelopmental Center for Children East Portland Providence Child Center 830 NE 47th Avenue, Portland (503) 215-2233 oregon.providence.org/ patients/programs/providenceneurodevelopmental-center-forchildren/Pages/default.aspx Providence Neurodevelopmental Center for Children Gerry Frank Center for Children’s Care 9155 SW Barnes Road, Portland (503) 216-2339 oregon.providence.org/ patients/programs/providenceneurodevelopmental-center-forchildren/Pages/default.aspx Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 • pnpt1@comcast.net Sensory Kids (see ad on page 9) 1425 N Killingsworth Street Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com Therapy Solutions for Kids 5200 SW Macadam Avenue, #100 Portland (503) 224-1998 www.therapysolutionsforkids.com info@therapysolutionsforkids.com

THERAPY

Pacific Northwest Pediatric Therapy 4305 SE Milwaukie Avenue, Portland (503) 232-3955 • pnpt1@comcast.net

Thrive Therapeutics 2135 N Humboldt Street, Portland (503) 753-6943 thrivetherapeutics.com thrivetherapeutics@gmail.com Westside Pediatric Therapy 12525 SW 3rd Street, Beaverton (503) 641-2767 www.therapykidz.com info@therapykidz.com RDI® Barbara Avila, M.S. Synergy Autism Center 7739 SW Capitol Hwy, Suite 220 Portland (503) 432-8760 barbara@barbaraavilaconsulting.com SENSORY INTEGRATION/ PROCESSING Advanced Pediatric Therapies (see ad on page 25) (Two locations) 4444 SW Multnomah Blvd., Portland 11320 NE 49th Street, Vancouver (503) 245-5639 • (360) 885-4684 www.aptot.com • sharron@aptot.com Dr. Chris Chlebowski 923 NE Couch Street, Portland (503) 236-9609 www.drchrischlebowski.com info@drchrischlebowski.com Early Learning Matters 1400 NE 48th Avenue, Suite 108 Hillsboro (503) 648-8917 www.strongthinkers.com kandy@strongthinkers.com Minaz Chauthani, MS, OTR/L 1748 NW Miller Hill Place, Portland (503) 758-2728 Neurotherapeutics Pediatric Therapies (Four locations) 610 High Street, Oregon City (503) 657-8903 10130 NE Skidmore Street, Portland (503) 657-8903 5293 NE Elam Young Parkway #170 Hillsboro (503) 883-0036 2191 NE 2nd Street, McMinneville (503) 883-0036 www.nt4kids.com

Pediatric Sensory Therapy 6635 N Baltimore Avenue, #229, Portland (503) 477-9527 www.pdxpediatrics.com lisa@pdxpediatrics.com Pediatric Therapy Services 532 N Main Avenue, Gresham (503) 666-1333 • www.oregonpts.com Play 2 Grow Developmental Therapy Services 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com Qigong Sensory Training Institute P.O. Box 92, McMinnville (503) 474-0218 www.qsti.org • info@qsti.org Sensory Kids (see ad on page 9) 1425 N Killingsworth Street, Portland (503) 575-9402 www.sensorykidsot.com info@sensorykidsot.com Therapy Solutions for Kids 5200 SW Macadam Avenue, #100 Portland (503) 224-1998 www.therapysolutionsforkids.com info@therapysolutionsforkids.com SOCIAL SKILLS + GUIDED PLAY A Hope for Autism (see ad on page 17) 2900 SW Peaceful Lane, Portland (503) 516-9085 • ahopeforautism.net Robbin_ahfa@yahoo.com Aspiring Youth 68 SW Miles Street, Portland (888) 458-0481 www.aspiringyouth.net info@aspiringyouth.net

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Therapy Directory, continued from page 37

Autism Behavioral Consulting (see ad on page 13) 9901 NE 7th Avenue, Suite C-116 Vancouver 129 NE 102nd Avenue, Suite E Portland (360) 619-2462 • www.autismabc.org info@autismabc.org Brooke Psychologists, LLC 516 SE Morrison Street, #1010 Portland (503) 235-8696 x2 www.brookepsychologists.com drmbrooke@brookepsychologists.com Building Bridges 0112 SW Pennoyer Street, Portland (503) 235-3122 www.bridgespdx.com beth@bridgespdx.com Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, Suite 220 Beaverton, Oregon 97006 (503) 502-2709 Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com New Horizons Wellness Services 9400 SW Beaverton-Hillsdale Highway, Suite 210, Beaverton (503) 352-0240 • www.nhws.us Pathways for Potential 10151 SW Barbur Blvd, Suite 108 Portland (503) 201-7750 pathwaysforpotential.com sue@pathwaysforpotential.com

PlaySpace (see ad on page 17) 1727 NE 13th Avenue, Portland (503) 224-2820 www.pdxplayspace.com info@pdxplayspace.com

Center for Health and Performance (see ad on page 5) 1700 NW 167th Place, #220 Beaverton (503) 502-2709 centerforhealthandperformance.com

Playful Intervention 7824 SE 13th Avenue, Portland (503) 735-5870 www.playfulintervention.com info@playfulintervention.com

Albertina Kerr’s Children’s Developmental Health Services 1675 SW Marlow Avenue, Portland (503) 228-6479 www.childrenspdx.com

Small Talk Speech Therapy Angela Arterberry, MS, CCC-SLP (503) 358-8182 MissASpeech@gmail.com

Clackamas Speech (see ad on page 25) 2305 SE Washington Street, #102 Milwaukie (503) 654-1014 www.clackamasspeech.com

Social Kraft (503) 381-9344 • www.socialkraft.net socialkraft@me.com SPEECH-LANGUAGE PATHOLOGY All About Speech 8196 SW Hall Blvd, Suite 114 Beaverton (503) 641-2005 • allaboutspeech.net Assistive Technology NW 2100 NE Broadway #119, Portland (503) 536-6733 assisstivetechnw.com Carrie@AssistiveTechNW.com Barbara Erskine Speech Therapy 8513 NE Hazel Dell Ave, Suite 201 Vancouver (360) 573-7313 7000 SW Hampton Street, Suite 127 Tigard (503) 675-7711 www.erskinetherapy.com info@erskinetherapy.com Buckendorf & Associates 10300 SW Greenburg Road, #410 Portland (503) 517-8555 www.buckendorfassociates.com ba.info@buckendorfassociates.com Center for Communication & Learning Skills 371 6th Street, Lake Oswego (503) 699-9022 www.commlearningskills.com

Communicating Together 1727 NE 13th Avenue, Portland (503) 224-2820 www.communicatingtogether.com kerryr@communicatingtogether.com Creative Connections Counseling Services (503) 309-8671 www.debra-creativeconnections.com debra@debra-creativeconnections.com D’Onofrio & Associates 1827 NE 44th Avenue, Suite 20 Portland (503) 808-9919 www.donofrioslp.com Dvortcsak Speech and Language Service 818 SW 3rd Avenue, #68, Portland (503) 887-1130 • www.dslsi.com info@dslsi.com Early Choice Pediatric Therapy 106 E 15th Street, Vancouver (360) 750-5850 • ecpt4me@gmail.com Gresham Speech Therapy 4336 SE Viewpoint Drive, Troutdale (503) 312-9362 • www.gst-d2l.com/gst Heart to Heart Speech Therapy 2855 Hayes Street, Suite 101, Newberg (503) 901-5652 Jamie.Heart2heart@gmail.com Jo Workinger (503) 422-3337 www.joworkinger.com Continued on next page

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Providence Neurodevelopmental Center for Children 830 NE 47th Avenue, Portland (503) 215-2233 http://goo.gl/ZCYfuP

Legacy Meridian Park Medical Center Pediatric Rehabilitation 19250 SW 65th Avenue Medical Plaza 1, Suite 125, Tigard (503) 692-1670 www.legacyhealth.org

Providence Neurodevelopmental Center for Children Gerry Frank Center for Children’s Care 9155 SW Barnes Road, Portland (503) 216-2339 http://goo.gl/Q0nFVr

Legacy Salmon Creek Medical Center 2211 NE 139th Street, Vancouver (360) 487-1000 www.legacyhealth.org New Horizons Wellness Services 10700 SW Beaverton-Hillsdale Hwy, Building 3 Suite. 618, Beaverton (503) 352-0240 • www.nhws.us NW Speech Therapy (503) 512-9355 • (360) 747-7144 www.nwspeechtherapy.com info@nwspeechtherapy.com Play 2 Grow Developmental Therapy Services 18959 SW 84th Avenue, Tualatin (503) 563-5280 www.weplay2grow.com carol@weplay2grow.com

Providence Neurodevelopmental Center for Children 310 Villa Road, Suite 101, Newberg (503) 537-3546 http://goo.gl/Q0nFVr Providence Rehabilitation Services 270 NW Burnside Street, Gresham (503) 215-2233 http://goo.gl/YbrQ2t Randall Children’s Hospital at Legacy Emanuel 2801 N Gantenbein, Suite 2225 Portland (503) 413-4505 http://goo.gl/MqP5v3

THERAPY

Kelli Murdock Eickelberg, SLP 7701 SW Cirrus Drive, Suite 32-D Beaverton (503) 520-5030 KelliEickelbergSLP@hotmail.com

Scottish Rite Center Kid Talk 5125 SW Macadam Avenue, #200 Portland (503) 226-1048 www.kidtalkoregon.org info@kidtalkoregon.org Small Talk Speech Therapy (503) 358-8182 MissASpeech@gmail.com Speech Language Pathology LLC 6035 SW Florida Street, Portland (971) 255-1961 www.speechtherapypdx.com VISION THERAPY NW Eye Care Professionals (Three locations) 15259 SE 82nd Drive, #101 Clackamas, Oregon 97015 (503) 657-0321 9901 NE 7th Ave. #C115 Vancouver, WA 98685 (360) 546-2046 10970 SW Barnes Road Beaverton, Oregon 97225 (503) 214-1396 www.doctorbruce.net

Red Bird Speech and Language (503) 583-2314 www.redbirdspeech.com Paige@redbirdspeech.com

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