Stop Childhood Obesity

17% of America's children are not just overweight, they are obese. This percentage is steadily rising, too. Overweight is defined as having excess weight from a combination of fat, muscle, bone, and water for a particular height and body frame. Obesity means having excess fat as determined by calculating a body mass index, or BMI.

Being overweight or obese is the result of a "caloric imbalance." A caloric imbalance can be a factor of many reasons, from over-eating to health issues often involving the thyroid. It's a known fact that not all people absorb food alike. Although obesity continues to increase among all ethnic groups, some groups are affected more than others. African American adolescent girls (29 percent) and Mexican-American adolescent boys (27 percent) have been statistically shown to be more affected. About 1 in 8 preschoolers in the United States is obese. In some states, we see small declines in obesity, but we still see an increase on the whole, indicating an even worst future in terms of the prevalence of obesity. For individuals who become obese early on, health problems are drastically of higher potentiality.

"Children who are overweight or obese as preschoolers are five times more likely than normal-weight children to be overweight or obese as adults and have lifelong physical and mental health issues" (Spivey 1). When obesity begins in childhood, this can lead to psychological problems, asthma, diabetes, cardiovascular risks factors and many other health problems that become indirectly a factor of one's weight. It is the root cause of many health problems in America today, and when our root weakness is growing rapidly in front of our eyes, it's time we make our greatest effort to stop it.

The problem isn't biology or genes. Biology and genes are becoming affected by the true problem. We've become a nation that promotes inactivity and overeating. We shouldn't be afraid to admit it, either. Technology, although sometimes our best friend, has definitely aided in this complacent take on inactivity. Conveniency, being the culprit, has been the spirit of technological revolution, and herein lies the root problem. The negative consequences of overindulging in fast food are right in front of our eyes, yet we continue to eat these foods that are proven to significantly impair our health and well-being. I think a society that so strongly idolizes a perfect physique has also caused an issue. There are followers, people who take physical fitness to an extreme level, and those who choose to be indifferent, convinced they aren't capable of making a change to the reputation they've gained as a heavier individual. And then there's the TV and the video game console, taking the physical out of activity.

Some startling facts that are affecting the epidemic of childhood obesity according to the Centers for Disease Control and Prevention, American Psychological Association, American Heart Association, and the United States Department of Agriculture:

• Childhood obesity has more than doubled in children and tripled in adolescents in the past 3 decades. The percentage of obese children ages 6-11 years old in the US increased from 7% in 1980 to nearly 18% in 2010. The percentage of obese children ages 12-19 years increased from 5% to 18% over the same period of time. 
• One in three American children and teens is overweight or obese (triple the rate from 1963), stemming a broad variety of health problems not seen previously (until individuals reach adulthood, ie. high blood pressure, Type 2 diabetes and elevated blood cholesterol levels). There are also psychological effects: obese children are more prone to low self-esteem, negative body image, anxiety and depression, as well as higher and younger death rates in adulthood. 
• Sugar consumption was at 66 pounds per person in 2010, its highest level since 1999.
• In 1942, annual U.S. production of soft drinks was 90, 8 oz. servings per person; in 2000, it became over 600 servings per person!
• Sugary soft and juice drinks make up six percent of all calories consumed by 2 to 5 year olds; 7 percent in 6 to 11 year olds, and more than 10 percent for 12- to 19-year-olds. While children from 2 to 11 years old get more of their calories from milk than soda and other juice drinks, the opposite is the truth for children 12 to 19 years old. 

Can these horrible statistics be reversed?

The American Heart Association recommends the following tips concerning diet and exercise:

• Find out if you or your child is at risk by accessing a Body Mass Index calculator and getting a personal pre-assessment (www.cdc.gov or www.healthweight/assessing/bmi) 
• Talk with your health care provider and have him/her assess you or your child's health in detail
• Learn portion control and pay attention to the nutritional facts on the food that enters your body, as well as the liquids. 
• Teach your children to eat slowly and focus on the feeling of "fullness" and "listening to their body" rather than cleaning their plates. Eating should be a matter of refueling, not gorging. 
• Place a limit in the household on sugary drinks. Impress on your children to drink water with their meals more often than soda or juice. (Tell them it will help them appreciate the taste of their meal more, and they'll give it a try and realize it will.) 
• Fruits and vegetables at every meal! Avoid fried foods: too much extra fat.
• Get whole grains into your daily meals and snacks.
• Teach children to pick nonfat or low-fat dairy products (milk, cheese, yogurt, etc.) at home and at school. Keep them on hand in your refrigerator. 
• Skip the salt shaker and monitor processed food products for amounts of salt/sodium.
• Get up and move, and encourage your children to do so with you. Start with activities that foster endurance at first so that children can ease into more demanding physical activities. 
• Limit the amount of screen time that goes on for your family. I know this might be a tough one, but simply work around your favorite shows. It's worth it to get out there with your children and play in the environment as opposed to always sitting in front of the TV. For some, this lifestyle change can be difficult even at a young age; aid your children in doing so by setting a good example.
• Educate yourself on what makes up a healthy meal, and introduce it to your family. Healthy doesn't have to taste bitter. There's plenty of spices and condiments out there that are calorie-free (or close to it) that will change the way you look at healthy eating--I guarantee it. An open mind is all it takes, and some good old research. Nutritional balance and the information on it is constantly being improved, as a good amount of Americans realize the importance of physical health and create a demand for this valuable research. 
• Start your child's day with a healthy breakfast made of proteins and good carbohydrates (whole grain beads, cereals, oatmeal, and fruit). Sugar-laden foods cause a child to crash after breakfast and become hungry again soon after getting to school, and long before lunch. A hungry child is a non-attentive one.
• Remember, portion control is more than important in the fight for a healthy, balanced diet. Your metabolism depends on the frequency and mass you eat, as well as the amount of exercise you do. It's a great exercise to keep a daily log on the amount of calories you intake, or the amount/size of meals. 
• Be a role model for healthy living. A good parent is a role model, and it's never too late to get back in shape. Being a physically healthy person has great implications for your emotional side. If you're a stressed out person and haven't tried exercise, get over the anticipatory anxiety (which only lasts until you find your routine) and try it! You'd be shocked at how much happier exercise and healthy eating can make you. Much like a negative eating habit and non-exercise can have multiple direct and indirect effects on the brain, so can positive eating habits and exercise. 

Resources

Spivey, Becky L., M. E.d. Super Duper Handy Handouts © 2013: Childhood Obesity - An American Epidemic

What the New Affordable Care Act Provisions Mean For Those With Autism and Related Conditions

The Affordable Care Act, according to the US Department of Health and Human Services, contains crucial health care changes to those with autism or related conditions as well as their families. It's important that we spread the know, so that those affected can understand what these provisions are. The goal of this nationwide effort is to cut healthcare costs and help those without care obtain it.

These health care reforms matter for those affected with autism spectrum disorders because they will face more serious coverage and benefit gaps than others. A lot of families affected by autism spectrum and other related conditions do not get the healthcare they need, and this effort can change that. Or, as critics say, it could possibly only add to the convoluted nature of the healthcare system and its inconsistency among the states.

Some Provisions affecting those with autism/related issues under Affordable Care:

• No child under the age of 19 can be denied coverage by job-based or new individual health insurance plans due to preexisting conditions, including children on the autism spectrum. In 2014 these protections will extend to Americans of all ages.
• Health insurance policies must cover all preventative care expenses: shots, check-ups, immunizations etc.. There is no shared-cost (ie: copay, deductables ect). This includes autism screenings for children between 18 and 24 months (as recommended by the American Academy of Pediatrics). 
• Insurance companies can no longer cap, or set a dollar limit on coverage. Before the ACA, companies held the right to put a limit on the amount of offered coverage, leaving those who exceed this limit to pay out-of-pocket costs. Starting in 2014, no policy can place its own cap. 
• Young adults can now remain on their parents' plan until the age of 26, including those affected by autism/related disorders. For many, this offers peace of mind, as the economy is different and taking on your own health care plan can be difficult without a solid career. 
• Starting in 2014 there will be an expansion of marketplaces for families affected with spectrum disorder to find affordable healthcare
• Starting in 2014, new plans sold in the individual and small group markets will cover "essential health benefits" to make sure that insurance is comprehensive and fully cover realistic needs
• Instead of creating a national standard for autism coverage, a state-level standard will be implemented across America. (Spivey 1). 

Coverage for Autism Treatments

Before ACA, insurers across the country have come up with several mandates on how to manage or guide insurance standards for those with autism. Until now, "essential benefits", or the standard, if you will, has been a matter of statehouse politics. Legislators have created over 16,000 laws regarding health coverage standards for autism. Some state legislators require the coverage of behavioral therapy and other services for autism, but some do not. 

The process of gaining a country-wide requirement by all healthcare policies for coverage of behavioral treatment won't be instant, but it's already in the making. Thus far, 24 states, including Washington D.C., will require insurance carriers that sell policies on their insurance exchange to cover behavioral health treatments as well as preventative care such as behavioral analysis. This includes the following states: Arizona, Arkansas, California, Connecticut, Delaware, Indiana, Illinois, Kentucky, Louisiana, Maine, Massachusetts, Michigan, Missouri, Montana, Nevada, New Jersey, New Hampshire, New York, Ohio, Texas, Vermont, West Virginia, and Wisconsin. Though coverage or implementation may be different from state to state (Spivey 2).

For more information on how the Affordable Care Act will affect coverage for you and your family, or if you have questions regarding the new Health Insurance Marketplaces, or you'd like to know how this new coverage will be implemented in your state, visit http://www.healthcare.gov or call their hotline at 1-800-316-2596. Autism Speaks and the Autism Health Insurance Project are always updating their website with vital information and FAQs regarding the Affordable Care Act and how it may or will affect the autism community (Spivey 2). 

Whether this healthcare reform will truly help our whole nation is still a question to be answered, but at least the ACA is committing to better the system for those affected by autism spectrum. It's important we know what lies in the future, and although our healthcare system can seem convoluted and carelessly executed at times, change is a step in some direction and it's a wildly popular idea that change is necessary. Know the facts, understand the provisions, and fight for what you need.

How to Know if Your Child Is Stuttering

How do you know if your child is stuttering?

It isn't uncommon for young children to have disfluencies such as pauses, repetitions, additions or prolongations of words, sounds or phrases in their speech. "In fact, about 5% of all children are likely to stutter at some point in their development, usually during the preschool years" (Ducworth 1). It's also not uncommon for children to go back and forth between periods of fluency and disfluency. This can happen if the child is excited, tired, or feels rush to speak. Or, it could happen for no reason at all.
The number and frequency of disfluencies present in a child's speech patterns is an important part of determining whether or not a child is a stutterer and may require therapy. Generally, stuttering on more than 10 words out of 100 may indicate a problem. Only a speech-language pathologist trained in the diagnosis of stuttering can make this decision, really.

What causes stuttering?

A lot is still unknown about the causes of stuttering, but experts tend to agree that it is most probably caused by a combination of factors. Firstly, genetics is believed to play a part because stuttering tends to run in families. Most children who stutter often had a family member who stuttered when they were a child.

Secondly, developmental factors are believed to play a role. During preschool years, a child's physical, cognitive, social/emotional, and speech/language skills are developing at a very rapid rate. This rapid development can lead to stuttering in children who are predisposed to it, which is why stuttering will often begin during preschool years (Ducworth 1).

Third, environmental factors can have an influence. Parental attitudes and expectations, the child's speech and language environment, and stressful life events can all play a part. This doesn't mean that parents are doing anything wrong. Usually this happens only to child who already have a tendency to stutter, provoking it, as opposed to creating it in a child who doesn't already have a stuttering tendency. A child's fear and anxiety over the stuttering is also known to exacerbate it.

How is Stuttering Treated in Children

Treatment often focuses on teaching children to produce fluent speech through self-monitoring. First, the child will being practicing on a single word, slowly, and gradually, learn to fluently voice a full sentence. This process might take anywhere from a few weeks to six months or more. Another stuttering treatment technique focuses on helping children decrease secondary characteristics, such as twitching, blinking, and a closed or clamped jaw. 

It's important to try to inform those who have contact with a child who stutters to use smooth, relaxed speech when talking to him/her. This would include family members, friends, and teachers etc. There are many materials available through the Stuttering Foundation (http://www.stutteringhelp.org) that are pretty helpful for both parents and children. 

Giant Colored Warning Signs Making The World A Safe Place

They're all around us: signs that warn you of something possibly to come. There's a deer on this road, or, there's a railroad crossing coming up, or, that's the ladies room, not the man's room. We know what all of these mean, but do our children? In the myriad of knowledge we're expected to pass down to your children, this could easily be forgotten. But include it. It keeps them safer, knowing what they mean, and brightens their understanding of the world.

As far as ways to teach them, it's easy. It's only an object association, and a stroll around the park can do it. Walk them to the park, and show them the signs and talk about what they mean (stop signs, railroad crossing signs, no parking signs, watch for deers signs, etc). Talk to them about why these are so important, and what would happen if society didn't have them.

Teach them words, letters, and shapes early on. Most of these signs are always either of the three. Arts and crafts are a great way to do this. Buy some felt, cut it up, and let them decorate their wall or bookshelf.

Resources

Hodgson, Amber, M.A. CCC-SLP. Super Duper Handy Handouts © 2011: Signs, Symbols, and Safety in the Community

Sound-Object Associations: The Foundation For Language Perception and Fluency

What are Sound-Object Associations?

We make all sorts of associations in our head. They're the building blocks of memory. Our strongest sense of memory associates with our sense of smell. Like Mom's perfume that one year, until she found a new one. You went on family vacation with her at Jersey Shore, and she used half the bottle for every dinner gathering. Ten years later, if she puts on that perfume, you can't help but feel a strong sense of nostalgia for that vacation; it's so vivid it's as if it were yesterday. Tiny associations create memory. Speech and language development requires a strong memory. Sound-object associations are associations we make with sound. They're quite simple: we hear the noise an object makes more than once and this association becomes engrained in us, like animal sounds.

Children begin learning sound-object associations very young. And as they grow older and experience more of the world, they continue to create these. One of their first associations is the sound of their caregiver's voice (Kjesbo 1).

So Why Are Sound-Object Associations So Important

Sound-Object Associations Help a child learn the environment around him. They make sense of the world every day with them. "The ability to hear, recognize and attach meaning to environmental sounds is a first step toward phonological awareness (the ability to indentify, mix together, break apart, and change around the sounds in words) and literacy" (Kjebo 1). It also aids children in developing both their vocabulary skills and overall comprehension of language. 

As well, different types of sound-object associations help children in increasing their perceptual skills. In other words, the way they perceive the world around them. It can keep them safe, and we can impress these on them. For example, a child hear's a dog growl and is automatically careful around it. Hopefully he didn't find out the hard way, and his parents told him "be careful when a dog growls like that." They associate the sound of a dog growling with the behavior of carefulness. Perceptually-speaking, if they hear a dog on the TV growling, they know they're safe, and won't elicit this behavior. This is why sound-object associations are so important. They are the building blocks of language and properly perceiving the world around one's self. 

Resources

Kjesbo, Rynette R., M.S., CCC-SLP. Super Duper Handy Handouts © 2011: Sound-Object Associations - Knowing What We Hear!

Puzzles and Toys, Though Scattered Amuck, are Necassary Educational Tools

Puzzles are games that help us learn a multitude of different skills such as motor control, patience, problem solving skills, visual perception and analysis, and project completion. If you've had it with toys scattered everywhere for you to step on at 12am barefooted, it may be time to introduce your child to some fun and engaging puzzle games that don't hurt went stepped on. Instilling these skills in your child during their development should be a goal of yours, and it's as easy as buying a small book of Sudoku (and teaching them how to play it).

For puzzles to be an effective teaching tool at first, toddlers should start with the easiest of puzzles. Those wooden peg puzzles are a great place to start, and as you see your child progress, introduce them to more advanced puzzles. Once children learn to talk, there are plenty of fun word games, easy in strategy and hardly a vocabulary challenge, that can keep them occupied and teach them at the same time. If your child has an iPad for fun, or some other sort of tablet, search "puzzle games for children", find one they may enjoy, and try and get them to play it. Even some video games, the nonviolent type, at least, are valuable educational toys for children. Older individuals often use puzzles to keep sharp. Educators use it to teach and review curricula as well as help children develop logic and reasoning. Occupational therapists use puzzles to help patients develop fine-motor skills, hand-eye coordination, and spatial skills (Spivey 1). Here are some types of puzzles that help encourage visual perception, fine motor skills, thinking, reasoning, and logic.

Old-Fashioned Wooden Peg Puzzles, or puzzles with large plastic or foam pieces that have a complete picture, are a good place to begin for toddler and young children. These simple puzzles can have anywhere from 2 to 30 large pegged pieces that fit into specific individual spaces in a background tray and make up a picture. They help foster hand-eye coordination, spatial concepts, and problem solving. You can find puzzles like these that help teach shapes, numbers, letters, animals, etc. Introduce one with fewer pieces first and gradually buy larger, more complex puzzles to keep the challenge fun and engaging for your child. Toddlers or children who have trouble at first should be given some time before corrected. Let them explore the shapes themselves for a bit, and hopefully they'll come to their own solutions, which will help them remember the lessons they learned more than if you solved it for them.

Jigsaw Puzzles are also great. They develop spatial concept and reasoning as the player must analyze the shape closer and closer. Trial and error is essential in these games, teaching patience and goal orientation. There are a plethora of educational puzzles that teach about geography, animals, and other fun and engaging educational pursuits.

Hidden Picture Puzzles develop visual skills as the player uses his/her eyes to find hidden pictures or subtle differences. These types of games are a little harder to find, but I'm sure there are books and children magazines that you can find online devoted toward these type of puzzles. Occupational therapists may use these puzzles to teach visual-perceptual skills, and children can use them too.

Word Search Puzzles teach vocabulary skills, visual perception and letter discrimination.

Logic puzzles present facts which players must piece together to solve the puzzle. These are difficult for many children whose reasoning, inferencing and predicting skills are lacking. However, with practice and instructions,  children can learn how to organize facts by plotting them on a grid and deducing, or working out, missing information to solve puzzles. These types of puzzles, ones that teach deductive reasoning, are great educational tools.

Cryptoquotes are too much fun. They involve a key, which the player figures out through deductive reasoning, for a sentence or statement they must use their logic and reasoning skills to unveil. These are also powerful educational tools.

So, these puzzles aren't just "toys" after all. They're actually pretty beneficial when it comes to the development of a young, growing mind. Make sure you include puzzles as toys within your children's collection, and get them engaged in them. They'll do wonders!

Resources

Spivey, Becky L. M. E.d. CCC-SLP, Super Duper Publications Handy Handouts © 2010: Puzzles...Toys...or Teaching Skills?

Recess: The Reasoning, Psychologically Speaking

Recess, oh recess. I remember you fondly. 

There's more than meets the eye when it comes to recess. Recess can be a truly valuable part to a child's day, providing them with the energy release they need to keep attentive during class thereafter. 

For some, it's the only time during the day when they get physical activity in. This reduces the risk of obesity, diabetes and other chronic diseases, assists in improved academic performance, improves self-esteem, and reduces risk of depression and effects of stress. 

Recess is also an opportunity for children to be introduced a myriad of other skills that will help them out later in life. It improves both emotional and social skills. When free play is involved, children learn to put themselves in others' shoes, introducing them to empathy. Recess can teach children: cooperation, helping and sharing skills; respect for rules; conflict resolution skills, language skills for communicating with peers; turn taking skills; and problem-solving skills.

Finally, many children who attend recess tend to be less fidgety in class, more behaved and attentive. This is because sitting down most of the day isn't releasing a physical energy the children have, and the release of this physical energy is healthy. Recess is healthy! Reeses, unfortunately, are not.

Some children find it difficult to engage themselves during recess. They've spent most of the day learning, absorbing knowledge, and they just don't know how begin physically moving about. That's why it's important for faculty to have objects they'll have fun with, like frisbees and those harmless footballs. It gives children something to do, and it gives them something to revolve themselves around, together, in free play. 

Resources

Hodgson, Amber M.A. CCC-SLP, Super Duper Handy Handouts © 2011: Benefits of Recess