Page 1 � � � � � � � � � � � � � Rebecca Reader

By: Miriam R. Aframe, Psy.D.�Clinical Coordinator

Thi s Fa l l 2011

E d i t i o n o f t h e Rebecca Reader has been compiled by the Mental Health Department, so it

seemed appropriate to begin with a b r i e f i n t r o d u c t i o n t o o u r department. The Mental Health Department at Rebecca School is comprised of a diverse group of c l in ic ians that inc ludes f ive psychologists, six social workers and four music therapists. Our music therapists are Stacey Hensel, Zach Kandler, Kenji Takeda and Anne Dewan. Our social workers are Lynne Kalvin (Supervisor), Andrea Albert, Bonnie Waring (Community Resource Coordinator), Gwenn Levine, Josh Noble and Marisa Wachtler. And our psychologists are Gil Tippy (Clinical Director), Dan Weiser, Eileen Feliciano, Lauren Tobing-Puente and Miriam Aframe

(Clinical Coordinator). You will be hear ing f rom each of these disciplines individually throughout this issue, about a topic that relates more specifically to their area of expertise. However, there is a great deal that we all do as a larger department as well. � In order to help maintain the unity of our department and best support the children, families and staff of Rebecca School, the Mental Health Department meets on a weekly basis to keep abreast of and work through any clinical issues of concern. These meetings are also a place to receive peer-based supervision and to organize any upcoming trainings in which we may be participating. We also have graduate level students from music therapy, social work and psychology programs in the greater New York a re a f o r wh o m we p rov i d e i n t e r n s h i p a n d t r a i n i n g opportunities. This affords our clinicians the opportunity to hone their supervision, teaching and

training skills as they help to mold the next generation of DIR®-minded mental health service providers.� As you are probably aware, social workers and psychologists have specific classrooms to which they are assigned for consultation as part of the transdisciplinary classroom teams. Our music therapists consult regularly with the classrooms of the children on their individual caseloads. Such collaboration may involve being part of a dialogue about a specific child or topic, or may be a more generalized discussion about how

best to work on an aspect of our model within the larger milieu. To that end, our clinicians spend time not only in their offices with children on their caseload, but pushing into the classrooms as well.� E a ch m e m b e r o f t h e Mental Health Department carries an individual caseload of students who are seen on a weekly basis for Floortime™ based counseling or music therapy. We also provide support to Rebecca School siblings, parents and staff in weekly groups, as we realize that it is not just our unique student population, but those who tirelessly support them, who can use a space to process what they are experiencing. We are also fortunate to be able to provide this support on an individual basis when needed. We are so thankful for the faith that the children, families and staff place in us and look forward to a fruitful school year in which we strive to keep the “D,” “I” and “R” in mind at all times.

An Overview of Our Mental Health Department

Page 2 � � � � � � � � � � � � � Rebecca Reader

Respecting Autism:‘Respect for the Kids We Serve’On October 19th at a special event at Rebecca School, MetSchools Publishing is releasing its first book, Respecting Autism, co-authored by Gil Tippy, PsyD and Stanley I. Greenspan, MD.

We spoke to Gil in a special interview about Respecting Autism, why parents as well as professionals should read the book, and how it stands out from other books on autism:

RR: What is Respecting Autism about?

GT: Respecting Autism is the story of 16 different kids and their families, and their trip from diagnosis to their education at Rebecca School. One of the most powerful things about the book is that the parents tell their own stories in their own voices. Then each chapter talks about how Rebecca School is educating each student, and how they are working within the DIR® model. Then, each chapter turns to Dr. Greenspan's comments on the Rebecca School's program, and how he would suggest to improve the program to really get the kid, "cooking." Then, many of the chapters end with the Rebecca School's response to Dr. Greenspan's suggestions, in pursuit of the appropriate educational program for each student.

RR: Why did you title the book Respecting Autism?

GT: The DIR® model, and Rebecca School, are based in respect. Respect for the kids we serve, respect for the families, and respect for everyone working with the kids. So much of what passes for treatment and education for kids with Autism is disrespectful, dismissive and therapist centered. The DIR® model respects

the quality of thought of kids and families, and uses that thought as the basis of the intervention.

RR: What was Dr. Greenspan’s involvement with the book?

GT: Dr. Greenspan suggested the book to me, and was intimately involved with every aspect of its creation. He wrote about half of the content, and advised the school on the

program of every kid in the book. He read the first completed draft of the book, and was proud of the book, and of the Rebecca School.

RR: Why should parents read Respecting Autism?

GT: Parents should read Respecting Autism because they will hear in the (continued on page 3)

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voices of the parents in the book their own stories. Again and again, parentstell the story of their first suspicions about their child's development, their frustration with the system they encounter in their attempts to get appropriate diagnosis and treatment, and their relief at finally being heard. There is a tremendous sense of the kind of hope and good prognosis that every parent wants for their child. This is the message of the model Dr. Greenspan developed, that kids with developmental delays have larger windows of opportunity for development, that everyone can make progress, and that you cannot tell how well a kid will do until you get appropriate, respectful treatment, and look at the child's growth over time.

RR: Why should professionals read Respecting Autism?

GT: Respecting Autism is the perfect book for professionals who want to see actual case studies of kids across the autism spectrum, being treated in the DIR® model, with actual comments

and suggestions from the creator of the model, Dr. Greenspan. It is readable and engaging enough for the lay reader, or the beginning professional, with enough content for the experienced professional. Since all of the cases were supervised by Dr. Greenspan, it offers the real case material about kids that is true to the DIR® model as Dr. Greenspan created it and envisioned it. It also offers a real taste of what DIR® can look like within a school setting, and this should prove valuable to all of the education professionals who are looking for the way to take this model to their educational settings.

RR: What did you learn from the experience in writing the book?

GT: It was a tremendous honor to be taken into the confidence of one of the great developmental thinkers of this generation, Dr. Stanley Greenspan. But as great as that honor is, it is an even greater honor to be taken into the confidence of the families who allowed us to write about

them, and all of the families who bring us their greatest treasures, their children. I am humbled by the responsibility they have entrusted to us. I am happy to say that I am proud of the book and the school, and hope their courageous voices come through the pages.

RR: Thank you Gil!

For more information on Respecting Autism, please come to our special book launch celebration on October 19th from 6:30-8:30P at Rebecca School (40 East 30th Street, New York City). Join us for our free special book signing, reading, special Q&A discussion featuring Gil Tippy and Jake Greenspan, Chairman of the Board for All The Difference Inc. and Co-director of The Floortime Center! You can find out out more information about the book and signing, by visiting the Respecting Autism website at www.RespectingAutism.com.

-Interview conducted by Bambi Weavil

HELP! Family Support Services Workshop

UPCOMING WORKSHOP

Learn about programs and services that can provide support to your family and reduce the stresses of caring for a child with special needs.� Bring your needs, wants and wishes. (i.e. questions about medicaid waiver services, after school program, etc.)

Presenter: Gary Shulman, M.S. Ed.Date: October 26th, 2011 Time: 10:30am - 12:00pm

Location: 2nd Floor Conference Room

Gary Shulman, MS.Ed., is the Program Director &Training Coordinator at

Resources for Children with Special Needs, Inc.

Page 4 � � � � � � � � Rebecca Reader

One of Rebecca

School’s primary

initiatives is to

advance research

support for the

efficacy of the DIR® model and

related Floortime™ strategies.

Although there are some existing

research publications on this model,

their quantity and breadth pale in

comparison to the number of studies

attempting to measure the effects of

other, more widely known, treatment

methodologies. As a result, DIR®/

Floortime™ often is not recognized

by policy makers, school districts,

professionals who work with children

with neurodevelopmental disorders,

or families themselves. This

markedly impacts the availability of

DIR®/Floortime™ services, as well

as families’ ability to obtain funding

for education and related services

within this approach.

Research at the Rebecca School aims to serve the following purposes:

• Provide annual assessments of the

students in order to measure their

functioning prior to, or at admission,

and track their progress over time.

Scores are computed and reports are

written to describe the results.

• Collect and analyze data from the

student body to understand how our

program meets the needs of our

students.

• Examine the relationship between

various measures of development and

functioning and various other child

characteristics (e.g., age, number of

years enrolled at Rebecca, etc.)

• Demonstrate support for the

efficacy of the DIR® model and

related Floortime™ strategies for

both the immediate (Rebecca School)

and larger (autism, school districts,

legislative) communities.

How do we do this?

While many departments (e.g.,

education; related services) regularly

assess students, this section will focus

on the assessment procedures

conducted by the psychology

department.

• Functional Emotional Assessment

Scale (FEAS): The FEAS is used to

assess functional emotional

developmental levels (FEDLs) and is

based on a videotaped play-based

interaction involving a child and his/her parent or caregiver. FEAS’s are

initially conducted on students who

are considered for admission to

Rebecca. Families are then requested

to come in for follow-up play sessions

with their children on an annual basis

for follow-up FEAS’s.

• The following are parent self-report

measures which are distributed to

parents annually and require filling

out various forms:

o Greenspan’s Social-Emotional

Growth Chart (SEGC) : This

measure is used to assess parents’

report of their children’s social-

emotional milestones, including a

measure of their sensory

processing.

o Vineland Adaptive Behavior

Scales: Parent/Caregiver Rating

Form-Second Edition (Vineland

II) : The Vineland is used to

assess parents’ report of their

child’s adaptive skills within four

domains of functioning:

Communication, Daily Living

Skills, Socialization, and Motor

skills, as well as the frequency of

various maladaptive behaviors.

o Temperament and Atypical Behavior Scales (TABS): This

assesses parents’ report of their

child’s temperament and

behaviors in four areas:

Detached, Hyper-sensitive/

active, Underreactive, and

Dysregulated.

This year, we have begun

implementing a more efficient and

effective way of scoring the

assessments, writing reports, and

communicating the results. After

scoring the assessments, the scores are

entered into a statistical software

database, so that data analyses

(including tracking students’ progress

and determining relationships

between scores and child

characteristics) can be conducted. Our research assistant uses his

statistical expertise to crunch the

numbers and help communicate the

results. (Continued on page 5)

By Lauren Tobing-Puente, PhDSenior Pyschologist

Rebecca School’s DIR®/Floortime™ Research and Its Importance for Our Students and Families

Page 5� � � � � � � � � � � � � Rebecca Reader

Collaboration with outside researchers:

Due to the large size of our student body, the Rebecca School has become a highly desirable recruitment site for other institutions who conduct research on DIR®/Floortime™ and other aspects of children with autism-spectrum and other neurodevelopmental disorders and their families. All researchers who request Rebecca School’s help in recruiting participants must submit a form describing the nature of their research, including any risks and/or benefits to the participants and/or their families to our Institutional Review Board (IRB). The IRB committee reviews and discusses all

forms to ensure the safety and protection of our students and their families.

The Rebecca School has collaborated with the following programs to promote research on children with neurodevelopmental disorders of relating and communicating and relationship-based work:

Fordham University: multiple studies, including two on our Transitions program; a study of mothers’ and fathers’ parenting stress, parenting competence, and attachment.

New York University: multiple studies, including one on the progress of our students over time using the FEAS;

studies on speech-language functioning of our students and siblings.

Pace University: multiple studies, including research on parent attachment, reaction to diagnosis and the FEAS; and a study on theory of mind and emotional recognition.

New School for Social Research: a study of the neurobiological basis of various stereotyped behaviors.

Teachers’ College, Columbia University : examined parenting stress and children’s speech-language functioning.

Ferkauf Graduate School of Psychology, Yeshiva University: a study on parents’ impressions of their children’s education.

� Tues. Oct. 25th - Peta Cohen, MS, RD - Systemic and Metabolic Vicious Cycles: A Biomedical Approach to Identifying and Treating. 6:00pm-8:30pm Rebecca School 40 E.30th St., 5th Fl.

� Thur. Oct. 27th - Maya Shetreat-Klein, MD Treating Complex Neurological Disorders With Herbal Medicine - 7:00pm-9:30pm The Gleeson-Israel Gateway Center (Westchester ARC) 265 Saw Mill River Rd. (Rt. 9A), 1st Fl., Hawthorne, NY

� Wed. Nov. 3rd - Lauren Tobing-Puente, PhD - Psychologist NAA NY Metro’s Monthly Support Group Meeting (Parents Only) 7:15pm–8:45pm - Watch Me Grow 361 E. 19th St. (btw 1st & 2nd Aves.) RSVP required: rsvp naanyc@naanyc.org

New York Metro Chapter National Autism Association

� Wed. Nov. 10th - Maya Shetreat-Klein, MD - Treating Complex Neurological Disorders 6:30pm-8:30pm Beth Israel Medical Center 10 Union Square East, 2nd Floor Conference Center With Herbal Medicine Please RSVP to:�spurro@chpnet.org

Upcoming Events

� Wed. Nov. 21st - Peta Cohen, MS, RD Systemic and Metabolic Vicious Cycles: A Biomedical Approach to Identifying and Treating.7:00pm-9:30pmThe Gleeson-Israel Gateway Center (Westchester ARC)265 Saw Mill River Rd. (Rt. 9A), 1st Fl., Hawthorne, NY

� Wed. Nov. 30th - Scott Smith, PA Anti-Folate Antibodies6:00pm-8:30pm Rebecca School, 40 E.30th St., 5th Fl.

For more info:www.naanyc.org

Page 6� � � � � � � � � � � � � Rebecca Reader

Music Therapy at Rebecca School focuses on building relationships through involvement in live, interactive music making experiences. A range of musical outlets, such as singing and instrument playing, are employed to help students explore their creativity and sense of self. Within the therapeutic musical relationship that is built, the prime intent is to deepen avenues for relatedness, communication, and expression. In music therapy, we foster dynamics of the musical process, not the outcome of a musical product. Therefore the musical experiences are co-created with the students creating meaning musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

Individual Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if music therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a

therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interactions in emotional meaningful experiences. Music therapy goals parallel the

Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs they are included in the students progress notes.

Classroom Group Music Therapy sessions provide a variety of music making experiences to allow a small group of students opportunities for shared musical making. Music sessions may include the use of rhythm through a variety of drum experiences, the introduction of new sounds with a range of small percussion instruments such as shakers, triangles and woodblocks, the attention to body awareness through movement with scarves and improvised live music as well as exposure to melody through group singing. Within these different experiences the group has opportunities to explore their musical creativity and ways of collaborating and playing together. Musical elements such as dynamics, tempo, and rhythm are used to foster regulation and shared attention of the group as well as support individual expression in the moment.

Music Therapy at Rebecca School

Join us for our ongoing Parent Support Groups

Mondays12:30p -1:30p(bring lunch)Wednesdays9:30a -10:30a

(Coffee will be served)

October 28th 9:00 amDecember 2nd 9:00 amJanuary 20th 9:00 amMarch 9th 9:00 amMay 11th 9:00 am

For more infoContact Bonnie

bwaring @rebeccaschool.org

PTA Meetings

Look for upcoming info

on Rebecca School’s food drive for the

Ronald McDonald House

All parents are welcome

By Stacey Hensel, MA, MT-BC, LCAT, NRMTMusic Therapist

Page 7 � � � � � � � � � � � � � Rebecca Reader

Meet Our Music Therapy Department

Anne DeWan, M.S. Ed., MA, BC-MT has worked at Rebecca School as a classroom music therapist since 2008. Classroom music offers opportunities to foster peer relationships and shared attention through small group experiences. She is a Board Certified Music Therapist and received her M.A. in Music Therapy from New York University. Anne also works at the Brooklyn Conservatory of Music as a music therapist and as the onsite music therapy program coordinator. Prior to becoming a music therapist, she spent several years working in the field of special education first as a teacher assistant and then as a head teacher. Anne has experience working with preschool, school age and adult populations and holds an M.S. Ed. from Dominican College as well as a New York State certification in Special Education. She is happy to be a part of the Rebecca School mental health team.

Zachary Kandler, MA, started as a music therapist at Rebecca School this past spring. He did his Master’s training in music therapy at New York University and has his Bachelor’s degree in psychology from Vanderbilt University. He comes from an understanding that musicality—the ability to comprehend and participate in musical form—is an innate feature of human beings, regardless of age and developmental level. He sees children individually throughout the school, working to engage them in spontaneous, co-creative, and meaningful musical play. He brings in all elements of musicality, from instrument playing, to singing, to moving to music to establish a relationship with a child and move them through the developmental levels. Zachary is really excited to be a part of the Rebecca School mental health team and is looking forward to continue his work with the kids.

Stacey Hensel, MA, MT-BC, LCAT, NRMT is a Licensed and Board-Certified music therapist. She has extensive experience as a clinician working with a wide range of ages and developmental levels. She received her BA in Music Therapy at West Texas A&M University in Canyon, Texas and graduated from New York University’s Master’s degree program in Music Therapy. Following this she completed her post-graduate advanced clinical training at The Nordoff-Robbins Center at NYU. She had an instrumental role in developing the music therapy department and clinical training program at SDTC-The Center for Discovery in Harris, New York. Here she gained broad experiences as a clinician, instructor and supervisor in music centered music therapy model. At Rebecca School Stacey provides clinical supervision, oversees the internship program for music therapy students and also supports parent groups and trainings with ways to use music for engagement.

Kenji Takeda, MA, MT-BC, LCAT, NRMT, is a full-time music psychotherapist at Rebecca School.� As a board certified music therapist and state licensed creative arts therapist, Kenji has worked with a variety of populations, including children and adults with developmental disabilities, children and adolescents with severe emotional disturbance, and adults with chronic mental illnesses and traumas.� He holds a master’s degree in music therapy from New York University and has presented internationally at various universities and conferences.� He has also completed an advanced post-master’s training program at Nordoff-Robbins Center for Music Therapy at New York University, a research clinic which incorporates musical improvisation.�

Page 8� � � � � � � � � � � � � Rebecca Reader

The importance of support for parents and siblingsBy Gwenn Levine, LMSWSocial Worker

Whenever I talk to parents, I am always reminded of how full our children’s lives are outside of school. Between doctor’s appointments, various therapies (occupational, physical, speech), sports, counseling and all sorts of other activities, it seems there is barely any free time left.

Keeping track of these activities, let alone transporting the children to and from and waiting during appointments all take up valuable time from everyone’s already chock-full schedules. Yet as difficult as it seems, parents manage to stay on top of everything when it comes to their children. One key component in maintaining your child’s program is to ensure that there is time in the schedule for parents to take care of themselves.

Parents of special needs children are constantly giving so much of themselves and are called upon to take care of their children. They need support and breaks in order for them to

continue to do this job well. When parents have more help, it enables them to have more focused time with their children. As we often tell each other, it is impossible to be a good caretaker if you don’t take care of yourself.

Support can mean a variety of different things, but what often comes to mind first is a support group. It can be

tremendously helpful to talk to other people who are in the “same boat.” During these groups, parents share their ideas and experiences, as well as practical information such as the name of a great doctor or a new treatment. Parents have said that it helps to sit and talk to other (Continued on page 9)

Learn about your child’s disability and become an expert on triggers that elicit positive and negative responses.

Look for the message that is expressed behind the tantrum.

Accept your child with all their quirks.

Pay attention to your child’s sensory sensibilities.

Try to avoid comparing your child to others.

Be consistent and establish a routine and schedule for your child.

Create a home safety zone.

Celebrate small successes

Look for non-verbal cues.

Take care of yourself: Seek respite, join a support group, connect with other parents and seek help from a professional if you are struggling.

Ten Tips for ParentsFrom the RS

Social Work Department1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Page 9� � � � � � � � � � � � � Rebecca Reader

CALENDAR OF UPCOMING EVENTS

people who understand what they are going through. Additionally, these groups help to reduce feelings of isolation and provide social outlets or ways to make friends, which might otherwise prove difficult.

Parent support can also take the form of individual or family counseling, which provides a safe space in which to discuss fears, worries, anxieties and frustrations. Parents also use agencies to provide respite care, so that they can have some time to themselves to relax, wind down or do something they enjoy. Support can be as simple as a weekly phone call to check in with a friend or professional. For those who have extended family around, they can often be a valuable resource for all of the above--an ear to listen, respite care, or someone to spend some down time with. Again, these are all

important factors in helping parents to take care of themselves and therefore, take good care of their children.

Parents often have questions and concerns regarding siblings. Siblings of special needs children frequently have many of the same thoughts, feelings and anxieties as their parents. They may worry about their sibling, feel protective yet embarrassed at the same time, and feel “left out” or that their sibling gets more attention. In fact, providing support to typically developing siblings is also providing support to parents. Individual counseling and some down time can be helpful to siblings. One particularly beneficial support to siblings is a sibling group. Children who participate in a support group are able to share their feelings regarding their special needs sibling without fear of being judged, criticized or misunderstood. They are able to meet other children who have similar experiences and can problem-solve together. It is a good opportunity to discuss and resolve negative feelings as well.

One of the most essential things for parents to remember is that they are not alone. Support is available in many forms, and it is important to find the ways that work best for you.

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11/23 - Medicaid Waiver

Workshop for Parents

12/11 - Family Winter

Potluck

12/13-12/15 - Scholastic

Book Fair

More Details coming soon!

Save The Date