Social Security Disability: Understanding Coverage For Those With Autism

ANIMAL-ASSISTED THERAPY
FALL
2014
PORTLAND AND SW WASHINGTONS ONLY MAGAZINE FOR AUTISM SPECTRUM DISORDER
FREE
BUILDING SOCIAL SKILLS THROUGH NATURE
SOCIAL SECURITY DISABILITY INCOME (SSDI)
DIGITAL EDUCATION
INCLUSIVE CHILD CARE
QIGONG SENSORY TRAINING INSTITUTE
6500 SW Macadam Ave., Suite 300 | Portland, OR 97239-3565
Ph: 503.245.0894 | Fax: 503.245.1562 | www.naylaw.com
Helping families with special needs kids provide
security and quality of life since 1984
Special Needs Planning
To order a free copy of our
Legal/Financial Planning
Guide, call (503) 245-0894 or
visit our website at naylaw.com
Every parent of a special needs child asks themselves
What will happen to my child when were gone?
We can help you nd the answers
Special Needs Trusts
Guardianships and Conservatorships
Sorting Out SSI & Medicaid
Asset Protection Plans
Wills
Living Trusts
Financial Powers of Attorney
Planning for your family tree
Member:
www.spectrumsmagazine.com
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FEATURED SECTI ONS
Lifespan
Social Security Disability Income (SSDI)
Navigating the hurdles of applying for
SSDI with an autism diagnosis.
Building social skills through nature
Getting outdoors presents the perfect
opportunity for practicing social skills.
Using boffer to build relationships
Autism advocate Jonathan Chase leads
simulated handheld combat using padded
mock weapons.
Bullying 101
Forging strong skills and strategies to
combat bullying.
Digital education
Tapping into digital options for learning.
Inclusive child care
Finding the right t for a special needs
child.
8
Recreation
12
Education
Health & Wellness
Therapy
Dressing to accommodate sensory sensitivities
Breaking down Sensory Processing Disorder (SPD)
and ways to nd accommodating clothing.
My Turn
One story of life with autism.
Animal-assisted therapy
The many benets of using animals as a therapeutic
option.
Qigong
Finding relief of autism symptoms through touch.

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contents
Inclusive child care
FALL 2014
6500 SW Macadam Ave., Suite 300 | Portland, OR 97239-3565
Ph: 503.245.0894 | Fax: 503.245.1562 | www.naylaw.com
Helping families with special needs kids provide
security and quality of life since 1984
Special Needs Planning
To order a free copy of our
Legal/Financial Planning
Guide, call (503) 245-0894 or
visit our website at naylaw.com
Every parent of a special needs child asks themselves
What will happen to my child when were gone?
We can help you nd the answers
Special Needs Trusts
Guardianships and Conservatorships
Sorting Out SSI & Medicaid
Asset Protection Plans
Wills
Living Trusts
Financial Powers of Attorney
Planning for your family tree
Member:
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FALL 2014 | VOLUME 2, ISSUE 3
SPECTRUMS MAGAZINE LLC
Courtney Freitag, Founder and Publisher

Mailing address:
1722 NW Raleigh Street, Suite 422
Portland, Oregon 97210
Phone: (971) 998-5967 Fax: (971) 327-6702
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Editorial Advisory Board:
Genevieve Athens, Michael Brooke,
Amy Donaldson, Karen Krejcha and Jody Wright
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Road trips. Weekend staycations. Swimming pools. Family
movie nights. Summer is winding down and the new
school year is in full swing. I dubbed our 2014 summer
White Knuckle Summer, intent of loosening the grip on
the rigid routine and embracing unexpected adventures.
Following his lead, my son demonstrated some nice strides
in practicing some exiblity and trying new things.
Last minute playdates? Check. Pack a picnic and head to the
river? Check. Stay in pajamas all day and watch movies?
Check. Our family relished in the exible schedule and
witnessed some marked growing and bondingby all of us.
As school doors reopen, many families search for ways
to supplement their childs education. Traditional brick
and mortar K-12 schooling isnt for everyone. Flip to page
18 to read about some options for digital education, from
full-time online schooling to supplementing certain areas
of need. There are literally hundreds of options to nd
individualized ways to tailor your childs educationfrom
the comfort of home.
Individualized? Check. Lots of options? Check.
And as children head back into the classroom and navigate
social hierarchies, opportunities for bullying begin to creep
up. We review some strategies to empower children to
become self-advocates and also create an open dialogue
with educators and other families. Occupational therapist
Joanna Blanchard reviews tips for setting personal
boundaries and preventing children from becoming a
target for bullying.
Empowering? Check. Collaborative approach? Check.
So, while we return to the routine, I hope that our white
knuckle experiment this summer will begin to have some
ripple effects. It was a nice trial to see not just what my son
is capable of, but our entire family as a unit.
Balance? Check. Progress? Double-check.
ON OUR COVER
Spectrums Magazine LLC makes no warranty, guarantee,
endorsement or promotion of any service, provider or
therapy option listed in this publication or its website (www.
spectrumsmagazine.com). This is a free community magazine
created as a courtesy to the public. Spectrums Magazine LLC
cannot be held liable for any action or decision based upon
information found in this publication or the magazines website. It
is the responsible of individuals to discuss any therapy or treatment
option with the care team. Every effort is made to ensure accuracy
and verify information, however readers using this information do
so at their own risk. No part of this publication maybe reproduced
or transmitted without prior written consent from the publisher.
2014 All rights reserved.
Courtney Freitag
Founder and publisher
@SpectrumsMag
Animal-assisted therapy,
has long been used in
the autism community to
establish independence
and create connection.
Equine therapy, such as
our featured cover photo,
uses horses to aid those
on the spectrum.
Read more about
animal-assisted
therapy on page 28.
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IDEAS AND TOPICS FOR ALL AGES AND STAGES
Social Security Disability Income (SSDI) ................................................8
IN THIS SECTION
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receive excellent dental care in a safe, fun environment. Our dentists and
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Social Security Disability Income (SSDI):
Understanding coverage for those with autism
When you (or someone you love) have autism,
attending school or working in a neurotypical world
can be overwhelming. Attention decits, sensory and
muscle motion problems, and social/communication
misunderstandings can prevent one from being able to
independently adapt and perform work or school tasks in
typical environments. The Social Security Administration
(SSA) considers autism a complete disability in children
and adults when certain criteria are met.
But how will you know if you should even apply?
If you have a young adult who is about to turn 18, you
may be scared that he or she might not qualify for
disability help even though your young adult does not
have the skills to obtain or hold a job. And if you yourself
have autism, you might wonder whether it is autism
preventing you from succeeding in a job or whether you
just need to nd that perfect t instead.
Here is what SSA looks for when evaluating children,
young adults and adults on the spectrum. Lets use Abe, a
male with a spectrum disorder, as our example.
Children on the spectrum.
Families eligible to receive Medicaid and/or food stamps
often t SSAs allowable income limit. Abes parents
would rst need to see if they qualify nancially. Then,
to decide if Abe is disabled under SSA regulations, SSA
needs evidence from a doctor (Ph.D., Psy.D., or M.D.) and
medical records with clinical ndings and test results.
SSA also looks at detailed statements from family/
friends, caretakers, therapists and teachers. The medical
evidence from the doctor, based on teacher or treating
therapy reports, parent reports and independent testing.
Statements from others must identify that Abe has
decits in reciprocal social interaction (e.g., doesnt know
how to play with others, still engages in parallel play
beyond typical age), decits in communication (e.g., at
least 1 to 2 standard deviations below the mean for
his age), decits in age-appropriate imaginative play or
concepts as well as restricted activities and interests.
Abes doctors must then provide an assessment opinion
showing how these decits cause serious limitations
in at least two of the following areas of functioning:
communication/cognitive functioning, social functioning,
personal functioning, and/or sustaining concentration,
persistence or pace.
Most parents think their child qualies for disability only
because she or he is diagnosed with autism or Aspergers
syndrome. This is not the case. Below is an example
showing how Abe likely will NOT qualify for disability:
Abes parents applied for Abes SSI because they lost their
home, assets and income due to Abes mothers medical
problems when Abe turned 11. As an 11-year-old, Abes
attention problems in class caused poor grades except
in his favorite class (math). Abe was diagnosed with
Aspergers syndrome when younger, but no longer met
DSM-5 criteria for autism. In spite of occasional irritability
caused by being around certain lighting or sounds, Abe
can talk to others to share ideas and complete schoolwork
with reminders to stay on task.
Abe has two friends from special education classes who
also share similar interests. Although Abe gets anxious
about changes, he doesnt blow up or hit others when
faced with a change in routine. Abe cant make small talk
and appears shy, but all his teachers say he is easygoing
and polite in class, even when inattentive. Finally, Abe
is fully toilet trained, doesnt wet the bed and can bathe,
feed and dress himself without help, although his parents
have to give him reminders.
In the above example, SSI would deny Abes disability
application because his spectrum disorder doesnt cause
serious problems in his functioning in school, having
friends, communicating, or self care. Based on these facts
alone, Abe would appear to have moderate problems at
best.
Young adults on the spectrum.
SSA determines an adult is disabled if she or he either is
severely impaired and meets SSAs denition of autism
impairment, OR if an adult with autism cant do the work
at his/her education level or training or work simple
enough to learn within 30 days or less.
When Abe turned 18, different medical and non-medical
rules determine if Abe qualies for SSI disability. His
parents income does not count; only his income and
resources (which can include free room and board if
he still lives with his family). Our Abe is intelligent, but
needs a lot of supports and reminders to stay on task for a
job, remain physically clean and to interact appropriately
with others.
(SSA does NOT consider whether Abe could successfully
interview to obtain a job, but SSA can look at evidence
showing Abes lack of social skills prevent him from
By Melissa Kenney, Esq.
9
working well with coworkers, supervisors and the
public).
SSA needs evidence to decide if Abes limitations prevent
him from being successful at competitive employment
as opposed to a sheltered work environment where
disabilities are accommodated by the employer, and
performance is not measured against neurotypical
people.
In general, Abe must prove he is too disabled to work
with (1) medical records and testing results; (2) school
IEPs and functional assessments; (3) his testimony
describing his limitations (which should parallel with
what he tells his doctors, therapists, or is demonstrated
in assessments); and (4) witness descriptions of his
problems and limitations in social interactions, self care,
persistence and pace on tasks or hobbies.
Because Abe is so young, Abe should be enrolled in
vocational rehabilitation, and, very importantly, should
obtain a vocational assessment. Abes vocational
assessment should contain a summary of his medical
history, testing results and opinions, summary of his IEP
goals that were achieved and not achieved, and what jobs,
if any, Abe can perform with his limitation.
If his vocational assessment says Abe can only work part-
time because of his limits, or requires sheltered work that
permits constant redirection and a reduced work pace
below normal, then Abes vocational assessment provides
strong evidence that Abe is unable to work full-time in
competitive employment. If Abe obtained disability, SSA
likely would review his case every several years to see
if Abe learned enough skills (whether educational or
adaptive skills) to be able to work in spite of his disabling
condition.
Older adults on the spectrum.
Imagine if Abes loving parents owned a small quiet
corner market where Abe would help out by running a
cash register, stocking shelves and answering phones.
The store rarely had more than three to ve customers
at a time. Abe wasnt really very good at the job because
he needed a lot of reminders, was slow and couldnt make
eye contact with customers, but since everyone knew
him, people were patient.
Abe tried living on his own, but was kicked out of his
apartment because he never cleaned the place and it
attracted vermin. Abe rarely bathed, too, and his brother
always brought him clean laundry because Abe never
remembered to do it himself. When Abe turned 40, his
parents closed the store and retired. Abe tried to nd
work: with his high school education, some vocational
training and experience at his parents store, no one hired
him. He decided to apply for disability.
Under SSA regulations, the same proof that Abe needed
at 18 still applies. In addition, Abe should also get witness
statements from third parties that are not his family,
such as former customers, neighbors, or family friends
who can describe Abes limitations they personally
observed. They should be able to describe limitations
in concentration, pace and persistence at tasks, social
interactions and self-care. If a medical professional or
therapist observed these same limitations, they should
be fully documented in Abes medical, therapy and/or
vocational records as well.
Finally, if Abe was over the age of 18 and diagnosed with
autism before age 22, he can get additional nancial
benets through his retired or deceased parents SSDI, as
long as he never married.
In our practice, the biggest hurdles for our clients with
autism are that they possess exceptional gifts and
intelligence, but also possess signicant limitations in
self-care, ability to work with others and ability to stay on
task. Many of our clients succeeded in college only due
to a sheltered parental home environment where others
made sure basic hygiene standards, class registration and
attendance take place.
Because of their parents well-intentioned supports,
our clients with autism get an education, but are unable
to transfer their education to an independent work
environment. Most SSI analysts and administrative
law judges see only high IQ scores, and conclude that a
high IQ shows an ability to work. As such, parents and
family need to be sure to provide SSA college attendance
records, journals, receipts and other records. These should
demonstrate that their adult children receive signicant
social, self-care and work supports from family and
community.
Melissa Kenney, Esq. is a member of KP Law, PC, a
social security and veterans disability law rm providing
representation throughout the Pacic Northwest. In addition
to pas work for people with disabilities and involvement in
disability rights groups, Melissa is also a proud parent to
her neurotypical step-daughter, her spectrum son and her
neurotypical daughter.
Social Security, continued from page 8
Vocational assessments
should indicate limitations,
a requirement for sheltered
work or a reduced pace as
strong evidence for SSDI.
recreation
INCLUSIVE WAYS TO HAVE FUN
Building social skills through nature ........................................12
Boffer: weaponry that teaches .................................................... 14
IN THIS SECTION
11
1425 N Killingsworth Street, Portland
www.sensorykidsot.com (503) 575-9402
Therapy for kids with individual
differences and sensory needs.
We have been on this road of autism therapy for eight years now,
and after visiting countless clinics both in Oregon and California,
it is my sincere and humble opinion that the love and care we
received at Sensory Kids is truly unparalleled.
Searmi, parent and client at Sensory Kids
Family-Centered, Child-Driven, Therapist-Led
Occupational Therapy Speech-Language Therapy
Counseling Dance-Movement Therapy
Ongoing Parent Support and Parent Counseling Groups
3943 Douglas Way, Lake Oswego
www.dischingerteam.com (503) 635-4439
As a team, we are committed to providing a
unique professional experience in a loving and
caring atmosphere. We tailor all of our
treatments to ft the individual patient, so
when you complete your treatment you have
a smile that is every bit as unique as you!
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By Elizabeth Sautter, M.A. CCC-SLP
Building social skills through
Outdoor activities foster opportunities for exploring
new things, building imagination and increasing social
competence. Getting in touch with nature gives your
child a chance for outdoor play and exploration, and also
offers teachable moments where you can nurture social
and emotional skills. Next time you are outdoors, practice
one of these activities with your child:
Nature Walk
Why not build social skills while also getting some
exercise? While walking, help your child make
observations about the environment. What does it mean
about a family if there are toys on their front porch or
a doghouse in the yard? After the walk, your child can
practice sharing information by telling other family
members whats new in the neighborhood.
Social Spying
While at the park, help your child build social detective
skills by observing others and trying to determine their
relationship to one another (e.g., mom and daughter,
grandma and grandpa, etc.). Help your child understand
the clues that show how people are connected, such as
their body language and what they say to one another.
I Spy
This is an activity you can do in your own backyard or
while walking. Begin by making smart guesses about
what you and your child are seeing. For example, to
describe a ladybug you would say, I spy something red
with black spots. It will be up to the child to ask questions
and determine what you are looking at.
Scavnger Hunt
In your backyard or another outdoor location, place
clues around and have the child hunt for them to nd
the nal prize. Start out with a verbal hint such as, The
rst clue is under Dads favorite lawn chair. If needed,
help the child gure out the meaning of a clue. Being able
to search for clues and follow directions supports social
competence.
Getting in touch with nature
gives your child a chance for
outdoor play and exploration, and
also offers teachable moments
where you can nurture social and
emotional skills.
Building social skills through
13
SHARE PHOTOS OF YOUR OUTDOOR ADVENTURES ON OUR FACEBOOK PAGE!
Nature, continued from page 14
Find Your Green Thumb
Gardening is a great outdoor activity to enjoy as a family.
First, decide where to garden and what your child
will plant. Whether youre growing owers, herbs, or
vegetables, teach your child what is required to make them
grow (water, sunshine, care, etc.). Create a schedule so
your child will know when to water the seeds or plants.
Your child will learn that it takes a lot of responsibility and
nurturing to keep something alive, and it takes patience to
watch it grow.
Get Artsy
At a park, beach, or in your backyard, create art using
natural materials. Sticks, rocks, leaves, acorns, sand and
shells are all terric art supplies. Your child can practice
planning and sequencing by imagining the artwork and
then gathering the needed materials. Collaborating with a
friend or sibling provides a chance to practice cooperation
and perspective taking. And, your child can practice
exibility if a creation falls down, blows away, or doesnt
turn out quite as expected.
Not only will practicing social skills outdoors encourage
your child to appreciate nature, but it will also increase
observation skills that will carry over into other social
situations. Remember, whether you are in your own
backyard or far from home, there is a teachable moment
waiting. Most of the activities described here and many
others can be found in my book, Make Social Learning Stick!
Elizabeth Sautter, M.A. CCC-SLP is co-director and co-owner
of Communication Works (cwtherapy.com), a private practice
in Oakland, Calif., offering speech, language, social and
occupational therapy. She is the co-author of the Whole Body
Listening Larry (socialthinking.com) books. Her most recent
book is Make Social Learning Stick! How to Guide
and Nurture Social Competence through Everyday
Routines and Activities (aapcpublishing.net).
Follow her on Facebook: /Make-Social-Learning-Stick and on
Twitter @ MakeSocialStick.
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Jonathan Chase is an autism advocate, professional
musician, TEDx presenter, board member of the Autism
Society of Oregon and mentor to ASD parents and
children. Obviously, the 31-year-old Portland resident
has a wide range of diverse talents and special interests.

One of his interests, by any standard, is very special.

Several times a year, Jonathan, who was diagnosed with
Asperger syndrome when he was 14, organizes playful
interactive educational events called Boffer Workshops.

Thats not a typo. The word is Boffer.
So, whats a Boffer Workshop? Jonathans denition:
Light contact battles with foam armaments designed
to challenge individuals ages 10-30+ in a fun, safe
collaborative environment.

In other words, live-action, non-life-threatening role-
playing.

Boffer armaments are handmade replicas of medieval
swords, shields and hammersthink Mel Gibsons
personal hand-held arsenal in the movie Braveheart.
Unlike the real thing, boffer weapons do not harm or
maim. In fact, when one is struck by a boffer sword,
laughter often follows the blow.

It was a hobby I had as a teenager, Jonathan recalls.
My best friend John and I would build these things
with our friends and have sword ghts. When I started
working in the autism community with teens and young
adults through my mentoring business, I was looking for
different activities.

One day, while meeting with a client, Jonathan decided
to bring out one of his old foam swords for inspection
and discussion. His clients interest was strong, and the
result was spectacular.

Before long, the teenager who had trouble connecting
with people he didnt know, was running around in a
eld swinging a sword. It lit a spark, Jonathan says.

From there, Jonathan started organizing and running
group classes outdoors around Portland in the
summertime. The group is actively looking for a donated
space to hold workshops indoors during the fall and
winter months.

The weapons are silly. Theyre bright colored foam and
tape and cloth swords, shields and axes, Jonathan says.
At the most basic level, its fun. Its a physical activity
for people who are not physical and athletic. Everybody
gets to win, and everybody loses. On a deeper level, I see
it as a window I can use it to open up and teach things
that are hard to teach without a good context.

Jonathan notes that his boffer workshops arent all fun
and games. Boffering teaches receptive language, group
strategy, leadership and spatial awareness.

Its a fun group activity. But, on a deeper level, I can use
it to teach critical skills to the population that needs it
the most. In a way, thats fun.
For more information, or if you have a indoor space to
donate, please contact jonathan@jonathanchase.net.
Robert Parish is an autism activist and lmmaker who lives
in Portland. His autism awareness lms and books can be
found on the web at: www.comebackjack.org. He is regular
content contributor to Portland Radio Project,
www.prp.fm.
By Robert Parish
John Rahberger (left) and
Jonathan Chase, friends
since second grade, hold
their handmade weaponry.
[Photo by Robert Parish]
BOFFER: WEAPONRY THAT TEACHES
Group activity teaches leadership and spatial awareness
15
PlaySpace
wherekidsconnect
Therapeutic social skills groups for developing:
Engagement
Cooperation
Communication
Pretend play
Friendships

All groups at PlaySpace are designed to meet
the needs of children ages 3-10 years who are
experiencing communication, social, sensory
and behavioral challenges.
Groups run year round and can be billed to insurance
Visit: www.pdxplayspace.com
Call: 503.224.2820
Email: info@pdxplayspace.com
1727 NE 13th Avenue Portland, Oregon 97212
Contact us for more information:
16
education
KNOWLEDGE TO EMPOWER FAMILIES AND PEOPLE ON THE SPECTRUM
Bullying ......................................................................................................17
Digital education ...................................................................................18
Inclusive child care ............................................................................. 20
IN THIS SECTION
BULLYING 101:
Strategies for self-advocacy and prevention
17
By Joanna Blanchard, OTR/L
During elementary school, our family was able to partner
with school staff to navigate most of the social issues
that cropped up. However, middle school and high school
is a totally different story for any child. For those with
difculty processing social cues in the rst place, it can be
very challenging.
Our oldest child, now entering seventh-grade, is on
the very high end of the autism spectrum, coupled
with intense ADHD. In the past, it seemed his lack of
awareness about what his peers thought was a blessing.
He didnt worry about it, so neither did I.
Now that hes more aware of social norms, things that
other kids have moved past at this age still cut him deeply
and cause anxiety. He often feels blind-sided, despite
years of social groups and therapy.
To help educate his peers, Ive shown a video in his
elementary classroom about bullying, talked about
autism, drawn tangled neurons to emphasize that a
person with autism has a bigger brain. This presentation
was always as enlightening for me as it is for the kidsall
who had the most amazing insights and questions.
However, older kids tend to be more sophisticated and
guarded about what they say in front of each other.
This is challenging to approach talking about the subject
without sounding preachy. I am not sure what to
look for or say within an older, savvy group of kids to
encourage social inclusion.
Im not sure we can prevent bullying, says Lori Ohama,
a fourth-grade teacher in the Battle Ground School
District and parent of two teens. But we need to inform
our kids of different forms of bullying, how to respond
and make sure schools take it seriously. She recommends
parents and educators address each incident individually
and promptly to ensure students that adults within the
system will not fail them.
Mark Moy, owner and head instructor at Moy Martial
Arts and Tai Chi in Vancouver, has several tips to prevent
bullying, and suggests scenario training with your child,
asking: What would you do if
He also advises parents to have a permission talk with
kids, giving your kids permission to say no to other
people, setting personal boundaries and preventing
being an easy target.
Another important prevention technique is to take
time to talk to your child about his or her day, which is
often a challenge for children with autism. Making sure
to communicate with school staff regularly via email,
journal, or in-person is important, especially for non-
verbal students.
If you are able to volunteer at your childs school, it allows
you to begin putting faces to the names of kids that your
child talks about. Getting to know your childs classmates
rst-hand enables you to help your child interpret
difcult things, including tone of voice and sarcasm, and
help you nd solutions together.
Some effective mantras our family has practiced over
the include, Fly under the radar like a stealth bomber
or Lions look for the scared zebra, which keeping a low
prole, even if you want to be part of the action. Loud,
silly, over-reactive, or attention-seeking behavior can
call attention, attracting bullies.
There are often indicators when your child is being
bullied. These can be subtle and especially challenging to
see in non-verbal individuals.
Both Ohama and Moy say to look for changes in behavior,
such as avoidance or withdrawal from participation in
class or at recess.
Moy and stopbullying.gov also list the following red ags:
Unexplained injuries
Unexplained damage or loss of personal items,
including electronics, clothing, books or jewelry
Negative self-talk, such as Im stupid or I feel like
killing myself
Self-destructive behaviors, such as harming
themselves or wanting to run away
Declining grades, avoidance of friends
Frequent headaches, stomach aches, or faking illness
Difculty sleeping, nightmares
Loss of appetite, unexplained gain in appetite or
binge eating (could be hungry from missing or
avoiding lunch)
Responding to actual bullying is stressful for
everyone involved. Ohama recommends approaching
administration consistently with every single incident.

Every time that something happens you have to email,
call, or do both, she says. No matter what, you have to
Continued on page 21
BULLYING 101:
Strategies for self-advocacy and prevention
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By Alexis Morley
As many parents of children on the autism spectrum
will attest, traditional school settings may present the
challenge of a one-size-ts-all approach to education.
Several factors can inhibit the learning experience for
a student with autism: teachers moving too quickly
through material, multiple transitions throughout the
day and general overall social requirements.
Luckily, there are a number of alternate options offering
a different pace and path to education. Online education
is one option and can provide either supplemental or full-
time instruction for students with ASD.
At rst glance, the world of online education can be vast
and overwhelming. One way to determine which option
provides the best support for your child is to consider if
youre looking for the entirety of his or hers education
to be online, or if youre looking for more supplemental
opportunities.
For those looking to get out of the physical classroom
completely, organizations like Connections Academy or
Time4Learning offer complete curriculums for parents to
use at home.
Connections Academy is a free, online public school
where students in grades K-12 study both the basics,
as well as electives in areas such as art history or
technology. Supplemental eld trips and online forums
allow students to connect with others in small, contained
groups.
Time4Learning, an online paid service specically geared
toward students with autism, also provides pre-K-12
students with the core subjects and electives in economics
or health. Both programs allow users to work at their own
pace, highlighting a reason that online education is a good
t for students with autism.
By being able to learn at an individual pace and adapt
to unique learning abilities and style, online students
can take extra time to absorb information without the
pressure of holding back a whole class. Learning online
can provide deeper instruction in specic areas of need,
whereas some teachers in a traditional setting are
constricted by time and a high student ratio.
Alternatively, students who are able to move through
subjects quickly no longer grow bored or distracted
waiting for other students to complete a lesson.
Time4Learning is designed to let students separate their
math and English work rates to approach learning each
subject at different rates as needed.
Some families are unable to commit to the time it takes
for full-time online education. Therefore, using online
education as a supplement to what is already being
taught during the day might be a better t.
Autism Expressed is a company that works to add
additional information to the current K-12 standard
curriculum. While many students on the autism
spectrum are well-versed in digital gaming and online
videos, Autism Expressed tries to supplement general
digital and Internet skills.
Jobs today, and increasingly many of our social
interactions, rely an understanding of the nuances of
digital literacy. With a curriculum specically geared
towards tween and teens on the spectrum, Autism
Expressed hopes to teach digital skills that can support
students as they move through school and onto higher
education, jobs and overall independence.
Just like full-time online schooling, modules are student-
driven and self-paced to allow an individualized rate
of learning. They start with Internet basics and move
through to more advanced skills, like safely interacting
DIGITAL EDUCATION:
An alternative to traditional learning
19

ADDITIONAL
RESOURCES
Time 4 Learning
Special needs online education modules for
K-12 students.
www.time4learning.com/homeschool/
homeschooling_special_needs.shtml
(888) 771-0914
Washington Virtual Academy
Individualized online education for
K-12 students. Company based in
Tacoma, Wash.
www.k12.com/wava#.U_96Vv1k_nc
(866) 548-9444
Connections Academy
Free online public K-12 school
www.connectionsacademy.com/home.aspx
(800) 382-6010
Autism Expressed
Digital skills for adolescents with autism
www.autismexpressed.com
Adirondack Learning Academy
Online customized K-12 education
www.adirondacklearningacademy.com
(800) 374-1007
Teach Town
Educational products for children
with autism.
www.web.teachtown.com
(800) 283-0165
Digital, continued from page 18
on social media. Students nish with a completed online
portfolio showcasing their skills and abilities that they
can take to future job interviews or attach to college
applications.
This extra instructional time for Internet basics can
include online social skills, how to organize an electronic
calendar and being able to organize thoughts in a
computer program before writing a paper.
The development of apps for use with a smartphone,
such as an Android or iPhone
, along with software, are

other ways to boost your childs educational experience.
There are apps that address social communication, such as
QuickCues by Fraser, language, like FaceUp Matching and
functional skills, like Chore Pad HD.
Other apps are available to aid in reading skills, learning
pronouns, increasing vocabulary and identifying
emotions. One thing to consider when selecting an app, or
really any online education program, is the research and
efcacy behind the app. There are plenty of entertainment
apps, (AngryBirds, anyone?), however ultimately they
dont expand your students academic skills.
Other apps and online programs will weave proven
therapy methods, such as Applied Behavior Analysis. A
good approach to nd the best apps for your child is to
speak with a clinician or educator. Often a professionals
suggestion can offer apps that are tailored to a specic
skill, or area of weakness, your child is working on. Several
organizations will list apps, how they can help a certain
area and what the evidence exists to support their use.
Online and computer-based education can be a great t for
students on the spectrum due to their unique attributes.
Many programs, apps and software not only allow for
students to learn through multiple sensory modalities
(pictures, sounds and hands-on activities), but also provide
videos that model correct behavior or skills.
Video modeling has been shown to be effective method
when working with children on the spectrum. A video
model, unlike a teacher in a classroom, can be paused
and viewed repeatedly until a child is able to master the
skill. Many programs target a connected skill in addition
to addressing the main purpose of a lesson. For example,
while learning how to send an e-mail, a student might
also work on appropriate ways to address a friend online,
or the etiquette behind sending a note to a professional
colleague.
Gaining multiple skills from one lesson helps children
integrate what theyve learned into daily life better than
learning in isolation. Kids can make connections they
might not otherwise get if solely focused on learning one
specic skill.
Alexis Morley is a second year speech-language pathology
Masters student at Pacic University. In the past shes worked
in Portland State Universitys Autism & Child Language
Disorders Lab as well as served as a volunteer with Autism
Society of Oregon. She has previously written content for
Seattle Magazine and InsideJobs.com.
20
E
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Finding the right person to provide respite or child care
is a common challenge for any family. However, children
that require special care or medical requirements add an
extra layer of complexity.
As school doors open and students are welcomed back
into the classroom, families juggle schedules that often
require care for children with autism. The level of care
can vary from dressing, grooming and feeding care to
accommodating sensory needs, toileting and assistance
with homework. However, having options and choices
for a welcoming, safe environment is a critical step for
children to be appreciated in a diverse setting.
There are also many benets to early childhood and
school-age children in an inclusive settingfor both the
child and the caregiver.
Inclusive child care is important because it makes child
care about caring for children, not separating someone
because they may be labeled as different, says Sheila
Baer, owner of Baerly Big Child Care in Tigard.
It starts with teaching tolerance for one another.
Children with autism will require an individualized
approach to their needs, being aware of how to
incorporate social skills, behavioral goals and different
strategies than their neurotypical peers. Whether it is in
a group setting or a one-on-one caregiver, a reliable and
qualied provider is like an extension of your family.
Inclusive child care simply means children with
and without special needs are cared for together.
Addressing the specic needs of your child, and setting
up parameters for proper support, is a step toward
inclusivity so children on the spectrum are given a
chance to meet their potential. When inclusive child
care options are available, families dont have to face
potentially losing a job or be forced to be the primary
caregiver for a special needs child.
First, decide what type of child care setting and option
is the best t and what works best for your family
dynamic. There are a few varying types and each one
has its own benets depending on the needs of the child:
In-home: A daycare professional that serves the
family in their home.
Home-based daycare: Small setting generally in a
licensed providers home.
Inclusive/specialized schools: Quality care by those
trained and experienced with children on the spectrum.
Depending on what type of set-up is ideal, creating a
plan and outline of information is essential. The
Inclusive Child Care Program outlines helpful
information that will help a provider serve a child on
the spectrum, such as:
A childs interests, special likes/dislikes and favorite
activities
A childs strengths and abilities
A childs specic needs and the best way to meet
them
Any fears or concerns
Best ways to communicate with the family
How to keep consistency between home and the
child care facility (if off-site)
People that may be helpful to a provider, such as a
therapist or specialist that works with the child
ICCP also outlines the many benets of inclusive child
care to children and youth, whether they experience a
disability or not:
Young people are not segregated. The negative
effects of labeling and lack of familiarity are
decreased.
Young and school-age children have opportunities
to learn from and share experiences with each other
This includes positive models for learning,
communication and behaviors.
All children feel a sense of belonging.
Children of all ages learn to appreciate diversity
in others.
When everyone participates, children have
opportunities to be creative, resourceful and
cooperative.
Child care providers also benet to opening their doors
or servicing families with children on the spectrum.
Gaining knowledge and skills of this population allows
educators to bring their knowledge to children requiring
a bit of extra care, demonstrating a exibility and
understanding that each child has its own unique needs.
Ive always thought of myself as a caretaker, Baer says.
So accommodating children with autism or any other
ability comes naturally. I just want children to have a
fun and safe environment to be in. A child should never
feel excluded for being who they are.
INCLUSIVE CHILD CARE:
Accommodating the needs
of all children
By Courtney Freitag
Visit Spectrums Magazines website for a list of questions to ask a child care provider.
21
ght for your child that has been bullied, she says, adding
that email correspondence works best to keep a record of
communication.
It is also important to talk to kids about the difference
between how to react to situations. Moy stresses that
self-defense is different than ghting and uses several
strategies to teach this.
Self-defense is when I tried to ignore it or walk away, but
the bully continues to physically harm me, and I physically
resist, he explains. Fighting is when I can walk away, but
dont and lose my temper, entering a physical altercation.
In his classes, kids repeat drills yelling, Stop! Leave me
alone! Back off! and practice turning and walking away
from imaginary bullies, as well as learning how to break
holds, block hits and twist out of grabs.
For children who have difculty communicating verbally,
these phrases can be programmed into an augmentative
communication device, or pictures placed on note cards to
carry. Make sure your childs school staff is aware of these
options and that they are respected when used.
Both Moy and Ohama expressed the importance of making
a child feel supported when they stick up for themselves.
If there is a zero-tolerance policy at the school, and the
child gets in trouble due to defending themselves, the
child needs to know that the parent will still stand by
them, Moy explains.
Ohama adds: Kung Fu really has helped our childs
condence and given him tools to deal with bullies. We
have it on record if he has to defend himself that I am
100 percent behind him if the school is not going to take
action.
It is also important to remember that kids often dont
report bullying at all. Statistics show that only about
one-third of bullying cases are reported, in part because
kids dont want to be judged as weak or be more socially
isolated than they already are.
Most children will want to handle the problem on their
own, particularly as their approaching adolescence. They
do not want to be labeled tattle tales and may fear
backlash from bullies or peers, according to stopbullying.
gov.
Moy explains that when a bully begins bothering a
child, teaching these simple points are some of the most
effective in avoiding escalation of a problem:
Ignore them and walk away
Dont let the bully poke, push, pinch, punch or
grab me
Use my voice: Leave me alone
Report my problem to an adult that I trust
In addition to teaching the appropriate tools, ensuring
open and frequent communication between you, your
child and your childs school is key to helping them to stay
safe and feel supported.
Joanna Blanchard is an occupational therapist and the
mother of two boys on opposite ends of the autism
spectrum. She is the owner of Everybody Stims Occupational
Therapy in Vancouver, Wash. She can be reached online
at www.everybodystims.com or via email at joanna@
everybodystims.com.
Bullying, continued from page 17
Statistics show that only about
one-third of bullying cases are
reported, in part because kids
dont want to be judged as weak
or be more socially isolated than
they already are.
22
health & wellness
PROMOTING HEALTH AND WELL-BEING
Sensory sensitivities: helping children nd comfort ...... 24
My Turn ................................................................................................. 25
IN THIS SECTION
23
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Clackamas Speech is focused on connecting with your child to
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Specializes in speech disorders, language disorders, orofacial
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More than 18 years experience in speech-language pathology
Most insurance accepted, including Oregon Health Plan
On-site Learning Specialist with 30 years experience in autism,
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Join us every Saturday or drop-in for our
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Social Skills Training Support Groups
Occupational Therapy Specializing in
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AdvancedPediatricTherapies.com
Portland & Vancouver locations: (360) 885.4684
Our mission is to provide
evidence-based treatment and financial
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Afterschool programs Parent training
In-home programs Social skills groups
Early Learners Program
(503) 516-9085
ahopeforautism.net
24
H
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&

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S
Many children on the autism spectrum experience
sensory processing difculties or sensory processing
disorder (SPD). Sensory processing is the neurological
processing and interpretation of sensation within ones
own body and from the environment. In short, it is the
brains organization and interpretation of the sensory
input from everyday use.
This is a complex interrelationship of processes, hence
the term sensory integration. Modulation is a term you
may hear describing the neurological process which
an individuals central nervous system appropriately
regulates, and continually adjusts, behavior responses to
external and internal sensory stimuli. If this modulation
is not working well, a person with SPD may seem under
responsive, over responsive (seeking stimuli), bothor
may be overwhelmed to sensory stimuli.
When this behavior interferes with an individuals
occupation in life (social, emotional, play, school,
attention, body mechanics, self-care, etc.), then it is
termed a disorder, hence sensory processing/integration
disorder. Anyone and everyone have some sensory
processing or integration problems from time to
time. This is because any kind of sensory stimuli can
temporarily disrupt ones normal functioning.
The three main sensory systems are tactile/touch
(inuencing motor control and emotional development);
proprioception (sense obtain through ones own muscles,
ligaments, deep pressure to the skin that in turn give
a sense of body position, organization and calibration
of movement); and vestibular (sense of movement
and gravity, specically postural control, muscle tone,
coordinated use of both sides of the body, coordinating
eye movements, etc). Other sensory systems include
olfactory (smell), auditory, visual and gustatory (taste).
Sensory difculties are individual to each person and
some may be mildly affected while others have greater
difculty functioning in life. Symptoms vary and not
all are present, and it is also a marker of neurological
dysfunction that an individual may show symptoms
one day, or with one activity, and not the next. Therapy
for SPD is mainly performed by a trained sensory
certied occupational therapist, and includes a safe and
challenging level of sensory stimulation.
Activities are performed to encourage movement that
focuses the individual on tolerating and integrating
sensory input, which is driven by the individuals
interests and the occupation of play. Other therapy
focuses on making environmental adaptations (such as
in the home and school).
Dressing for Success!
As mentioned above, making adaptations within the
childs everyday life is also a part of understanding
the child. Every child deserves to feel comfortable and
condent in his or her clothing. What if that same
clothing could offer qualities that address sensory
discomfort and therapeutic input?
A childs image of himself, and how he feels in his
environment, can enhance the social and emotional
quality of life when that child feels organized and calm.
We all have sensory qualities that make us who we are.
However, when these neurological qualities interrupt
our participation in life in a negative way, it should be
recognized and accommodated.
There are many children with an array of diagnoses
that are subject to sensory hyper- or hypo-sensitivities,
motor difculties and social differences, including autism
and Aspergers, ADHD, sensory processing disorders,
anxiety and many other developmental disabilities.
Why not make their clothing possess some of the very
neuroscience qualities that could help enhance their
social and emotional well-being?
By Susan Donohoe, OTR/L, SI/SIPT Certied
Common symptoms of SPD include: clumsiness (tripping, bumping, falling); poor
ne motor skills; delayed self-care skills; poor muscle tone; difculty initiating tasks;
poor timing; poor posture; poor hand-eye coordination; learning disabilities; poor
handwriting; poor organization skills; becomes easily frustrated; difculty with social
relations; constantly touching objects; doesnt like to be groomed; difculty with clothing
seams, socks, waistbands; seeks only soft clothes; likes tight clothing, small spaces, weight
of blankets; opposed to being touched, would rather be the one to touch; hates being
tickled or cuddled; often touches people or objects too hard; difculty with eye contact;
often smells objects; poor attention skills; picky eater; stufng food or objects into
mouth; difculty with transitioning; hyper or hyposensitive to noise; hypersensitive to
touch; little awareness to pain and temperature; hyposensitive to touch (may not notice
when clothes are twisted or on improperly); hypersensitive to light; movement produces
an anxious reaction (swinging, roller coasters); overseeks movement (swinging, spinning,
rolling); takes excessive risks in movement, extreme activity levels; walking on tiptoes.
SENSORY SENSITIVITIES:
Understanding processing difculties
25
As a mother of a child who suffered from sensory
processing disorder, and as a long-time sensory
pediatric occupational therapist and advocate, I
know rsthand it is not easy for our children.
Parents, therapists and educators often express to
me the benets of weighed garments, chew objects,
compression garments and a childs desire for soft
materials. However, they frequently state that what
is offered to them is too therapeutic looking, and
therefore, stigmatizing. Its hard to use many of
these garments throughout normal life.
Construction of a garment for children who suffer
sensory processing difculties should include
specic consideration to address such sensitivities.
These can include ease-of-function, tactile
sensitivity, relevant design, safety, consistency in
design for spatial orientation and proprioceptive
input (the unconscious awareness of sensations
coming from receptors in ones joints, muscles,
tendons and ligaments). These considerations help
promote independence as well as organization,
alertness and simplicity where quickness of dressing
is often expected throughout an individuals day.
When choosing a weighted vest or blanket, for
instance, it is signicant to hear the child ask
specically for the soft one, the cool one, or the
nice one. It is equally important to give parents
beautiful, easy-to-use superior fabrics that are
relevant and stylish. It is the right of the individual
and their parents to have non-stigmatizing
products. Just as important is the idea of play,
and accommodating products should express
the youthful nature and playfulness inherent in
children.
Respect, pleasure, playfulness, comfort and a
feeling of security are aspects that can be inherent
in childrens clothing. As the design of the
childs apparel and play products are considered,
it is important that as many of their personal
characteristics are taken into consideration, in
addition to the ability for children to take some
therapeutic qualities along with them anywhere all
day long.
There are so many strategies that help a child with
SPD. Considering the aspects of their clothing is
just another way a parent can use a non-invasive
strategy aimed to let the child know you understand
and accept what he or she is feeling!
Susan Donohoe, OTR/L is a pediatric occupational
therapist with 33 years experience and certication in
Sensory Integration and SIPT testing. Through many
years of active practice and working closely with
educators, therapists, manufacturers, nursing and
experts in design, she founded Kozie Clothes (www.
kozieclothes.com) as a way to incorporate neuroscience
principles into relevant designed apparel for children
with special needs.
Sensory, continued from page 24
ONE PERSONS STORY
OF LIFE WITH AUTISM
MY TURN
When my son was born on my fathers birthday, I jokingly
asked if it guaranteed a place in the will. I would learn quickly
that a birthday was not the only thing my son shared with
his grandfather. He carries the same blue eyes and the same
penchant for routine and mischief.
Dad nicknamed my son E Man, bellowing it from his armchair
as soon as we entered their house. My son and daughter, unable
to pronounce Woody, called him Papa Woo.
Ethan was a chubby, cheerful baby and toddler. He was
naturally friendly, and drew people to him by giving what a
friend labeled his movie star smile. Upon rst introductions,
my father scooped my son up and walked around, ipping and
opping him in that way that only grandfathers can while Ethan
laughed and kicked his little legs in delight.
We celebrated Ethans rst birthday and my fathers 62
nd

together. Given my dads love of Tools, the theme was,
appropriately, Bob the Builder. Ethan ate his rst bite of cake
that day, smashing it with his hand and shoving it in with no
regard for decorum. The E Man! my dad kept exclaiming,
laughing at my son while my son laughed back at him.
When Ethan began showing signs of autism, my father
announced that he had sensed something was wrong for a
while. He shared my disbelief and helplessness in the changes
happening to Ethan, watching this beloved boy lose his smile,
withdrawing into a world we couldnt enter.
My husband and I approached the diagnosis with an attitude
that wed be part of the 30 percent recovery rate. It is always a
race in the beginning and we were bereft of any village elders to
tell us that it was a marathon. My father purchased CDs of sign
language instruction so that we could teach Ethan. He and my
stepmother came to my home for the initial workshop training
with our rst Applied Behavior Analysis (ABA) consultant.
He listened as I talked and talked about different therapies,
diets, medications, trainings and theories. However, at times
I complained to my husband that it felt as if my father never
trusted me to help my son. I was wrong.
My father always thought me capable of doing something once I
made the commitment. He worried that I would never make
peace with my sons autism. It took many more years for me to
learn that lesson.
Continued on page 27
By Dana Woodhouse-Nagy
SENSORY SENSITIVITIES:
Understanding processing difculties
26
therapy
THERAPEUTIC OPTIONS FOR AUTISM
Animal-assisted therapy ............................................................................ 28
Qigong ................................................................................................................... 30
IN THIS SECTION
27
My Turn, continued from page 25
I lived in a lonely world for the rst few
years after my sons diagnosis, most of
it by choice. I couldnt help feeling like
I was somehow walking in a different
reality. I avoided friends and refused to
make new ones. I immersed myself in
my family and my sons autism.
My dad would ask me to breakfast,
each call coming at 8:30 a.m. because
he was a man of strict routine. Many
times I would decline, make excuses
of chores to be done, when in reality I
was sitting on the couch reading books
and trying to calm the anxieties that
wracked my brain.
Four years ago my father called me to
ask if I would meet him for breakfast.
After I refused saying I was busy, he
hung up, but called right back and
insisted that I needed to join him.
I drove and met my dad at a new
restaurant. That should have been the
rst clue.
It was there, over coffee and eggs that
my dad told me about the cancer in
his lungs, about the upcoming lung
removal and subsequent chemo.
The doctor was condent that it was
contained. My dad, a nurse for 40
years, had his doubts.
Life changed that day for all of us.
Being the only child near, I was a main
support for my stepmother. Together
we went through surgery, chemo,
petscans, more chemo, sickness and
kidney damage, more chemo. The
cancer came back, like my dad knew it
would. Instead of a cure, my dad fought
for more time.
Dad and Ethan still celebrated their
birthday together. We kept it simple for
both their sakes. So long as there was
cake for Ethan and vanilla ice cream
for dad, it was all good. They shared
the same approach to food: keep it on
schedule, keep it coming, bring the ice
cream and keep it simple. If dad liked it,
we knew Ethan would. It made dinners
together very easy to plan.
I tried to explain to Ethan as simply as I
could what was happening to his Papa
Woo. I described to him that the cancer
was something bad growing inside
him and that he was taking drugs and
medicine to try and kill it. I looked up
simple stories from other parents and
read them to him.
One day my husband and I were
getting ready to go to the hospital. I told
Ethan we were going to see Papa and
would be back later. He walked away,
emerging a few minutes later wearing
his sandals. He stood patiently by the
door, waiting.
I explained to Ethan that he couldnt
go into the hospital room, that Papa
looked different, was thin with
tubes and equipment. See Papa, he
answered while he tried to turn the
doorknob.
We got to the hospital. I walked into
my fathers room. He was sitting up.
My stepmother sat next to him.
Hi, Dad, I said, nervously, Ethan
wanted to come see you. He put his
shoes on and waited at the door when I
said we were leaving to visit you.
Silence lled the room as my dad stared
at me. His eyes, so like my sons, bore
a hole in me. I overshot this one, I
thought.
Finally, my dad spoke.
Yeah, he can come in, he said in a
raspy voice, but he stays at the door,
and only for a minute.
We walked in and stood at the
entrance. Ethan took a skip and
stopped suddenly. He stared intently
at Papa. He looked at the wires and the
tubes and equipment. I held his hand
and his belt.
E man! my dad called out.
His voice crackled.
Say hi, I encouraged.
Hi, Ethan said quietly.
When a few minutes passed, it was
time to leave and Ethan leaned toward
my dads bed for a kiss goodbye. It was
what he always did when we left.
My dad put his hand up and Ethan
gave him a gentle high ve.
Bye, E Man, my father called.
Buh-bye, Ethan answered.
It was four in the morning when the
phone rang.
Honey, its time, my stepmother said.
When I arrived in the room my father
was sitting up in bed breathing quietly,
eyes closed. We sat with him for the
next three hours, holding his hand. I
promised him that I would look after
my stepmother and all our family
members. I assured him Ethan would
be ne and that he didnt need to worry
about the E Man.
My father died a few minutes later, two
days before his 73
rd
birthday. My son
turned 12. At one point my father had
proclaimed that his birthday would be
a nice day to die. I disagreed, reminding
him that it was also his grandsons
birthday. Dad told me curtly that it was
his choice. I said nothing but before I
left I tearfully asked him to reconsider.
We kept Ethans birthday simple that
year. I let him make all his own choices.
He chose to go through the car wash.
He chose a bubble gum dispenser and
a bubble maker. He chose banana cake
with whip cream.
Its hard to know how far Ethans grief
over the loss of my dad goes. For the
rst few weeks he insisted on sleeping
with the door open. He wept. I stood by
his bed and reassured him everything
would be there when he woke up:
mama, dada, sissy; his room and his
house; his dog and his trampoline. We
would have breakfast, I promised. We
loved him always.
After a time Ethans anxiety eased, and
our happy boy returned. I dont see
many shadows in his eyes these days. I
know that he misses his Papa. That he
loved his Papa Woo. And I hoped that
he realizes how much Papa loved his
E Man.
Dana Woodhouse-Nagy is a secret
writer who just recently came out.
Her loved ones were not surprised and
support her life choices. She lives in the
Pacic Northwest with her husband,
daughter, son, one cockatiel and a
very ungrateful dog. Her blog site is:
www.southofnormal.blogspot.com
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When she talks about meeting Dalma for the rst time,
Doris Dehm smiles and says, I was so emotional, because
you sit there and wait for a new member of your family.
Dehm isnt talking about welcoming a new baby to the
family, but rather the Goldendoodle service dog she and
her husband got for their daughter, Anna, in January
2013. A blonde, bubbly woman with dark-rimmed glasses,
Dehm once lived in Lake Oswego and now lives in
Australia with her family.
We connect over Skype, where I speak to her in
Australias morning and Portlands afternoon. As Dehm
talks, Dalma and Anna periodically run into the room,
curiously poking their heads in front of the computers
camera to become part of the conversation. Anna, who is
diagnosed with autism, is thin, with dark hair, bangs and
a shy smile. Today shes wearing a lot of pink, which helps
to set off Dalmas curly, white blonde fur.
The two of them appear tethered together by an invisible
string. When Anna runs off Dalma follows, watching
where the child lands and following if needed. Dehm
describes how connected the two of them are, laying
together while Anna colors or cuddling while Anna reads.
Dalma proves to be more than just a fuzzy friend and
provides necessary daily support.
Anna used to have a lot of fears, Dehm explains, for
example, butteriesAnd now shes lost that entirely.
Since welcoming Dalma nearly two years ago, Annas
behavior has improved in other areas as well. Before
connecting with Dalma, Anna had meltdowns and would
harm herself, and there were also difculties sleeping
and low self-esteem. However, Dehm now sees a marked
difference in her daughter.
Along with therapy, the dog is so effective with helping
Anna confront her fears, her meltdowns and her sleep,
Dehm says about Dalma. The last years have been
amazing, we couldnt imagine the changes [weve seen].
After connecting with other families online, Dehm and
her husband decided to get a service animal for Anna
through 4 Paws for Ability. The worldwide organization
initially required over an hour of video footage of Anna
for trainers to get an idea of her behavior, both public and
in the home. Trainers then selected a dog that matched
Annas characteristics, personality as well as the needs of
the family.
We didnt get to pick the dog at all, Dehm says. However
Anna has allergies and asthma, so we asked if possible
we would like a hypoallergenic dog, and we asked for a
bigger one if possible. They said they try to take that in to
account but they cant guarantee if the dog doesnt match
the childs personality.
After selecting a dog, training begins. First, 4 Paws for
Ability sends its animals to a foster family for six months
of socialization before the dog heads to a correctional
facility to train with inmates for an additional four to six
months. In prison, dogs get basic training, as well as some
fun extra skills, such as how to do a high-ve and fall over
when you shout Bang!
Once a dog has been trained the basics, working with the
animal on the specic needs of the child are addressed.
While the dog is going through this transition, the family
also works by completing 12 full days of training at a
4 Paws center. Once the dog becomes part of the family,
training continues, but on a much more subtle level.
Im still do training, commands, teaching her not to run
ahead on a walk, listening when I give her commands,
behavioral training (sitting until released at the park), etc,
Dehm says. Its easy because the dogs are so well trained.
Saying no in a strict voice is the only punishment she
needs, she knows she has disappointed me.
Dehm attributes Annas behavioral improvements and
independence to the fact that her daughter feels dogs are
less threatening. The dog is a much more non-judgmental
entity than people were.
Annas improvements are also in part because Dalma is
able to take on a unique role in Annas life. Before getting
Dalma, Anna would push away from her parents during
a meltdown, but now Dalma is able to lie on Anna to
provide deep pressure and calm her down faster than
another person would, her mother says.
Dalma also encourages Annas independence and self-
condence by being a friendly, yet calming force. When
she thinks about Anna being a teenager and doing things
on her own, Dehm says, I feel more comfortable.
Before getting Dalma, Dehm and her husband had to take
on a role of being helicopter parents. Now with the dog,
who is trained in tethering though the family no longer
uses this method, Anna has a lot more independence
which leads to more freedom, more self-esteem. Its steps,
she knows Dalmas there and she doesnt need my hand.
Many other organizations exists throughout the world to
provide trained animals that help provide independence
for people with autism.
By Alexis Morley
ANIMAL-ASSISTED THERAPY:
Unspoken bonds that speak volumes
29
Autism Service Dogs of America also trains and
provides dogs for families with children on the
spectrum. Those interested in animal-assisted
therapy can contact breeders directly for
specically qualied training dogs for children
with autism.
While dogs might be the rst that come
to mind when thinking of animal-assisted
therapy, the options are (literally) much bigger.
Horses are used in both hippotherapy and
equine therapy and generally depend on the
severity of the disability. Hippotherapy is led
by a physical, occupational or speech therapist;
trained by the American Hippotherapy
Association; horses and patient are matched
depending on demeanor and physical
attributes; there can be additional staff
members that act as a side walker or spotter
when the patient is on horseback.
Equine therapy is led by a Therapeutic Riding
Instructor who is familiar with riders who
have special needs; they hold a Professional
Association of Therapeutic Horsemanship
(PATH) certication. Riders typically are guided
by the instructor to learn how to manage and
ride a hose with the goal of instilling as much
independence as possible. One main difference
is that equine therapy cannot be billed to
insurance, while hippotherapy can be covered by
insurance.
Forward Stride, an equine and hippotherapy
ranch in Beaverton, has several therapeutic
adaptive riding programs for children and adults
of all abilities. The adaptive program includes
classes in basic riding, dressage, drill team,
western patterns and jumping.
Other large four-legged animals available for
therapy include llamas and alpacas, specically
through Mountain Peaks Therapy based in
Vancouver, Wash. Mountain Peaks Therapy began
regularly visiting schools, hospitals, senior communities,
weddings, camps and rehabilitation facilities in 2007 and
recently completed its 900
th
visit.
Owner Lori Gregory describes her introduction into
owning llamas as a uke. Rojo is Gregorys rst llama,
since joined by Smokey and Beni, and originally was
purchased as a way to keep the lawn low. One day, while
at a fair, children ocked to the 400-pound red hued
huggable llama, and someone suggested he become a
therapy animal.
With their gentle nature, soft fur and willingness to take
multiple sensory-seeking pats, llamas can be ideal animals
to interact with children on the spectrum. Mountain
Peaks Therapy allows children to gain condence and
trust by feeding the animals by hand, as well as walk
them around when allowed. The organization primarily
works with groups, but occasionally does individual
therapy sessions with children upon request.
What began as a hobby has now become what Gregory
describes as an obsession. She says the power of
transformations that shes seen through her work with
animals and children on the spectrum. She loves to see
how children open up and express happiness around her
animals.
The connection between humans and animals is strong
and for children on the spectrum, this special bond can
provide a unique way to improve on skills and ultimately
work toward a more independent life.
Its so rewarding to see how people respond in a natural
way, Gregory says. Parents and therapists in school tell
us all the time how its hard to get a kid to talk or hug and
then our animals show up and they dont ask anything.
The kids just want to hug and talk to them.
Animal, continued from page 28
Animal relationships with
people on the spectrum
create strong bonds and can
lead to independence.
[Photo by Lori Gregory]
30
When her son, Joshua, was four years old, Jamee Homuth
began administering an ancient Chinese method known as
qigong massage to her son, hoping to alleviate some of his
autism symptoms.
Homuth took part in a parent-led qigong massage program
offered through a federal grant at Western Oregon
Universitys Teaching Research Institute.
Homuth says the improvements in Joshua have been
profound.
About a month into treatment, we experienced a huge
jump in Joshuas language ability, the Washougal mother
says. He became conversational, understanding more
and articulating more clearly. His improvement was so
pronounced that people who didnt know that we were
doing the massage began to comment on how much his
speech had improved in such a short period of time.
Through a workshops focused on naturopathic options for
autism, she was referred to Dr. Louisa Silva, founder of the
Qigong Sensory Training Institute (QSTI) and co-author
of a dozen studies on qigong that have appeared national
reputable peer-reviewed publications.
Silva, a doctor of Western medicine, Chinese medicine
and public health, has led a team of trained therapists for
14 years. In 2012, Silva was awarded a three-year grant
totaling $842,382 from the U.S. Department of Health and
Human Services Maternal and Child Health Bureau. Part
one of her two-part research has allowed Silva and her
team to treat 100 children thus far.
Her passion of helping those with chronic medical
problems led Silva to focus on how qigong and a parent-
led daily massage program have been shown to effectively
reverse sensory sensitivities and behavior improvement.
When it comes to children with disabilities, I believe the
parents are the childs greatest resources and advocates,
and must be empowered and helped to do what they do
naturally, Silva said. When a close friend of mine had
a child with autism, I started to see how devastating the
diagnosis was, how little help was offered, and I chose to
teach the parents a massage I had learned from Chinese
medicine.
Silva began seeing how qigong helped the children feel
better and was compelled to begin research on it. At the
time, all information coming out about autism was that it
was genetic, she says.
I knew that the research would have to be very good to
convince people that something like daily massage could
help to change the course of autism.
The basic premise of Silvas research is that some children
with ASD have difculties with touch, and that, in turn,
interferes with development. The research shows that
all children with autism have problems with touch, Silva
says.
Sensitivities can be of varying degree, and include refusal
to be touched on the hands and face; difculty trimming
ngernails and haircuts; clothing seams can cause
aggravation; problems with food textures in the mouth;
By Courtney Freitag
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Photos by Tyra Murray of Grace Portraits
QIGONG:
The power of touch
31
Qigong, continued from page 30
and many children can have a numbness in response to
pain and very high pain thresholds for burns, cuts and
bruises.
Like with autism itself, the cause of the problems with
touch is unknown, Silva continues. It was only last year
that sensory problems were included in the diagnosis of
autism, and so the cause of the touch problems has not yet
been fully Evaluated. We cannot say for sure that there is
no loss or damage to the sense of touch.
Part one of her research is concluding this fall, with results
being published early 2015. Part two of the research
focuses on the qigong massage treatment that has been
developed and shown to reverse the problems with touch.
The team has carried out two randomized controlled trials:
they demonstrate that when parents are trained and
supported to give their children a daily qigong massage
protocol, the touch problems return to normal, behavior
improves and development starts to pick up.
The massage is called Qigong Sensory Therapy, a whole
body massage that takes about 15 minutes to give, and is
usually given at bedtime. Parents are guided through a
three-hour group training in the massage, then practice on
each other or on a neurotypical child rst.
Families are then given weekly home visits for the rst
ve months where the therapists work with them to
perform the massage, and help them to learn to attune the
massage to their individual child.
It may not be easy to do at rst, as there are areas of the
body which are uncomfortable, Silva says. We teach
parents not to avoid these areas but to nd the techniques
which make them comfortable. We have a number of
different adaptations of the techniques, and a lot of success
with nding our way through the childrens difculties
with touch.
Homuth attended several hour-long training sessions
at QSTI where the 12 steps of qigong massage was
explained and broken down. The proper techniques for
administering each step were taught, as well as how to
modify the massage based on the behavioral responses
of the child.
Before the training sessions with QSTI professionals
began, Josh struggled with frequent meltdowns and a lot
of nervous system dysregulation, Homuth says. He had a
signicant speech delayboth expressive and receptive
anxiety and limited food intake.
Joshuas anxiety decreased slightly, and his food aversions
began to lessen, allowing him to be more comfortable
being exposed to new meals.
Marla Sheffel, a Troutdale mom to three-and-a-half-
year-old Theodore, also participated in the parent classes
and now massages Theodore ve to six times a week.
Diagnosed with autism, sensory processing disorder and
born with Torticollis, a dystonic condition dened by an
abnormal, asymmetrical head or neck position, Theodore
began responding positively 45 days into the parent-led
massage.
Sheffel also reports improved language, motor skills,
mood, dexterity and regulation. The curve from his
Torticollis has also improved. Before beginning the
massage, Theodore was screamed often, was nearly
non-verbal and had to be bounced or swung nearly all
hours of the day.
Sheffel learned how to tailor the massage to meet
Theodores needs and also practices it on her hyposensitive
5-year-old daughter.
I understand all the intricacies of doing the massage in
the right order, and how to realize if Theodore needs more
of something or needs to just feel my presence or hand on
his chest to know that he is safe and secure, Sheffel says.
Silva and her staff began a pilot study in 2013 of children
ages 6-11, and published results will be available in early
2015. She says that children show signs of normalizing
within just a few months. At the same time, self-regulation
begins to pick up, sleep improves, and tantrums decrease
as the normalization of touch on the face and hands and
eye contact improves, Silva says.
Parents are not used to the idea that they can
communicate directly with the childs brain and body
through massage, Silva concludes. But once they see
that they can make a difference in their child, and start
to see the rst small signs of improvement, they start to
understand that they have the power to help their child
get better.
Photos by Tyra Murray of Grace Portraits
Parents are guided through
a three-hour group training
in the massage, then practice
on each other or on a
neurotypical child first.
32
APPLIED BEHAVIOR ANALYSIS
(ABA)
ABA Learning Solutions
15915 SW Stratford Loop B, Tigard
(503) 381-8440
www.abaportland.com
abalearningsolutions@hotmail.com
A Hope for Autism
(see ad on page 23)
2900 SW Peaceful Lane, Portland
(503) 516-9085
www.ahopeforautism.net
robbin_ahfa@yahoo.com
AKA Consulting LLC
(971) 258-5555
www.akaconsultingportland.com
alice@akaconsultingportland.com
Autism Behavioral Consulting
(see ad on page 15)
Two locations:
9901 NE 7
th
Avenue, Suite C-116,
Vancouver
129 NE 102
nd
Avenue, Suite E, Portland
(360) 619-2462 www.autismabc.org
info@autismabc.org
Building Bridges
4724 SW Macadam Avenue, Portland
(503) 235-3122 www.bridgespdx.com
beth@bridgespdx.com
Center for Health and Performance
(see ad on page 5)
1700 NW 167
th
Place, Suite 220
Beaverton
(503) 985-9527
centerforhealthandperformance.com
Christine Shaw
2816 NE 12
th
Avenue, Portland
(206) 406-0060
Life Tools
Jennifer Knipling, MA, BCBA
(503) 853-9408
ABALifeTools@gmail.com
Melissa Gard, Ph.D., BCBA
(612) 432-4135
Melissa4135@gmail.com
Northwest Young Autism Project
15685 SW 116
th
Avenue, King City
(503) 620-9952 www.nyapllc.com
info@nyapllc.com
Pathways for Potential
10151 SW Barbur Blvd, Suite 108,
Portland
(503) 201-7750
pathwaysforpotential.com
sue@pathwaysforpotential.com
Play Connections Early Learners
15050 SW Koll Pkwy, Suite C
Beaverton
(503) 737-4693
www.playconnections.com
melanie@playconnectcenter.com
Portland Autism Center
10300 SW Greenburg Road #240,
Portland
(503) 206-6285
www.portlandautismcenter.com
Synergy Autism Center
7739 SW Capitol Hwy, #220, Portland
(503) 432-8760
www.synergyautismcenter.com
synergyautismcenter@gmail.com
Wynne Solutions
(See ad on back page)
Dr. Maria Wynne
(408) 479-4357
www.wynnesolutions.com
maria@wynnesolutions.com
ANIMAL-ASSISTED THERAPY
Autism Service Dogs of America
autismservicedogsofamerica.org
info@autismservicedogsofamerica.org
Canine Companions for Independence
(800) 572-2275 info@cci.org
City Dog Country Dog
5531 SW Macadam Avenue,
Suite 258-210, Portland
(503) 740-4886
www.citydogcountrydogtraining.com
Creative Therapy Solutions
5232 N Interstate Avenue, Portland
(503) 922-1345 www.ctcportland.com
info.creativetherapy@gmail.com
Dogs for the Deaf
(Autism Assistance Dogs)
1-800-990-3647
www.dogsforthedeaf.org
info@dogsforthedeaf.org
Flyin Changes Ranch
11904 NE 314
th
Street
Battle Ground, Washington
(360) 921-2341
yinchangesranch@gmail.com
Therapy Gone to the Dogs
5410 SW Macadam Avenue, #270,
Portland
(503) 764-9508
www.therapygonetothedogs.org
ART THERAPY
Annette Shore, MA, ATR-BC, NCC
1942 NW Kearney Street, Suite 31,
Portland
(503) 222-1807
www.nwarttherapy.com
annetteshore@comcast.net
DIRECTORY
of

THERAPY OPTIONS
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THE PORTLAND/SW WASHINGTON METRO AREA HAS HUNDREDS OF EXPERT PROVIDERS,
THERAPISTS AND PROFESSIONALS. FIND YOURS TODAY.
Spectrums Magazine began with a vision of creating a comprehensive guide of therapy options and resourcesall in one
place. Our print directory has the most up-to-date contact information for therapy options, and our website is a hub for
the latest news and information on everything from health and wellness, education, tutoring, insurance, employment and
more. While we cant endorse, promote or guarantee the services or outcome of any one provider or type of therapy, this
directory was compiled with community input. And we want yours: if you would like to be added to our online directory,
please email info@spectrumsmagazine.com.
33
Cheri Epstein
2929 SW Multnomah Blvd, #201,
Portland
(971) 205-2708
www.nwarttherapy.com
Childrens Healing Art Project
(CHAP)
1910 SE 11
th
Avenue, Portland
(503) 243-5294 www.chap.name
info@chap.name
Counseling & Art Therapy
525 1
st
Street, Suite 110, Lake Oswego
(503) 635-8122
Erica Fayrie
2931 NE Broadway, Portland
(503) 953-0234
www.ericafayrie.com
contact@ericafayrie.com
Erika Johnson
2901 SE Clinton Street, Portland
(503) 236-7884
Erika.k.johnson@gmail.com
Face in the Mirror Counseling
599 Weidman Court, Lake Oswego
(503) 201-0337 www.tmc.org
info@tmc.org
In Touch Counseling Services
203 SE Park Plaza Drive
Park Tower II, Suite 105
Vancouver
(360) 334-9959
better@intouchcounseling.com
AUDIOLOGY
Center for Communication &
Learning Skills
371 Sixth Street, Lake Oswego
(503) 699-9022
www.commlearningskills.com
Albertina Kerrs Childrens
Developmental Health Services
1675 SW Marlow Avenue, Portland
(503) 802-5273
www.childrenspdx.org
audiology@childrenspdx.org
Patty Ehlers
1010 Washington Street, #280
Vancouver
(360) 699-6374
www.pattyehlers-speechtherapy.com
Providence Neurodevelopmental
Center for Children
EAST - Providence Child Center
830 NE 47th Avenue, Portland
(503) 215-2233
Center for Children
WEST - Providence St. Vincent
Medical Center
9155 SW Barnes Road, Portland
(503) 216-2339
www.ProvidenceOregon.org/pncc
BIOFEEDBACK + NEUROFEEDBACK
Advanced Neurofeedback Clinic
2301 NW Thurman Street, Suite A
Portland
(503) 243-7907 www.nurofeed.com
kana@nurofeed.com
Biofeedback & Behavioral
Management
9450 SW Barnes Road, #255, Portland
(503) 292-0707
Insights to Health
2929 SW Multnomah Blvd, #302
Portland
(503) 501-5001
www.insightstohealth.net
info@insightstohealth.net
Nantz Ruby
10175 SW Barbur Blvd, #109b
Portland
(503) 245-9999
OT Solutions
5115 SE 38
th
Avenue, Portland
www.otsolutionspdx.com
Info@otsolutionspdx.com
Portland Neurofeedback
1306 NW Hoyt Street
Portland
(503) 248-1182
DANCE/MOVEMENT THERAPY
Disability Art and Culture Project
(503) 238-0723 dacphome.org
disabilityartculture@gmail.com
Happy Mindful People
(202) 420-8754
happymindfulpeople@gmail.com
Heart & Soles
emilydmurer@gmail.com
Imagination Yoga
(971) 645-9606
www.imaginationyoga.com
Juliana Friedman
4110 SE Hawthorne Blvd, #723
Portland
(503) 250-4373
JulianaFriedman@yahoo.com
MoveAbilities
9955 SE Washington Street, Suite 109
Portland
(541) 647-8811
North Clackamas Parks and
Recreation Department
(Various inclusive classes)
150 Beavercreek Road, Oregon City
Shelli Vrabel, Recreation Coordinator
(503) 742-4371 www.ncprd.com
svrabel@clackamas.us
Polaris Dance Theater
All Access Dance
1501 SW Taylor Street, Portland
(503) 380-5472
www.polarisdance.org
colleen@polarisdance.org
Portland Parks and Recreation
(Various inclusive classes. Check
website.)
1120 SW 5
th
Ave #1302, Portland
(503) 823-PLAY
www.portlandoregon.gov/parks/
Sensory Kids
(see ad on page 11)
(503) 575-9402
www.sensorykidsot.com
info@sensorykidsot.com
Tualatin Hills Park & Recreation
District
(Various inclusive classes. Check
website.)
15707 SW Walker Road, Beaverton
(503) 645-6433 www.thprd.org
DEVELOPMENTAL/BEHAVIORAL
PEDIATRICIAN
(503) 802-5291
www.childrenspdx.com
marym@childrenspdx.com
OHSU CDRC
Dr. Peter Biasco
Dr. Gregory Blaschke
707 SW Gaines Avenue, Portland
(503) 346-0644
Therapy Directory, continued from page 32
34
Dr. Sara Cuthill
Kaiser Permanente
(503) 331-6577
Childrens Program
Dr. John Liedel
Dr. Robin McCoy
7707 SW Capitol Hwy, Portland
www.childrensprogram.com
info@childrensprogram.com
Center for Children
830 NE 47
th
Avenue, Portland
(503) 215-2233
Medical Center
(503) 216-2339
Dr. Michele Raddish
Dr. Martine Sacks
Dr. Sarojini Budden
Dr. Fulgencio Del Castillo
Evergreen Pediatric Clinic
(Legacy Salmon Creek)
2101 NE 139
th
Avenue, #370
Vancouver
(360) 892-1635
www.evergreenpediatrics.com
Evergreen Pediatric Clinic
(PeaceHealth Southwest)
505 NE 87
th
Avenue, #120, Vancouver
(360) 892-1635
www.evergreenpediatrics.com
DIR/FLOOR-TIME
(see ad on page 15)
Two locations:
9901 NE 7
th
Vancouver
129 NE 102
nd
Avenue, Suite E,
Portland
info@autismabc.org
Advanced Pediatric Therapies
(see ad on page 23)
(Two locations)
8339 SW Beaverton Hillsdale Hwy
Portland
4201 NE 66
th
Ave, Suite 106
Vancouver
(503) 245-5639 (360) 885-4684
www.pediatric-ot.com
sharron@aptot.com
(503) 228-6479
Family Connections Northwest
2001 H Street, Vancouver
(360) 993-0866
leahreitzrdi@yahoo.com
Pacic Northwest Pediatric Therapy
4305 SE Milwaukie Avenue, Portland
(503) 232-3955
pnpt1@comcast.net
rosemarywhitepediatricservices.com
Sensory Kids
(see ad on page 11)
(503) 575-9402
FAMILY PHYSICIANS
Childrens Program
7707 SW Capitol Hwy, Portland
(503) 452-8002
www.childrensprogram.com
Dr. Jennifer Lyons
The Vancouver Clinic Columbia
Tech Center
501 SE 172
nd
Avenue, Vancouver
(360) 882-2778
Dr. Mary Lynn OBrien
Kaiser Division Clinic
7705 SE Division Street, Portland
(503) 777-3311
www.kaiserpermanente.org
Integrative Pediatrics
11790 SW Barnes Road, Bldg. A, #140
Portland
www.integrativepediatricsonline.com
ofce@integrativepediatricsonline.com
The Evergreen Center
516 High Street, Oregon City
(503) 722-4270
childrenandautism.com/evergreen-
center/
theevergreencenter@msn.com
Pediatric Associates of the Northwest
(Two locations)
2701 NW Vaughn, Suite 360, Portland
(503) 227-0671
and
4103 SW Mercantile Drive
Lake Oswego
(503) 636-4508
www.portlandpediatric.com
The Childrens Clinic
(Two locations)
9555 SW Barnes Road, Suite 301
Portland
(503) 297-3371
19260 SW 65
th
Avenue, Suite 340
Tualatin
(503) 691-9777
www.childrens-clinic.com
Thomas Koch, M.D.
Doernbecher Childrens Hospital
Neurology
745 SW Gaines Road, Portland
(503) 494-5856
www.ohsu.edu/xd/health/services/
doernbecher/programs-services/
neurology/
IN-HOME SERVICES
(see ad on page 15)
(Two locations)
9901 NE 7
th
Vancouver
129 NE 102
nd
Avenue, Suite E,
Portland
info@autismabc.org
Beyond the Clinic
10600 SE McLoughlin Blvd, Suite 202
Milwaukie
(503) 496-0385 beyondtheclinic.com
info@beyondtheclinic.com
CDM Long-term Care Services
2409 Broadway Street, Vancouver
(360) 896-9695 www.cdmltc.org
Childrens Nursing Specialties
9900 SW Greenburg Road, #290
Portland
1-866-968-2401
www.cnsnursing.org
cnsi@cnsnursing.org
Everybody Stims
Joanna Blanchard, MOTR/L
(360) 608-5143
www.everybodystims.com
Steele Speech Language Therapy
1827 NE 44
th
Avenue, Portland
(503) 810-5921 www.pdxspeech.com
erica@pdxspeech.com
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Tamerlano Speech & Language
Services
3945 NE 37
th
Avenue, Portland
(503) 481-5426
tamerlanosls@yahoo.com
Heather Thompson, M.A. CCC-SLP
14585 SW 87
th
Avenue, Tigard
(503) 505-4516
www.heatherthompsonslp.com
heatherthompsonslp@gmail.com
Raindance OT
(In-home therapy)
(503 805 3851
www.raindanceot.com
raindanceot@yahoo.com
MENTAL HEALTH THERAPY
Brooke Psychologists
(Two locations)
516 SE Morrison Street, Suite 1010
Portland
400 E Evergreen Blvd, Suite 208
Vancouver
(503) 235-8696 x2
www.brookepsychologists.com
drmbrooke@brookepsychologists.com
Catherine Pivetti
3433 NE Sandy Blvd, Portland
(503) 388-9028 JoyPivet@aol.com
Collective Perspectives
5201 SW Westgate Drive, Suite 105
Portland
(971) 264-7025 www.cptts.org
Counseling for Moms
5234 NE Farmcrest Street, Hillsboro
(503) 459-2073
www.counselingformoms.com
Creative Connections Counseling
Services
(503) 309-8671
www.debra-creativeconnections.com
Carol B. Markovics
1880 Willamette Falls Drive, Suite 230
West Linn
(503) 305-8505 dr.carol@mac.com
Edie Dietzen, M.A., M.S., L.M.F.T.
800 A Ofcers Row, Vancouver
(360) 953-0169
www.ediedietzen.com
In Touch Counseling
203 SE Park Plaza Drive, Park Tower
II Suite #105, Vancouver
(360) 718-8544
www.intouchcounseling.com
better@intouchcounseling.com
Karen Joy Campbell
516 SE Morrison Street, Suite 310
Portland
(503) 998-7030
morejoy2_2000@yahoo.com
Kimberly Johnson
(503) 260-8971
www.counselingforportland.com
kimberly@counselingforportland.com
Katie Statman-Weil, MSW, MS
(503) 564-0131
www.nurturingtherapy.com
Kathy J. Marshack
(360) 256-0448
www.kmarshack.com
info@kmarshack.com
Leslie Carter
9600 SW Oak Street, Suite 280, Tigard
(503) 807-7413
www.drlesliecarter.com
Life Choices Counseling Center
7000 SW Hampton Street, #204, Tigard
(503) 446-5199
www.lifechoicescounselingcenter.com
eklearman@hotmail.com
Linda Fishman, Ph.D
720 SW Washington Street,
Suite 340, Portland
(503) 227-4211
www.lindashman.com
info@lindashman.com
Mental Health Association of Oregon
620 SW 5
th
Avenue, 5
th
Floor, Portland
(503) 243-2081 www.oradvocacy.com
mhaoregon@oradvocacy.org
Neurobehavioral Concepts
1609 Willamette Falls Drive
West Linn
(503) 803-9361 www.neurobx.com
lonny@neurobox.com
Patrick Ethel-King
9400 SW Beaverton-Hillsdale
Highway, Suite 210, Beaverton
(503) 352-0240 www.nhws.us
patrick@nhws.us
Peggy Piers
7739 SW Capitol Hwy, Suite 220
Portland
(503) 977-2411 www.peggypiers.com
piers.p@comcast.net
Portland Autism Center
Portland
www.portlandautismcenter.com
(503) 206-6285
Psychologists Services to You
(in-home treatment)
818 NW 17
th
Ave #6, Portland
(503) 349-9973
www.psychologicalservicestoyou.com
drebittner@comcast.net
Rita L Smith
2929 SW Multnomah Blvd, #105
Portland
(503) 427-8943
Robert Finkelman
1305 NE Fremont Street, Portland
(503) 258-7971
www.robertnkelman.com
therapy@robertnkelman.com
Sundstrom Clinical Services
8440 SE Sunnybrook Blvd, # 120
Clackamas
(503) 653-0631
www.sundstromclinic.com
info@sundstromclinic.com
Western Psychological & Counseling
Services
(Various locations)
(503) 233-5405 westernpsych.com
OCCUPATIONAL THERAPY
(see ad on page 23)
(Two locations)
Portland
4201 NE 66
th
Ave, Suite 106
Vancouver
(503) 245-5639 (360) 885-4684
sharron@aptot.com
Assistive Technology NW
2100 NE Broadway #119, Portland
(503) 312-3348
www.assistivetechnw.com
Carrie@AssistiveTechNW.com
Celebrate the Senses
1509 SW Sunset Blvd. Suite 1K
Portland
(503) 810-0275
celebratethesenses.com
36
(503) 228-6479
(see ad on page 5)
1700 NW 167
th
Place, Suite 220
Beaverton
(503) 985-9527
Cooperative Therapies NW
7759 SW Cirrus Dr., Building 26,
Beaverton
(503) 433-8085
www.cooperativetherapiesnw.com
Creative Therapy Connections
(503) 922-1345 www.ctcportland.com
Early Choice Pediatric Therapy
106 E 15
th
Street, Vancouver
(360) 750-5850 ecpt4me@gmail.com
Everybody Stims
(in-home OT services)
(360) 608-5143
www.everybodystims.com
Groundplay Therapy Works
5220 NE Sacramento Street, Portland
(971) 888-5265
www.groundplaytherapy.com
mikki@groundplaytherapy.com
Innovative Services Northwest
9414 NE Fourth Plain Road, Vancouver
(360) 892-5142
www.innovativeservicesnw.org
Legacy Meridian Park Medical
Center Pediatric Rehabilitation
19250 SW 65
th
Ave, #125, Tualatin
(503) 692-1670
www.legacyhealth.org
Legacy Salmon Creek Medical Center
2211 NE 139
th
Street, Vancouver
(360) 487-1000
Neurotherapeutic Pediatric
Therapies
(503) 657-8903 nt4kids.org/#/home
New Horizons Wellness Services
(503) 352-0240 www.nhws.us
OHSU CDRC
707 SW Gaines Street, Portland
(503) 494-8095
www.ohsu.edu/xd/health/child-
development-and-rehabilitation-
center/index.cfm
OT Solutions
5115 SE 38
th
Avenue, Portland
www.otsolutionspdx.com
info@otsolutionspdx.com
(503) 232-3955 pnpt1@comcast.net
Pediatric Sensory Therapy
6635 N Baltimore Avenue, #229, Portland
(503) 477-9527
www.pdxpediatrics.com
lisa@pdxpediatrics.com
Pediatric Therapy Services
532 N Main Avenue, Gresham
(503) 666-1333 www.oregonpts.com
Play 2 Grow
18959 SW 84
th
Avenue, Tualatin
(503) 563-5280
www.weplay2grow.com
carol@weplay2grow.com
Randall Childrens Hospital at
Legacy Emanuel
Pediatric Rehabilitation
2801 N Gantenbein, Suite 2225,
Portland
(503) 413-4505
Center for Children
830 NE 47
th
Avenue, Portland
(503) 215-2233
Medical Center
(503) 216-2339
(503) 232-3955 pnpt1@comcast.net
Sensory Kids
(see ad on page 11)
(503) 575-9402
Therapy Solutions for Kids
5200 SW Macadam Avenue, #100
Portland
(503) 224-1998
www.therapysolutionsforkids.com
info@therapysolutionsforkids.com
Thrive Therapeutics
2135 N Humboldt Street, Portland
(503) 753-6943
thrivetherapeutics.com
thrivetherapeutics@gmail.com
Westside Pediatric Therapy
12525 SW 3
rd
Street, Beaverton
(503) 641-2767
www.therapykidz.com
info@therapykidz.com
RDI
Barbara Avila, M.S.

Synergy Autism Center
7739 SW Capitol Hwy, Suite 220
Portland
(503) 432-8760
barbara@barbaraavilaconsulting.com
SENSORY INTEGRATION/
PROCESSING
(see ad on page 23)
(Two locations)
Portland
4201 NE 66
th
Ave, Suite 106
Vancouver
(503) 245-5639 (360) 885-4684
sharron@aptot.com
Dr. Chris Chlebowski
923 NE Couch Street, Portland
(503) 236-9609
www.drchrischlebowski.com
info@drchrischlebowski.com
Early Learning Matters
1400 NE 48
th
Avenue, Suite 108
Hillsboro
(503) 648-8917
www.strongthinkers.com
kandy@strongthinkers.com
Groundplay Therapy Works
5220 NE Sacramento Street, Portland
(971) 888-5265
www.groundplaytherapy.com
mikki@groundplaytherapy.com
T
H
E
R
A
P
Y
37
T
H
E
R
A
P
Y
Minaz Chauthani, MS, OTR/L
1748 NW Miller Hill Place, Portland
(503) 758-2728
Neurotherapeutics Pediatric
Therapies
(Four locations)
(503) 657-8903
10130 NE Skidmore Street, Portland
(503) 657-8903
5293 NE Elam Young Parkway #170
Hillsboro
(503) 883-0036
2191 NE 2nd Street, McMinneville
(503) 883-0036
www.nt4kids.com
Pediatric Sensory Therapy
6635 N Baltimore Avenue, #229, Portland
(503) 477-9527
www.pdxpediatrics.com
lisa@pdxpediatrics.com
Pediatric Therapy Services
532 N Main Avenue, Gresham
(503) 666-1333 www.oregonpts.com
Play 2 Grow Developmental
Therapy Services
18959 SW 84
th
Avenue, Tualatin
(503) 563-5280
www.weplay2grow.com
Center for Children
830 NE 47th Avenue, Portland
(503) 215-2233
Medical Center
(503) 216-2339
Qigong Sensory Training Institute
P.O. Box 92, McMinnville
(503) 474-0218
www.qsti.org info@qsti.org
Sensory Kids
(see ad on page 11)
(503) 575-9402
Portland
(503) 224-1998
SOCIAL SKILLS + GUIDED PLAY
A Hope for Autism
(see ad on page 23)
2900 SW Peaceful Lane, Portland
(503) 516-9085 ahopeforautism.net
Robbin_ahfa@yahoo.com
Aspiring Youth
68 SW Miles Street, Portland
(888) 458-0481
www.aspiringyouth.net
info@aspiringyouth.net
(503) 228-6479
(see ad on page 15)
9901 NE 7
th
Avenue, Suite C-116
Vancouver
129 NE 102
nd
Avenue, Suite E
Portland
info@autismabc.org
Brooke Psychologists, LLC
516 SE Morrison Street, #1010
Portland
(503) 235-8696 x2
www.brookepsychologists.com
drmbrooke@brookepsychologists.com
Building Bridges
4724 SW Macadam Avenue, Portland
(503) 235-3122
www.bridgespdx.com
beth@bridgespdx.com
(see ad on page 5)
1700 NW 167
th
Place, Suite 220
Beaverton
(503) 502-2709
Happy Mindful People
(202) 420-8754
happymindfulpeople@gmail.com
(503) 352-0240 www.nhws.us
Pathways for Potential
10151 SW Barbur Blvd, Suite 108
Portland
(503) 201-7750
pathwaysforpotential.com
sue@pathwaysforpotential.com
PlaySpace
(see ad on page 19)
1727 NE 13
th
Avenue, Portland
(503) 224-2820
www.pdxplayspace.com
info@pdxplayspace.com
Playful Intervention
7824 SE 13
th
Avenue, Portland
(503) 735-5870
www.playfulintervention.com
info@playfulintervention.com
Center for Children
830 NE 47
th
Avenue, Portland
(503) 215-2233
Medical Center
(503) 216-2339
Small Talk Speech Therapy
Angela Arterberry, MS, CCC-SLP
(503) 358-8182
MissASpeech@gmail.com
Social Kraft
(503) 381-9344 www.socialkraft.net
socialkraft@me.com
SPEECH-LANGUAGE PATHOLOGY
(503) 228-6479
All About Speech
8196 SW Hall Blvd, Suite 114
Beaverton
(503) 641-2005 allaboutspeech.net
Assistive Technology NW
2100 NE Broadway #119, Portland
(503) 708-5720
assisstivetechnw.com
Kim@AssistiveTechNW.com
Barbara Erskine Speech Therapy
(Two locations)
8513 NE Hazel Dell Ave, Suite 201
Vancouver
(360) 573-7313
7000 SW Hampton Street, Suite 127
38
Tigard
(503) 675-7711
www.erskinetherapy.com
info@erskinetherapy.com
Buckendorf & Associates
Portland
(503) 517-8555
www.buckendorfassociates.com
ba.info@buckendorfassociates.com
Center for Communication &
Learning Skills
371 6
th
Street, Lake Oswego
(503) 699-9022
www.commlearningskills.com
(see ad on page 5)
1700 NW 167
th
Place, #220
Beaverton (503) 985-9527
Clackamas Speech
(see ad on page 23)
2305 SE Washington Street, #102
Milwaukie
(503) 654-1014
www.clackamasspeech.com
Communicating Together
1727 NE 13
th
Avenue, Portland
(503) 224-2820
www.communicatingtogether.com
kerryr@communicatingtogether.com
Cooperative Therapies NW
7759 SW Cirrus Dr., Building 26,
Beaverton
(503) 433-8085
www.cooperativetherapiesnw.com
Creative Connections Counseling
Services
(503) 309-8671
www.debra-creativeconnections.com
debra@debra-creativeconnections.com
DOnofrio & Associates
1827 NE 44
th
Avenue, Suite 20
Portland
(503) 808-9919
www.donofrioslp.com
Dvortcsak Speech and Language
Service
818 SW 3
rd
Avenue, #68, Portland
(503) 887-1130 www.dslsi.com
info@dslsi.com
Early Choice Pediatric Therapy
106 E 15
th
Street, Vancouver
(360) 750-5850 ecpt4me@gmail.com
Gresham Speech Therapy
4336 SE Viewpoint Drive, Troutdale
(503) 312-9362 www.gst-d2l.com/gst
Jo Workinger
(503) 422-3337
www.joworkinger.com
Kelli Murdock Eickelberg, SLP
7701 SW Cirrus Drive, Suite 32-D
Beaverton
(503) 520-5030
KelliEickelbergSLP@hotmail.com
Legacy Meridian Park Medical
Center Pediatric Rehabilitation
19250 SW 65
th
Avenue
Medical Plaza 1, Suite 125, Tigard
(503) 692-1670
Legacy Salmon Creek Medical Center
2211 NE 139
th
Street, Vancouver
(360) 487-1000
10700 SW Beaverton-Hillsdale Hwy,
Building 3 Suite 618, Beaverton
(503) 352-0240 www.nhws.us
NW Speech Therapy
(503) 512-9355 (360) 747-7144
www.nwspeechtherapy.com
info@nwspeechtherapy.com
Play 2 Grow Developmental
Therapy Services
18959 SW 84
th
Avenue, Tualatin
(503) 563-5280
www.weplay2grow.com
Center for Children
830 NE 47
th
Avenue, Portland
(503) 215-2233
Medical Center
(503) 216-2339
Providence Rehabilitation Services
270 NW Burnside Street, Gresham
(503) 215-2233
http://goo.gl/YbrQ2t
Randall Childrens Hospital at
Legacy Emanuel
2801 N Gantenbein, Suite 2225
Portland
(503) 413-4505
http://goo.gl/MqP5v3
Red Bird Speech and Language
(503) 583-2314
www.redbirdspeech.com
Paige@redbirdspeech.com
Scottish Rite Center Kid Talk
Portland
(503) 226-1048
www.kidtalkoregon.org
info@kidtalkoregon.org
Small Talk Speech Therapy
(503) 358-8182
MissASpeech@gmail.com
Speech Language Pathology LLC
6035 SW Florida Street, Portland
(971) 255-1961
www.speechtherapypdx.com
Portland
(503) 224-1998
VISION THERAPY
NW Eye Care Professionals
(Three locations)
15259 SE 82
nd
Drive, #101
Clackamas
(503) 657-0321
9901 NE 7
th
Ave. #C115
Vancouver
(360) 546-2046
10970 SW Barnes Road
Beaverton
(503) 214-1396
www.doctorbruce.net
T
H
E
R
A
P
Y
39
Learn more about us at:
thecenterforhealthandperformance.com
NW 167
th
and Cornell in Beaverton
All practtoners work as independent
businesses at The Center.
Speech-Language Pathologists
Occupatonal Therapy Consultatons
Speech & Play is dedicated to providing quality speech,
language and social communicaton support to children and
their families, using a mix of naturalistc play-based and
tranditonal therapy approaches. We believe children learn best
when engaged in fun and motvatng interactons!
Contact us: www.speechandplay.com
Email: connect@speechandplay.com
Phone: (503) 946-5375
Social Skills Groups
Speech & Language Groups
Feeding Groups
Individual Treatment
Speech-Language Evaluatons
Gluten-Free Casein-Free Diet
Denise McMerrick, Consultant
Since 2007, Ive enjoyed being a consultant to
families with loved ones on the autism spectrum.
Specializing in the GFCF diet, Ive been able to help
many kids with this efective intervention, often
seeing dramatic results.
Learn more about my work:
Devinsmom.com
Email me at:
Consultations@Devinsmom.com
Lee Savinar
LS Learning
(503) 422-3334
LSLearning2@gmail.com
Individual and group tutori ng
for all children through 9th grade.
Speci alize i n worki ng with
children on the Autism Spectru m
and students with other
learni ng differences.
steele
Speech
Language
therapy
Erica Steele, MS, CCC-SLP
(503) 810-5921
erica@pdxspeech.com
Specializing in children
who have autsm,
delayed language
acquisiton or language
disorders, and sensory
processing disorders.
Extensive experience
working with children
who have artculaton,
phonological, and
motor speech disorders
and children who
have difcultes with
executve functoning,
reading, writng, and
spelling.
Helping Kids Succeed
Dr. Maria Wynne
(408) 479-4357
maria@wynnesolutons.com
www.wynnesolutons.com
Improving the daily life of kids and families
to reach their maximum potental
ABA services for all ages
Collaboratve care with
children, parents, school sta,
therapists and more
Parent training and support
In-person and tele-health services
Innovatve, cutng-edge technology
to teach our future generatons
Because of the help we had from Dr. Wynne, we
are the happiest we have ever been and
so is our son. We have challenges at tmes, but
we know how to handle them and how to handle
our own lives in order to help our son.
Wynne Solutons client

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