Inspire Magazine | Issue 1, Volume 1 | March 2023

Issue 1, Volume 1

March 2023

Welcome to Bethesda’s new magazine – Inspire!

I am so proud of this next step of our journey. Our people, those we support, their families, our staff and Familyhome providers are the heart of our organization, and this magazine will highlight the magic they create!

I’ve always said that Bethesda is Niagara’s bestkept secret. We have been supporting people with special needs since 1937, when our founders, Henry and Maria Wiebe, bought a property in Vineland to support more people with developmental disabilities.

We continue to support adults in this capacity throughout the years and to this day. In the early 80s, we expanded clinical offerings to adults and even further in 2001 to support children and youth.

Throughout our 86 years, we have always put people first, building a community of support

Paul McGowan Chief Executive Officer Bethesda

that inspires, encourages and empowers children, youth, and adults with special needs to live fulfilled lives. We emphasize respect, diversity, inclusivity, collaboration, and compassionate, quality service and will continue this philosophy as we grow further to help more and more people who need us.

With World Autism Awareness Day approaching in April, we feature Autism throughout this magazine. You will find articles on personal experiences and critical topics that many of you may face.

Whether you are already part of the Bethesda family or learning about us for the first time, we recognize that there can be challenging times, and we are here with inspiration to show you that this is not how it always has to be!

We are here for you to guide you on this journey, and we hope to learn and be a part of your stories.

- Paul McGowan

Whether you are already part of the Bethesda family or learning about us for the first time, we recognize that there can be challenging times, and we are here with inspiration to show you that this is not how it always has to be!

Paul McGowan

The City of Thorold is pleased to have had Bethesda put down roots in Thorold and establish its administrative office and Niagara Family Centre on Schmon Parkway.

Bethesda provides quality services to families in Thorold and beyond, offering a support system that inspires, encourages and empowers children with special needs to live fulfilled lives.

Terry Ugulini

Terry Ugulini Mayor City of Thorold

In support of Autism Awareness Day, City Hall will be illuminated Blue.

City Council and Staff will be wearing blue shirts to commemorate the day to spread awareness.

Real Inspirational Stories

Our Autism Journey With Bethesda

What is the Ontario Autism Program (OAP)

Our Autism Journey With Bethesda

Hello! My name is Tricia Sauve,

I’ll start with getting to a diagnosis.

This involved my gut instinct that something was not exactly typical about my daughter Ellie’s development.

We had been seeing several paraprofessional interventionists (speech, physio, OT) and various specialists. I knew it was Autism Spectrum Disorder (ASD) when Ellie was just 13 months old, but it was unofficial.

The day of the official diagnosis was almost a year later, at 23 months, and I was fully prepared to hear about Autism. My husband Marc, on the other hand, was not ready to listen to our little girl living with moderate to severe Autism.

I took that diagnosis like a champ, and my husband did not. He was struggling and spent three days on the couch grieving for our child and the loss of what we thought her future would look like. He was filled with all the nevers and all the won’ts, and in his mind, it was grim.

I had to remind him that ASD is not a death sentence and that no one plans for Autism, so it’s okay to feel unprepared. This was our reality; together, we would find a way forward. So we vowed to ensure we would help her be the best version of herself and follow her lead on everything.

I am a lot like Lisa Simpson, so like a crazed person, I scoured the internet for information, bought books and printed off all kinds of educational games and sensory activities. I was ready.

In retrospect, I can see that I burned myself out before I even started. I tried too much too soon, and my child continued to ignore our existence, just like she had since she was 13 months old.

We needed help. We were overwhelmed and felt very alone on this journey.

Our families weren’t much help, and spent the first two years of Ellie’s life saying I was making a big deal of nothing. I was a hysterical woman looking for problems and a lousy mom looking for attention. My husband’s family kept their distance because they didn’t understand her. From what I hear, countless other families with a child on the Autism spectrum have experienced everything we’ve gone through, including grief and alienation from friends and family.

We weren’t alone!

So we took the first step towards helping our daughter, and it involved assessments from Bethesda and then waiting for them to have space to start Intensive Behavioural Intervention (IBI) therapy. We continued seeing all the paraprofessionals until we got the call from Bethesda telling us they were ready for Ellie.

I didn’t think anyone would be prepared for her.

That child was wild! She couldn’t sit still, couldn’t focus and couldn’t speak. Her behaviours leaned towards the extreme, and she was a runner!

How would they handle her? Would she be safe? Would they be kind? Comfort her as I do?

That first day I gave the instructor therapist a rundown of Ellie’s needs and behaviours and warned her to wear sneakers instead of cute flats. She said not to worry and that she’s been in the job for a long time and her flats would be fine. Her bright white sneakers made me giggle the next day and every day after! Ha!

The waiting room was filled with running, rolling, and shouting kids amidst the glow of tablets and phones. All of us, parents and caregivers, were walking similar paths, chatting amongst ourselves. I found my people!

Over time we saw Ellie fully embrace going for therapy at Bethesda, her interventionists loved her, and she loved them. There were a few behavioural bumps with steps forward and steps back, but the progressions were always greater!

Bethesda offered us seminars to understand better how to navigate ASD services, government benefits, understanding Ellie’s therapy, how to implement Applied Behaviour Analysis (ABA) practices in the home, meetings with the school so we would all be united and the best by far was the Triple P Parenting class for exceptional children! Bethesda made it so easy for us to learn and grow as parents.

When my Ellie was reassessed due to extreme behaviours, the Bethesda staff helped get us to see a clinical child psychologist for help. ASD often comes with what they call comorbidities like ADHD, ODD, anxiety, depression etc.

Not all people on the spectrum experience this, but my Ellie needed help with extreme ADHD and ODD. Medications with modified therapies and strategies were the best course of action. My husband and I were nervous about whether we were doing the wrong thing. We met with our pediatrician, Bethesda staffers, the

psychologist, my husband and myself, and we all concurred that it was the best choice for her.

It was a game-changer for us. Ellie started speaking about a month after she began her medications, engaging with us meaningfully, and had more remarkable strides at school and therapy.

In kindergarten, Ellie once got lost in a sensory experience involving a giant mud puddle in the schoolyard. She stripped naked and rolled in the mud like a piggy. I was called to the school because no one could convince her to leave. It was hard not to laugh, but I had the skills and got it done.

This was where the Triple P Parenting Class had come in so handy.

I had more strategies to parent her, explain the consequences and help her stay safe. It mattered to us. We weren’t alone and had a whole team behind us!

My daughter has grown leaps and bounds and is miles away from the little hurricane she once was. Today, Ellie has genuine friends; she can communicate, listen, and follow instructions, and she is ridiculously funny and delightfully quirky.

I thank Bethesda for helping us get our daughter to be the best version of herself, staying connected to us, and so much more.

As for us, we know that our journey is far from over. There will be ups and downs and some surprises as she grows to adulthood, but we are comforted knowing Bethesda will guide us.

Thank you so much for taking the time to read about our Autism journey with Bethesda.

Yours,

Tricia

Tricia Sauve

Speak with our Service Coordinators to learn more about how Bethesda can support your family

I thank Bethesda for helping us get our daughter to be the best version of herself, staying connected to us, and so much more.

What is the Ontario Autism Program (OAP)

The Ontario Autism Program (OAP) supports families of children and youth on the Autism spectrum.

Children and youth diagnosed with Autism Spectrum Disorder (ASD) by a qualified professional are eligible for the program. Children receive services and support until the age of 18.

What is AccessOAP?

AccessOAP is the Ontario Autism Program’s Independent Intake Organization that supports everyone registered in the Ontario Autism Program.

AccessOAP can help families with children on the Autism spectrum:

• Register for and navigate the Ontario Autism Program (OAP), and

• Make informed choices about the services and supports available to them.

How do I register for the Ontario Autism Program (OAP)?

Families can choose one of the following options to register through AccessOAP:

• Create an account online at AccessOAP.ca

• Download and mail back an application form from AccessOAP.ca

• Call AccessOAP at 1.833.425.2445

Families can contact Bethesda’s Service Coordinators for more information about the registration process. Service Coordinators can assist families with OAP registration and help families get connected to services and supports.

How can Bethesda help me?

Our Service Coordinators are here to help! We can:

• Assist with AccessOAP registration.

• Help families connect immediately to services and support funded through OAP Foundational Family Services.

• Provide information about service options and assist with program registration.

• Answer questions and share resources.

• Assist families in completing OAP funding applications.

• Help families reconcile their OAP funding expense forms.

What are OAP Foundational Family Services available at Bethesda?

OAP Foundational Family Services offer a broad range of essential supports and services to children/youth and their parents/caregivers. These services are designed to strengthen a family’s capacity to support the learning and development of their child/adult. Foundational Services are free and immediately available to families registered with the OAP.

Bethesda offers the following OAP Foundational Family Services:

• Resources and Service Coordination

• Family and Peer Mentoring and Social Supports

• Clinical and Recreational Group Services

• Family Activities

• Brief Consultations – ABA, Speech Services,Occupational Therapy and Mental Health and Welness Services

• Transition Supports

A complete listing of Bethesda’s OAP Foundational Family Services can be found in our current Service Guide.

What are OAP Core Clinical Services?

Core clinical services is one of the support streams for children and youth registered in the Ontario Autism Program. Based on your child’s individual needs, these OAP core clinical services can include:

• Applied behaviour analysis.

• Speech-language pathology

• Occupational therapy

• Mental health services, including counselling and/or psychotherapy.

• Technology, program materials and/or therapy equipment at the recommendation of a regulated professional or BoardCertified Behaviour Analyst (BCBA)

What services at Bethesda are eligible to purchase with my OAP funding?

The following Fee for Service options at Bethesda are eligible expenses for OAP Funding:

Behavioural Services

Speech and Language Services

Occupational Therapy

Mental Health and Wellness Services n

Mental Health and Autism Spectrum Disorder

During childhood, a person’s brain develops at an exponential rate.

Their behaviours and emotions are constantly changing to try and keep up. Even in the most positive of circumstances, children will experience the full range of emotions at the drop of a hat – happy, sad, stressed, anxious, angry, agitation, and more – seemingly on a daily or even hourly basis.

This experience of strong emotions in rapid succession can be a regular part of growing up. But sometimes, a child’s feelings can develop into more significant mental health challenges impacting an individual’s ability to navigate daily living.

Diagnoses such as Anxiety Disorders, Depressive Disorders, Personality Disorders, Attention Deficit/ Hyperactivity Disorder (ADHD), and other mood or psychological disorders can begin in childhood and cause additional challenges and difficulties for the children they are affecting.

Children with Autism Spectrum Disorder (ASD) have a substantially higher likelihood of developing a co-morbid (co-occurring) mental health disorder

than a person who does not have ASD.

There are trends in research that suggest people with Autism often struggle with concepts of self, how they view themselves, and where they fit in the world; they may also be more susceptible to depression or anxiety. The general thought is that people with ASD will experience a collection of daily stressors and challenges throughout their life that neurotypical people may not experience to the same degree.

This can lead to more negative emotions, which subsequently lead to more stressors, and the cycle will perpetuate itself, leading to more significant mental health challenges.

In our experience, individuals with ASD struggle with navigating a world that is often set up to support neurotypical individuals, which can be very distressing and confusing. This in turn, seems to lead to the increased likelihood of mental health concerns.

“Growing up autistic in a non-autistic society

presents itself with many daily hassles, many kinds of acute traumas, or more generally, experiences of stigmatization and marginalization.” – Dr. Jonathan Weiss, York University.

There are many ways to support your child if they struggle with mental health. First, seeing your family doctor or pediatrician to discuss any mental health concerns is always recommended. Your doctor may be able to provide a formal diagnosis if required (or refer to a child psychiatrist or developmental pediatrician who can also make the diagnosis if needed).

These doctors can recommend treatments, refer to supports and services, and prescribe medication if needed and desired. That being said, a formal diagnosis of a mental health disorder is not required for someone to access many mental health services. For example, at Bethesda, we offer Social Work Counselling and Psychotherapy services to individuals regardless of formal diagnosis and without a medical referral.

We understand the barriers to accessing mental health services within the community. If you are waiting for services or are unsure where to begin, there are strategies you can utilize at home to help your child (and yourself) navigate these concerns.

Below are some general strategies that are helpful:

Behavioural Activation

The opposite of depression is not happiness. The opposite of depression is action. When we are depressed, all we want to do is do nothing. There is often a lack of energy, a lack of motivation, and a lack of getting enjoyment out of things we used to enjoy.

That is where Behavioural Activation comes into play. We often wait to feel motivated or better before we set out to do something. When we are depressed, we no longer feel motivated to do the things that bring us joy, so we do not do them. This perpetuates the low feelings of depression because we are not getting those pleasant ‘happy hormones’ like serotonin, dopamine, and endorphins when we do the activities

that bring us joy.

Using Behavioural Activation, we activate first, even before we have the motivation or feeling of wanting to do something, so that our brain starts creating those ‘happy hormones’, giving us a natural boost to our mood and emotions. You can engage in Behavioural Activation by setting a schedule or routine each day that incorporates as many pleasurable or fun activities into your day as possible.

Grounding Exercises

Grounding can be best explained by thinking of a ship in the ocean during the middle of a storm. You have two options: either get tossed around the storm or drop an anchor and stabilize the ship while the storm passes. Grounding yourself can be understood as using an anchor to stabilize yourself in a crisis. Below are two different forms of grounding that you can incorporate when experiencing intense emotions:

Cognitive Grounding:

List as many colours as you can think of, animals, movie/ show titles, sports teams, TV characters, countries, or anything that your child is interested in or would know a lot about. They can either write this down or vocalize it.

Physical Grounding:

Progressive muscle relaxation involves tensing and releasing muscle groups. You can start by tensing and relaxing the muscles in your toes and work through each muscle group in your body until you reach your head and neck.

For more information, don’t hesitate to get in touch with us.n

Allison is a Registered Social Worker with the Ontario College of Social Workers and Social Service Workers. She holds a college diploma in Social Service Work from Mohawk College, undergraduate degrees in Psychology and Social Work from the University of Windsor and Wilfrid Laurier University, respectively, and a Master’s in Social Work from the University of Waterloo.

Allison has also completed post-graduate Cognitive Behavioural Therapy and Trauma certificates from Wilfrid Laurier University.

Allison has worked in the developmental services field for over ten years and has been a registered Social Worker since 2019.

Allison uses a person-centred, trauma-informed approach, integrating modalities such as Brief SolutionFocused Therapy, Cognitive Behavioural Therapy, Dialectical Behaviour Therapy, Mindfulness, and more into her practice.

Emily is a Registered Psychotherapist (Qualifying) with Ontario’s College of Registered Psychotherapists. She has completed an Honours Bachelor of Science Degree in Psychology from the University of Toronto and a Master’s in Counselling Psychology from Yorkville University.

Emily completed her clinical training at the St. Catharines hospital in the outpatient mental health department, where she could support individuals with a wide range of mental health concerns, providing individual and group therapy.

Emily has been working in the developmental services field since 2020. Emily is passionate about helping individuals with complex and comorbid mental health challenges. She utilizes an integrative approach to therapy, borrowing from many modalities.

Some therapeutic modalities she uses include CBT, DBT, ACT, MBCT, psychodynamic therapy, and personcentred therapy, all of which are approached through a trauma-informed and cross-cultural lens.

Allison Baxter MSW, RSW

Emily Jones, MA, Registered Psychotherapist (Qualifying)

The frequent attempt to conceal mental pain increases the burden: It is easier to say ‘My tooth is aching’ than to say ‘My heart is broken.

C.S. Lewis

I never understood what my child would become. Now he is my absolute inspiration

Lukas was officially diagnosed with Autism at 20 months old. Never has anything been so difficult for us and yet so incredibly rewarding at the same time.

With Lukas, all things were different (not less) from the start. It is one thing to prepare to be parents and it is another thing entirely to throw everything we prepared for out the window. That is when we were smacked with the news that changed our lives.

I don’t know if we ever had time to properly process our emotions as parents when he was diagnosed with Autism at the young, innocent age of two.

The overwhelming fear and guilt that took over us when we first received the diagnosis carried through during the battles we fought to ensure Lukas received the education and support he desperately needed.

We sacrificed everything and did it alone. I only wish we knew of Bethesda sooner.

I want to share my story so you can see that you are not alone. If there is one piece of advice I can give you as you embark on this journey, it is not to listen to what anyone else says about the future outcome of your child.

That, and contact Bethesda to see how they can support you.

The journey may be long and arduous, but with the proper support, the right education and the right services offered from a place like Bethesda, you can be inspired and amazed at what you as a parent can do.

More importantly, you can revel in the development of your child and the ability to beat the odds

presented to you.

Your child’s diagnosis is not the way it will always be. Though he can present typical, Lukas is anything but. Lukas has cognitive delay, which means he has certain limitations in his mental functioning, involving skills such as communicating, becoming independent and being social. Because of these limitations, Lukas learns and develops slower than a typical child would.

The differences become apparent when he plays with neurotypical kids his age. Because Lukas looks like your average teenage boy, we often get negative reactions during a massive, excessive meltdown.

He can’t handle too much sensory overload and he will spin himself at school, flapping his hands. When onlookers witness this behaviour, they often react poorly and it makes us feel horrible; we try to block out the emotions we feel.

Though Lukas looks typical now, that wasn’t always the case. When he was initially diagnosed there was no eye contact, no babble, no pointing from him.

Since Lukas’s test placed him on the spectrum, I often feel as though we are living in the middle of two worlds. One side is the Autism world, and the other is the typical world. Constantly feeling stuck in the middle is a lot lonelier than it looks.

At three, he transitioned from Early Intervention to preschool. For us, without the support of an organization like Bethesda, we struggled to find the support he required in those years.

We did what we could to support him. We found that he loved playing with matchstick Hot Wheel car figures on his own in those early years.

It made us happy to see him content to play with them, always aligning them in a single row.

To this day, I refuse to throw that old bag of cars away because it reminds us how far he has come.

From the very first moment we looked at our son Lukas, we knew being his parents would be an adventure. Little did we know the full extent of the journey we were about to take.

It was a significant part of his calming, and the hours spent playing with them made them so much more than just a bag of toys.

The challenges we faced were core characteristics one would see with Autism:

• Social abilities and sensory experiences

• Emotion regulation

The social demands of being a parent included:

• Attending school and after-school activities

• Gathering with other parents for social events like birthday festivities.

• Supervising play dates to create needed social opportunities for your child.

• Communication with various agencies and services, and self-confidence that we were doing the right thing.

We were concerned about our tendency to be direct and inadvertently offend other parents with how we communicated. As parents, we found many social experiences stressful and exhausting. We sensed that our son was not connecting with other children in the way we had hoped, which led to many hours of distress analyzing the experience after socializing.

We experienced difficulty suppressing our emotions while attempting to manage his feelings. It is imperative to respond to a young child’s frequent need for affection and touch to ensure each child receives enough love from the child’s perspective.

Having a child with Autism reduced our access to emotion recovery mechanisms, such as solitude, creative activities, exercise, and hobbies or interests. It can be frustrating as a parent coping with the constant interruption of actions and thoughts, and the need for attention. We needed to be there to provide conflict resolution and entertainment, all of which would prevent the ability to manage household responsibilities.

There are many legitimate reasons for parents of children with Autism to feel exhausted and depressed. We did.

From our experience, I want to offer the following recommendations to assist you on your upcoming journey.

1. Start treatment early. It can be incredibly beneficial to begin the process of seeking assistance and supports as early as possible.

2. Educate yourself. Learn as much as you can about Autism and other intellectual or developmental disabilities. The more you learn, the better equipped you will be to make the best-informed decisions for your child.

3. Become an ultimate expert advocate for your child. Determine what triggers your child’s behaviour, what situations can be challenging and disruptive, and what your child finds stressful or frightening. Know what calms them down and what makes them happy. The more in sync you are with your child’s behaviours, the more confident you will be in tough situations.

4. Celebrate your child for all of their idiosyncrasies. Instead of focusing on how your child with Autism may differ from others, celebrate what makes them who they truly are. Unconditional love and acceptance is the ultimate gift you can provide for your child.

5. Do not jump to conclusions about the future of your child’s life. Like everyone else, children with Autism have an entire lifetime to grow and develop their abilities.

6. Consider committing to a schedule. Lukas thrived with a highly structured program or a consistent routine. We set a plan with regular times for meals, therapy, school, and bedtime. We needed to be very cognizant to keep disruptions to a minimum. If there was

an unavoidable schedule change, we tried to prepare for it. Sometimes a simple visual cue and brief explanation made the world of difference.

7. Reward good behaviour with positive reinforcement. This went a long way with Lukas. We always tried to “catch him doing something good.” We would praise him when he acted appropriately or learned a new skill. We needed to be very specific about what behaviour he was being praised for. In the end, we did things like offer him a sticker or let him play with his favourite toys (matchstick cars).

8. Create a safe space at home. We created a safe house where Lukas could relax, feel secure, and be safe. This involved organizing and setting boundaries for Lukas to understand and safety proofing the house. Visual cues were helpful (coloured tape marking areas off limits, labelling items in the house with pictures and signs).

9. Look for nonverbal cues. Pay attention to the sounds your child makes, their facial expressions, and the gestures they use when they’re tired, hungry, or want something. This is a parent language that only you will understand, and you will have to pass that information on to their caregivers and school.

Sometimes while you are in the thick of it all, connecting with your child with Autism can be challenging. We communicated with love and smiles. We spoke by the way we looked at him, by the tone of our voice, by our body language – and the way we touched him, which was always with big hugs. Remember, your child will always communicate with you, even if they never speak.

It’s natural to feel upset when you are misunderstood or ignored, and it’s no different for children with Autism. When children with ASD act out, it’s often because

their non-verbal cues are not being picked up on. Throwing a tantrum is their way of communicating their frustration and getting your attention.

10. Make time for fun. A child with Autism is still a child. For both children and their parents, there needs to be more to life than therapy. Schedule playtime when your child is most alert and awake. Find ways to have fun together by thinking about what makes your child smile, laugh, and come out of their shell. There are tremendous benefits that result from just being with your child and enjoying their company, unpressured.

Now, our journey continues as my son surpasses every expectation set for him. As parents, we could not be more proud of what he has been able to accomplish; it defies every outcome told to us at the beginning. We changed his trajectory with the community and professional support we established at a young age.

Our journey will never be over, but I am proud that the once non-verbal, out-of-control child I knew is now a confident student with friends in the public high school system.

Bethesda is a special place with special people who are ready and willing to serve. Connect with Bethesda to begin to empower yourself and your child for the betterment of you both.

Remember, the diagnosis is just the beginning, not the end. This is not the way it will always be.n

J. Corbeil

My son has Autism, and it changed my life for the better.

Applied Behavioural Analysis (ABA)

When your child/youth receives an Autism Spectrum Disorder diagnosis (ASD), or if there is a concern that they might have Autism, your pediatrician has likely brought up the subject of Applied Behaviour Analysis (ABA)

Adults with Autism or an Intellectual Disability (IDD) diagnosis also benefit from ABA.

Behaviour Analysis is a scientific technique that helps us to understand, predict, and eventually change behaviour over time. It uses evidence-based strategies to work on goals that are meaningful to the child/youth and their families. ABA focuses on teaching new skills/ behaviours, increasing appropriate behaviours and reducing inappropriate behaviours. When teaching a new skill/behaviour, the clinician will break down the task into small, teachable steps to help increase success.

ABA uses data to track progress of the target goal(s). The clinician will always begin with baseline, which is when the clinician will track what skills your child/ youth have before any intervention starts. The clinician may ask parents, other caregivers and/or school staff to also track the target behaviour(s) to see how your child/youth behaves across different settings/locations. Once the clinician has collected enough baseline data, they will review the data to look for patterns. This could

be looking for low/no responding to teach a new skill/ behaviour (i.e. toilet training, communication, daily living skills, following instructions). It may also focus on high responding for challenging/inappropriate behaviours (i.e. aggression, self-injurious behaviour, off task behaviour). The clinician will then write an intervention plan and continue to track the target behaviour(s) to see if the intervention is working. ABA clinicians always use data to make the decision if the intervention should continue, needs to be revised or can be discontinued.

When analyzing behaviour, the clinician will always look for the function of behaviour, the “why”. Why is the challenging behaviour increasing or getting worse? Why is the skill not happening consistently? In ABA, there are four main reasons why we behave the way we do:

• To escape/avoid a task, situation or person

• To get attention from someone

• To access an item, activity or situation

• Because it feels good to you (sensory/ automatic)

When thinking of the word “consequence”, typically we think of something that is negative or a punishment. However, in ABA, a consequence is simply something that happens right after a behaviour occurs. This can be reinforcement (increases the behaviour), punishment (decreases a behaviour) or no

response (decreases a behaviour). A behaviour that is reinforced will continue to happen, or even increase, over time. The longer a behaviour is reinforced, the stronger the behaviour will become. Reinforcement may be planned (i.e. a sticker/token for completing a chore, child keeps completing chores in the future) or accidental (i.e. child rips up homework and gets sent to their room, child keeps ripping up homework in the future). Reinforcement can also be intrinsic/internal (i.e. you get A+ on a test and feel proud of yourself). A behaviour that is punished will decrease over time and may eventually disappear completely.

Punishment can also be planned (i.e. send child to room for hitting, child stops hitting in the future) or accidental (i.e. hand-over-hand prompts to brush teeth, child avoids brushing teeth in the future). In ABA, interventions will focus on reinforcement-based strategies as a

first option. Punishment-based strategies will only be recommended if reinforcement-based strategies do not work over time or the challenging behaviour is harmful and must be decreased immediately.

At Bethesda, ABA clinicians will work with you and your family to choose meaningful goals and focus on positive interventions.

The clinician will focus on teaching parents and other caregivers so they can help set their child/youth up for success at home and in the community. At Bethesda, we are committed to working with other professionals (i.e. school) to develop a plan that best supports the child/youth, and adults with IDD and their caregivers in all environments. n

Everyone can excel if receiving the right services

Speech and Language

At Bethesda, our commitment is to provide holistic service to ensure your child/adult is learning skills but also teaching parents/caregivers skills to help encourage lifelong learning.

Challenges in speech and language might have been one of the first red flags that your child/adult had Autism Spectrum Disorder (ASD).

These difficulties may affect their ability to learn, develop social connections with others and communicate their wants and needs.

Multiple types of speech and language disorders are categorized under expressive or receptive. Expressive language is verbal communication in the form of requesting, labeling, repeating words/sounds and conversation skills. An individual may use vocal speech, sign language or a form of Augmentative and Alternative Communication (AAC), such as PECS or Proloquo2Go. Receptive language is how your child/adult understands others’ spoken language (i.e. instruction following). Parents/caregivers who notice speech and language disorder symptoms can have their child/adult assessed through a speechlanguage pathologist. Part of the assessment would be to observe how the child/adult listens, speaks, understands, and follows directions.

One of the common types of delays is pragmatic speech delay which is under the expressive disorder

category. This type of delay deals with what people may say, how they say it, and when.

Children and adults with Autism have a practical delay that might have them talk constantly out of turn and off-topic during class and other settings. They could be louder than the environment (i.e. not understanding social setting), carry on with certain words or phrases (i.e. repetitive language or scripting), or have difficulty expressing their ideas and critical thoughts. This can be seen as a poor conversation skillset, which can make it more challenging to be successful in social situations and difficult for others to understand.

At Bethesda, Speech and Language Services are tailored to your child/adult’s interests and based on building their areas of strength and improving their areas of need. Intervention at an early age is considered the most effective as it targets these skills earlier in your child/adult’s development. It is important for parents and other caregivers to be involved in their child/ adult’s service to help transfer the skills they learn at Bethesda to home and community settings.n

Learn more about Speech and Language Therapy at Bethesda

Not being able to speak is not the same as not having anything to say.

Rosemary Crossley

Sensory Processing and ASD

What is sensory processing?

We all experience the world around us through our senses … by what we hear, see, taste, touch, etc. This is called sensory input and helps us to make sense of our surroundings and know how to best interact with objects and people in our environment. Nerves throughout our bodies take in the information, and our brains process it (tell us what it means).

As you are reading this, you are processing and making sense of sensory input:

• Visual or vision input: The words that are on the page

• Auditory or sound input: The background noises you are trying to ignore while reading

• Tactile or touch input: Feeling the paper you are holding, the seat you are on and clothes you are wearing

• Olfactory or smell input: Any smells in the room, such as food from the lunch room or kitchen

• Taste input: Gum or candy you might be chewing

• Movement input: Consists of 2 parts: first, the sense of our position in space (proprioception), and the feeling of sitting up/standing against gravity (vestibular input). Right now, this input would be the feeling of leaning on your arms or tapping your foot

• Interoceptive input: This is the ability to recognize different ‘body states’. If you notice that you might need to pause reading this article because you are hungry, getting sleepy, getting bored or need to take a bathroom break, this is known as interoceptive awareness.

Our senses all work together to allow us to carry on our daily activities. For example, when we get dressed or use utensils to eat or step out of the bathtub/shower, we use our movement, tactile and visual senses. This becomes so automatic, that we don’t have to think about it or put too much effort trying to process or make sense of this information. We feel ‘just right‘ –calm, alert, focused, ready to learn/work/play.

Sensory Processing Differences in Autism

What feels ‘just right’ is different for every person. Some of us like things quiet, while some of us prefer a little noise or activity so we don’t get bored. It often depends on what we are doing.

Individuals with Autism often have sensory processing issues and have trouble interpreting information from their senses (their brains misread the information).

When this happens, their reactions to everyday sensations may either be too strong or not strong enough. This in turn can affect the way in which someone interacts or level of alertness/awareness

they have when participating within their environment (self-regulation). It is important to recognize that these sensory differences can change throughout a lifetime too. Examples of change can be seen through periods of extreme stress and hormonal changes, such as puberty, that can influence their sensory input or change their sensory preferences.

Common types of sensory processing issues include the following:

1. Sensory sensitivity (hyper-sensitivity/overresponsive)

Children/youth with sensory hyper-sensitivity have nervous systems that have a low threshold or notice input too easily or too intensely. They become overwhelmed from too much sensory information. For these children/youth, things feel too loud, too fast, or too bright. Some potential scenarios could be:

• Increased sensory sensitivity via high-pitched noises or more sensitivity to touch or visual input than before

• A growing need for continuity for sensory input, for example, wanting to consume the same food all the time or using a particular soap wash or specific fabric softeners, can increase anxiety when those options become unavailable.

2. Sensory seeking

Children/youth who seem to have certain sensory preferences may crave more sensory input. They seem to have a continual desire for sensory stimulation. For example they may seek out:

• Movement stimulation by spinning, rocking, swinging.

• Oral motor stimulation by chewing on clothing or non-edible items, wanting spicier foods.

3. Sensory under-responsiveness (hypo-sensivity/ low registration)

Children who need more time to register sensory input and may need much more to feel ‘just right’ and be ready to take part in daily routines. You

might see the following:

• More toilet accidents.

• Decreased awareness of hunger

• Needing to turn the volume higher on the TV to hear it.

What can I do to support the sensory needs of a child/person with Autism?

Ensuring that reasonable access to whatever sensory inputs are needed is essential for those with Autism, especially during stressful times or when change occurs. It is imperative to know what sensory information is interpreted as too overwhelming or as not enough.

• Watch, listen to your child about what potential sensory needs or triggers they might have.

• Many children with Autism don’t understand the extent of their sensory differences and can also be tricky for others to understand. If you have a loved one who doesn’t want to hug, it may be because the sensory information is too intense – the feel or pressure of your clothing, skin, and hair all at the same time can be too many things to process at one time. Or maybe there are everyday scents like shampoo, laundry detergent, aftershave, perfume, and scent of toothpaste that are difficult to tolerate.

• You can gain a better understanding of sensory that will help you to recognize what will quickly support an autistic child when they are becoming stressed or when they may benefit from more sensory input. It will be important that everyone in your house understands this.

• At Bethesda, an Occupational Therapist can help generate a Sensory Profile of your child, and in collaboration with other staff can help to determine what sensory tools may be most beneficial. This ‘tool kit’ can include items like sensory boxes that children can access the calming items they need when required, or other equipment like weighted vests, compression vests, lap pads. Please note that it is important that these items are most effective when an

assessment of sensory needs has occurred and a wearing/use schedule can be explored and monitored.

• Other opportunities to explore sensory tools might involve access to our sensory rooms. The sensory rooms can help identify which types of sensory equipment can work to instill calm and reduce anxiety.

• Families often wonder if using sensory tools might make their child look different than their peers or classmates. However, keep in mind that for a child who uses noise cancelling headphones, or who uses Chewelry, or any other sensory equipment might mean that these tools are a gateway to interacting with the world around them, not a barrier.

Contact Children and Youth Services now at Bethesda to see how we can assess and work together to help meet your child’s sensory needs.

Knowledge begins with our senses, proceeds to understand, and ends with reason.

Immanuel Kant

Picky Eating

Picky eating is extremely common with individuals with Autism.

Children/youth and adults with Autism may engage in rigidity around mealtimes (i.e. which plate, utensil and/ or cup they use, eating certain brands of food), refusal/ challenging behaviours (i.e. throwing/pushing food away, screaming) or selective eater (i.e. only eat 10 different foods; only eat from one food group). There are varying severities of picky eating and before you begin to work on a picky eating goal with your child/ adult with Autism, it is important to rule out any medical causes with your doctor.

Picky eating can be worked on with an ABA clinician (focus on reducing challenging behaviours and increasing flexibility) and/or an Occupational Therapist (focus on sensory needs relating to food). However, the most successful feeding programs have a team of professionals to support the goal from different viewpoints. This team could include: ABA clinicians, Occupational Therapist, Pediatrician/Family Doctor, Medical Specialist (depending on severity) and/or Nutritionist.

How to Help: Challenging/Rigid Behaviours Break it down

Reducing challenging behaviours and increasing flexibility are big goals! Although it is important to have an end goal, it is equally as important to plan out how you will get there. Breaking your goal up into smaller, more manageable steps will help everyone be more successful. So, how can you break it down?

Start with a small, pea-sized amount of the new food

then slowly increase how big the portion is from there until your child/adult is eating the full portion size. You will need to repeat a similar process for each new food you introduce. Make sure you have a plan for how you are going to reward when the person you are supporting eats the expected amount.

Use a hierarchy to teach individuals how to explore new foods. First, the expectation is to look at the food. Then, touch the food. After that, they will kiss the food, put the food to their teeth then in their mouth (but they don’t need to swallow). The final step would be that they chew and swallow the food. This approach lowers expectations around actually eating the food and can make the process fun!

Be the change you want to see

Research has found that if parents are picky eaters then their child(ren) are more likely to be picky eaters themselves. Children are sponges and pick up on the behaviour of others. Although some children and adults with Autism may have limited imitation skills, modeling can still be effective when working on picking eating. Modeling is a prompt that shows the person what you want them to do.

When working on picky eating, a parent/caregiver could model by eating the food themselves. If you are working through the hierarchy, you would model each step of the hierarchy. Make sure you are modeling using the same food you are expecting your child/adult, or person supported, to eat.

This means that the food(s) you decide to work on should be food(s) that you regularly eat yourself. It is also important to choose food that has high nutritional value and may resemble food that your child/adult with Autism already eats (i.e. if they eat oranges, try expanding to a piece of grapefruit).

Reward, reward, reward

Before beginning to work on eating, make sure you choose a reward that they will be motivated for. This reward should be something that you, as the parent/ caregiver, can restrict at all times, other than when you are working on eating.

If there already is a limited food repertoire, a food reward may not be the best option, as it would restrict times when they can eat it.

A food reward may also fill your child/adult up quicker; therefore trying the new food will become less likely.

Make sure you are also praising them when they try new food. Be descriptive; tell them exactly what they did right! If your child, or person supported, eats more than what was expected or jumps higher up the hierarchy, give more praise and more reward (this could be more time with the reward or more of the food reward).

“Better than before, give them more”. Remember, rewards should only be used when they do what is expected and they should know what the reward is before you start practicing with new foods!

Have clear instructions and expectations

Have you ever been assigned a task (at school, at work) where you were confused about what was expected of you? Remember how frustrating that can be? Setting out clear expectations of what your child/adult needs to do to earn their reward is important to do before beginning each time you practice trying new foods.

You can use a simple verbal statement such as: “first touch the orange, then iPad”. You can also use visuals that show them what to do. It is important to keep your instructions short, simple and clear.

One-step instructions work well (i.e. “touch orange”) but first-then statements are also helpful (i.e. “first touch orange, then iPad”). You can also add in a countdown timer that tells them how long they are expected to practice for.

Give choices

If you were asked, “do you want to do dishes or do laundry”, would it help you complete the task quicker because you were able to choose the chore you enjoy more? Choice offers a way to give control back to your child/adult but the parent/caregiver still gets to control what the choices are.

You can give choice of what the reward is, what food they are going to try today and even how much they have to do to earn their reward (i.e. eat 2 bites vs. 3 bites, kiss vs. teeth). Choices can be given verbally, using pictures or by using the actual objects. Choices are a powerful tool to increase behaviours we want to see in our children and adults with Autism!

Sensory Sensitivities around Mealtime

Sensory sensitivities are another common barrier when expanding food preferences with individuals with Autism. Some sensory issues could be: how it looks, how it smells, the texture, the taste, the noise it makes when you eat it (i.e. crunchy) or the noise of others eating it.

Choose food carefully

If you believe your child/adult, or person supported, has some sensory sensitivities, it is important to choose foods that closely resemble the foods they already eat. This means choosing foods that have similar texture, for example, if they eat applesauce, you could try a different pureed fruit to start. If they eat “bland” food with minimal flavour or seasoning, choose foods that have minimal seasoning.

Play with your food

Most of us grew up hearing “don’t play with your food”. However, playing with your food can be a good thing to help your child/adult explore new textures and smells! It will take a lot of pressure off of the expectation to eat the food and makes food more fun. You can try painting with pasta sauce,

making faces with vegetables or cut sandwiches into fun shapes.

Everyone gets the same meal

You may be thinking, “then my child will never eat”, but the expectation here is not that your child/adult will eat the meal, just that they will tolerate it being in the same space as them.

If the family is having tacos but they only eat the shell, have all the taco “insides” beside the shell. If they have difficulty when other food is on their plate, put the “insides” on another plate so the food doesn’t touch then slowly move the plates closer together. This strategy may reduce their sensitivity to the smell of new foods.

At Bethesda, we have ABA clinicians and Occupational Therapists ready to help support you to increase your child/adult’s food preferences. It is always important to rule out any medical cause your child does not eat certain foods, textures etc. If your child/adult is interested in expanding their own food interests and learning how to cook, we run cooking groups full of kidand teen-friendly recipes such as the one below!n

Steps to make Chocolate Chip Cookies

Gather ingredients

1/2 cup butter

1/2 cup granulated sugar

1/4 cup brown sugar (packed)

2 teaspoons vanilla extract

1 large egg

1 3/4 cups all-purpose flour

1/2 teaspoon baking soda

1/2 teaspoon salt

1 cup semisweet chocolate chips

Gather items needed

1 Bowl

1 Mixing Spoon

Measuring cups

Measuring spoons

Cookie Sheet

Pre-Heat Oven

350 Degrees Fahrenheit

1. Melt butter in microwave for 40 seconds

2. Add sugars to butter and mix well

3. Add Vanilla and egg, stir

4. Add the flour, baking soda, and salt. Stir until dough forms. Dough should be soft and a little sticky but not overly sticky.

5. Stir in chocolate chips

6 Scoop out approx. 1.5 tablespoons of dough and place 2 inches apart on baking sheet.

7. Bake for 7-10 minutes, or until cookies are set.

Eat them! After cookies have cooled, enjoy!

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Autism and Education

by working with objects, taking things apart and doing the task (instead of hearing about it or seeing it done).

All individuals, regardless of a diagnosis, have their unique areas of strength and needs. This means that all children/adults also have their own way to learn new things. Although the diagnosis of Autism may affect an individual’s ability to learn some things, focusing on building their strengths can help them shine.

It is important that your child’s teacher take the time to get to know their strengths and needs as well as how to accommodate/modify the curriculum to set them up for success. This information will be documented in an Individual Education Plan (IEP) and reviewed with parents frequently.

In addition to understanding your child’s areas of strengths and needs, it is also important to discover how children and adults learn. Three main ways children learn are visual, auditory and/or tactile/kinesthetic. Individuals who learn visually rely on their sense of sight and best learn from books, videos, charts and pictures.

These individuals benefit from the use of visual strategies, such as a visual schedule/first-then board, visual priming/reminders as well as visual timers. People who learn best using an auditory style benefit from listening or speaking activities.

These could include talking, podcasts, role playing and repetitive tasks. Individuals who learn using tactile/kinesthetic learning are hands-on learners. They learn

In addition to different learning styles, some general ABA strategies work well in classroom and other settings to help set up individuals with Autism for success.

Arrange the environment

Modifying/re-arranging the environment is a simple way to help set your child/adult up for success and it doesn’t take time away from teaching! Arranging the environment for success requires understanding of how each person learns and what each person needs to be successful.

Typically, children and adults with Autism require a neat and organized place to learn that provides structure and routine. Each item should have a consistent “home” (i.e. books go on a book shelf, homework goes in the same bin, desk in the same spot, etc).

Since children and adults with Autism have difficulty with social skills, it is helpful to seat them with others with excellent social skills. For children older than 10, research show seating in rows work better than group seating. Create a quiet space that children/ adults can go for a break but remain in the classroom to continue learning.

Use clear instructions/rules

This sounds simple enough but giving clear instructions/ rules can be difficult! Think about how many instructions you give your child/adult each day. How many of those instructions are one-step (i.e. “brush your teeth”), two-

Every Student can learn, just not on the same day or in the same way.

step (“put on your shoes and coat”) or three+ steps (“put your dishes in the dishwasher then brush your teeth and put on your pajamas”). The more actions that are in an instruction, the harder it may be for them to remember. They may only remember to complete the first task or maybe just the last.

When giving instructions, phrase them as a statement instead of a question. Keep it simple and try only giving one task at a time. Use a calm tone of voice and be in the same room as your child when giving the instruction. Phrase the instruction as something “to do” rather than what “not” to do (i.e. “walk in the hall” vs. “stop running”).

These guidelines can be applied to developing house or group rules too! Try to limit these rules to 3-5 important things that the whole family/class will follow. Always remember to give descriptive social praise for following instructions/rules!

Develop a consistent routine

Many times, children and adults with Autism have difficulty with unexpected changes in their routine/ schedule. As many of us, children and adults with Autism love having a routine! You can establish a consistent routine in school or at home by using some of the following strategies.

• Use a visual schedule: this lays out the daily events

• Have a monthly calendar: have bigger events starred or labelled on the calendar so they can see what’s coming up

• Use priming statements: if your child/adult has an auditory learning style, verbal priming statements are an easy way to tell them what’s coming next

• Use social narratives: a visual story (pictures, words or both) that depicts what to expect during an new or unfamiliar event/location (i.e. school trip)

• Timers and transitional warnings: have a timer that counts down in a place where your child/adult can see and give warnings when the activity they are doing will be over (i.e. “5 more minutes in math then we will go to gym”)

Sequencing activities

Arrange activities so that easy and brief tasks are interspersed with longer and more demanding ones. Doing so helps enhance engagement and learning as well as reduce disruption. Giving a few simple tasks before a more demanding one can improve transitions between activities as well as scheduling active learning after breaks before moving to passive activities so children have time to adapt to quieter routines.

Giving choice

Providing choices and access to preferred activities can increase engagement and reduce challenging behaviours in all settings. Choices allow the caregiver to have control of what options are presented but also allows the child/adult with Autism to have some independence in the which activity they choose. Choices can be delivered using objects (i.e. showing an apple or an orange), a visual choice board (pictures on a board the child can choose from) or simply verbally. Additionally, incorporating child interests within activities can significantly increase engagement.

Reducing task difficulty

Tasks that are too difficult for the child/adult to complete are more likely to result in increased challenging behaviours. Reducing task difficulty could include:

• Breaking the task up into smaller chunks and incorporate breaks in between

• Reducing how much of the task they have to complete

• Increasing help (i.e. prompting)

• Increase reinforcement for completing the task

• Incorporate child/adult interests

Reference: Parsonson, B. S. (2012). Evidence-based Classroom Behaviour Management Strategies.n

Our Story

What’s in a Name?

Our name is Bethesda, and it means house of mercy. It’s a name that gives us a deep sense of our historical roots, present purpose, and vision for the future. In the Bible, the Bethesda pool is where people with disabilities seek help and healing. As we look back on our years, we remember those pioneers who stepped out into ministry because they were concerned for people in need.

They chose the name Bethesda, mindful of Jesus Christ’s church and the biblical account of the help and healing he gave to a man at the pool of Bethesda.

In the Spirit of Christ, the founders established a house of mercy.

Beth is a Hebrew word meaning place, and the founders provided a home where suffering people could live, work, and be appreciated while making the most of their gifts. The word “hesed” means mercy and love, kindness, and grace; it captured the founders’ motive and their manner of care.

Our Foundation

Bethesda began as the private ministry (Henry) and Mariechen (Maria) Wiebe, who emigrated from Ukraine, then part of the Soviet Union, to Canada in the summer of 1927. The two had met at the Bethanien Psychiatric Hospital in southern Russia, where they both workedMaria as a nurse, Henry first as an attendant and later responsible for running the hospital farm.

They fell in love and were married.

Upon arriving in Canada, Henry went west to Saskatchewan to work the harvest, while Maria stayed in the small community of New Hamburg, Ontario, with relatives. Before long, Henry rejoined his wife, and they settled in Kitchener. For a time, Maria worked at the Arrow shirt factory, while Henry found employment with the Goodrich rubber company. It was in Kitchener that their two sons, Edward and Henry, were born.

After three years of working at the factory, Henry had

come to feel that the air quality was taking a toll on his health. Seeking a healthier lifestyle, the Wiebes moved to a rented farm west of Stratford.

In 1934, Mr. and Mrs. Wiebe were approached by leaders of Kitchener’s Mennonite Brethren Church and

asked if the two might use the skills they had acquired at Bethanien hospital to help certain other immigrants who were struggling with mental illness and emotional distress.

With no medical coverage and falling behind on their hospital payments, these individuals in Montreal were in danger of being sent back to the Soviet Union. Working at a psychiatric hospital in Russia had given Henry and Maria an understanding of and compassion for people with mental health needs, and so they agreed to help, thus rescuing several people with special care needs from deportation.

Bringing them to their home, the Wiebes, by the grace of God, started a house of mercy: Bethesda. Recommitting in the present eighty-six years later, we look back with awe at the trust and daring of those who undertook this ministry.

Could they have imagined how Bethesda would grow?

Much has changed over the years. The evolution from the original Bethesda farmhouse to the current centres and grounds has broadened the focus on people with developmental disabilities from infancy to adulthood.

The number of people receiving residential, clinical, spiritual, or various other services has grown to more than 3,000 yearly.

There have been many valued relationships and partnerships within the province of Ontario. There are countless cherished people and memories. Our name remains Bethesda-house of mercy. While it is true that Bethesda’s support and services can no longer be placed in a single location, the mission remains, in essence, the same.

Rooted in Our History

Bethesda supported persons with mental health issues in the early years (1937 - 1969). At first, the Wiebes cared for individuals in their homes, involving them in the daily activities of running the farm. As the ministry grew, so did the need to accommodate more people suffering from mental disorders. Having outgrown the rental Stratford farm, the Wiebes ín 1937 bought and

relocated to a 75-acre farm in Vineland, which is our current Fly Road site.

By 1942, the Wiebes served 7 people, most with Mennonite Brethren background, at home; by the fall of 1944, that number had more than doubled to 15.

Up to this point, Bethesda was supported solely by voluntary contributions. Recognizing the need for more practical support, Reverend Wiebe approached the Ontario Conference of Mennonite Brethren Churches about purchasing the Fly Road property.

In 1945, the Ontario Conference became actively involved in the home. At that year’s convention, it decided to buy it from the Wiebes for a purchase price of $11,000, understanding that the Wiebes would continue to operate the home and farm.

Within three years, by 1948, the Canadian Conference of Mennonite Brethren Churches had become the homeowner. This was a significant step in developing

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services, as it allowed individuals with complex needs from all provinces across Canada to be served. This year also saw the beginning of government involvement, and renovations of the buildings became subject to government regulations.

Over time, many individuals from extensive Scheduled facilities came to Bethesda to reside in Group Homes, Familyhomes (a program supporting individuals in foster homes) or Supported Independent Living arrangements.

Neil Pauls played a significant role in this process. During these two decades, increasing involvement in clinical and professional services became a focus of Bethesda’s mission.

The early 1990s brought a marked increase in community involvement for Bethesda. Several group homes opened, clinical and outreach services expanded, and they experienced moderate growth.

The organization was changing and getting prepared for its new role as a community outreach service.

Building on Tradition

Recognizing our past and the fundamentals on which our organization is based allows us to build on our solid foundation and move forward, committed to carrying out our mission of serving and supporting children and adults with developmental disabilities in our communities.

The Growth Years

Bethesda experienced notable growth from 1995 to 2012 under the leadership of Brian Davies.

During these years, we had the privilege of supporting children and their families for the first time. In 2001, the Ontario government asked Bethesda to provide children’s services.

Over the last 22 years, Children and Youth Services has expanded to include over 100 staff who provide a continuum of services and supports to children and youth who have a diagnosis of Autism and/or a Developmental Disability.

We also experienced growth in our Community Outreach programs for adults; we have been privileged to welcome several people to Bethesda from large government institutions.

Our Present Purpose

Bethesda supports more than 3,000 individuals annually, offering services to those with special needs, children and adults alike. By God’s grace, we continue to support people in the Spirit of Christ.

Our Vision for the Future

As we reflect on the history and people that have been Bethesda, we look to the future with eager anticipation. Our name is and will be Bethesda because it is who we are and what we are about. Looking to tomorrow, we want to ensure that our services are robust and our supports make a positive difference.

Those appropriate systems, including a client database and corporate succession and communication plans, are in place, and our infrastructure is designed to meet the needs of those we support.

Most importantly, we will continue to strive to be a supporting, encouraging and caring community- helping people in the Spirit of Christ.n

Throughout our history, Bethesda has always been about people helping people. From the outset, the founders prayed that its ministry would be to the honour and glory of God.

Supported Living

Reece Harrison has been receiving supports through Bethesda since his initial Autism diagnosis.

Now at 19 years old, Reece has transitioned out of Children and Youth Services into an adult program, and his mother Melanie Cooper says she is impressed with the way Bethesda collaborated with Niagara Support Services to create an individualized treatment program this year.

“They started this project where he had a mobile intensive treatment team go into Niagara Support Services. Both agencies partnered together to provide treatment in the Niagara Support Services group home.”

Melanie says this new program was much more cohesive to Reece’s needs.

“It was not siloed where it was Bethesda for treatment and then we’d have to wait for another community agency to pick him up. Instead of siloed services they came together and made something wonderful.”

He doesn’t like transitions...So he’s settled, he’s in his forever home and the services came to him. And, you know, all of my Bethesda people are absolutely wonderful human beings.

Bethesda provided the behavioural support expertise, which included developing and implementing the behavioural support plan (BSP) and tracking behaviours over several months to identify the best way to move forward.

“Once they had a real grasp of who Reece was – they brought in staff and started training them on his BSP and the coping strategies and the strategies to set Reece up for success.”

For Melanie, this all came at a crucial time. She says Reece was thriving while receiving Intensive Behavioural Intervention (IBI) services at Bethesda as a child, but as he reached adolescence there were fewer options and less funding available to him.

“We had some trouble when he was a teenager … He was placed in a child group home and something drastically went wrong, and we had to bring him home.”

Back home however, Melanie says she needed more support due to Recce’s behavioural needs and her own recent health concerns.

That’s when she was approached about this individualized program for Reece. Now, she says he is once again thriving in his new environment.

“For Bethesda to come full circle and kind of put him back on the track where he needs to be, the trajectory when he left that program, to put him back where he should have been his whole entire teenage years. It’s kind of poetic.”n

Our Inspiring Staff Make a Difference

Families. Above all else, I’m inspired by the families I’m privileged to support.

I often see caregivers come to us seeking advice, recommendations and answers from us as professionals.

However, I like to express to families that they are the experts on their children. They know them better than anyone; their knowledge and experiences are valuable.

I truly appreciate hearing their perspectives and learning about their child through them.

Listening, understanding, and genuinely hearing where the families are is crucial to an effective service provider.

- Jennifer Marinelli B.A Service Coordinator / Interventionist, Children and Youth Services

My position with the agency inspires me daily, knowing I can make a difference in each individual I support.

It enlightens me to be in a role where I can advocate for those who don’t have a voice and support those with physical difficulties. They encourage me daily to think outside the box to provide better care and to help them overcome daily challenges.

For many of the individuals we support, we become their families, and it is exceptional to know that we have a chance to enhance their quality of life.

It brings me joy to have the opportunity to share my love for Jesus with our people while we worship together and, at the same time, feel supported by the agency.

My role might continue to influence our individual lives, but I am thankful to every one of them for constantly promoting my personal growth. Working in a group home setting has also allowed me to work in a team. This is essential as I thrive on learning from others and working together to set common goals as a team.

I appreciate the ability to share my knowledge and experience and my passion with newcomers. I have been blessed with a team of staff willing to embrace change together always to obtain the best results.

- Lorena B

I have had fifteen incredible years working at Bethesda and witnessed how influential our role is as front-line staff.

For many of the individuals we support, we become their families, and it is exceptional to know that we have a chance to enhance their quality of life.

Lorena B

What inspires me? The community, staff and families.

I appreciate the opportunity to meet with families after they receive a diagnosis for the first time. Many families often have questions and are looking for information and support. It can be an overwhelming

time and I genuinely enjoy supporting families and helping them navigate next steps. I’m happy to be a part of their journey and help them get connected to services at Bethesda.

- Tonya White CYW, BA Service Coordinator / Interventionist Children and Youth Services

I started at Bethesda over 22 years ago as a parttime staff member, working in the adult respite program and the Short Term Behaviour Management Program, which has evolved over the years into the current Intensive Treatment Program.

I quickly became a full-time staff and worked the front line, supporting numerous individuals in several programs on the Fly Rd location. I was fortunate enough to engage in Team Leader and Residential Manager contracts before spending several years in our Children’s services.

I started as an IBI therapist and finished my time in children’s services as the Transition Coordinator, helping to ensure a smooth transition from our program back into the school system. I returned to

Adult Services as a residential manager, then was pivotal in creating the Admin Manager position.

I was then transitioned into the Human Resources department, where I found my true passion. Having a vast experience in many roles at Bethesda allows me to know what the role entails. I can speak from experience when talking to staff or potential candidates.

My knowledge and ability to grow my carer within the Bethesda family have helped me immensely in being able to recruit and support the excellent staff that provide the utmost care and compassion to the people we support, to allow them to be empowered to lead the lives they want as independently as possible.

- Bradley Warner, Human Resources Generalist

Managers understand that the essential aspect of our jobs is the relationships that we nurture with our families. This allows us to shape growth and progress with the family’s goals effectively.

Bethesda values staff development, education, and the support to pursue areas of interest and specialization.

- Linda Moroz M.A., B.C.B.A Behavioural Therapist Children and Youth Services

What inspires me about the work I do today is the journey that leads me to this position.

The strength and resilience of families to be responsive to their children and expend extraordinary energy to be the best they can truly inspires me to do the best I can in my work.

Supported Living

“That effort really made the transition so much easier for Jason when he was actually able to come home. He was totally prepared.”

The isolation caused by the pandemic was difficult for both Jason and his parents. He was also able to connect with friends and family through virtual meets once he got his own laptop. Before he had his own, however, Patt says staff helped connect him on the house computer.

For the Whitney family, whose son Jason currently resides in one of our group homes and has been supported by Bethesda since 2003, the small meaningful gestures made by Bethesda staff helped to ease the isolation.

Patt and Larry Whitney sold their house right before the pandemic hit and moved into a new apartment. This was when group home residents were unable to have visitors or leave for visits, so Jason was not able to say goodbye to his old home.

For a period of time we couldn’t see him at all. We would call the staff and leave treats on the porch so that he would know we had been there and we were thinking of him.

“Because of COVID Jason didn’t get to say goodbye to his old home and he really had no idea where we were living,” Patt says. However, once they were able to leave for a drive, Bethesda staff made an effort to familiarize Jason with his parents’ new home.

“Once they were able to go in the van, one of his caregivers took him out on more than one occasion to see our apartment building and to point out where our apartment was, and then to find our car in the parking lot so that he knew we were there,” Patt says. They were also able to send along pictures of the apartment, which his caregivers printed out for Jason.

The Whitney family say they are grateful to have found Bethesda, which embodies similar faith-based values as themselves.

“God has been faithful to Jason throughout this pandemic. He put it on people’s hearts to call him and it brightened his day. A friend dropped Bible studies and crafts in the mailbox each week to keep him busy. He looks so forward to that happening,” she says.

Chaplain Mike Gilmore is one of the people who help to set Bethesda above any other organization, she says. “Mr. Mike is somebody that, if there was a problem, or you’d be frustrated or whatever, Jason could always go to him and tell him what he was frustrated with. And he was kind of the ear outside of the home that would give some advice, and was very good in that role.”

Jason looks forward to bible study and the time he gets to spend with his friends. In person is always preferable, but the opportunity to meet virtually serves when that isn’t a possibility. He is a lover of sports and watching Heartland on Saturday nights.

We appreciate the staff who took care of Jason during a very challenging time. Only they know how difficult it was. And we are so thankful for the many months that Jason has been allowed to have home visits whenever we wanted. So that has been wonderful.”n

The coronavirus pandemic brought unmeasurable challenges for so many these last few years but Bethesda staff endeavoured to help the individuals we support connect with each other and loved ones throughout.

Inspiration For a Better World

I have been privileged to support Adults with Autism as a Psychometrist with Bethesda over the last six years.

In this position, I have helped people better understand the diagnosis of Autism and how this can impact their day-to-day functioning.

Informing someone that they fall on the Autism Spectrum has been, in most cases, a relief for

my clients who have gone undiagnosed, feeling misunderstood and wondering why they function differently than others.

Through my role, I have provided closure for several clients and service coordination to help them navigate through adulthood successfully.

- Erika Eckersley, M.A., R.P. Psychometrist Adult Clinical Services

I came from a “big box” style company, and I knew I needed a career change that would be more fulfilling and better align with my values and goals.

At Bethesda, I am surrounded by like-minded people who want to see everyone succeed and strive to make everyone feel valued and welcome.

It is gratifying knowing that at Bethesda, we share a common goal of enriching people’s lives and supporting one another. Our company philosophy provides a sense of humanity and creates an environment of inclusion and belonging.

This inspires me to do my best and be at my very best for those around me. There is a rich history tied to Bethesda, which I have taken the time to read and learn about, and it creates an appreciation of Bethesda’s mission and purpose as well as the foundation on which it was built. Walking around the grounds at Bethesda and speaking with staff and clients brings a feeling of community that I find to be just one of the extra perks of my workplace.

I’m regularly inspired by people’s kindness and willingness to help others reach goals and achieve a sense of accomplishment. This motivation to contribute to people’s well-being and community atmosphere is nothing short of inspiring and confirms that I am exactly where I want to be.

- Emilie Charette

At Bethesda, I am inspired daily in many different ways by the staff, clients and overall atmosphere.

Seeing a wildly innovative and intelligent group of people come together to create an operational plan for a child to learn skills inspires me to grow and learn continually!

Families inspire me. Listening to family feedback, concerns, and successes encourage me to continue taking the extra step for families to ensure they are connected to all possible resources.

- Cassidy Werner B.A. ABA Interventionist, Children and Youth Services

Our perseverance to find new and creative ways to teach skills to each learner never ceases to amaze me, and it shows through our learner’s progress and successes!

My most inspiring story is about one learner I’ve worked with for over a year. Last year he did not attend to others or know that others could give him things.

Now he is requesting and labelling independently! After completing Entry to School Program, he has adapted well to kindergarten and follows the routine with all his classmates.

Every time I see him, I am reminded of how far we have come and how my dedication to my learners can make a difference.”

- Chloe Charbonneau M.ADS ABA Interventionalist, Children and Youth Services

My co-workers constantly inspire me.

The staff’s dedication to our learners inspires me and makes me excited to come to work every day.

My experience working with individuals diagnosed with Autism has varied from person to person, each showing their own unique needs. One way we support people with Autism is by understanding their wants and needs and matching the person to the needed support.

People with Autism tend to thrive in situations with routine and structure, whether the goal is a new day program, a group home, or a change in support staff. Complex Support Coordination evaluates and aligns

with persons/families to match the person accordingly, advocates and provides the support necessary to make these new transitions successful.

By doing this, we have been able to assist people with Autism to lower ratios of support staff, shift to day programs that are better suited to meet their needs and create new group living resources where the team are highly trained and understands that routine and structure is so crucial to help the person live a fulfilled life.”

whatever is happening in the rest of their life and comes to work ready to support and assist other people. We are individuals who have chosen to help, so it is expected to see people coming to work ready to help.

Our families, and our clients, show such resiliency in the face of a multitude of challenges.

The families and clients that Bethesda supports have little wins they celebrate daily. And even on the days they think they do not have anything to celebrate, or when it feels like things are moving in the wrong direction, they press on.

“I firmly believe in celebrating life’s ‘little wins’ –nothing is too small to be worth feeling good about.”

They keep coming to sessions; keep following the strategies provided; keep trying to move forward, which is inspiring.

My colleagues inspire me. We have a large team of individuals from all walks of life going through their journey outside work. And yet everyone puts aside

But seeing that take place in such a large-scale capacity is still inspirational. The staff at Bethesda go above and beyond to support their clients and their families.

- Allison Baxter MSW, RSW Social Worker, Children and Youth Services.

It is the families that we support who inspire me. Every day I see people who feel like they have nothing left to give, yet continue to persevere.

As a Complex Support Coordinator, I have had the privilege of supporting many people with Autism.

- Angela Ethelston, B.A. Psychology Complex Support Coordinator – Hamilton, Brant Region Bethesda | Southern Network of Specialized Care

At Bethesda, I am surrounded by like-minded people who want to see everyone succeed and strive to make everyone feel valued and welcome.

Emilie Charette

Why do I love working at Bethesda?

Such a simple question evokes so many thoughts and emotions. What it all boils down to, for me, is Bethesda’s philosophy of care and service that started in 1937 and continues to this day. A philosophy that challenges us to put others before ourselves and to support and serve. A mindset that says look at that person, see that person and meet them where they are at; an attitude that asks – how can I help?

Bethesda offers excellent benefits, flexible work hours, and essential staff supports that help create a healthy work/life balance.

Why?

To support the people working for Bethesda so that we can help the people who need Bethesda. It all comes back to support.

Having the privilege to work at a place with a firm foundation, excellent leadership, quality staff training and a solid mission to serve and support, what’s not to love about coming to work every day?

Even though I am only one person and only play a small part in Bethesda, I love that I contribute to a beautiful whole.

- Anonymous

Even

though I am only one person and only play a small part in Bethesda, I love that I contribute to a beautiful whole.

INSERT VIDEO

One of the most inspiring aspects of my work with the Children’s Developmental Assessment Service Team is the noticeable lift in their spirits as they begin to visualize a brighter future for their child.

Senior Administrative Assistant Children and Youth Services

Quite often, I have the privilege of being a sounding board and giving hope to parents who feel alone, frustrated, and hopeless.

- Meg Eisbrenner

I am happiest when teaching others; that is what I get to do every day!

Monica Hughes

I am watching their remarkable progress, learning new skills, reducing challenging behaviours,

improving the quality of life for our clients, and focusing on meaningful goals.

I am happiest when teaching others; that is what I get to do every day!

- Monica Hughes M. ADS, BCBA Clinical Supervisor, Children and Youth Services

The people I work with inspire me most about my job. This includes the staff, other professionals, the caregivers and, most of all, the children and teens.

Bethesda’s Children and Youth Virtual Workshops

Title Age Dates

Tuesdays for 6 weeks: April 11 - May 16 2023

Understanding your Child’s Behaviour

Parents of children and youth

Mondays for 8 weeks: April 17 - June 12 (break May 22 for Victoria Day)

Introduction to ASD

Accepting and Understanding a New Diagnosis

Caregiver Development: One Time Workshops

Introduction to ABA

Toilet Training Picky Eating

Continued on next page

Improving Sleep

Tuesday, April 11

Tuesday, April 18

Tuesday, April 25

Tuesday, May 2

Tuesday, May 9

Tuesday, May 16

7:00pm - 9:00pm

Description

ACT: Acceptance and Commitment Training is an approach that teaches s how to become more psychologically flexible. This approach helps us to embrace life, mindfully connecting to things that are of important to us. We learn to struggle less with difficult experiences and feelings. ACT does not attempt to directly change or stop unwanted thoughts or feelings; rather, it helps us develop a new mindful relationship with those experiences. We learn to become more open and live more consistently with who and what we care about. This 6-week workshop is appropriate for parents of children ages 8+ years.

6:30pm - 8:30pm 6:30pm - 8:30pm

This 8-week caregiver training course incorporates essential elements of Applied Behaviour Analysis (ABA) and comprehensive behaviour supports. The curriculum includes proactive and reinforcement strategies, communication training and teaching skills of everyday living. This course can assist in skill building and decreasing challenging behaviour in children and youth.

This workshop is focused on Understanding Autism Spectrum Disorder (ASD) with compassion and sensitivity; giving an overview of ASD from a medical perspective and a caregiver’s perspective.

This workshop is designed to support parents who have received a new diagnosis for their child. Using the principles of Acceptance and Commitment Therapy (ACT), parents will be provided with a model that will assist them in understanding and managing the emotional waves that often overwhelm caregivers when dealing with a new diagnosis with their child.

What is ABA? This workshop will explore the field of Applied Behaviour Analysis (ABA), which is the field of Psychology dedicated to understanding and improving behaviour. Learn how ABA can change behaviour in order to improve the quality of life for all individuals.

Is your child showing readiness signs for toilet training? This workshop will help parents and caregivers recognize readiness skills and patterns of current toileting behaviours and learn toilet training strategies based on the principles of Applied Behaviour Analysis (ABA). This workshop is best suited for parents of children aged 7 and younger.

This workshop is designed for parents, caregivers and clinicians to cover a variety of positive behavioural approaches to introducing new foods or expanding food repertoires of children who are picky eaters. Strategies are covered in a practical step-by-step manner to address a range of feeding issues.

Caregivers will learn strategies that can be used to help children fall asleep and maintain a full night’s sleep. After attending the workshop, two individualized consultations are provided to support you in practicing these skills at home.

Bethesda’s Children and Youth Virtual Workshops

Title

Age Dates

Helping your Child Tolerate Change

Parents/ caregivers of children ages 2-10 years

Caregiver Development: Introduction to Teaching

Vocal Requesting

Teaching your Child Imitation Skills

How to Effectively Use Visual Schedules

Online Safety

Mindfulness

Personal Care

Workshops for Youth 10+ years

Being Your Best Self

Self-Advocacy

Parents/ caregivers of children ages 2-6 years

Parents/ caregivers of children ages 2-6 years

Parents/ caregivers of children ages 210 years

Youth 10+ years

Youth 10+ years

Youth 10+ years

Tuesday, May 30

Clinical Groups

Girls Puberty

Youth 10+ years Youth 10+ years

Boys Puberty

9-13 years

10-14 years

Tuesday, June 6

Tuesday, June 13

Tuesday, June 20

Wednesday, May 10

Wednesday, May 17

Wednesday, May 24

Wednesday, May 31

Wednesday, June 7

Tuesdays for 7 weeks: April 18 - May 30

Tuesdays for 7 weeks: April 18 - May 30

6:30pm - 7:30pm

Description

Children with Autism Spectrum Disorder (ASD) are more likely to experience challenges accepting change in everyday routines. This workshop will provide you with Applied Behaviour Analysis (ABA) based strategies that will help increase your child’s flexibility. You will learn how to break down challenging situations and to support your child through proactive planning and teaching them to accept change. This workshop is most appropriate for children aged 2-10 years old.

6:30pm

6:30pm - 7:30pm Time

This workshop in our Introduction to Teaching series will review strategies to begin teaching a child to request items they want/need using speech. This workshop is most appropriate for children aged 2-6 years old.

This workshop in our Introduction to Teaching series will introduce some of the strategies used to teach children imitation skills. This workshop is most appropriate for children aged 2-6 years old.

This workshop in our Introduction to Teaching series will review the importance of visual schedules and how to use a visual schedule effectively. This workshop is most appropriate for children aged 2-10 years old.

This interactive workshop is designed for teens who are interested in learning tools and strategies for using the internet safely. Topics include digital etiquette, risks and benefits of social media and private vs public information.

6:30pm - 7:30pm 6:30pm - 7:30pm

Mindfulness is a strategy that helps individuals stay grounded and focused in the present moment. Youth will practice mindfulness activities while learning about the benefits regular mindfulness will have for their wellness.

This workshop provides youth with information to successfully complete their daily morning routine. Participants will receive a supplemental package of resources. This workshop is best suited for high school aged youth.

6:30pm

Self-advocacy is learning how to speak up for yourself and make your own decisions about your life. It is about learning how to get information and expressing yourself appropriately. It involves knowing your rights and responsibilities and being able to problem solve. Join your peers to discuss these topics in a safe environment.

6:30pm

The best thing about having your own money is that you get to decide how to spend it. Whether you get a weekly allowance, receive money or a gift card for your birthday, or find 5 bucks on the street, your first task for good money management is to think about short-term and long-term goals. It will take a bit of practice to become great with money, but once you get the hang of it you will be one step closer to independence.

5:00pm-6:00pm

In this virtual group, children will learn social and life skills related to the physical and emotional changes that occur with puberty. Topics include daily hygiene, such as shaving, showering and hair care, biological processes, social media and online safety.

In this virtual group, children will learn social and life skills related to the physical and emotional changes that occur with puberty. Topics include daily hygiene, such as shaving, showering and hair care, biological processes, social media and online safety.