There 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.

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.

• 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
  

• 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
  

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)
  

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,

**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

Dear 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.

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.

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.

On 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:

Here 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!

Thank you everyone that came to see us at Boo-da this year! We had a blast!

It 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.

From 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.

Written by: Emily Swogger, OTR, MS

At Therapy Center of Buda we feel strongly about outdoor free play and providing our kiddos with a safe outdoor play space. Why are we so passionate about play? Because a child’s main occupation is to play. Play is how they learn new information in the most efficient manner. Yet in a world where children can spend up to 1200 per year on average in front of a screen, play time is rapidly being replaced with screen time. Time spent outside for children, research has shown, can be as little as 7 minutes per day!  Time spent in play in general can be as low as 30 minutes per day. Play-based activities are being decreased for a variety of reasons. On the early education front, a societal emphasis on increasing test scores or meeting Common Core requirements has shifted the focus of early learning and preschool from social emotional skills to building math and reading skills. After-school the amount of play time is decreased due to lack of time to engage in play between longer work hours and the nightly routines of dinner, homework, and bath time. For some, lack of a safe place to play in neighborhood playgrounds and parks is also contributing factor to a decrease in outside play time.  

So, why is the loss of unstructured play so important?

Diversity.  We all know the obvious forms of diversity; race, nationality, gender, socioeconomic status, general background, etc. But, lately I find myself discussing a lesser known type of diversity; neurodiversity.  Neurodiversity is the concept that neurological differences (e.g., Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum Disorders, etc.) are respected as any other human variation.  Therapy Center of Buda has always embraced diversity and we celebrate the diversity of our families.  We don’t believe in “cures” and we don’t want neurodivergent people to look neutrotypical.  In fact, suppressing the communicative efforts, including stims and non-spoken forms of communication have long been proven to be counterproductive to overall communicative and daily living success.  Rather, listening to each individual and their wants, desires, requests, and rejections is a way to honor their communication styles.   

BY LAUREN DROBNJAK

This Sensory Halloween Scavenger Hunt is the perfect way to keep kids calm if they’re nervous or overwhelmed by Trick or Treating.

For some kids, Halloween is the best holiday of the year — candy, anyone? For others, it’s a night of complete sensory overload. From itchy costumes to strange new sounds, this spooky October evening can be a nightmare for kids with sensory processing concerns or even for kids who just get overwhelmed easily.

We thought it would be fun to take our popular Sensory Motor Scavenger Hunt and twist it up…Halloween style!

Whether your kiddo just needs a little distraction from the scary chainsaw house in the cul-de-sac or she needs a way to take it all in from a distance, we think this Halloween scavenger hunt will fit the bill.


Original source: https://theinspiredtreehouse.com/sensory-halloween-scavenger-hunt/

I played the video game Fortnite the other day with my teen grandson. As an educator, I’ve worked with thousands of kids with ADHD, social skills issues and similar challenges. And I wanted to know more about how Fortnite might affect them.

Fortnite is an online, multiplayer shooter video game. It’s free and can be played on a computer, on a gaming system like the Xbox, or on a mobile device. The most popular game mode is Battle Royale, where 100 players drop onto an island, try to find construction materials and weapons, and fight each other to be the last person (or team of people) standing. Players can talk to one another, and each game lasts 20 minutes. To get a sense of what it’s like, imagine an arcade version of the film The Hunger Games.

Fortnite has taken the world by storm. An estimated 50 million people play. There are news reports of kids playing at all hours of the day, late at night, and even under their desks at school. And many experts have weighed in on whether the game is good for kids.

by Bonnie Landau | Advocacy, IEP, Infographic, Special Ed Law

The IEP Team is suppose to help support your child, but sometimes their approach can be misleading. Knowing the law is key when advocating for your child. In my book, Special Ed Mom Survival Guide, I spend considerable time helping you learn about the law and how to apply it. In attending many IEP meetings as a special education advocate, I realized that the schools don’t quote the law when the deny services. Their information is hidden in messages that sound legitimate.
Here are 12 phrases I often hear that are really the IEP Team’s way of skirting around their obligation to provide services.