Your Content Goes Here Myth #1: Autism is becoming an epidemic This is a myth. The growing number of people with ASD reflects our increased knowledge, understanding and ability to recognize ASD in children and youth, as well as the expansion of what the diagnosis includes. The growing population of adults being diagnosed is also reflected in these rising numbers. Many people who may have been seen as socially awkward, introverted, or insensitive in the past are now being recognized as having ASD. Myth #2: People with Autism do not experience emotions People with autism are completely capable of feeling all emotions. Because autism can impact one’s ability to communicate and socially interact, this is often misinterpreted as being an expression of a lack of interest or inability in making connections and relationships. Autistic people can also struggle with interpreting other people’s emotions, body language and expressions, and understanding social nuances. This different level of understanding and interacting might impact on their ability to connect and socialize but is not reflective of their unwillingness or disinterest. Therapy and professional intervention can help autistic individuals to implement their very human desire to connect. Myth #3: People with Autism have intellectual disabilities and are non-verbal The truth is that some people with autism do also have an accompanying intellectual disability and some people don’t. Some autistic people can speak and communicate verbally, others can’t. Some autistic people have higher IQs than other people and some have IQ levels within the average range. Not only is there a complete range in all of these areas, even those autistic individuals with late developing speech all develop at different rates and to different levels. There is a wide, wide range of skills, abilities, and communication levels among people on the autism spectrum. Myth #4: One can grow out of Autism One cannot grow out of autism. It is a lifelong disorder and there is no ‘cure’ for autism through either therapy or medicine. Autism is a spectrum and not only are autistic people all affected in different ways, but the level of impact and type of autistic traits can change and develop throughout the different life stages of an individual. Of course, appropriate therapy and intervention can help address areas of specific concern, help support the development of new skills and communication/social abilities, and improve their day to day life overall. Despite being a lifelong disorder, there is absolutely no reason why anyone with autism can’t lead as happy and meaningful a life as anyone else. Myth #5: All Autistic people have a savant skill The existence of savant syndrome is not a myth. It is a real thing. What is a myth is the assumption that ALL autistic people have a savant skill. In fact, no more than 1 in 10 (or 10%) of people with autism display some advanced level of a particular skill. Even among those who do have a ‘savant skill’, the skills themselves are very varied both in type and [...]

Your Content Goes Here Whilst many people are comfortable utilizing the support of a chiropractor for their health, there still remains a certain amount of misinformation regarding chiropractic care. In this blog, Dr. Spenser Dougley (DC) addresses 6 common myths surrounding the profession. 1. Once you go to a Chiropractor you have to keep going. This is not true. In order to see results from Chiropractic, multiple sessions over a recommended time period is necessary. However, the choice to continue care beyond symptom resolution is up to the patient. Many people choose to continue with care, in order to maintain the health and function of their spine, but the choice is yours. 2. Chiropractic is not safe. Chiropractic is very safe. There are rarely any negative side effects; some patients may experience mild discomfort after the first one or two treatment sessions. Your Chiropractor will do a thorough assessment in order to determine the best approach to treatment, and they will discuss these options before proceeding. 3. Chiropractors cause strokes. There have been reports of people having vertebral artery dissections (a specific type of stroke) after visiting a Chiropractor. However, after much investigation into these cases, it has never been concluded that the Chiropractic adjustment caused the stroke. Those people were just as likely to have the stroke if they had been visiting their medical doctor, hairdresser or even gazing up at the stars. 4. Chiropractic is not safe for children Chiropractic is very safe for children. Chiropractors are trained to modify and adapt their technique to the individual and their body size. This means that children can receive safe and effective adjustments that help them grow up healthy! 5. Chiropractors are not real doctors. Chiropractors receive extensive education similar to that of a medical doctor. Instead of prescribing medication or recommending surgery, Chiropractors learn to address the root cause of muscle, joint and nerve related problems. They go to school for 8 years and obtain a doctorate of Chiropractic degree, they must also complete board exams and meet regulatory requirements in order to maintain their license. 6. Chiropractors only help with back pain. Chiropractors are trained to address all kinds of muscle, joint, skeletal and nerve related problems from head to toe. They learn methods of treatment that can address all kinds of conditions. Whether it’s your arm, shoulder, wrist, knee, back, neck or foot causing problems, a Chiropractor can help. At Pathways To Hope we are fortunate to have two Doctors of Chiropractic on our team. For more information or to book a free consultation with one of them, call us at 519.751.0728 or email pathwaystohopebrant@gmail.com

Your Content Goes Here Speech-Language Pathologists (SLP) are regulated and licensed healthcare professionals with the College of Audiologist and Speech Language Pathologists of Ontario (CASLPO). SLPs support the identification, education, assessment and intervention of both communication and/or feeding swallowing disorders in both children and adults. WHAT AREAS DO WE TREAT? Receptive Language: Difficulty understanding or processing language. Expressive Language: Difficulty putting words together, having a limited vocabulary, or being unable to use language in a socially appropriate way. Articulation (Speech Sound Production): Difficulty making sounds or saying words incorrectly to the point that listeners can't understand what's being said. Oral Motor Concerns: Difficulty with moving and/or coordinating the lips, tongue, jaw and other oral motor muscles required for speech production. Voice & Resonance: Difficulties with pitch, volume, or quality of the voice. Social Communication & Play: Difficulties using verbal and non-verbal language for a variety of reasons or using language to build relationships. Autism Spectrum Disorder: Communication concerns are one aspect of autism spectrum disorder, which can include difficulties with social skills and language. Individuals with Autism may have difficulty understanding and using words, learning to read or write, or engaging in communication exchanges. Literacy: Difficulties with phonological awareness, reading and/or writing. Feeding & Swallowing: Difficulties with chewing and swallowing, coughing, gagging, texture sensitivity, and/or refusing foods. THE PROCESS: 1. CONSULTATION At Pathways to Hope, we offer a complimentary 15-minute virtual consultation. During this consultation we have the opportunity to discuss your child’s unique communication profile and concerns you may have to determine if our services are a good fit for your child’s needs. 2. INITIAL VISIT & ASSESSMENT The SLP will complete an in-person assessment based on the information collected during your initial consultation. Our approach to assessment ensures we take the time to understand your child’s needs and adapt our service delivery to meet their individual engagement and interaction style. Assessment can include some or all of the following: Case History Parent Interview Communication Concerns Informal Observation Behavioural Observation Formal Standardized Assessments Obtaining a language sample Oral Motor Examination Discussion of results and recommendations We encourage families to bring any previous Speech-Language Pathology assessment/discharge reports, or other relevant service provider documentation (e.g., Occupational Therapy, Behaviour Therapy, etc). To ensure true patient-centered care, our clinicians believe in the importance of collaboration with other service providers to ensure continuity of service both within and across disciplines. 3. INTERVENTION If intervention is recommended, the SLP will design and implement various activities to target your child’s communication goals. Activities will range from low to highly structured depending on the clients’ interests and communication/learning profile. Caregiver involvement is an important component of intervention to promote and help parents feel confident supporting their child’s speech and language progress at home. The SLP will provide take-home activities that the caregiver can use to support the ongoing development of their child’s speech and language skills. Clinicians will track progress of therapy goals across sessions to inform the need for ongoing assessment and intervention. Not sure if your child would [...]

Your Content Goes Here Both neurotypical and neurodiverse people can find it challenging to understand each other’s behaviours, which creates a “double empathy” problem. A couple may experience each other’s body language, tone of voice, eye contact and facial expressions as confusing, critical, or rejecting, even if that was not the intention. Verbal communication may be interpreted as judgemental or critical correction, even when it’s meant to be encouraging or helpful. Understanding this potential for disconnection can help couples to slow things down and pay more attention to their own thoughts, feelings and behaviours, and focus on what they can do to help their partner feel safe and secure. The following are some suggestions for both neurodiverse and neurotypical people to help support their relationship. For the Neurotypical Partner Chances are that you find your neurodiverse partner’s behaviour difficult at times. Dealing with these challenges can lead to strong emotions and negative thoughts about yourself, your partner, and your relationship. You may find yourself feeling frustrated with them, and thinking that your partner doesn’t care about your or your needs. At times, you may feel alone in your struggles. The following are some ideas to help you develop better habits in how you respond to your neurodiverse partner. • Make self-care as a priority, as well as engage in self-soothing activities on a regular basis. These activities will help to calm your nervous system and energize you when you are feeling depleted. • Take responsibility for knowing and expressing your own needs and wants and don’t make assumptions that your partner should know. Use clear, calm, and considerate communication to make requests. • Avoid being reactive and being critical of your partner’s character -Use the “sandwich approach” when approaching a sensitive issue; lead with positive comment, introduce the concern, and finish with possible solution or validation. • Accept and reframe your partner’s behaviours, acknowledge that they are ‘differently wired’. This will help you avoid personalizing their behaviour and seeing it as intentional hurt. Also, this will save you some unnecessary suffering. • Challenge negative thoughts and narratives. Have reasonable expectations of yourself and your partner and focus on accepting their flaws as well as your own. See yourselves as human and allow both of you room for errors and imperfection. • Acknowledge frustration, and then turn it into energy for compassion, understanding and gratitude. Take a deep breath and calm the emotional brain so that this intentional shift can happen. Ensure you are calm before having important conversations. • Hold positive thoughts of your partner in mind. Foster humour and more adaptive responses to situations. Be open minded. Spend quality time together. Show them appreciation, love, and respect. • Be aware of taking on a parent role with your partner, and instead, shift to personal responsibility for both of you. Focus on what you can control. Recognize negative feedback loops in your relationship and take a step back so that you can name it. • [...]

Your Content Goes Here Physiotherapy has long been used to support clients with Autism Spectrum Disorder (ASD). Physiotherapy treatments and education for those with ASD is incredibly important as people with autism can encounter motor related difficulties during their developmental stages. The basic principles of physiotherapy involve promoting ways to adapt to physical challenges, providing people centred care and emphasizing the abilities of the client, all of which apply to those with ASD. What is Autism? Autism is a complex neurological and developmental disability that typically appears in early childhood. Physiotherapy can help to address some of the developmental concerns including issues with gross and fine motor skills. The role of the physiotherapist in caring for a client with Autism A physiotherapist would be able to address some of the following issues: * Issues with respiratory control, * Coordination problems, * Addressing poor posture, * Addressing any physical pain/dysfunction, * Working on motor skills. What do exercise based physiotherapy treatments look like? Exercise-based treatments involve working on age-appropriate physical skills that can be applied in school, sports and everyday life. The physiotherapist can work on skills such as: 1. Skipping, 2. Hopping, 3. Throwing, kicking or catching a ball, 4. Clapping, 5. Jumping. Promoting physical fitness for children with ASD Studies have found that children with ASD and ADHD have a lower participation rate when it comes to physical education. Many believe this can be attributed to motor impairments. About half of all individuals with ASD or ADHD are found to have Developmental Coordination Disorder (DCD). DCD is often referred to as dyspraxia and can cause people to move clumsily and have issues with their physical coordination. Whilst Physiotherapists cannot diagnose DCD, they can certainly work to improve coordination through physical fitness/rehabilitation. Working on these skills in a fun, safe and engaging environment can not only help the client feel more confident in their physical abilities, but can encourage a healthy lifestyle that incorporates exercise. Final Thoughts There is no doubt that the prevalence of ASD around the globe among children is on the rise, which means it’s important than ever for health care practitioners to work together to provide support that encompasses and addresses any physical, mental and emotional concerns; recognizing that there are many areas where intervention is needed. Whilst physiotherapy can’t completely alleviate symptoms of ASD, it can certainly be an effective modality to utilize in the care of someone with ASD. At Pathways To Hope we believe in bringing together a team of Autism specialists to address these concerns and barriers. Our team works together to provide a specialized plan unique to each individual, our plans focus on each individual’s strengths and goals and we provide regular feedback as to the progress being made. For more information about how physiotherapy can help, call us at 519.751.0728 or email pathwaystohopebrant@gmail.com. Free consultations are available with all of the practitioners on our team.

Your Content Goes Here An advocate is someone who supports on another’s behalf. The word is actually from the Latin meaning “added voice”. This can be anyone from a family member to legal counsel. In the large majority of cases, this role falls to a family member, and usually a parent(s). In the role of the advocate you want to help, but sometimes you are not sure how, or where to start. To help yourself navigate through the various public and private services for your child, you need to be informed. Here are three things you need to know: Know Your ‘Stuff’ -Be organized! Get a binder and a three hole punch and keep original, signed copies of all reports and documents, especially assessments and the recommendations -Educate yourself through workshops, information sessions, other trusted sources -Know which legislation is relevant to your child’s needs -Access the policies of the agency via website (i.e. School Board Special Education Policy) -Look for parent and community support groups to connect with like minded others -Educate your extended family and friends -Know what you want in terms of goals, vision, and next steps for your child Know Your Audience -This could include, but is not limited to: school, medical, legal, political, media, community, family, advocacy group, and each group will have a different role and ‘jargon’ -You will need to identify who are in positions of decision making within those groups and direct your resources in that direction -Present your information in a positive and professional way, be solution focused, goal oriented, and not blaming or defensive -Listen, and be open -Write down your questions or comments before a meeting so your agenda gets covered. Keep notes (and ask for minutes). This will help you keep your focus during meetings, and manage emotions -Facilitate the community connections and develop allies. -Bring an ally to meetings for support Know Your Child (Youth/Adult) -Understand and research any diagnosis(es) -Know your child’s strengths and areas of need -Know them in a variety of settings and be open to the shared observations of others outside the home, in those settings -Consider having a portfolio of highlights as well as a recent photo for any meetings to remember who the focus is -Maintain open communication with your child about their experiences, be their voice and include them as much as possible in the process Confidence = Collaboration = Communication Once you know your information, you will be more confident in any setting as an advocate. Your knowledge helps establish a vision that you can communicate effectively to collaborate with others. As others enter this cycle of communication and collaboration, a positive feedback loop helps all parties move towards optimal outcomes through common goals and shared vision. Research indicates better outcomes for children and youth when their patents are actively involved, and a knowledgeable parent is an asset to any team. Advocacy should be a win-win scenario. However, sometimes collaboration can be a daunting task. The process can become stuck, and problems can arise. If you are looking for assistance, there are [...]

Your Content Goes Here November is Bullying Awareness month. According to Prevnet, a Canadian organization committed to violence prevention, bullying is a serious issue that requires adult intervention. Bullying is a form of abuse that preys on vulnerability and can lead to social and mental health problems in children and youth. When carried into adulthood, bullying behaviour leads to a lifetime pattern of abuse that shows up in the workplace, family, and community. While we cannot protect our children and youth from all of the social dynamics they will be exposed to in life, there are a number of things that we can do to support them to develop healthy relationships and social skills. Teaching our children how to recognize the various forms of bullying and how to respond helps them to stand up for themselves and for others, whether it is in person, or online. What Parents Can Do To Help: Value Inclusive and Respectful Behaviour Parents set the tone for family relationships and children learn relationship skills by watching their parents’ behaviour. Model the use of positive power by respecting and supporting others. Encourage positive relationships among children by praising respectful and inclusive behaviour whenever you see it. Try and focus on the positives of your child, even when they need correcting. Talk About Bullying Often, kids may not feel comfortable reporting or talking about bullying because they may be embarrassed, scared, or worried that it may make the problem worse. Sometimes, kids get involved in bullying others as part of a social group, even though they know it is wrong. Have open conversations with your child about their experiences at school, online and in the community, talk about what they notice, and what role they play in their social groups. Talk about the negative consequences of bullying and why it is important to take a stand against this behaviour. Teach Your Child To Be Assertive – Not Aggressive Being aggressive in response to other’s negative or aggressive behaviour usually makes things worse. Teach your child how to stand up for him/herself without being aggressive. Rehearse phrases, responses, and words such as, “STOP!” to help your child stand up for themselves. Practice assertive body language such as standing up tall, firm voice, and eye contact. Teach Your Child How to Ask for Help Identify people in the school, community and family who are there to support your child in standing up for themselves and for others. Draw parallels to when adults may seek help in the workplace or community, so that children understand that we all need help at times to solve problems and feel safe. Teach your Child the Difference Between Conflict and Bullying Help your child to understand that some conflict within relationships is normal and that we all have different perspectives and experiences. Distinguish between the behaviour that comes from working out our differences during a conflict, and bullying behaviour, which is for the purpose of hurting or humiliating someone. Teach and model ways to solve conflicts [...]

Your Content Goes Here 1.What do behaviour services look like at Pathways to Hope? At Pathways to Hope, a Board Certified Behaviour Analyst (BCBA) will work with you and your child using either: 1. a 1:1 therapy model where your child works directly with BCBA, or 2. a consultation model where BCBA works with caregiver to implement behaviour strategies in the home setting. 2. What is behavioural therapy? Behavioural therapy focuses on positive, meaningful behaviour change. This may include your child learning social skills, language and communication, routines, academics, self-help skills, and more. It may also include decreasing harmful or unsafe behaviours, often by replacing these with alternative, positive behaviours. At Pathways to Hope, our BCBA uses principles of Applied Behaviour Analysis (ABA)(see ABA section for more). 3. What is ABA (Applied Behaviour Analysis)? ABA is a research-backed methodology for understanding behaviour (the skills and actions needed to live, play, work, talk, etc.). ABA is used to increase positive behaviour, learn new skills, and essentially to help individuals and their families live their best lives. Typically, a goal/new skill will be broken down into smaller steps, which will gradually be worked on until the end goal is met. Research shows that consistent ABA can significantly improve behaviours and skills and reduce the need for special services (Reichow, 2012). ABA has been endorsed by multiple agencies around the world including the U.S. Surgeon General, the American Academy of Pediatrics, and the National Institute of Mental Health (BACB, 2022). 4. How long will my child need behavioural therapy? This varies depending on the child’s needs. Typically, the BCBA and team working with your child will evaluate your child’s needs on an ongoing basis. Overall, the goal is to help you and your child be equipped and empowered so that intervention is no longer required. 5. Is ABA only used for kids with autism? Although ABA is most often used for helping children with autism, there are many other applications of it!It’s also used in areas such as parenting, education, traumatic brain injury, mental health, sports, and workplace performance. 6. Who will work with my child/me? At Pathways to Hope, a Board Certified Behaviour Analyst (BCBA) will work with you and your child. A BCBA is an individual with an expertise in Applied Behaviour Analysis (ABA). BCBA’s are required to hold a masters in ABA, psychology or education, complete 1500 hours of supervised fieldwork in an ABA program, and sit for a board exam. 7. What will my child learn in behavioural therapy? Your BCBA will assess your child’s needs and create an individualized plan. Goals may range from pre-academic and visual responding skills to self-help or emotional regulation skills. You (the caregiver) will be involved in your child’s goal planning and progress. References Behavior Analyst Certification Board. (2021, January). An applied behavior analysis subspeciality: Behavioral treatment of autism and other developmental disabilities. https://www.bacb.com/wp-content/uploads/2020/05/Behavioral-Treatment-of-Autism-and-Other-Developmental-Disabilities-Fact-Sheet_210108.pdf Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with [...]

Your Content Goes Here Autism, or Autism Spectrum Disorder (ASD) has become more talked about in recent years, and its prevalence seems to be growing, the chances are you know someone whose family has been impacted by a diagnosis of ASD. According to the Public Health Agency of Canada, 1 in 66 children and youth are diagnosed with ASD in this country. ASD occurs in all racial, ethnic and socioeconomic groups, but it is about 4 times more common among boys than girls. Studies are still being conducted to better understand where this disparity comes from. The learning, thinking and problem-solving abilities of people on the Autism spectrum can vary greatly, some people with ASD are extremely gifted, whilst some face severe challenges. We do know now, that signs of ASD begin during early childhood and that we should be watching for certain developmental milestones. Signs and Symptoms: The CDC has the following list outlining some of the signs and symptoms to be aware of. The child may not point at objects to show interest (for example, pointing at an airplane flying overhead.) They may not look at objects when another person points at them. They may have trouble relating to others, or not have an interest in people at all. They may avoid eye contact and want to be alone. They may have trouble understanding other people’s feelings, or talking about their own feelings. They may prefer not to be held or cuddled, or might cuddle only when they want to. They may appear to be unaware when people talk to them, but respond to other sounds. They may be very interested in people, but not know how to talk, play or relate to them. They may repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language. They may have trouble expressing their needs using typical words or motions. They may not play “pretend games” for example, not pretending to “feed” a doll. They may repeat actions over and over again, They may have trouble adapting when a routine changes. They may have unusual reactions to the way things smell, taste, look, feel or smell. They may lose skills they once had, for example they might stop saying words they were previously using. Behaviour considerations People with ASD can have behaviours or interests that might seem unusual to others. The CDC has listed the following examples of these behaviours: Lining up toys or other objects and getting upset when the order is changes. Repeating words or phrases over and over (also called echolalia). Playing with toys the same way every time. Focussing on parts of objects (for example wheels). Getting upset by minor changes. Having obsessive interests. Needing to follow certain routines. Flapping hands, rocking body or spinning self in circles. Having unusual reactions to the way things sound, smell, taste, look or feel. Other characteristics you may notice: Delayed language skills Delayed movement skills Delayed cognitive [...]

When children are feeling anxious and overwhelmed, it is important to help them manage those feelings before they become too big or are held in to the point where the child “explodes.”   Calm down kits are a great way to help with these big feelings and it is something that the child can create for themselves, or have their parent or caregiver join in.   Anything can be incorporated.  The goal is to engage the child’s senses (touch, sight, auditory, taste, smell) to soothe or distract them when they are feeling low level frustrated, angry, sad or any big feeling.   Things to get: A box or storage container they like or that they can decorate themselves (to put the items in) Stress ball (you can make these with balloons and experiment with different textures. If the child likes the feeling of slime etc, then something like hair gel could be close to that texture, but you can also use things like flour, rice, sand.) Balls - squishy or spiky Colouring items (sketch book, adult colouring books, printed mandelas/colouring pages from the internet, pencil crayons or markers) Puzzles or brain teasers Clay or play dough Pictures or mementos of people and places that make them happy Fidget toys You can include items that have the child’s favourite scents (essential oils, cards sprayed with it, if they have a favourite scent.) Favourite foods that can be stored in the box, in moderation an example of this would be hard or gummy candies. Craft items they enjoy Books Journal   Let them have fun with this activity and be guided by the things they enjoy. If you have any questions about this activity, feel free to email us at reception@brantmentalhealth.com   This information was provided by Registered Social Worker, Brianna Kerr. Brianna has over ten years of experience working with children and youth in a variety of settings. Her areas of practice have included domestic violence, trauma, and anxiety. She works with children between the ages of 4 and 18 years old at Brant Mental Health Solutions.