Comments for Connect with Synergy http://www.connectwithsynergy.com A therapeutic activity center focusing on inclusive play, therapy, & multisensory environments. Offering Social Skills classes & Sibling support groups in CT. Fri, 04 Feb 2011 12:28:17 +0000 http://wordpress.org/?v=2.9.2 hourly 1 Comment on Programs and Services by Passion « Connect with Synergy http://www.connectwithsynergy.com/programs/comment-page-1/#comment-22 Passion « Connect with Synergy Fri, 04 Feb 2011 12:28:17 +0000 http://www.connectwithsynergy.com/?page_id=219#comment-22 [...] out our Programs page as it has been updated for February and [...] [...] out our Programs page as it has been updated for February and [...]

]]> Comment on The Story of Starfish by Keeping with the Question – My Child Will Be 21 Soon, What Next? « Connect with Synergy http://www.connectwithsynergy.com/the-story-of-starfish/comment-page-1/#comment-20 Keeping with the Question – My Child Will Be 21 Soon, What Next? « Connect with Synergy Thu, 29 Oct 2009 10:50:18 +0000 http://www.connectwithsynergy.com/?page_id=210#comment-20 [...] STARFISH STORY [...] [...] STARFISH STORY [...]

]]> Comment on Phenominal Online Filter and Software for everyone through age 13 – depending on ability and interest by Supporting Resiliency for your Tweens and Teens « Connect with Synergy http://www.connectwithsynergy.com/2009/08/20/phenominal-online-filter-and-software-for-everyone-through-age-13-depending-on-ability-and-interest/comment-page-1/#comment-11 Supporting Resiliency for your Tweens and Teens « Connect with Synergy Thu, 22 Oct 2009 16:47:00 +0000 http://synergycentercorp.wordpress.com/?p=12#comment-11 [...] Back in August I highlighted the tremendous resource for giving your children access to the internet with the ZAC Browser. [...] [...] Back in August I highlighted the tremendous resource for giving your children access to the internet with the ZAC Browser. [...]

]]> Comment on Friday Finale – Social Skills and School Supports by synergy center http://www.connectwithsynergy.com/2009/09/11/friday-finale-social-skills-and-school-supports/comment-page-1/#comment-5 synergy center Tue, 15 Sep 2009 01:51:13 +0000 http://synergycentercorp.wordpress.com/?p=133#comment-5 Great information - I have been impressed with some of the information coming out of NYC schools. Thanks for your support here Michael. Great information -
I have been impressed with some of the information coming out of NYC schools.

Thanks for your support here Michael.

]]> Comment on Friday Finale – Social Skills and School Supports by michael leventhal http://www.connectwithsynergy.com/2009/09/11/friday-finale-social-skills-and-school-supports/comment-page-1/#comment-8 michael leventhal Mon, 14 Sep 2009 19:08:23 +0000 http://synergycentercorp.wordpress.com/?p=133#comment-8 Apologies for a most confusing post. Thought I lost my original documents so I reposted. The results are a run-on essay which, tough confusing, answers your question. Apologies for a most confusing post. Thought I lost my original documents so I reposted. The results are a run-on essay which, tough confusing, answers your question.

]]> Comment on Friday Finale – Social Skills and School Supports by michael leventhal http://www.connectwithsynergy.com/2009/09/11/friday-finale-social-skills-and-school-supports/comment-page-1/#comment-7 michael leventhal Mon, 14 Sep 2009 19:04:45 +0000 http://synergycentercorp.wordpress.com/?p=133#comment-7 Our school is running two programs incorporating Sensory techniques. Joel Levine, as Supervisor of OT for District 75 (Special Education Services), runs the "Collaboration Program" for New York City which serves to to minimize disruptive student pull-outs by training class staff to integrate services into the daily classroom routine. The nature of the collaboration depends on the student's needs and nature of the class. Our ABA classes report better responses after SI sessions. Anecdotes and statistics (which are not published at this time) indicate noticeable student improvement. Other, more subjective frameworks include the Pacer Program (PT) for physical fitness and workout, Handwriting Without Tears (OT) and Travel Training (for older students). In addition to traditional services, we use Sensory Integration in our school in two ways: 1) The Collaborative Program blending therapy services with daily classroom activities is an ideal way to achieve individual IEP goals within widely divergent frameworks. We use ABA to evaluate student pre and post Sensory Integration session performance. While not publicly available, data for this pilot program is deemed significant. Participating teachers and therapists I’ve interviewed expressed confidence that data analysis will confirm their observations of improved progress toward achieving ABA goals. The district supervisor strongly agrees with this conclusion. The Collaborative Program also manages The Pacer Program (PT) targeting personal fitness, Handwriting Without Tears (OT) and Travel Training (ADL) for older students. These are all programs that require the coordinated efforts of service providers and classrooms staff. Last year, 14 schools and 125 therapists participated district wide. This year the program will ratchet up to 300 therapists. Additional information on the Collaborative Program is available from Joel Levine, Supervisor of Occupational Therapy, District 75 (Special Services) Jlevine4@schools.nyc.gov 2) Get Ready To Learn, piloted last year by Barbara Josephs and Anne Buckley Reen, uses 20 minute yoga sessions to engage students in relaxation exercises (breathing, stretching, movement) before the start of school each day. The program is run entirely by classroom staff. There is no talking or interruptions allowed. Weekly reports require scale rating on 4 parameters: focus (ability to sustain on-task), behavior, independence and transitioning. This data is also not yet available. However, we are increasing participation from by an additional 10 classes this year. More information is available at the NYC Department of education. Search for “Get Ready To Learn” Our school is running two programs incorporating Sensory techniques. Joel Levine, as Supervisor of OT for District 75 (Special Education Services), runs the “Collaboration Program” for New York City which serves to to minimize disruptive student pull-outs by training class staff to integrate services into the daily classroom routine. The nature of the collaboration depends on the student’s needs and nature of the class. Our ABA classes report better responses after SI sessions. Anecdotes and statistics (which are not published at this time) indicate noticeable student improvement. Other, more subjective frameworks include the Pacer Program (PT) for physical fitness and workout, Handwriting Without Tears (OT) and Travel Training (for older students).

In addition to traditional services, we use Sensory Integration in our school in two ways:

1) The Collaborative Program blending therapy services with daily classroom activities is an ideal way to achieve individual IEP goals within widely divergent frameworks. We use ABA to evaluate student pre and post Sensory Integration session performance. While not publicly available, data for this pilot program is deemed significant. Participating teachers and therapists I’ve interviewed expressed confidence that data analysis will confirm their observations of improved progress toward achieving ABA goals. The district supervisor strongly agrees with this conclusion.

The Collaborative Program also manages The Pacer Program (PT) targeting personal fitness, Handwriting Without Tears (OT) and Travel Training (ADL) for older students. These are all programs that require the coordinated efforts of service providers and classrooms staff.

Last year, 14 schools and 125 therapists participated district wide. This year the program will ratchet up to 300 therapists. Additional information on the Collaborative Program is available from Joel Levine, Supervisor of Occupational Therapy, District 75 (Special Services) Jlevine4@schools.nyc.gov

2) Get Ready To Learn, piloted last year by Barbara Josephs and Anne Buckley Reen, uses 20 minute yoga sessions to engage students in relaxation exercises (breathing, stretching, movement) before the start of school each day. The program is run entirely by classroom staff. There is no talking or interruptions allowed. Weekly reports require scale rating on 4 parameters: focus (ability to sustain on-task), behavior, independence and transitioning. This data is also not yet available. However, we are increasing participation from by an additional 10 classes this year.

More information is available at the NYC Department of education.
Search for “Get Ready To Learn”

]]> Comment on Friday Finale – Social Skills and School Supports by synergy center http://www.connectwithsynergy.com/2009/09/11/friday-finale-social-skills-and-school-supports/comment-page-1/#comment-6 synergy center Mon, 14 Sep 2009 10:30:56 +0000 http://synergycentercorp.wordpress.com/?p=133#comment-6 Thanks Michael, Can you share the district so anyone looking for a model to present to their district would have a resource? What classes/IEPs had access? Thanks Michael, Can you share the district so anyone looking for a model to present to their district would have a resource? What classes/IEPs had access?

]]> Comment on Friday Finale – Social Skills and School Supports by michael leventhal http://www.connectwithsynergy.com/2009/09/11/friday-finale-social-skills-and-school-supports/comment-page-1/#comment-4 michael leventhal Sun, 13 Sep 2009 17:04:14 +0000 http://synergycentercorp.wordpress.com/?p=133#comment-4 Last year, an associate initiated a districtwide sensory program incorporating yoga, deep massage and other techniques. Early anecdotal evidence has been backed up by statistics indicating the program is achieving results. I've seen children calmer and more receptive to my attempts to engage them. Last year, an associate initiated a districtwide sensory program incorporating yoga, deep massage and other techniques. Early anecdotal evidence has been backed up by statistics indicating the program is achieving results. I’ve seen children calmer and more receptive to my attempts to engage them.

]]> Comment on Power to You by Vikki http://www.connectwithsynergy.com/2009/08/25/power-to-you/comment-page-1/#comment-3 Vikki Wed, 26 Aug 2009 19:44:56 +0000 http://synergycentercorp.wordpress.com/?p=33#comment-3 Great idea Brian! The idea that a time out is a time out from reinforcement often escapes me throughout the day. Remembering to walk away as a first step and give that time out from reinforcement helps us all stay calm and keeps my patience recharged (I get a break too!). I keep them short and just enough to calm us all down. I think it is really good because I am modeling the exact behavior that I want to see! Great idea Brian! The idea that a time out is a time out from reinforcement often escapes me throughout the day. Remembering to walk away as a first step and give that time out from reinforcement helps us all stay calm and keeps my patience recharged (I get a break too!). I keep them short and just enough to calm us all down. I think it is really good because I am modeling the exact behavior that I want to see!

]]> Comment on Power to You by Bonnie http://www.connectwithsynergy.com/2009/08/25/power-to-you/comment-page-1/#comment-2 Bonnie Wed, 26 Aug 2009 14:50:22 +0000 http://synergycentercorp.wordpress.com/?p=33#comment-2 The best and first advice I have ever received was to not get caught up on a label. Get the diagnosis so you can get services but don't use that label as a crutch. For example, have the same expectations of your disabled child as a "typical" child only go at those expectations a different way. So many people say "Oh I can't have my child do this because he/she is disabled" or "My child acts this way because of his/her diagnosis". Yes, some children will have behavioral issues associated with their disabilty, but some are just acting like a typical kid and we parents forget what typical can look like. Also, if we limit what they can do, we limit what they can become. The best and first advice I have ever received was to not get caught up on a label. Get the diagnosis so you can get services but don’t use that label as a crutch. For example, have the same expectations of your disabled child as a “typical” child only go at those expectations a different way. So many people say “Oh I can’t have my child do this because he/she is disabled” or “My child acts this way because of his/her diagnosis”. Yes, some children will have behavioral issues associated with their disabilty, but some are just acting like a typical kid and we parents forget what typical can look like. Also, if we limit what they can do, we limit what they can become.

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