<![CDATA[Therapy Center of Buda - Family Corner Blog]]>Wed, 01 Apr 2026 17:12:50 -0500Weebly<![CDATA[Rest Isn't Optional for Neurodivergent Brains]]>Wed, 03 Sep 2025 17:49:04 GMThttps://www.therapycenterofbuda.com/family-corner-blog/rest-isnt-optional-for-neurodivergent-brainsAfter a full day of focused attention, problem-solving and, for many neurodivergent students, the extra effort of masking social expectations, our brains need genuine downtime…what I like to call “recovery time.” Too often, homework barges into that space, turning after-school hours into a marathon of worksheets and projects. Research shows that more than two hours of homework a night doesn’t boost grades but does spike stress, interfere with sleep and chip away at emotional resilience. So when we pile on assignments, especially for ADHD and Autists who commonly learn best void of arbitrary “practice,” we’re actually undermining the very learning we hope to reinforce.
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Recovery looks different for everyone. Some kids (and adults while we are at it) need an hour of solo time with a favorite video game or craft project; others find calm in curling up with a book or taking a walk. Isolation isn’t avoidance here; it’s a way to shed the day’s demands and recharge. Parents might worry this looks like withdrawal, avoidance, or even “depression,” but in truth it’s a coping skill…a healthy, necessary one. When homework (or even chores) squeezes into that window, it can push someone already on the edge of a meltdown into a full shutdown, or stretch out burnout.
Cartoon illustration of a relaxed girl with purple hair in pigtails, wearing large round glasses, a pink sweater, and yellow polka-dot pants. She is sitting cross-legged on a blue bean bag, smiling with closed eyes. The background features playful abstract shapes in blue and purple.
It is also important to recognize that some days require more recovery than others. If a particular day or event was extra challenging or especially “people-y,” the nervous system may need significantly more time to reset. For some, this can mean doubling or even tripling the usual recovery time. This isn’t about avoiding life. It is about allowing the brain and body to regulate after expending too much energy.

As the school year progresses, the need for recovery often grows. Without enough downtime, the stress accumulates. Shutdowns become harder to avoid. Burnout creeps in quietly and settles deeper. Meltdowns can become more frequent and more intense. If recovery time is consistently reduced or denied, by spring many kids are running on fumes. Supporting recovery early and often helps prevent long-term overwhelm.

Parents can also consider the bigger picture, especially during extended school breaks. It is tempting to fill holiday time with travel, family visits, and tightly packed plans. Vacations sound relaxing in theory but often require significant energy to manage in reality. Many neurodivergent kids and adults need recovery after the recovery. Sometimes a quiet staycation at home provides more restoration than any trip could. A few unstructured days without obligations can make a bigger difference than we expect.

Educators can help by rethinking evening assignments: could a math problem get done in class? Might a “think-and-share” prompt replace a written paragraph? What if we trusted students to choose one extension activity, maybe reading something of choice, listening to a podcast, or even a simple puzzle instead of a long worksheet? By prioritizing quality over quantity, we honor each learner’s rhythm and give them back the freedom to recover.

Finally, open up a conversation at home: ask your child what helps them recharge, what helps them destress, or even feel ready for tomorrow. It might be 30 minutes of quiet, or three hours of isolation. It might mean saying “no” to extra practice sheets because we know their brains need rest. When we build recovery into our routines, just as we build in recess or snack breaks, we are not shirking academic rigor. We are strengthening it.
]]><![CDATA[PDA or ADHD? Understanding the "Why" Behind Demand Avoidance]]>Fri, 15 Aug 2025 15:11:57 GMThttps://www.therapycenterofbuda.com/family-corner-blog/thewhyofdemandavoidanceMinimalist line art illustration of two abstract human figures drawn with continuous blue lines. The figure on the left stands against a pale yellow background, while the figure on the right stands against a pale turquoise background. Both figures have simple, curved outlines with no facial details, and their forms are elongated with stylized arcs representing arms or torsos. The background fades into a light blue gradient at the bottom, creating a soft, calm aesthetic.
If you’ve ever asked your neurodivergent child to do something, even something they usually enjoy, and been met with resistance, distraction, or complete shutdown, you are not alone. Parents often describe this as defiance or stubbornness, but for many kids, it’s something deeper: demand avoidance.

This is where it gets tricky. Demand avoidance can happen for very different reasons, especially in ADHD compared to Pathological Demand Avoidance (PDA).  The outward behaviors can look the same, which is why confusion is common. The difference is in why it happens and what's happening within.

Demand avoidance is not "stubbornness" or a chance to give adults a "hard time." It is the brain’s way of protecting itself when a task feels overwhelming, threatening, or simply impossible to start.

For ADHD, it often comes from the weight of executive functioning needs like initiation, planning, and working memory.  For PDA, it is more about the nervous system reacting to a perceived loss of autonomy. Even wanting to do something can trigger avoidance if it turns into a "must."

Some people show extreme demand avoidance in one environment, such as a busy, unpredictable home, but far less in another, such as a calmer, more predictable space.  If avoidance decreases significantly when distractions are fewer and routines are clear, ADHD is a likely factor.  If avoidance stays the same even in calm and consistent settings, PDA may be possible.
A comparison chart titled “Let’s Compare…” contrasts ADHD Demand Avoidance and PDA (Pathological Demand Avoidance) Demand Avoidance across multiple features. It uses a turquoise header row and two columns—one for ADHD Demand Avoidance (left, green background) and one for PDA Demand Avoidance (right, white background). A magnifying glass emoji appears next to the title. Features compared include: Primary driver: ADHD – executive functioning load; PDA – anxiety-based need for autonomy. When it shows up most: ADHD – in disorganized/unpredictable settings or stacked demands; PDA – across settings when a demand is perceived. Impact of structure & predictability: ADHD – improves with consistent routines; PDA – can worsen if imposed. Reaction to enjoyable activities: ADHD – easier to start if novel or self-guided; PDA – may want to but still unable if it feels like a demand. Trigger source: ADHD – overload, boredom, lack of urgency; PDA – feeling controlled or loss of choice. Avoidance patterns: ADHD – procrastination, distraction; PDA – negotiation, withdrawal, role play, meltdowns. Response to autonomy: ADHD – still needs some structure; PDA – autonomy essential. Mood link: ADHD – frustration, overwhelm; PDA – heightened anxiety or shutdown when autonomy threatened. Environmental change effect: ADHD – avoidance drops in supportive environments; PDA – avoidance only drops when autonomy honored. Self-imposed demands: ADHD – can do unless burned out or dysregulated; PDA – may avoid as if it’s an external demand. Impact of interest level: ADHD – high interest often helps; PDA – interest doesn’t guarantee follow-through. Consistency of avoidance across task types: ADHD – linked to effort or interest; PDA – more global, tied to sense of obligation. Relief strategies that work: ADHD – break into steps, use timers, collaborative approaches; PDA – reduce perceived pressure, honor autonomy, calm the nervous system. The chart visually separates each feature into rows, making the comparison between ADHD and PDA demand avoidance clear.
The strategies that help an ADHDer may backfire for someone with PDA.  For ADHD, reducing chaos, adding novelty, and breaking tasks into smaller parts can open the door to action.  For PDA, the nervous system first needs to feel safe and free from pressure. Even well-meant structure can feel like a trap unless the person has ownership of the decision to engage.

When we understand the "why," resistance becomes information instead of a personal challenge. It is a clue to what the brain needs to feel ready and able.
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Your child’s avoidance is not proof that you or they are failing. It is the brain’s current best strategy for self-protection.  Whether the root is ADHD, PDA, or both, the goal is not to force compliance but to build conditions where your child feels safe enough to try. Support starts with listening to what the avoidance is telling you
Read more on PDA 
]]><![CDATA[How to Tell if a Therapist, Clinic, School, or Teacher is Truly Neurodiversity-Affirming... or Just Using the Label]]>Thu, 07 Aug 2025 16:16:38 GMThttps://www.therapycenterofbuda.com/family-corner-blog/how-to-tell-if-a-therapist-clinic-school-or-teacher-is-truly-neurodiversity-affirming-or-just-using-the-labelPicture
It feels like everywhere you turn lately, someone is claiming to be “neurodiversity-affirming.” Therapy clinics, schools, even entire districts are adopting the language, but when you look closer, the practices don’t line up. As a parent or caregiver, it can be hard to know who actually gets it and who’s just using the terminology because it’s trendy. There are real, meaningful differences between performative neuro-affirming language and truly affirming support. If you’ve been burned before, you're not alone. Here are some ways to tell whether a therapy clinic, therapist, school, or teacher is genuinely neuro-affirming or just using it as a marketing label.
Red Flag
 RED FLAGS of Performative “Neuro-Affirming” Practices
They say the right things. But what they do tells a different story.
1. They still use compliance-based methods but call them "regulation" or "social skills"
  • ABA, "gentle ABA," "new ABA," or “relationship-based” compliance therapy gets a new name and an infinity symbol or two.
  • They talk about regulation, but the goal is “quiet hands,” eye contact, or sitting still.
  • They might say "it's not ABA" but still use token systems, sticker charts, behavior points, or clip-downs.
  • Affirming practices directly oppose the core beliefs and methods of ABA, so if someone claims to be neuro-affirming while operating an ABA clinic, they're either misrepresenting non-ABA services as ABA (which is unethical and outside their scope), or they're lying and rebranding compliance-based methods with prettier language.
  • NO ONE needs 40 hours of therapy a week...or 20 hours...or even 5 hours!
2. They treat stimming, scripting, or echolalia as a behavior to extinguish
  • Even if they call it “replacement behavior” or “functional communication training.”
  • They're more concerned with social acceptability than the individual’s comfort, communication, or nervous system.
3. They praise “high-functioning” behavior and pathologize “low-functioning” traits
  • Uses functioning labels at all.
  • Says things like “you’d never know they’re Autistic” and means it as a compliment.
  • Puts independence above interdependence.
4. They center adult expectations, not the client’s experience
  • “How can we make this easier for teachers?” vs. “What does the child need to feel safe and successful?”
  • “We just want to prepare them for the real world” = code for forcing masking.
5. They have a token Autistic or ND person on staff (or consult) but don’t structurally change anything
  • They quote lived experience online but ignore or override that input in practice.
  • Surface-level inclusion without giving that person any authority or leadership.
6. They rely heavily on outdated goals and assessments
  • Still using developmental norms and milestones as if they're prescriptive.
  • Still prioritizing age-typical communication styles and penalizing divergence.
7. They use affirming language but push ableist outcomes
  • "We celebrate neurodivergence!" — but therapy goals still focus on eliminating Autistic traits.
  • Their mission statement says “empower” but their IEPs say “reduce” or “correct.”
8. Parent coaching = compliance coaching
  • Coaching focuses on how to get kids to listen, follow directions, and do what adults say.
  • Doesn’t help parents understand their child’s sensory needs, cognitive processing, or autonomy.
9. Teachers say they support neurodivergence but won’t change their classroom structure
  • No sensory breaks allowed.
  • All assignments must be completed the same way.
  • Directions are not concrete and explicit. 
  • They are giving mandatory homework and not prioritizing recovery time at home.
  • Refusals are punished instead of investigated.
  • Insist on being called "Mrs." or "Mr."
  • Rules are only for children, not teachers/ adults.
10. They minimize or dismiss PDA (Pathological Demand Avoidance)
  • Say “all kids resist demands” or “that’s not in the DSM” as a reason to ignore PDA traits.
  • Push rigid strategies that escalate the nervous system.
  • Use "oppositional defiance" to describe demand avoidance.
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CLICK "Read More" for  GREEN FLAGS and for downloadable questions to ask teachers/therapists!
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GREEN FLAGS of Genuinely Neurodiversity-Affirming Spaces 
They walk the walk, even when it's inconvenient.
1. They prioritize connection over compliance
  • The goal is relationship, not control.
  • They allow repair, rupture, and co-regulation instead of consequence-based discipline.
  • They understand that “oppositional” is often protective.
2. They make accommodations without requiring diagnoses
  • Needs are needs.
  • They don’t gatekeep support until there's a label.
3. They understand monotropism, PDA, sensory divergence, and demand sensitivity
  • Not just in theory—they’ve built their practices around it.
  • They’re aware that some brains process the world in deeply focused or demand-sensitive ways, and they shift their expectations accordingly.
4. They actively seek and incorporate feedback from Autistic people
  • Not just once for PR, but ongoing, as a core part of their model.
  • They quote lived experience in context and pay for consulting or training.
5. They use affirming language and avoid pathologizing frameworks
  • Say “non-speaking,” not “nonverbal.”
  • Understand that behavior is communication.
  • Avoid language like “deficits,” “low functioning,” or “challenging behaviors.”
6. They allow autonomy in how kids engage
  • Kids can move, stim, or pause as needed.
  • They don’t force eye contact or group participation.
  • Kids are allowed to say no...and that "no" is respected.
7. They update their assessments and goals to reflect affirming practices
  • Goals might focus on self-advocacy, sensory awareness, interoception, or communication access instead of speech accuracy.
  • They use client-led, interest-based approaches
8. They coach parents in attunement, not behavior control
  • Teach parents how to identify cues of overload, how to co-regulate, and how to support autonomy.
  • Help parents unlearn internalized ableism and productivity-based parenting.
9. Their environment is flexible, not rigid
  • Sensory-friendly spaces.
  • Options for movement, rest, and quiet.
  • They offer alternative methods of communication, not just verbal or written.
10. They don't work in isolation
  • Collaborate with neurodivergent adults, other affirming professionals, and families.
  • View therapy as part of a holistic support system, not the only answer.
Families deserve honesty, not buzzwords. Neurodiversity-affirming work isn’t a label you slap on top of the same old control-based methods. It requires unlearning, listening, adapting, and centering the individual’s lived experience. If a practice claims to be affirming but still upholds ABA principles, pushes compliance, or prioritizes masking over regulation, then it’s not truly affirming. It’s just marketing. The stakes are too high for our kids to keep tolerating performative care disguised as progress.

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]]><![CDATA[Back to School: The Season of Stress (Help is here!)]]>Tue, 05 Aug 2025 13:41:05 GMThttps://www.therapycenterofbuda.com/family-corner-blog/backtoschool
Let’s be honest. “Back to school” doesn’t just mean backpacks and fresh pencils. It often comes bundled with anxiety, sensory overload, and a whole lot of unknowns for kids and the grownups supporting them.

New teachers. New routines. New classmates. All of it can feel like too much too fast, especially for neurodivergent kids who thrive on predictability, familiarity, and feeling understood. And teachers are doing their best, but they’re walking into classrooms full of unique humans without always having the information they need to support each one well from day one.
That’s where we can change the game.

One of the most helpful things we can do, for both teachers and kids, is to proactively share the most important information before school starts. Things like sensory needs, communication styles, regulation strategies, or even what truly lights that child up. When teachers aren’t left guessing or learning everything by trial and error, it lowers their stress and sets up the entire year for smoother interactions.

At Therapy Center of Buda, we’ve seen how powerful this simple shift can be. That’s why we created personalized info sheets designed to highlight the things that matter most about your child. How they learn. What helps them feel safe. What works when things get hard.

We’re offering these sheets to our current families during sessions over the next two weeks. But we didn’t want to stop there. We know so many other families could benefit, so we’re making them available right here too, for anyone who needs them.
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This school year can start with understanding instead of overwhelm.

[Click the image for that version]
]]><![CDATA[Can we please stop expecting more from children than we expect of adults?]]>Thu, 12 Jun 2025 18:25:21 GMThttps://www.therapycenterofbuda.com/family-corner-blog/can-we-please-stop-expecting-more-from-children-than-we-expect-of-adultsA two-panel, colorful digital illustration contrasts adult and child expectations. The left panel, with a beige background, is titled “If adults were treated like kids…” and shows a frustrated adult figure with three speech bubbles around them. The bubbles read: “No, you can’t have coffee, and I don’t need to explain why,” “Use your kind voice,” and “You can go to school at 2:17.” The right panel, with a light teal background, is titled “What we expect from kids every day” and shows a tired-looking child sitting at a desk with their hand on their face, a stack of books, and a large yellow clock. The colors are bold but balanced, with a playful, cartoon style.
Alright, I am climbing on my soapbox today... 
We hold children to higher standards of behavior than we hold adults. We expect them to sit still, follow directions, accept “no” without rational explanation, keep calm in public, and regulate every big emotion, on cue.

And yet, most adults struggle to do even half of that. We tune out during meetings. We get cranky when we’re tired. We avoid tasks that don’t interest us. We push back on rules that feel unfair. We complain when someone says no without offering a reason.

So why are we demanding more composure, more patience, and more flexibility from children than we expect from ourselves?
A soft-toned digital illustration divided diagonally with light yellow in the top left and pale blue in the bottom right. On the left side, two quotes by Ross Greene are displayed in bold text: “They’re not giving you a hard time. They’re having a hard time.” in burnt orange, and “Kids do well when they can.” in muted purple, both enclosed in quotation marks and attributed to Ross Greene. On the right, a calm adult woman with medium-dark skin and dark hair sits cross-legged beside a distressed boy with brown skin and short dark hair. Both are barefoot, sitting on grass in a simple, flat-style illustration. The overall tone is gentle and affirming.
Children Are Learning. That’s the Whole Point.
A lot of the time, what adults label as “bad behavior” is actually just a child doing their best with what they’ve got. Clinical psychologist Mona Delahooke reminds us that when we see behavior as communication, it stops being something we need to “fix” and starts being something we can understand.

If a child is melting down, shutting down, or saying no, there’s a reason. They’re not trying to make your life hard. They’re trying to manage something inside them that feels too big, too fast, or just too much. What they need in that moment isn’t punishment or shame. It’s support.

Kids Do Well When They Can
That phrase, coined by Dr. Ross Greene, should be at the foundation of how we interact with children. If a child could meet the expectation, they would. So when they can’t, we need to shift from blame to curiosity. What’s in the way? What skills or support are missing?

Dr. Greene’s work reminds us that collaboration and empathy go a lot further than control and consequence. When we approach kids with understanding instead of demands, we don’t just get better behavior...we build better relationships.



​They're Not Projects. They're People.
We have to stop trying to shape kids into what’s easiest for adults. Alfie Kohn, who’s written extensively about parenting and education, points out that many of our systems reward obedience over authenticity. That’s not preparing kids for adulthood. That’s conditioning them to suppress themselves.

Children learn best when they’re trusted. Not when they’re micromanaged. Not when every move is measured and evaluated. And not when we act like their job is to perform for adult approval.

Especially for neurodivergent children, the pressure to “comply” can be exhausting. They’re often pulled through endless programs, therapies, and interventions designed to make them appear more socially acceptable. But that’s not the same as meeting their actual needs.

We don’t need more kids who can mask their distress. We need kids who are safe enough to be themselves.

Being Bored Isn’t a Problem. It’s a Need.
Unstructured time is not a waste. It’s where the good stuff happens. When a child is “doing nothing,” they might be regulating. Or processing. Or dreaming. Or coming up with something wildly creative. Or maybe they’re just resting...and that’s more than okay.

Most adults fantasize about having a day without obligations. And yet we pack children’s schedules with structured activity, then panic when they say they’re bored. But boredom is healthy. It invites invention. It allows the nervous system to settle. It makes space for autonomy.

Letting a child be bored isn’t neglect. It’s a gift.

Noncompliance Can Be a Sign of Growth
Kristy Forbes, an Autistic advocate and educator, teaches about “radical acceptance”—the idea that children are not broken, and they don’t need to be reshaped to fit into narrow boxes. Noncompliance isn’t always defiance. Sometimes it’s a child protecting their dignity. Sometimes it’s them listening to their body. Sometimes it’s a protest against a system that feels unsafe.

We need to stop treating resistance like a red flag. Kids who say no are practicing self-advocacy. Kids who question rules are learning to think critically. Those aren’t flaws. Those are skills they’ll need as adults.

The irony is, we often say we want children to grow up to be bold, independent thinkers, but we punish those traits when they show up in childhood.
A soft, hand-drawn digital illustration set in a peaceful meadow filled with wildflowers and tall green plants. On the left, a dark-skinned adult with long black hair lies on a blue mat, eyes closed, resting calmly. To the right, a light-skinned child with curly red hair sits cross-legged nearby, reading a book. The background uses warm, muted colors to evoke calm and safety. Above them, in script font, the text reads: “Rest is not earned. It’s necessary.” Below them, in the same font, it says: “Model boundaries. Protect your energy. Give yourself compassion too.” The tone is gentle and restorative.
Give Them Compassion. And Give Yourself Some Too.
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This isn’t just about children. It’s about us. If you, an adult, need rest after a long day, it’s okay. If you check out during something boring, it’s okay. If you say no to things that drain you, that’s healthy.

I know I have a very short tolerance for things that don’t interest me. I check out fast. So I don’t expect kids to give their full attention to something that’s boring to them either. Why would they?

Let’s normalize rest. Let’s normalize boundaries. Let’s model what it means to listen to your body, to pause, to protect your energy.

Children don’t need to earn rest. They don’t need to be fixed. They don’t need to perform for adults in order to be seen as “good.” What they need is freedom to be who they are, support when things are hard, and relationships that are built on trust instead of control.

And honestly? We could all use more of that.
]]><![CDATA[Understanding PDA: it’s not just “demand avoidance”]]>Fri, 06 Jun 2025 16:05:32 GMThttps://www.therapycenterofbuda.com/family-corner-blog/understanding-pda-its-not-just-demand-avoidanceA colorful graphic with four background quadrants in yellow, orange, red, and pink. On the left, the text reads: “Understanding PDA: Not Just ‘Demand Avoidance.’” On the right, there is a silhouette of a human head with a warning triangle and exclamation mark inside, symbolizing internal alert or stress.
Lately, there’s been a huge rise in conversations about PDA (Pathological Demand Avoidance aka Pervasive Drive for Autonomy). Some of it has been incredibly validating for people who’ve never had language for what they experience. And some of it… well, some of it has gotten a little muddy.
Let’s name it gently: there are a lot of content creators right now framing PDA as a catch-all for any kiddo who resists doing things. And while the visibility is good, the oversimplification isn’t. It’s not that these creators mean harm. Many are trying to support families in real distress. But the result is that many parents are walking away convinced their child is PDA when what they’re actually seeing is demand avoidance…and those are not the same thing.

Demand Avoidance Is Common (and Valid)
Most neurodivergent people show demand avoidance in some way. Honestly, it’s a reasonable response to a world full of sensory overload, executive functioning challenges, and often inflexible expectations. Avoidance can show up as procrastination, shutdowns, meltdowns, or even hyperfocus on literally anything else but the thing you’re supposed to do. Sound familiar?
These responses make sense. But they don’t automatically mean someone is PDA.

So, What Makes PDA Different?
Pathological Demand Avoidance isn’t just about avoiding things you don’t want to do. It’s a specific Autistic profile where perceived demands trigger a threat response in the body. Not “I won’t.” Not “I don’t like this.” But “I can’t, because my nervous system has gone into literal survival mode.”
This is where the autonomic nervous system (ANS) comes in. For people with PDA, requests (even ones that seem minor, friendly, or just expected) can ignite the same kind of physiological response you’d expect from someone in danger. It’s not attitude. It’s not oppositional behavior. It’s the body protecting itself.

Why the Distinction Matters
When we blur the line between demand avoidance and PDA, we risk giving the wrong support to the wrong kid.
Sometimes, what looks like PDA is:
  • Anxiety + sensory overload
  • A trauma response
  • Executive dysfunction
  • A need for agency
  • Or honestly, just a child being pushed too hard, too often
That’s not PDA. That’s a nervous system asking for accommodations. his isn’t about gatekeeping. It’s about getting it right so the child’s nervous system can feel safe and the adults around them can respond in a way that’s actually helpful. PDA is real. So is demand avoidance. But they’re not interchangeable. In my opinion collapsing them into one category does more harm than good.

Learning from Lived Experience
I also want to acknowledge that some of the most important learning I’ve done around PDA has come from Kristy Forbes. Her work and her lived experience have changed how I show up...not just as a therapist, but as a parent and a person. From Kristy, I learned the concept and practice of radical acceptance...not performative tolerance, but deep, full-body acceptance of another person’s neurobiology and autonomy. That framework has helped me unlearn old patterns, center safety, and offer more meaningful support. I’m so grateful for everything she has shared; it’s made me better in every role I hold.
]]><![CDATA[What is "affirming therapy?"]]>Fri, 19 Jul 2024 14:55:45 GMThttps://www.therapycenterofbuda.com/family-corner-blog/what-is-affirming-therapyWelcome to the Therapy Center of Buda, where our practice is rooted in affirming and inclusive therapy. Unlike many traditional speech and occupational therapy clinics, we are grounded in the neurodiversity movement and prioritize creating a supportive and positive environment for all our clients. Here are the key features that define our approach:

  • Neurodiversity Paradigm Aligned: We are staunch advocates of the Neurodiversity Paradigm, recognizing and endorsing the myriad ways in which brains naturally function within the human spectrum. Our practices repudiate Applied Behavior Analysis (ABA) and the behavioral modification approaches it entails. We offer a compassionate and respectful alternative that refuses to rely on coercion, behaviorism, or reward systems. Instead, we foster an understanding and supportive environment focused on intrinsic growth and personal well-being.
  • Neurotype Recognition & Community-Driven Support: In our dedication to embracing neurodiversity, we've developed specialized approaches for identifying and nurturing Autistic and Allistic individuals. We are acutely aware of the coping strategies, such as camouflaging (e.g. masking), Pathological Demand Avoidance (PDA), non-pathological demand avoidance, burnout, shutdown, and trauma unique to neurodivergence. Our evaluation process is intentionally designed to highlight strengths, fostering a profound sense of affirmation and pride. We celebrate traits of Autistic neurotypes, ensuring that our clients recognize and embrace their authentic selves without experiencing the shadow of deficit-focused narratives. This spirit of celebration is extended in our reports where we conscientiously use language that encourages pride and confidence, avoiding any implication of shame or apprehension.
  • Specialized in Neurodivergent and School-Based Trauma: Our therapists are not only trained to understand and address the wide range of traumatic experiences, but we possess a deep expertise in recognizing the manifestations of trauma that are specific to neurodivergent individuals. We are adept at identifying and supporting those who have endured school-based trauma, which can lead to profound challenges such as school refusal, shutdowns, and burnout. We are dedicated to nurturing an empathetic and therapeutic environment to help mitigate these traumatic experiences and promote healing and resilience.
  • Informed by Lived Experience: Our team isn't just versed in evidence-based practice; we actively follow and implement insights from researchers and specialists who themselves share the neurotypes they specialize in, offering us a profound level of understanding and connection. This lived-experience perspective is an invaluable asset to our practice. Moreover, our clinic takes pride in being locally owned and operated by an AuDHDer (Autistic and ADHDer), enriching our services with firsthand Autastic expertise.
  • Allied and Gender Identity Affirming: We stand as allies with the LGBTQIA+ community, ensuring access to supportive environments that affirm every individual's gender identity and sexual orientation. Recognizing the importance of a secure and welcoming space, we are dedicated to creating a sanctuary where the journey of self-identity is honored, ensuring members of the LGBTQIA+ community feel safe, seen, and fully supported here at Therapy Center of Buda.
  • BIPOC Embracing and Intersectionality Aware: Our commitment extends to affirming the identities and experiences of Black, Indigenous, and People of Color (BIPOC). We recognize the intersectionality of identity and the unique challenges that may arise at these crossroads. Every individual's diverse heritage is honored and respected in our therapy practices.
  • Grounded in Social Justice and Championing Autonomy: Our practice is deeply embedded in the pursuit of social justice, guided by unwavering commitments to equity, fairness, and respect for every individual. Central to our ethos is the value we place on personal autonomy; we staunchly oppose any form of coercion or manipulative tactics in therapy, instead embracing the principle that our clients are the most vital members of the therapeutic team. Their modes of communication—whether through spoken words, augmentative and alternative communication (AAC) systems, gestures, written methods, or any diverse forms of expression—are always honored and held in the highest esteem. We are not just facilitators but partners, upholding the right of every person to self-advocate and be active participants in their therapeutic journey.
 
  • Holistic Family-Centered Approach: We recognize that the path to wellness and understanding isn’t isolated to our client alone. Inherently, each client is a cherished member of a family network, and their experiences have a significant ripple effect on the family unit. We are keenly aware that neurodivergence is often a shared genetic journey, with various neurotypes enriching the family tapestry. When one member embarks on a therapeutic journey, it resonates throughout the family, from adjusting everyday dynamics to fostering deep empathy and appreciation for all neurotype presentations. Our therapy extends beyond the individual, providing the entire family with essential tools for reframing perspectives, unlearning ingrained misconceptions, and cultivating self-compassion. This comprehensive approach is crucial, as it ensures that every family member feels supported, validated, and prepared to thrive together in mutual understanding and respect.
  • Celebrates Neurodivergence: At Therapy Center of Buda, we recognize neurodivergence as a vital expression of the human experience, not a condition to be corrected. We uphold the autonomy of each individual, ensuring that their personal communication styles, from spoken words to AAC systems and beyond, are deeply respected. Our therapeutic space cherishes personal needs and emotions, offering freedom to stim, self-regulate, and move through the world in a way that feels natural and fulfilling. Here, we operate without the pressure of imposed norms, allowing every individual to thrive according to their neurobiological needs, free from mandates like forced eye contact or compliance. We are committed to honoring and embracing the unique paths of neurodivergent individuals with unwavering support and admiration.
]]><![CDATA[Should I use exposure therapy to help children process sensory overwhelm?]]>Sat, 04 Mar 2023 18:09:21 GMThttps://www.therapycenterofbuda.com/family-corner-blog/should-i-use-exposure-therapy-to-help-children-process-sensory-overwhelmThere are two contrasting views on the effectiveness of exposure to sensorially dysregulating stimuli in children: those who follow the behaviorist approach and those who support neurodiversity.

Behavioralists believe that exposing children to overwhelming stimuli repeatedly can help increase their tolerance and regulation around the trigger. However, this approach can actually be counterproductive and may teach children to suppress their emotions rather than regulate them. This is because the behaviorist approach focuses on changing behavior through conditioning, rather than addressing the underlying emotional and neurological factors that contribute to dysregulation.

On the other hand, neurodiversity-affirming supporters understand that exposure to overwhelming stimuli can cause actual harm to a child's developing brain and nervous system. They believe that every child's sensory experience is unique and that it is important to provide individualized support and guidance in regulating their emotions. Effective strategies include identifying and avoiding triggers whenever possible, providing calming activities and sensory experiences, and teaching specific coping skills for managing emotions.

Therefore, it is important to take an individualized approach to supporting children with sensory dysregulation. Exposing individuals to potentially harmful stimuli in an attempt to increase tolerance and the overt signs of dysregulation is invalidating to neurodivergent individuals. Learning sensory triggers, dysregulating stimuli, and regulating stimuli is the foundational work that when combined with a support personnel (e.g., parents, teachers, etc) providing support, co-regulation, and self-regulation is affirming of the individual’s neurotype. This approach will promote healthy brain development and long-term well-being.

Supporting research:
  1. Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel-Yeger, B., & Gal, E. (2009). A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 1-11.
  2. Green, S. A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship? Journal of Autism and Developmental Disorders, 40(12), 1495-1504.
  3. Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., & Gould, J. (2007). Describing the sensory abnormalities of children and adults with autism. Journal of Autism and Developmental Disorders, 37(5), 894-910.
  4. Dunn, W. (2001). The sensations of everyday life: empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55(6), 608-620.
  5. Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416-429.
  6. Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397-422.
  7. Lane, S. J., Reynolds, S., & Thacker, L. (2010). Sensory over-responsivity and anxiety in typical children and children with autism and attention deficit hyperactivity disorder: Cause or coexistence? American Journal of Occupational Therapy, 64(3), 453-464.
  8. Engel-Yeger, B., & Dunn, W. (2011). The relationship between sensory processing difficulties and anxiety level of healthy adults. British Journal of Occupational Therapy, 74(5), 210-216.
  9. Jones, S. M., & Miller, G. E. (2013). The psychological costs of exposure to uncontrollable stressors in children and adolescents. Child Development Perspectives, 7(1), 29-34.
  10. Glover, V. (2011). Annual research review: Prenatal stress and the origins of psychopathology: An evolutionary perspective. Journal of Child Psychology and Psychiatry, 52(4), 356-367.
  11. Schore, A. N. (2001). Effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66.
  12. Schore, A. N. (2003). Affect dysregulation and disorders of the self. New York: W. W. Norton & Company.
  13. Perry, B. D. (2001). The neurodevelopmental impact of violence in childhood. In C. R. Figley (Ed.), Trauma and its wake (pp. 103-128). New York: Brunner-Routledge.
  1. Hahn, E. J. (2011). Risk of harm to children who experience developmental trauma: Potential impact on their life span. Journal of Evidence-Informed Social Work, 8(4), 420-429.
  2. Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. New York: Delacorte Press.
  3. Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York: Penguin Books.
  4. Mullen, E. M., & Gorman-Smith, D. (1998). Parenting in community context: The role of social support, social capital, and parenting efficacy. Family Relations, 47(4), 323-332.
  5. Sajed, S., & Lee, H. (2018). Exposure therapy for posttraumatic stress disorder: An overview of evidence-based treatment. Korean Journal of Family Medicine, 39(4), 191-199.
  6. DeKlyen, M., & Greenberg, M. T. (2008). Attachment and psychopathology in childhood. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 637-665). New York: Guilford Press.
  7. Fosha, D. (2000). The transforming power of affect: A model for accelerated change. New York: Basic Books.
  8. Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. New York: W. W. Norton & Company.
  9. Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. New York: Guilford Press.
  10. Fonagy, P., Steele, M., & Steele, H. (1991). Intergenerational patterns of attachment: Maternal representations during pregnancy and subsequent infant-mother attachments. Child Development, 62(4), 891-905.
  11. Gunnar, M. R., & Donzella, B. (2002). Social regulation of the cortisol levels in early human development. Psychoneuroendocrinology, 27(1-2), 199-220.
]]><![CDATA[Dyslexia]]>Tue, 22 Sep 2020 18:30:33 GMThttps://www.therapycenterofbuda.com/family-corner-blog/dyslexiaWhat is Dyslexia?
The broad definition: Any student who is below grade level in reading and has had sufficient reading instruction. There are disagreements over how far below grade level learners need to be.
The specific definition: Students struggling with reading and writing; often these students have a profile that includes:struggles with phonemic awareness, rapid naming, spelling, decoding, encoding, and fluency despite having typical intelligence.

Dyslexia is...

  • A language based problem
  • A phonological processing disorder
  • Neurobiological in origin, present from birth, experienced for life
  • A spectrum disorder that can range from an annoyance to a severe limitation
  • More common than any other learning disability
  • Responsive to expert, informed instruction (Moats, 2008)Weakness in word reading, phonemic decoding, and spelling
  • Surprising because weakness exists in the presence of normal intelligence
  • Present in adults who have poor spelling, are slow readers, and have difficulty with novel and complex phonological forms

Dyslexia is not...

  • Characterized or diagnosed by seeing letters backwards (reversals are normal developmental patterns through second grade)
  • Indicative of "gifted" status
  • A disorder that cannot be diagnosed until third grade
  • A visual problem
  • Responsive to colored lenses and/or eye tracking exercises

What are the CORE characteristics of Dyslexia?

Learners with dyslexia will exhibit some of the following components:
  • Poor short term phonological memory
  • Poor auditory working memory
  • Poor sound-letter correspondence
  • Difficulty with repeating longer words, phrases, sentences
  • Difficulty with non-word repetition tasks
  • A history of being below grade level in reading
  • Low vocabulary (as student switch from learning to read to reading to learn, they will not have asmuch exposure to vocabulary)

Can speech therapy help identify and treat Dyslexia?

YES!  Dyslexia is a language based disorder and absolutely can and should be diagnosed and treated by a speech-language pathologist. 
Original Source: https://www.slphappyhour.com/

Research Sources:
Cabbage, Kathryn L, et al. “Exploring the Overlap Between Dyslexia and Speech Sound ProductionDeficits.” Language, Speech, and Hearing Services in Schools, U.S. National Library of Medicine, 24 Oct. 2018,https://www.ncbi.nlm.nih.gov/pubmed/30458539.

Adlof, Suzanne M., et al. “Understanding Dyslexia in the Context of Developmental LanguageDisorders.” ASHA Wire, https://pubs.asha.org/doi/10.1044/2018_LSHSS-DYSLC-18-0049.

Otaiba, Stephanie Al, et al. "Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities,Including Dyslexia." Language, Speech, and Hearing Services in Schools, U.S. National Library of Medicine, 24Oct 2018, https://pubs.asha.org/doi/10.1044/2018_LSHSS-DYSLC-18-0022

Farquharson, Kelly. "Why Speech Sounds Matter for Literacy." SLP Summit,7 January 2020,
]]><![CDATA[CLOSED again; it's the right thing to do]]>Thu, 25 Jun 2020 05:00:00 GMThttps://www.therapycenterofbuda.com/family-corner-blog/closed-again-its-the-right-thing-to-do**ANNOUNCEMENT**
If you have been contacted about resuming in-clinic sessions please know that we will be reaching out to you asap to discuss #telehealth options. Please know we are working as quickly and efficiently as possible to reach out to families. The health of all of our families and staff remain our top priority. We do urge our families that have been resistant to telehealth options to reconsider. #tcobuda #hayscounty #budatx #kyletx #covidsurge #Can2020BeCancelled #2020apocolypse #cantstopwontstop
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]]><![CDATA[TCOB Phased Re-Entry to Clinic]]>Mon, 01 Jun 2020 21:18:24 GMThttps://www.therapycenterofbuda.com/family-corner-blog/tcob-phased-re-entry-to-clinicDear families –

TCOB wants to share some important updates regarding the clinic’s phased re-entry over the next 7-8 weeks. We will be contacting all our families individually to discuss scheduling options in the coming weeks. We want to reiterate TCOB continues to take COVID-19 seriously and the health of our families and staff.

As many of you are aware, TCOB launched telehealth services shortly after publicly closing in March. For those families who feel they benefit from telehealth, we want to reassure you we will continue to offer these services to families for the foreseeable future and we highly encourage you to minimize exposure and take advantage of this service as long as possible.

We recognize not all families benefit from telehealth, and we hope to welcome you back safely to the clinic with necessary precautions in place for the entire wellbeing of our families and staff. I wanted to share changes we will make to the visits and what you can expect when you return to in-person visits.

Clinic sanitation and personal protective equipment (PPE) requirements

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Anyone entering the clinic MUST wear a mask.  There will be a few exceptions-  children under 2, those with pulmonary issues, and those with severe aversion (this must be due to sensory, PTSD, trauma, etc).

Personal preference to not wear a mask is not an acceptable reason; you will not be admitted to the clinic.

  • Children that do not have their own masks will be provided one
  • For children under 2, those with pulmonary issues, or children with a severe aversion to masks, we will have child-size face shields available
  • As a last alternative, if a child is extremely aversive to face shields and face masks they will be exempt from this requirement. We can discuss options when we call in the coming weeks to make a plan for the best option

Everyone will have cleaning supplies and disinfectant spray. We will be cleaning more frequently than usual and always between patient visits.

Therapy Sessions

  • We ask only one caretaker join the therapy session; caretaker will be required to don a mask 
  • We will continue to take temperatures and provide hand sanitizer upon entry to the clinic
  • The indoor sensory gym ball pit will be temporarily closed; we will find alternative techniques and will take advantage of our outdoor sensory gym
  • All clinicians will be wearing a mask and/or face shield and will wear a type of apron with pockets. These aprons will be loaded with PPE alternatives, hand sanitizer, tissues, etc. to ensure we are prepared

Arriving at the clinic

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  • Our waiting room will be closed to the public with exceptions only for families traveling long distances or who rely on CARTS.  There will be no toys or magazines in the waiting room and seats will distributed to offer social distancing.
  • We will have designated drop off/pick up parking spots. Families arriving for therapy sessions or to pick up their child will park in a designated spot and follow the directions on the sign in front of your vehicle. This process is similar to the curbside services we have become accustomed to lately.  

A reminder, we respectfully request that you phone/text/email us to cancel appointments if:
  1. You or someone you have had contact with in the last 14 days have exhibited COVID-19 symptoms (fever of 100.0, dry cough, aches and pains, headache, sore throat, loss of taste or smell).
  2. You or someone you have had contact with in the last 14 days have tested positive for COVID-19.

Phase dates

Each phase of re-entry will include administrative, speech therapy, and occupational therapy team staff.
Phase 1 June 8, 2020
Phase 2 June 22, 2020
Phase 3 July 1, 2020
Phase 4 July 6, 2020

We will begin to reach out to families that have elected to wait for face-to-face sessions to resume to discuss re-entry options based on when your clinicians will be returning to the clinic. Please know we have missed our families these past months. We want to reiterate the wellbeing of our TCOB family is our top priority. We will continue to monitor the situation and adjust as necessary to ensure we are doing all we can.

Please feel free to reach out to Amy Grant should you have any questions or concerns.
]]><![CDATA[Promoting Positive Mental Health through Mindfulness Strategies]]>Wed, 20 May 2020 02:25:39 GMThttps://www.therapycenterofbuda.com/family-corner-blog/promoting-positive-mental-health-through-mindfulness-strategiesWritten By: Emily Swogger, OTR, M.S.
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Mindfulness refers to paying attention to the present moment while still calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations.  Because mindfulness requires you to quiet your mind it can be difficult for children and for adults. The practice is so vitally important because it is through mindfulness that you really get to know your own body and emotions.  By simply ignoring these emotions you end up storing them inside but they find a way to make it to the surface anyways through your body. Your body reacts to the stress by causing stomach aches, headaches, and tension in the muscles in your body. Being stuck in your own thoughts prevents you from noticing the joy in every day moments. It can leave you dwelling in the past or worrying about the future. By practicing daily mindfulness it can help you live more in the present which can help reduce stress, anxiety, and depression. I can also help in your social life as well making you more emotionally resilient. Research has confirmed that for children, mindfulness can:
  • Mitigate the effects of bullying (Zhou, Liu, Niu, Sun, & Fan, 2016);
  • Enhance focus in children with ADHD (Zhang et al., 2016);
  • Reduce attention problems (Crescentini, Capurso, Furlan, & Fabbro, 2016);
  • Improve mental health and wellbeing;
  • Improve social skills when well taught and practiced with children and adolescents.

Types of mindfulness activities

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When people think about mindfulness they typically think about meditation but in reality there are a variety of mindfulness activities. For children, the simplest place to start with mindfulness is with breathing activities. 
  • Breathing Activities  Deep breathing also known as diaphragmatic breathing  or belly breathing is what we are going to focus on during mindful breathing activities. We have a tendency to do more chest breathing which are shallow breaths. The problem with shallow breathing is that it causes the body to remain in a state of stress. Taking bigger, fuller breaths has a calming effect on the body and increases mental focus. 
    • Infinity Breathing - Visualizing an infinity symbol, or even tracing the symbol with one finger while breathing in and out, can be a helpful tool for kids to achieve a smooth, even breath cycle. Have kids inhale as they follow one half of the symbol and exhale as they follow the other half.
    • Balloon Breathing - Another helpful breathing technique is to have kids visualize a balloon inside their bellies.  As they breathe in, the balloon expands and as they breathe out, the balloon deflates
    • Take 5 Breathing- Have kids hold up one hand or place the hand on their desk or table.  Have them place the index finger of their opposite hand on the outside of the bottom knuckle of their pinky finger.  As they breathe in, have them use their index finger to trace up the outside of the pinky finger.  As they exhale, they trace down the other side of the finger.  Then inhale – up the ring finger, exhale – down the other side of the ring finger.  And so on until they get to their thumb.
    • Rainbow Breathing - Click here for video 
    • Beach Breathing- Have kids imagine that they’re standing on the beach.  As they inhale, have them imagine that they’re drawing a wave up onto the sand.  As they exhale, have them imagine the water receding back into the ocean or lake.  Repeat.
    • Making an Object Move with Breath – Have the child lay on their back with an object on their stomach. Tell them to make the object rise and fall slowly with their breath. 
    • Big Full Yoga Breath- Have the child place their hands together in front of their chest. Have them slowly raise their hands up and over their head while breathing in and slowly lowering them back down.  Click here for video
  • Guided Visualizations- Guided visualizations are an excellent way to help a child calm their bodies and rid themselves of anxiety and tension. They are especially good at promoting sleep in children who have a hard time turning their minds off at bedtime. Visualizations can be used at any time of the day when a child is feeling upset and stressed.                                               Click here for audio only                         Click here for video  
  • Journaling- Journaling is an excellent mindful activity because it is very versatile.  Some children have trouble expressing their feelings verbally but can do so in writing or drawing. Because a journal is private in nature it allows the child to get their feelings out in a safe space. 
  • Yoga – There are lots of great yoga programs out there for kiddos.  Yoga is great for mindfulness because it combines movement with breath.  So it taps into the calming input of the breath and the calming input of vestibular input.  There is even a type of yoga called aerial yoga that incorporates yoga and yoga hammocks for even better vestibular input. Some of my favorite yoga resources come from Kosmic Kids yoga and can be accessed for free on Youtube. Click here for video  
  • Tai Chi- Studies have shown that Tai Chi, like yoga helps increase focus and concentration and decrease stress and anxiety.  It also has been show to improve balance and self-control. 
  • Progressive Muscle Relaxation- Progressive muscle relaxation is a deep relaxation technique. Progressive muscle relaxation is based upon the simple practice of tensing, or tightening, one muscle group at a time followed by a relaxation phase with release of the tension. Click here for video
  • Mindful Walks- A mindful walk is an activity that involves taking a walk and really taking the time to be present in the moment and feel the breeze, hear the birds, concentrate on your steps, feel your heartbeat. Click here for video
  • Warm baths- Warms bath have been proven to lower anxiety and stress levels in your body. They also improve circulation in the body and relax your muscles. 
  • Massage- Massage can has shown benefits as early as in the infant years. It can help reduce stress and anxiety, improve attention, improve sleep and increase motor coordination and decrease risk of injury, especially if your child plays sports. Additional resources
  • Stretching- Stretching your muscles is not only good for improving flexibility and decreasing muscle pain and injury, it is also great for relieving anxiety and decreasing stress. This is especially true if you add a mindfulness activity to the stretching. Click here for video

How to get started

Incorporating mindfulness into your child’s daily life can take some practice. Megan Cowan, co-founder, and co-director at the Mindful Schools program in Oakland, also has some tips on how to incorporate mindfulness into your daily routine. 

  1. Keep the purpose of mindfulness practice in mind. Be sure to engage in mindful practice with children in positive situations, and never use it as a disciplinary tool.
  2. Make sure you practice mindfulness yourself!
  3. Set a daily routine for practicing mindfulness to make sure you incorporate it.
  4. Prepare the environment for successful practice; move the furniture around or have everyone switch positions.
  5. Involve the child in the process; have them help set up any tools or props.
  6. Share your own experiences with your child; this will help them understand how mindfulness is applied and practiced in everyday life. Feel free to share how you redirect yourself when you feel distracted during a mindfulness session.
  7. Encourage your child to share their experiences as well, whether they were good experiences with mindfulness or experiences in which they got distracted. 
  8. Practice every day. The more you embed mindfulness into the daily routine, the easier it is to engage.
References
  • Zhang, D., Chan, S. K. C., Lo, H. H. M., Chan, C. Y. H., Chan, J. C. Y., Ting, K. T., Gao, T. T., Lai, K. Y. C., Bögels, S. M., & Wong, S. Y. S. (2016). Mindfulness-based intervention for Chinese children with ADHD and their parents: A pilot mixed-method study. Mindfulness, 8, 1-14.
  • Zhou, Z., Liu, Q., Niu, G., Sun, X., & Fan, C. (2017). Bullying victimization and depression in Chinese children: A moderated mediation model of resilience and mindfulness. Personality and Individual Differences, 104, 137-142.
About the Author
Emily Swogger, OTR, M.S. is the Occupational Therapy in Charge at Therapy Center of Buda. She received her Bachelor of Science in Secondary Education from Walsh University.  Emily then went on to receive her Master of Arts in History and Government from Ashland University and a Master of Science in Occupational Therapy from Cleveland State University.  In 2016 she and her family moved to the Lone Star State.  She is licensed to practice as an Occupational Therapist in the state of Texas.  Emily joins us with a passion for making a difference in the world and forever learning.  Professional interests and exposure include; infants, Autism Spectrum Disorder, Sensory Integration Disorder (SPD), Cerebral Palsy, Dysgraphia, and Vision Processing.  In her free time she enjoys spending time with her family, dancing, gardening, and wrapping gifts.
Email Emily
]]><![CDATA[Stuttering]]>Fri, 15 May 2020 16:58:59 GMThttps://www.therapycenterofbuda.com/family-corner-blog/stutteringPicture
The following content was originally published by: The American Speech-Language Hearing Association (ASHA).
https://www.asha.org/stuttering/

This week is National Stuttering Awareness Week! Did you know that stuttering usually starts between 2 and 6 years of age? Many children go through normal periods of disfluency lasting less than 6 months. Stuttering that lasts longer may need treatment.

Talking to people can be hard if you stutter. You may get stuck on certain words or sounds. You may feel tense or uncomfortable. You might change words to avoid stuttering. Speech-language pathologists, or SLPs, can help.

About Stuttering

We all have times when we do not speak smoothly. We may add "uh" or "you know" to what we say. Or, we may say a sound or word more than once. These are called disfluencies.  
People who stutter may have more disfluencies and different types of disfluencies. They may repeat parts of words (repetitions), stretch a sound out for a long time (prolongations), or have a hard time getting a word out (blocks).

Stuttering is more than just disfluencies. Stuttering also may include tension and negative feelings about talking. It may get in the way of how you talk to others. You may want to hide your stuttering. So, you may avoid certain words or situations. For example, you may not want to talk on the phone if that makes you stutter more.
Stuttering can change from day to day. You may have times when you are fluent and times when you stutter more. Stress or excitement can lead to more stuttering.

Signs and Symptoms of Stuttering

The following typical disfluencies happen to many of us and are not stuttering:
  • Adding a sound or word, called an interjection – "I um need to go home."
  • Repeating whole words – "Well well, I don’t agree with you."
  • Repeating phrases – "He is–he is 4 years old."
  • Changing the words in a sentence, called revision – "I had–I lost my tooth."
  • Not finishing a thought – "His name is . . . I can't remember."
When children are learning a lot of words or new speech sounds, you may notice some of these typical disfluencies. This is normal.
The following types of disfluencies happen when someone stutters:
  • Part-word repetitions – "I w-w-w-want a drink."
  • One-syllable word repetitions – "Go-go-go away."
  • Prolonged sounds – "Ssssssssam is nice."
  • Blocks or stops – "I want a (pause) cookie."
You may also notice other behaviors like head nodding or eye blinking. Sometimes people who stutter use these behaviors to stop or keep from stuttering. They may also avoid using certain words or use different words to keep from stuttering.  

Feelings and attitudes can affect stuttering. For example, frustration or tension can cause more disfluencies. Being excited or feeling rushed can also increase disfluencies. A person who stutters may also stutter more if others tease them or bring attention to their speech. Stuttering may cause a person to be embarrassed and make them feel nervous about talking.

Causes of Stuttering

Stuttering usually starts between 2 and 6 years of age. Many children go through normal periods of disfluency lasting less than 6 months. Stuttering lasting longer than this may need treatment.
There is no one cause of stuttering. Possible causes include the following:
  • Family history. Many people who stutter have a family member who also stutters.
  • Brain differences. People who stutter may have small differences in the way their brain works during speech.
You cannot always know which children will continue to stutter, but the following factors may place them at risk:
  • Gender. Boys are more likely to continue stuttering than girls.  Data are currently limited to individuals who identify as male or female.
  • Age when stuttering began. Children who start stuttering at age 3½ or later are more likely to continue stuttering.
  • Family recovery patterns. Children with family members who continued to stutter are also more likely to continue.

Seeing a Professional

If you think your child stutters, get help from an SLP as early as possible. Early help can reduce the chances that your child will keep stuttering. Contact an SLP if any of the following things happen:
  1. Your child's stuttering has lasted for 6–12 months or more.
  2. Your child starts to stutter late (after 3½ years old).  
  3. Your child starts to stutter more often.
  4. Your child tenses up or struggles when talking.
  5. Your child avoids talking or says it is too hard to talk.
  6. There is a family history of stuttering.

Testing for Stuttering

It's not easy to tell if your child stutters. Stuttering is more than disfluencies, so it is important to see an SLP for testing. The SLP will look at the following things:
  • The types of disfluencies (typical and stutter-like).
  • The number of disfluencies that are the stuttering type.
  • How your child reacts when they stutter – do they get upset?
  • How your child tries to "fix" their speech – do they start over or stop talking?
The SLP will ask if your child’s stuttering affects the way they play with others, or if stuttering makes it harder for them to participate in school. The SLP will use all of this information to decide if your child stutters or not.
The SLP will also test your child's speech and language. This includes how your child says sounds and words, how well they understand what others say, and how well they use words to talk about their thoughts.

Treatment for Stuttering

There are different ways to help with stuttering. A treatment team usually includes you, your child, other family members, and your child's teacher. Treatment will depend one or more of the following:
  • How much your child stutters
  • How your child reacts when stuttering
  • How stuttering impacts your child's everyday life
  • How others react to your child when they stutter
  • Your child's age
Treatment For Preschool Children Who Stutter
For preschool children, treatment may include the use of direct or indirect strategies.
  • Direct strategies help your child change how they speak.
  • Indirect strategies are ways to help make it easier for your child to talk. These strategies can include slowing down your own speech and asking fewer questions. 
You are an important part of your child's treatment. The SLP can help you learn more about how to respond when your child stutters and what to do to improve how your child feels about talking.

Treatment For Older Children and Adults Who Stutter
For older children and adults, treatment focuses on managing stuttering. An SLP will help them feel less tense and speak more freely in school, at work, and in different social settings. The SLP will also help the person face speaking situations that make them fearful or anxious. This might include speaking on the phone or ordering food at a restaurant.
Some adults who started stuttering as a child may want to see an SLP every once in a while. The SLP will talk to the person about how stuttering affects their everyday life and can help the person practice ways to manage stuttering.
Children and adults who stutter may want to look into local support groups, where they can talk with others who stutter and learn about other helpful resources.

Do you have a question about stuttering? Ask Amy Grant!
]]><![CDATA[Explaining wearing masks to the kids]]>Fri, 24 Apr 2020 17:33:46 GMThttps://www.therapycenterofbuda.com/family-corner-blog/explaining-wearing-masks-to-the-kidsPicture
It seems like we have a new reality for the foreseeable future. One of these realities is wearing face coverings (masks) to protect ourselves and those around us while outside our homes. 

It is important to recognize that Autistics, those with sensory processing disorder, and other neuodiverse people may have a difficult time wearing masks for a variety of reasons. It is important that we avoid extreme dysregulation/ melt downs as they pertain to wearing masks.  When meltdowns happen as a result of mask wearing it is alright to focus on the other avoidance techniques of social distancing and avoiding public places/ gatherings.  Don't force mask wearing if that mean a melt down will happen, remember that we want to honor the communication from our littles even if the message is something we don't want to receive.
Some ideas to help kids understand WHY we need to wear face masks and HOW to wear and remove them appropriately definitely eases stress.  Try the social story below, having a mask for a cherished stuffed animal or doll, and even letting them help you put on your mask.  Education and practice in a stress free environment always increases the reception of changes in our routine.
wearing_masks_for_safety_social_story.pdf
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Hopefully we will all be reunited soon, but in the meantime your safety and good health are most important.  Stay safe, stay home! Remember, if they don't live at your house they shouldn't be in your home.
]]><![CDATA[Teletherapy FAQs]]>Fri, 17 Apr 2020 06:03:00 GMThttps://www.therapycenterofbuda.com/family-corner-blog/teletherapy-faqsOn March 18, 2020 Therapy Center of Buda made the difficult, yet necessary decision to close to the public to ensure we do our part to keep our community safe and avoid the spread of COVID-19 (i.e., Coronavirus).  At the time we closed teletherapy was not an approved by the Texas Department of Licensing (TDLR) for speech-language pathologists and assistants. Nor was it reimbursable by Texas Medicaid (and MCOs) or private insurance policies. We relentlessly engaged with Governor Abbott, TDLR and Gov. Abbott in order to obtain approvals and coverage for our families and other Texan children.  After a tireless fight, we obtained approval from TDLR and The Governor to allow our therapists to provide our services via teletherapy during the COVID-19 pandemic.   We also have obtained approval from all forms of Medicaid and private insurance companies (with the exception of a few self-funded plans).  Many of the private insurance companies have also agreed to waive patient portion of teletherapy visits. This was wonderful news for our families and other Texan children that required speech-language and occupational therapies.

You may be wondering…What IS teletherapy? How is it different than the therapy we already get? Is it “right” for my child?  Let’s explore these questions together:
What is teletherapy? Teletherapy, also called telehealth, is a form of receiving therapy through a computer, smartphone or tablet.  Providers use a “platform” that is HIPAA compliant to provide speech-language and occupational therapy to your loved one.

How is it different than the face-to-face therapy we usually receive? Family involvement is more important as we are not physically in the same room. Sometimes we need your assistance engaging your loved one or assisting them. It’s a unique opportunity to become a more involved participant in your loved one’s therapeutic session. 

Is teletherapy “right” for everyone? The simple answer is; no, teletherapy is not right for every family we serve. At TCOB we believe in our model of face-to-face therapy and relationship building with our families; however, the safety of our families is our top priority and face-to-face sessions are simply not possible.  It is important to weigh the pros and cons of the teletherapy model and make a decision that is right for your family and loved one.

Will TCOB always provide teletherapy now? No, once this pandemic crisis is over or we have received direction from the World Health Organization that it is safe to resume face-to-face sessions we will resume our traditional services.  Additionally, since we (and other facilities) were provided temporary waivers to provide this service, we anticipate when the crisis is over the authorizations will be revoked.  

If we elect to not participate in teletherapy will we “lose” our “spot” on the schedule? No, we remain committed to our families. If you are committed to return to services once we reopen we will hold your therapy spot for you.

What platform does TCOB use? After much research we selected Theraplatform. It is a program that was created for speech-language pathology.  The platform is accessible through any computer, smartphone or tablet that has internet service. It is HIPAA compliant, so you can rest assured that your loved one’s session is security protected.

Can new patients receive evaluations? There is not a simple answer to this question. Some insurance companies are covering new evaluations and others are not.  We will happily verify your benefits for you prior to scheduling.  There also are some areas of need and assessment that cannot be fully evaluated via teletherapy. For example, ADOS-2 assessments for younger children will be held until in-person evaluation can occur. We will evaluate each case individually and discuss our recommendation to either proceed with a teletherapy evaluation or hold off until we are able to resume in-person evaluations.

As always, if you have any questions, please feel free to reach out to our team via phone or email.
]]><![CDATA[COVID-19 closure and teletherapy options at TCOB]]>Tue, 31 Mar 2020 17:04:04 GMThttps://www.therapycenterofbuda.com/family-corner-blog/covid-19-closure-and-teletherapy-options-at-tcobTCOB families:
Due to the apparent longevity of our quarantine, we have been working around the clock to get teletherapy up and running and approved by your insurance companies. Below you will find a consent for treatment via teletherapy (PDF).  We will need one of these completed for each patient being treated by our clinicians. I will be emailing families over the next couple of days, but if you want to preemptively complete the document (with signature) and email to us here.

It is important for us to note:

We have the Occupational Therapy department ready to treat starting next week via teletherapy (We will confirm appointments via text).

Speech-language department is a bit tricky at the moment because we are waiting on Governor Abbott to sign an executive order allowing the speech-language pathology assistants we all know and love (Katherine, Katie, Haylee, and Ashley) to be able to provide services via teletherapy with Amy's supervision and guidance.  So, until we get this executive order or until we are able to find another solution our hands are tied on speech-language therapy.  However, we are still preparing as though he will sign this executive order.  If you have connections to Governor Abbott feel free to advocate on our behalf.

Please remain safe and quarantined.

Kindest Regards,
Your TCOB Family
treatment_consent_teletherapy.pdf
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]]><![CDATA[March 21st, 2020]]>Sat, 21 Mar 2020 21:57:29 GMThttps://www.therapycenterofbuda.com/family-corner-blog/march-21st-2020Here is an amazing resource for you! Click below to download and print this social story on the Coronavirus and about the need to quarantine. If you are having trouble explaining school closures, safety precautions, or the need to quarantine to someone you love, this is perfect!
Coronavirus Social Story
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]]><![CDATA[2019 Boo-da Photo Slideshow]]>Mon, 28 Oct 2019 16:21:09 GMThttps://www.therapycenterofbuda.com/family-corner-blog/2019-boo-da-photo-slideshowThank you everyone that came to see us at Boo-da this year! We had a blast!
]]><![CDATA[Tips for a smooth summer with your kiddos!]]>Tue, 04 Jun 2019 19:50:58 GMThttps://www.therapycenterofbuda.com/family-corner-blog/tips-for-a-smooth-summer-with-your-kiddosIt seems like our kids can’t wait for the summer break from school.  I remember the excitement of NO SCHOOL! No waking up crazy early! No responsibilities!! Woo hoo!  Well, now I am an adult and the summer is just another season that passes.  When kiddos have a break from school it can be fun for them; but, challenging for caretakers.   Here are some tips to keep your summer (and your kiddos) happy and tears at a minimum.
  1. Maintain your schedule This is always an unpopular recommendation I make.  Children crave a predictable routine, especially children with special needs.  A predictable routine is regulating.  But a routine doesn’t have to mean boot camp.  A general weekly schedule could look something like: Monday- Library day, Tuesday- Park day, Wednesday- Excursion day, Thursday- Errands/ grocery shopping day, Friday- Movie day
  2. Keep moving!  Specialists recommend about 4-6 hours of activity per day for kiddos. Summer time is the perfect opportunity to get our kids up and moving, since they are not sitting in a classroom. Playing at the playground, Starting your day with moving your body fosters mental and physical health.
  3. Limit screen time This is by far the most unpopular recommendation we make.The AAP recommends that we only allow 30-60 minutes of screen time per day, 2 hours for older children, and no screen time for children under 2.As tempting as it can be to just hand our kiddos the remote or an iPad, screen devices are overstumulating.Limiting screen time can decrease negative behaviors throughout the day, increase their quality of sleep, and help them to be more present in family activities.
  4. Chores  Giving children responsibilities like cleaning up their room, helping clear the table after dinner, vacuuming, and helping with laundry are great ways to help children learn responsibly.When they are old enough to walk, they are old enough to participate in household chores.
  5. Stimulate their brain  Give them “homework,” review skills they learned throughout the school year, read every day, explore special interests, or start a journal.The key is to keep them thinking!
Wishing all of our families a successful summer break!
]]><![CDATA[8 Reasons to choose TCOB]]>Thu, 09 May 2019 15:54:47 GMThttps://www.therapycenterofbuda.com/family-corner-blog/8-reasons-to-choose-tcobFrom time to time I meet people and they ask me HOW we are different than other clinics, well here are 8 of the things I explain to them.  In all honesty, it was difficult for me to narrow it down to 8.  I feel deep in my heart that we ARE different because we really do see TCOB as a family and we love each and every family that chooses TCOB.

1. We embrace neurodiversity

At TCOB we embrace the diversity of the families we serve. We respect that all individuals are that, individuals. At our premise we want our families to feel accepted, loved, supported, celebrated, and free to communicate their thoughts and needs in the manner that works best for them. We honor communication in all forms.

2. Family Involvement

Family involvement is strongly encouraged and carry-over activities are provided on a regular basis to support generalization of therapeutic progress which accelerates mastery of skills.

3. Differential Diagnosis

Evaluations are not time based.  They are conducted face-to-face and our clinicians employ a variety of standardized, non-standardized, and criterion referenced protocols to provide differential diagnosis.  Caregivers remain with their children during evaluations to ensure a team approach.

4. ADOS-2 Testing

Our Certified Autism Specialist and lead SLP is formally trained to administer The Autism Diagnostic Observation Schedule- 2 (ADOS-2) testing for identification (or the ruling out) of Autism Spectrum Disorder. Data, diagnosis recommendation/s, and comprehensive recommendations are discussed with the family by the evaluating clinician and provided in a narrative report.

5. Certified Autism Specialist

Therapy Center of Buda is proud to have an in-house Certified Autism Specialist, who consults with any family requesting assistance and offers parent education and access to community resources with support.



6. Collaboration

We welcome collaboration with all caretakers, educators, physicians, and specialists in order to maximize therapeutic progress and increase our families overall quality of life.

7. In and outdoor sensory gyms

We are the first facility of our kind, utilizing the traditional indoor sensory gym AND a 3,000 sq ft outdoor sensory gym. Our outdoor gym is a full sensory immersion experience that cannot be replicated in a traditional indoor sensory gym.

8. Superior Mandate Exemption

COFK (in coordination with Superior Healthplan) has agreed TCOB is a specialty facility. Receiving this designation will exempt our facility from the Superior/COFK mandate that was implemented March 1, 2018. Individuals can still obtain their evaluations and care through TCOB directly (without going through COFK).
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