A frenectomy is a minor surgical procedure involving the removal or modification of a frenulum, a small fold of tissue that prevents an organ in the body from moving too far.
Frenectomy Care
Follow Post-Op Instructions:
Adhere strictly to the post-operative care instructions provided by your healthcare provider.
Pain Management:
Use recommended pain relief medications as directed.
Apply cold compresses to reduce swelling and discomfort.
Oral Hygiene:
Keep the area clean to avoid infections. Gently rinse the mouth with a saline solution as advised.
Avoid using mouthwash with alcohol as it can irritate the surgery site.
Dietary Adjustments:
Stick to soft foods and avoid hot, spicy, or acidic foods that may cause irritation.
Ensure adequate fluid intake to stay hydrated.
Stretching Exercises:
Perform any stretching exercises as recommended by the surgeon to ensure proper healing and flexibility.
Monitor Healing:
Keep an eye on the surgical site for signs of infection such as increased redness, swelling, or discharge.
Contact your healthcare provider if you notice any unusual symptoms.
Follow-Up Appointments:
Attend all scheduled follow-up appointments to monitor the healing process and address any concerns.
Gratitude is a valuable life skill that can enrich the lives of all individuals, including children on the autism spectrum. Teaching children with autism about gratitude can help them develop a more positive outlook, build stronger relationships, and improve their overall well-being. However, because children on the autism spectrum often have unique learning needs, it’s important to use tailored strategies to teach them about gratitude. Here are a few ideas.
1. Visual Supports
Visual supports are powerful tools for children with autism, as they process information in a more concrete manner. Create visual schedules or charts that incorporate gratitude activities into their daily routines. For example, you can design a “gratitude journal” with pictures or symbols representing things they are thankful for. During the month of November, you could draw a tree on a large piece of paper and add a leaf of gratitude every day with a drawn picture of what you are thankful or writing down simply one word. This can be a simple way to encourage them to reflect on positive aspects of their lives. As they add items to their gratitude journal, reinforce the positive feelings associated with each entry.
2. Social Stories
Social stories are narratives that describe social situations and appropriate behavior. You can create social stories that revolve around gratitude. Tailor the stories to your child’s interests and communication style. For instance, you might develop a story about a character who learns to express gratitude when someone helps them. Reading and discussing these stories with your child can help them understand the concept of gratitude and its importance.
3. Visual Modeling
Children on the autism spectrum often benefit from visual modeling, where they observe someone demonstrating a behavior or skill. Create visual examples of gratitude by using pictures, drawings, or videos. Show them how to say “thank you” or how to express gratitude through simple gestures. Repeated exposure to these visuals can help them imitate and internalize these actions. Make sure you are expressing your appreciation with the people around you while your child is watching.
4. Use Concrete Reinforcers
For many children with autism, immediate reinforcement is key to learning new behaviors. Use concrete reinforcers to motivate your child to practice gratitude. This could be as simple as providing a favorite treat or activity when they express gratitude, whether by saying thank you or engaging in a small act of kindness. The more they associate gratitude with positive outcomes, the more likely they are to embrace it.
5. Practice Mindfulness and Reflection
Gratitude often goes hand in hand with mindfulness and reflection. Teach your child techniques for being present in the moment and focusing on positive aspects of their lives. Simple activities like mindful breathing, meditation, or keeping a gratitude jar can help them develop an appreciation for what they have. Encourage them to reflect at bedtime about their day and share what they are thankful for, fostering a sense of gratitude as part of their daily routine.
Teaching children about gratitude is not only possible but also incredibly beneficial. Gratitude helps improve their emotional well-being, enhance their social interactions, and promote a more positive outlook on life. The key is to tailor your approach to their specific learning needs, using visual supports, social stories, visual modeling, concrete reinforcers, and mindfulness and reflection techniques. Remember that patience and consistency are crucial in helping children with autism develop this valuable life skill. By embracing these strategies, you can help them grow into more thankful, empathetic, and content individuals.
A Comprehensive Guide for Parents on the Individualized Education Program
Navigating the world of special education can be overwhelming for parents, especially when faced with terms and processes that are unfamiliar but crucial for their child's education. One of the most crucial tools in supporting children with developmental needs is the Individualized Education Plan (IEP). But what exactly is an IEP, and how can it benefit your child? In this post, we’ll break down the IEP process into four essential points to help you understand how it works and how it can support your child’s educational journey. Plus, we’ll highlight how MetroEHS Pediatric Therapy leverages IEPs to providecomprehensive care for families.
1. Understanding the Basics: What Is an IEP?
An IEP, or Individualized Education Program, is a legally binding document developed for children who qualify for special education services in public schools. The child's IEP outlines specific educational goals, the services the child will receive, and the setting in which those services will be delivered. The IEP is designed to meet the unique needs of each student and is developed by a team that includes parents, teachers, school administrators, and specialists. The IEP is mandated by federal law to ensure that children with disabilities receive a free appropriate public education tailored to their unique needs.
An IEP is provided for students who are aged 3-26 in the state of Michigan. This is Part B of IDEA which is the Individuals with Disabilities Education Act, a federal law that provides free public education and special services to children with disabilities. IDEA entitles children to special education services if their disability significantly impacts their ability to access education, and if a specially designed program is needed. Part C of IDEA includes a special education law that governs special education programs and services for children who are birth to 3 years old. Special needs children in this age grouping and their families receive an Individualized Family Service Plan, and parents/caregivers are integral to the assessment and intervention process. This program is often called “Early On”.
At MetroEHS Pediatric Therapy, our specialists understand the critical role an IEP plays in a child’s education. We work closely with families and school districts to ensure that the IEP aligns with the child’s developmental goals, ensuring a smooth transition between therapy and the classroom environment.
2. The Evaluation Process: How Does It Start?
The IEP process begins with an initial evaluation with a MET (Multidisciplinary Evaluation Team). The MET only includes the required personnel for areas being assessed, which always includes a district representative, and a general education teacher in addition to other special education staff (special education teacher, speech and language pathologist, occupational therapist, and teacher consultants). This initial evaluation is a crucial step in the special education process to assess whether a child qualifies for special education services. In order to be eligible for special education programs and services, the child must have needs that pose an adverse academic impact. If your child has been diagnosed with a developmental disorder, such as autism, you should contact your local school district to request a special education evaluation. If parents disagree with the school's evaluation, they have the right to request an Independent Educational Evaluation (IEE) at the school district's expense. This request must be made in writing, as it ensures a documented trail of your efforts to seek assistance.
Once the request is made, the school district has 30 school days to complete the initial evaluation. MetroEHS is proud to assist families during this process, offering insights and support to ensure that every evaluation considers the child’s full range of needs.
3. Developing the IEP: Collaborating for Special Education Services Success
Once the evaluation is complete and eligibility is confirmed, the IEP team—including parents, teachers, and specialists—convenes for an IEP meeting to develop the IEP. During the IEP meeting, various school personnel, including teachers and administrators, collaborate to create a plan that addresses the child's unique needs. The plan outlines specific goals for the school year, the type of classroom environment the child will be placed in, and any additional services they will receive to support the child's educational development. An IEP meeting should be held at least once per year and can occur more often at the discretion of any IEP team member.
At MetroEHS, we emphasize the importance of parental involvement in this process. Parents are the experts on their child’s needs, and their input is crucial in creating an effective IEP. We work with families to ensure their voices are heard, advocating for the services and accommodations that will best support their child’s growth and learning.
4. Ongoing Monitoring and Adjustments: Keeping the IEP Relevant under the Disabilities Education Act
An IEP is not a static document; it is reviewed annually and adjusted as needed to reflect the child's educational progress and any changes in their needs. Every three years, a full reevaluation is conducted to reassess the child’s eligibility and to update the IEP accordingly. However, parents can request an IEP review at any time if they feel the current plan isn’t meeting their child’s needs. The 3 year Reevaluation may be waived, and the child’s eligibility at that time may be continued. This occurs if there is not a concern about the child’s eligibility, (e.g., the child’s condition is chronic).
MetroEHS is dedicated to ongoing collaboration with schools and families. We monitor the effectiveness of the IEP and make recommendations for adjustments when necessary. This commitment ensures that the child receives the most appropriate education and therapeutic services at every stage of their development.
MetroEHS: Your Partner in the IEP Process with a Special Education Teacher
At MetroEHS Pediatric Therapy, we are committed to helping children with developmental needs reach their full potential. We understand that the IEP is a vital tool in achieving this goal, and we work tirelessly to support families through every step of the process. From initial evaluations to IEP development and ongoing adjustments, our team is here to provide the expertise and advocacy needed to ensure your child’s success in school and beyond.
The best start for your child is for a family member or caregiver to contact their local school district to get the IEP ball rolling. They can call their district’s special education department and seek an evaluation/support as needed.
The Procedural Safeguards is a document given to parents/caregivers at every special education meeting. This includes specific guidance for special education for children in Michigan. You can access this information here: State of Michigan's Website
If you’re seeking more information about the IEP process or need support navigating special education services, contact MetroEHS today. Our experienced professionals are ready to assist you in unlocking the full potential of your child’s educational journey.
Feeding disorders are very common. Though it is hard to quantify, “[a]pproximately 20-50% of normally developing children, and 70-89% of children with developmental disabilities” (1) have a feeding disorder. How does this happen so frequently?!
According to Dr. Kay Toomey’s research and reviews of other studies, of children who have feeding disorders, between 65-95% of cases are caused by both behavioral and natural, organic causes (2017) (2). In other words, more often than not, a feeding disorder is not just behavioral! For example, a child that has undiagnosed reflux or allergies has learned to refuse food, because they have learned that food causes them to have an upset stomach. They may continue to refuse food even after receiving treatment for the initial physiological problem. A child that has choked on some solids because of undiagnosed oral dysphagia will begin to only eat liquid and purees to avoid choking. A child that is refusing crunchy foods could have sensory processing disorder and benefit from desensitization. A child that is having a hard time breathing will refuse food in order to get enough oxygen to survive. The examples could go on and on. Every child is different, and needs to be diagnosed and treated holistically.
Some signs that may indicate your child could have a feeding disorder include:
If your child eats less than 20 foods
If mealtimes take more than 30 minutes
If they refuse all of food of a certain texture or color, or are they having difficulty transitioning to solids
If they are choking, coughing, or gagging while eating
If they are demonstrating a lot of negative behaviors during meal times
If they have difficulty with mealtime routines or have a hard time sitting at the table
If they have difficulty chewing or swallowing (example: food left in their mouth after they’ve finished eating)
If you think your child could have a feeding disorder, or you feel that you’ve exhausted your options at home and don’t know where else to go, your child could likely benefit from a feeding evaluation and possibly feeding therapy. A pediatric feeding specialist can help you determine the cause, if a cause is present, make appropriate referrals, and plan the best course of treatment. Slowly, your child will become an adventurous and independent eater!
