Thursday, July 23, 2015

Down Syndrome Innovations Conference

Register Now
September 11-13, 2015

Arkansas Children's Hospital and Down Syndrome OPTIONs bring you research and translational medical interventions that can improve the symptoms seen in patients with Trisomy 21.

Seize this opportunity to learn treatment strategies that can make life-long improvements in the lives of your children, grandchildren, sister, brother, loved ones and clients health and well-being.


Friday, September 11, 2015     Day 1 focuses on research and the latest treatment strategies. Continental breakfast and lunch included.

     Meet and Greet that evening with appetizers.

     Art Gallery featuring adult artist with T21, Billy Spillman.

Saturday, September 12, 2015

     Day 2 focuses on therapy, education and nutrition. Continental breakfast and lunch included.

Sunday, September 13, 2015

     Day 3 Family day!

     Join attendees at either
Little Rock Zoo or the Donald W. Reynolds Science Center

Speakers:




S. Jill James Ph. D. on Oxidative Stress and Epigenetic Alterations in Down Syndrome: Targeted Nutritional Intervention Trial at Arkansas Children's Hospital


Dr. James is the Director of the Metabolic Genomics Laboratory at ACHRI and a collaborator of the Arkansas Center for Birth Defects Research and Prevention. Her research is focused on the understanding of the metabolic and genetic factors that may be mechanistically involved in the etiology of autism, Down syndrome, and childhood acute lymphoblastic leukemia (ALL). The Metabolic Genomics team measures plasma levels of metabolites that are predictive of impaired methylation capacity and oxidative stress. In addition, the lab measures genetic polymorphisms that could contribute to an increased risk of oxidative stress and decreased glutathione-mediated antioxidant defense.

Most recently, this approach has been used to study metabolic profiles and related genotypes that may increase the risk of autism. Autism is a complex neurodevelopmental disorder characterized by impairment in social interaction and language accompanied by social withdrawal and repetitive hyper-focused behaviors. The abnormal metabolic and genetic profiles discovered in Metabolic Genomics lab indicate that autistic children may be more vulnerable to environmental factors that increase oxidative stress. It is generally accepted that both genetic and environmental factors interact to negatively affect neurologic and immunologic function during prenatal and postnatal development in autistic children. Recent evidence from Dr. James’ laboratory suggests that autism may involve inherited metabolic aberrations that secondarily affect neurologic and immunologic function during prenatal and postnatal development. If proven correct, this model supports the possibility that normalization of the metabolic imbalance with targeted intervention strategies could potentially improve symptoms and arrest the progression into autism.

Dr. James works closely with Charlotte Hobbs, MD, to define maternal metabolic risk factors for having a child with a congenital heart defect or neural tube defect. She also collaborates with researchers at the National Center for Toxicological Research, University of Utah, the University of California-Davis M.I.N.D. Institute, University of British Columbia, McGill University and University of California Davis to investigate metabolic imbalance in Down syndrome, intrauterine growth retardation, autism, cystic fibrosis, colon cancer and alcoholic hepatitis, respectively.



Jill Rabin M.S., CCC-SLP on The Baby-Led Weaning Approach: An Excellent Option to Assist Babies with Down Syndrome in Transitioning to Solid Foods

Jill Rabin is a pediatric speech pathologist and International Board Certified Lactation Consultant.  She has been working with babies at risk for feeding issues for the last 25 years. She frequently works with assisting infants with Down syndrome, preemies and/or babies who may have more challenges with feeding, to transition to the breast.  She also has extensive experience with working with babies/toddlers with feeding aversion and provides weekly therapy to many of these type clients.  She worked as a speech pathologist and lactation consultant at Illinois Masonic Medical Center where she developed a feeding program in the NICU for at risk babies.  She later worked at Prentice Hospital as a lactation consultant.  She is an early intervention evaluate and provider and currently has her own private practice.  She has done presentations/workshops on infants with feeding issues, with emphasis on breastfeeding.  She speaks Spanish and has a strong knowledge of American Sign Language.







Erica Peirson N.D. on Small Intestinal Bacterial Overgrowth

Dr. Peirson has a bachelor's degree in Biology from Portland State University and achieved a place in the Gold Key International Honour Society.  She earned her doctorate degree from the National College of Naturopathic Medicine in Portland, Oregon. She is a licensed physician in the state of Oregon, having passed the Naturopathic Licensing Exams. 

In addition to her medical practice Dr. Peirson teaches Anatomy & Physiology and Cell Biology at Portland Community College. She loves teaching and often teaches her patients about their bodies to help encourage involvement in their own health care.

She worked at Shriners Hospital for Children throughout her first 14 years in Portland. Her work with Shriners Hospital has greatly molded her as a person and as a physician. She has been deeply moved by the strength of the children there and gained a deeper level of compassion for others.

Before moving to Portland Dr. Peirson worked for three years as an EMT in an Emergency Room in Clearwater, Florida. She knew that the field of medicine was right for gaining great satisfaction with helping people in their greatest time of need. She also gained a lot of experience and knowledge while working in the ER. Her experience there gave her an appreciation for and understanding of conventional medicine. However, she was frustrated with the current crisis management system of healthcare. Having a good understanding of the benefits of living a healthy lifestyle, she wanted to help others with a more natural approach.

Listening carefully to the goals and expectations of each patient, Dr. Peirson pays close attention to the specific needs of each patient. Her personal, gentle, yet thorough approach to medicine is appreciated by her patients.



Kent MacLeod


Kent MacLeod on Optimized Nutrition is Essential for those with Trisomy 21


Kent MacLeod is a Clinical Pharmacist and Director of NutriChem Compounding Pharmacy and Clinic.  He is a specialist in women's health issues and nutritional therapies for children with special needs.  

Named PCCA's 2009 Canadian Compounding Pharmacist of the Year, he is a published author and has lectured throughout North America and Europe.  He has been featured on A-channel, CJOH, CBC, and Rogers Television and in New Pharmacist, Pharmacy Post and Drugstore Canada magazines.  

In his present role at NutriChem's biomedical clinic, he is using his innovative Body Chemistry Balancing Test to help those who are searching for real solutions to their health concerns.




 



Lydia Winans on The Life and Times of a Teen with T21



Lydia is 11 years old.  She's a full-time student, sister, daughter and friend.  She loves to play basketball, go on vacations, spend time at Camp Tekawitha and hanging with her friends and family.









Dana Crawford Ph.D. on Dietary Targeting of RCAN1 and Chromosome 21 Genes to Treat the Down Syndrome Population  


Dr. Crawford's laboratory is primarily involved in the modulation of mammalian gene expression by oxidative and nitrosative stress. He has identified a number of novel genes, designated "ADAPTS", and is characterizing their function and possible clinical use in stress-related diseases and disorders. One of these genes, ADAPT78 (RCAN1), has become a major laboratory research focus. Its protein product inhibits calcineurin, an intracellular protein important to calcium signaling. As such, Adapt78 is thought to be important in regulating many calcium-dependent cellular functions such as immune response and brain function. The laboratory is currently assessing the role that Adapt78 plays in calcineurin-related pathologies including immune system dysfunction, Alzheimer's disease, Down syndrome, and brain inflammation. The laboratory is also involved in combining the above projects with Diet and Nutrition as a translational approach to treating these pathologies. These studies use healthy dietary supplements such as plant polyphenols and broccoli sulforaphane as novel alternative approaches to treating pathologies; for example, to achieve immunosuppression (for autoimmune and transplant patients) and to treat Down syndrome and Alzheimer's disease (by modulating specific disease-causing genes). This approach is healthy and cost-effective, and improves compliance in patients. Dr. Crawford is also a member of two area inter-institutional organizations: the Capital Region Cancer Research (CRCR) group, for which he chairs the steering committee; and ALZNYCAP, an Alzheimer's Center of Excellence.






Alison Wimmer on Education using Neurodevelopmental Techniques



Creator of Behavioral and Developmental Consultants.  Follow the link to learn more about Alison and the impact she is having on the special needs community.







Morley Robbins MBA, CHC on Balancing Minerals in the Down Syndrome Population

MAGNESIUM ADVOCACY GROUP Founder Morley M. Robbins (aka. “Magnesium Man”) has a mainstream medical industry background. That’s intriguing when you consider that he is now devoted to promoting natural and preventive health solutions.
Morley had been a hospital executive and consultant for 32 years when, several years ago, he developed a condition called “frozen shoulder.” His family doctor quickly recommended surgery as the only hope for Morley if he wanted to be able to lift his right hand above his waist ever again.

Friends who owned a health food store intervened and encouraged Morley to try chiropractic care. His initial response: “Thanks guys, but I don’t do witchcraft.” Several months later, the pain was wearing on him, and his friends insisted.  The experience was so life-changing for Morley, he questioned everything he knew — or thought he knew — about healing.  He left the world of hospital administration and became a Wellness Coach.

Morley Discovers Magnesium.


In July 2011, Morley read Carolyn Dean’s wonderful book The Magnesium Miracle. He realized that this was a key piece of the whole health puzzle that virtually no practitioners seemed to be aware of — even in the natural health world.

Magnesium deficiency is the common thread for millions of Americans who are dealing with heart disease, diabetes, obesity, osteoporosis, cancer, general fatigue, and any chronic condition borne out of inflammation.

Morley, in concert with his partner, “Dr. Liz” Erkenswick, DC, (who MAG-ically healed his shoulder…) began working with their clients on a program of natural healing, with particular emphasis on this “Magnesium deficiency issue.”






Norman Schwartz MD on Thinking About Trisomy 21- Towards a Best Practices Approach 

Norman Schwartz, MD. is an integrative medicine specialist with over thirty years experience and an extensive background in treating complex chronic health problems.  Formerly medical director of Integrative Medicine for Wheaton Franciscan Healthcare in Milwaukee, Wisconsin he is now in private practice. He uses a first line, proactive, low risk, high gain approach and has treated a wide range of chronic unwellness including: fibromyalgia, chronic fatigue, hormonal imbalances, stomach and colon disorder, chemical sensitivity, autoimmune disease, heart disease, multiple sclerosis, Parkinson's, Alzheimer's diabetes and cancer.  He has devoted many years helping individuals and families who are dealing with autism spectrum disorders, ADHD and neurodevelopmental disorders using biomedical treatments developed by the Autism Research Institute.  He now focuses his practice on individuals with Down syndrome.







Russ Jaffe M.D. Ph.D., FACN on Healthy Digestion = Healthy Microbiome:  What to Test, What Tests Mean and What to Do
Dr. Russell Jaffe received his BS, MD and Ph.D from the Boston University School of Medicine in 1972. He completed residency training in clinical chemistry at the National Institutes of Health (1973 – 1976), remaining on the permanent senior staff until 1979. He is board certified in Clinical Pathology and in Chemical Pathology.

As a physician and scientist who aspired to be comprehensive, objective, empiric and experiential, Dr. Jaffe started his career searching for deeper understanding, wisdom, evidence and insight in mechanisms of health. Through intense curiosity and learned skepticism, Dr. Jaffe sought to debunk the best known advocates of a variety of health promotion and healing systems. What started as a journey to disprove holistic forms of care became a rich educational experience that transformed Dr. Jaffe into a student and then researcher in such areas a Traditional Chinese Medicine, acupuncture, active meditation, homeopathy, and manipulative arts.
Motivated by his personal transition, Dr. Jaffe went on to reinvent himself professionally by starting the Health Studies Collegium, a think tank that focuses on sustainable solutions to global health needs, with his fellow colleagues. For the last 30 years, Dr. Jaffe has advocated a system that treats people not diagnoses, cause not consequence, and promotes long term sustainable solutions as an alternative to a system dominated by prescriptive, symptom suppressive solutions. 

Dr. Jaffe’s cumulative experiences enabled him to take his efforts one step further and build PERQUE Integrative Health, a company that offers the world scientifically proven, integrative health solutions that speed the transition from sick care to healthful caring.
Dr. Jaffe’s practical contributions to clinical medicine and to healthcare policy focus on functional, predictive tests and procedures designed to improve the precision of both diagnosis and of treatment outcomes; he has authored nearly 100 articles on the subject. Examples of his contributions to molecular biology and clinical diagnostics include:

  • Early colon cancer detection tests
  • Predictive tests of cardiovascular health and function based on changes in blood clotting and systemic repair status
  • Quantification of the number of concurrent platelet binding sites needed for collagen to activate platelet-induced blood clotting
  • Identification of the mechanism that controls collagen activation of platelets
  • Antigen ultra-purification for use in high sensitivity immunology assays
  • Mechanism of connective tissue cross-link inhibition by d-penicillamine
  • Predictive tests of immune function and hypersensitivity / delayed allergy
  • Predictive tests of nutritional / metabolic function

Honored as an International Scientist of 2003 by the IBC, Oxford, England, UK for his lifetime contributions to clinical medicine, biochemistry, immunology, methodology, and integrative health policy, Dr. Jaffe is appreciative of the recognition of his peers. He currently serves on the American Board of Clinical Metal Toxicology and coordinates its certification training program. America’s Top Physicians 2005, Who’s Who in America; Who’s Who in Medicine and Science; Who’s Who in Business and Engineering all have included him in recognition of his contributions to science and community.

Dr. Jaffe is the recipient of the Merck, Sharp & Dohm Excellence in Research Award, the J.D. Lane Award, and the U.S.P.H.S. Meritorious Service Award. He teaches and lectures widely on nutritional immunology and treatment guidelines for chronic autoimmune and immune dysfunction syndromes and has helped elucidate the causes and consequences of immune defense and repair functions in health and disease.




Anat Baniel on  NeuroMovement: Turning the Child with Down Syndrome into a Potent Learner 

Anat Baniel, founder of the Anat Baniel Method is the author of two highly acclaimed books, Move Into Life: The Nine Essentials for Lifelong Vitality and Kids Beyond Limits.  Anat was trained as a clinical psychologist, dancer, and was a close professional associate of Dr. Moshe Feldenkrais for over a decade.  

In private practice, Anat Baniel is renowned for breakthrough clinical outcomes with children with special needs including those with Down syndrome.  Her neuroscience-based approach, developed over 30 years helping thousands of people of all ages move beyond limitations, is supported by leading neuroscientists

Click here to learn more about the Anat Baniel Method.






D. Allan Butterfield Ph.D. on Oxidative Stress and Epigenetic Alterations in Down syndrome: Targeted  Nutritional Intervention Trial at Arkansas Children's Hospital

Allan Butterfield Ph.D. received his Ph.D. from Duke University in 1974.  Currently at the University of Kentucky he is The Alumni Association Endowed Professor of Biological Chemistry, The Director of Redox Metabolism Shared Resource Facility at Markey Cancer Center, and is a member of the faculty at Sanders-Brown Center on Aging and Spinal Cord and Brain Injury Research Center

Description of Dr. Butterfield's research focus: 

Free radical oxidative stress is a hallmark of aging and age-related neurodegenerative disorders such as Alzheimer's disease (AD). Such oxidative stress is manifested in neurons by protein oxidation, lipid peroxidation, reactive oxygen species (ROS) production, mitochondrial dysfunction, and functional impairment of key transmembrane transport proteins, among many others. Our laboratory studies these and other aspects of oxidative stress in brain membranes using a variety of techniques, including magnetic resonance (both EPR and NMR), fluorescence, chemiluminescence, Western blotting, HPLC analysis, enzyme kinetics, etc. Our group has described how oxidative stress associated with amyloid b-peptide, a 42-amino acid peptide deposited in AD brains, leads to neurotoxicity and how various antioxidants can modulate or prevent this oxidative stress and neuronal death. For example, the figure, illustrating results from confocal laser fluorescence microscopy, shows how Ab leads to ROS formation in neurons, but the free radical antioxidant vitamin E markedly inhibits this oxidation. Insight into the molecular basis for and potential therapeutic interventions in aging and age-related neurodegenerative disorders is envisaged from our research.
Our laboratory is the first to use proteomics to identify oxidatively modified brain proteins in subjects with AD and, arguably, its earliest form, mild cognitive impairment (MCI). Proteins identified have provided new insights into molecular processes involved in mechanisms of neuronal death in and progression of AD.

Dr. Butterfield's Department of Chemistry Web Page



Barbara Strupp Ph.D. on  Maternal Choline/Neurogenesis/Therapeutic Intervention for Basic Brain-Cognition support

Barbara Strupp received her Bachelor's degree in Ethology from Washington University in 1976, and her Ph.D. degree in Psychology in 1982 from Cornell University.  She conducted postdoctoral research at the National Institutes of Health (Biological Psychiatry Branch, NIMH) from 1981-1983.   She then returned to Cornell University in 1983, funded by a National Institutes of Health New Investigator Research Award.  

She currently serves as Professor in the Division of Nutritional Sciences, and Adjunct Professor in the Department of Psychology.  Professor Strupp is a member of the Graduate Fields of Nutrition, Psychology, and Environmental Toxicology and the Program in Neuroscience.   Her research group has been funded by three institutes at the NIH (NICHD, NIDA, and NIMH). These grants have supported research on numerous causes of human cognitive dysfunction (malnutrition, PKU, early lead exposure, prenatal cocaine exposure, Down syndrome, and Fragile X syndrome), as well as the development of novel techniques for detecting and delineating cognitive and affective dysfunction in rodent models.
Strupp’s research primarily deals with causes of human cognitive dysfunction, studies that involve both children and rodent models. The goals of the animal studies are to determine the nature and underlying neural basis of the cognitive dysfunction, with implications for therapeutic intervention and for elucidating basic brain-cognition relationships.  

Current projects (described below) focus on (1) the lasting effects of maternal choline supplementation in rodent models (including a murine model of Down syndrome) and humans, and (2) the lasting effects of developmental exposure to manganese.




Monica Purdy MA, CCC-SLP on Oral Placement Therapy Techniques for Better Speech  


Monica Purdy, M.A., CCC-SLP, earned a Masters of Arts in Speech and Language Pathology from Ball State University. Monica has special training in Oral Placement Therapy / feeding therapy, augmentative training and has been PROMPT trained.

Monica Purdy has 10 years of professional experience working in both educational and private settings. In addition to being a member of the TalkTools® speaker’s bureau, Monica maintains a clinical presence in Indianapolis, Indiana where she treats clients with wide disability range, including Down syndrome, cerebral palsey and autism.

Monica currently holds licenses in Indiana and Minnesota. Her professional affiliations include the American Speech and Hearing Association and Down Syndrome Society.


Richard Frye MD, Ph.D. on Treatment Strategies for Mitochondrial Dysfunction


Dr. Richard Frye is a Child Neurologist and Director of Autism Research at Arkansas Children's Hospital Research Institute. He is an Associate Professor in Pediatrics at the University of Arkansas for Medical Sciences, and Director of the Autism Multispecialty Clinic at Arkansas Children's Hospital.

Dr Frye received a B.A. from Long Island University and earned his MD/PhD from Georgetown University. He completed a residency in Pediatrics at the University of Miami, followed by a residency in Child Neurology and fellowship in Behavioral Neurology and Learning Disabilities at Harvard University/Children's Hospital Boston. He is board certified by the American Board of Pediatrics, and the American Board of Psychiatry and Neurology with Special Competence in Child Neurology.

He is a national leader in autism research. He has authored numerous research publications and book chapters, and serves on several editorial boards of prestigious scientific and medical journals.

He is a member of the American Academy of Neurology, American Academy of Pediatrics, International Society for Autism Research, and the Society for Neuroscience.

Clinical/Research Interests: Autism, neurodevelopmental disorders, mitochondrial dysfunction and metabolic disorders in autism, and novel autism treatments

Photo of Jorge A. Busciglio, Ph.D.


Jorge A. Busciglio, Ph.D. on Mitochondrial Dysfunction 

Dr. Busciglio's research interests are in Alzheimer's disease, Down syndrome, neurodegeneration, axonal transport, oxidative stress and mitochondrial dysfunction.  He was named 2004-2005 National Academies Education Fellow in the Life Sciences,  Fellow, National Academies Summer Institute on Undergraduate Education in Biology.  In 2004 he received the Teaching Excellence Award, Celebration of Teaching, School of Biological Sciences.  In 2005 he earned the Golden Apple Teaching Award 2005.




Raphael Kellman, M.D. on Thyroid/Endocrine Function, Microbiome


Dr. Kellman is a pioneer in functional medicine who has a holistic and visionary approach to healing.


In 17 years of practice, he has treated more than 40,000 patients, many of whom have come to him from all over the world and after suffering without help for years. Dr. Kellman is driven by his desire to alleviate suffering and to help people regain health based on a new vision and understanding of healing and the causes of disease.

As a doctor trained in internal medicine Dr. Kellman uses the latest drugs and technology to treat specific diseases but his approach to medicine is patient- centered and holistic. He focuses on the complex interaction of systems — not just the disease but on you as a whole person who is greater than the sum of your parts.

Dr. Kellman’s treatments are informed by his background in the philosophy of science, and administered with compassion and kindness. Drawing on the latest research, he addresses your biochemistry, metabolism, hormones, genetics, environment, emotions, and life circumstances to help you achieve optimal health.

Education and Training

  • Albert Einstein College of Medicine in New York
  • Post-graduate training in internal medicine at Beth Israel Hospital, Lenox Hill Hospital, and St. John’s Hospital
  • Cancer research at Sloan Kettering Memorial Hospital
  • Holistic medical director for Health Check in Bay Ridge, Queens, a multi-service health care provider
  • Medical director for the New York Center for Addiction Treatment Services

louisasilva



Louisa Silva, M.D., M.P.H. on Qi Gong Massage Benefits



 Dr. Louisa Silva founded QSTI. She is trained in both Western and Chinese medicine. She is a visiting professor at Teaching Research Institute, Western Oregon University, and the lead researcher in QST massage interventions for children with disabilities. Since 2000, she has completed multiple research studies of the effects of qigong massage on young children with autism, and has developed training programs for  parents and professionals.






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James Bieneman D.D.S. on Palate Expansion in the Down Syndrome Population





Dr. Bieneman earned his Bachelor’s of Science Degree from Indiana University with honors in Business. After graduating with his doctorate in Dental Surgery from Indiana University School of Dentistry, Dr. James Bieneman has continued to refine his skills and expertise through countless post-graduate courses to provide patients like you with the standard of care you deserve.


Through his dedication to post-graduate education, Dr. Bieneman can treat patients in need of routine care and those requiring advanced treatments like orthodontics or sleep apnea alike. Currently, Dr. Bieneman has completed continuing education courses in the following:

  • Sleep Apnea
  • Orthodontics
  • TMJ
  • Oral Surgery
  • Endodontics
  • Cosmetic Restoration
  • Frenectomies 















Billy Spillman, adult artist with T21 will have his art on display during the conference.





Opportunity for Research Participation at the Down Syndrome Innovations Conference on Sept 11-12 in downtown Little Rock!

If you have a child w/T21 between the ages of 9 and 24 months old, we have an exciting opportunity for you to participate in a worldwide Down syndrome study with researchers from Spain. The researchers will be taking 360 degree photos (just head shots) which takes approximately 30 minutes. They are studying the effects of green tea extract (EGCG) on our children. Your baby doesn't have to be taking EGCG to participate. And you don't have to attend the conference to participate. For more information contact Andi Durkin.







Help support DS Options by taking this pledge:


Step 1: Take the pledge of $21 or more if you can

Step 2: Share your pledge on social media

Step 3: Challenge "3" specific people to take the pledge




Follow the link below to make your pledge





Follow link for more about Down Syndrome OPTIONs.







Monday, June 1, 2015

Apraxia: ideas to help speech & language

In January 2015 at age 3 1/2, Presley was given the diagnosis of "severe apraxia".  WedMd says this about it:  "Developmental apraxia of speech is also known as childhood apraxia of speech. This condition is present from birth, and it affects a child's ability to form sounds and words."  In other words, they may know what they want to say, but the words do not come out.  Up to 40% of children with Down syndrome are diagnosed with it.  The therapist said she wasn't sure though, because the few words Presley did say came out consistently the same way and same tone. The therapist said apraxia of speech typically says the same word a little different each time.  Presley could communicate her needs, but there had been very little actual speech from her.  After her evaluation, her speech therapist quit, and we began trying  a few different interventions.  By June 2015 (less than six months later and just a month before her 4th birthday), Presley went from silent gestures to babbling, reading her word cards out loud, imitating us, and trying to make her big sister laugh. Here is a video of Presley and her sister Payton working on word cards when she first became interested in speaking: https://www.youtube.com/watch?v=dmImQzFf9Jc  (2015) What made Presley begin talking?  She did.  When the time was right, she began talking.  The articulation needs work, but it is coming along great and I am thrilled to have words to work with.  Presley was recently evaluated and is reading on a 2nd grade level, so I knew cognitively she was well prepared, but getting her to form words was completely out of my control. So, we continued the course of laying a solid foundation for good speech. We still have a long way to go, but hearing her sweet voice is a true blessing.  I hope this list of our interventions helps someone else.

1.  Geminii - http://gemiini.org/ - we began this in January 2015 when our SLP bailed on us.  It seems to really give Presley the confidence to sound words out.  They use repetition and lots of close up videos of someone saying the words.  You can customize it to words you are working on and even conversations.  Great program with great results. 


2.  Neurodevelopmental program - we use NACD (http://www.nacd.org/) but there are others like ICAN (http://www.senc.us/3.html) so find a reputable evaluator close to you.  NACD has guided me every step of the way.  They believe it is all about INPUT, INPUT, INPUT!  Keep expanding the receptive language and the expressive will follow.  Most of the ideas on this list are from them.  We have been with NACD since Presley was six months old.


3.  Homemade speech videos using family.  Here are some of ours

Video 1 - basic initial speech sounds and reading two simple books.  8 minutes long. 





Video 2 has basic speech sounds, alphabet letter sounds, flip charts, reading sight words, and more.  It is over 30 minutes long.



      Video 3 includes following directions, many basic words shown with a close up of the mouth, reading, sequencing, different emotions, brushing your teeth, reading, five senses, chores, days of the week, months of the year art, and pat a cake play. It is 34 minutes long. 


     
Here is a post about making videos:  http://www.3of21.com/2014/03/homemade-videos-to-teach-everything.html


4.  Oral Motor therapy techniques:  we use NACD and talk tools equipment such as bite blocks, horns, straws, etc..  Have an evaluation to ensure everything is strong enough with proper placement for speech.   Many moms have had their children checked for tongue and/or lip ties and had them clipped to encourage better speech.

**Also check out Speech Buddies.  I have heard some have used it with success.

5.  Sequential Processing:   Processing, processing, processing!  It's seems to always be about the processing!  We will always continue to pursue the next higher level of processiing.  Bob Doman has a great video that goes into detail about how processing affects language development.   I also wrote a post about what it is and examples of how we do processing that can be found here.   Basically, if a child is one year old, they can process and hold one piece of information, two years old equals two pieces of information, etc....  We have to work on processing or they will not be able to hold onto those pieces long enough to string their words and thoughts together. Here is Bob's video:




6.  Brillkids:  wonderful reading program that is kind enough to offer large (or free) discounts to children with special needs.  It says the word, shows a photograph of the word, and then shows a video of the object or action. Very easy program to use.  We began this program at 6 months old. http://www.brillkids.com/ 


7.  Diet and supplements: We have tried many supplements and TNI.   We also include lots of healthy fats to feed the brain such as avocados, almond or sunflower butter,  etc...  We are gluten free and dairy light with some cheeses.  The gut is known as the second brain and has a direct influence on cognition and "brain fog".  I can't say if any one supplement worked for us, but we continue to support her body by testing for deficiencies/issues and adjust accordingly.   Here is an example of our breakfast and morning smoothie routine.


8.  Reading books - this was very important to me as I wanted to create as love of reading for both of our girls.  We even made some videos of my 5 year old reading to Presley and play it over and over. The average household has only ten children's books, we have hundreds. Our goal was 10 books a day. We make a lot of experience books, similar to our homemade videos, that include pictures of the girls and initially only simple one to two word phrases below each.   You can make one about their typical day or a trip to the zoo, and document in photos each step along with word cues to encourage their participation in reading.  We have a basket of books by the potty and sometimes we read the same story over and over, but each time we talk about what the characters are doing, what they are probably thinking, what their facial expression looks like, etc...

Sometimes we made videos (I have visual learners obviously) with us just reading books.  Soon Presley began mouthing words and reading along with the video.

 
 
**We have also plastered sticky notes over every object in our home, then videotaped as we walked around the house talking about all of them.   It gave her a visual  of the object and the word associated with it, as well as a short description of it.   It gave her a name for everything in her environment.   Immediately after, she would name everything in the house and show me like she was giving me a tour.  



9.  Music - Presley loves music, so we used several different sources.  Here is an article explaining how music stimulates language development in DS. 

      *  Talk it, Rock it CD's - (https://www.talkitrockit.com/shop/)  fun,    
          interactive music CD's with a good beat to sing to.   They have a few videos on youtube, but
          we listened to the CD's all the time in the car to have pure auditory input.  She has never seen
          these videos, so she is not playing a video in her head when she hears it. 





      *  Readeez -  http://www.readeez.com/ videos with words and singing.  Here is their phonics song.  They have many more videos and DVD's and my girls have really enjoyed all of them.

 
 

Mother goose club Presley's favorite to sing and dance to on youtube:

 
 
Presley also loves these bible songs with moves to memorize for kids.  She sings along with them and loves matching their movements.  Great messages for kids too.
 
 


        


10.  Speech cards and word flip books - http://www.superduperinc.com/default.aspx

Main Product Image


11.  Exercise:  there are so many studies that link exercise with increased cognition.  Here is one article:  http://www.disabilityscoop.com/2013/03/07/can-exercise-down-syndrome/17448/  NACD also encourages encouraging learning while the intensity is high (while they are having fun).  We would go for nature walks and draw alphabet letters in the dirt as we walked and name everything we saw.  There is a saying well known within the DS community of "two miles of walking equals talking".    Core strength is always good for speech.


12.  Speech apps:  NACD has a good collection for the ipad: http://nacd.org/speech_sound/apps.php  We also used articulation station, Tiga talk, and Speech 4 Kids.  Here is a good list from apraxia-kids website.
Naed_ApraxiaApraxiaPictureSoundCards



13.  Ears:   Stay on top of hearing, watch out for fluid retention and ear infections with any congestion.  You can request an tympanogram from your Pediatrician when your child has congestion and again after it has resolved to see if fluid remains.  It tells you whether the tympanic membranes is able to move or not.   Routine audiograms should be conducted to assess hearing. Children will obviously have difficulty repeating sounds if they can not hear them clearly.


14.  The Listening Program: addresses auditory tonal processing.   Learn more at these links:
http://nacd.org/speech_sound/the_listening_program.php   or
https://advancedbrain.com/the-listening-program/

15.  Stay informed: Read this great article by Christine with her beautiful daughter Olivia on Andi Durkin's blog for more information and what worked for them: http://dsdaytoday.blogspot.com/2014/03/treating-apraxia-in-children-with-down.html



16.  Mango or papaya powder - Dixie Lawrence of Trisomy 21 Research suggests some children with apraxia have a FOXP2 mutation.  She states "the development of FOX2 neurons is a process, first they must be born then migrate, then connect to other neurons, then survive" so changes may occur slowly.    This has to do with low histamine levels typically seen in DS and that raising these levels contribute to global advancement in development along with speech.   Insomnia seems to be a common side effect when titrating for effect.  Learn more on her Facebook page Trisomy 21 Research.


17.  Feuerstein approach - I am not as familiar with this, but I have seen it on several posts with positive reviews.  Here is an article with more details.


18.  Positive interaction- 

Dr James MacDonald with Communicating Partners has a wonderful website here.  He believes "Regardless of the number of professionals, children will learn to communicate best in their home lives. Parents have the greatest opportunity to teach their children how to communicate and yet there are very few resources available to parents for this purpose, This web site provides tested resources for building strong social relationships with children with delays".

 - We also use puppets, dolls, and toys for play interaction.   I will hold one doll and say "Hi, my name is Doc, what is your name" and Presley will answer "Hi, I am Elsa".  We then go to "How are you?" and she will answer "I am good".   Sometimes I played this with my 7 year old first in front of Presley, and it would give Presley the cues as to what she should say.  The other day Presley (now 6 years old) was walking through the grocery store and told a stranger "Hi, how are you" they answered back asking how she was and she responded "I am good, thanks" and then she kept walking. My 7 year old likes to use the dolls to act out scenes they just saw on tv, such as using Daniel Tiger or Strawberry Shortcake figures to act out a song they just sang or a part they thought was funny.

- Ask about their day.  Dad comes home and asks Presley what she did that day.  Sometimes he has to give prompts such as "how did piano go today" or "did you get wet today" when she had played in the pool.  If we went on a nature walk, he will ask "what color flowers did you see today", because he knows we talk about the wild flowers we see.  Recently, we took pictures of all the wildflowers we see on our usual walking area.  We then used an app called Plant Net to identify them.  I put the pictures, along with the name of the flowers, into a small book using Microsoft word.   Presley now says the names of the flowers as we pass them.

- Say good morning.  Every morning, as we leave the farm, I say "good morning cows", "good morning donkeys", "good morning creek" "good morning trees" and so on.  Presley likes this and began saying it to things she saw too.   So she was speaking, naming things, and paying attention to her surroundings. 

Anticipatory speech.  In one of the above speech videos, I would practice anticipatory speech.  I would say something like "Mommy and Daddy, Mommy and Daddy, Mommy and Daddy, Mommy and .................".  I would pause for a moment to allow her to process it and come up with the word "Daddy".  If she didn't say it, then I would fill in the blank and celebrate.   We also used anticipatory speech for the nursery rhyme songs she loves, such as "the wheels on the ........" and just wait for it.

State the obvious.  We walk outside, I say "it is cold" "it is hot" "it is windy" "the sky is pretty blue today" "it is cloudy".  We gives names, descriptions, and functions of everything we see.  We also make lots of homemade videos describing things like this, so she gets lots of repetition.   One video, I walked around the kitchen and named everything in the kitchen and what it does.  Soon, she was grabbing items out of the drawer and naming them.  When we go outside and the wind blows in her face, she will automatically say "it is windy".


Role modeling -  we practiced a lot and recorded many of the interactions I wanted Presley to know.   Sometimes I would practice with my 7 year old Payton first.  There is also a great set of videos called Watch Me Learn that teach key developmental and social skills.


- Visualization - several moms have recommended products for visuals and manipulatives like these from Lakeshore Learning.   This can be used for creating carrier phrases using sentence strips, such as "I want.... I need....." and allow them to fill in the blank.   Another tip from Jane Winans  "Get a poster board and script out a good retelling of an event, but have blanks that she fills in with word cards at first but then from memory afterwards. Today I went to _____ (Disney) I saw _______. I rode on _______. I ate _____. My mom and I were _____ (having fun - smiling - being silly - hot ) I felt ___ today at _____. Do this every day until it becomes more ingrained."


19.  Another great article by Dr McDonald about getting more language out of your child:

HOW CAN YOU HELP A CHILD HAVE CONVERSATIONS?
1. Talk about anything your child is doing or is interested in, no matter how insignificant it seems to you. Any kind of conversations are important at first. It is less important what you talk about than the fact that you both are talking back and forth for increasingly more and longer times. In daily life, we often have conversations mainly for the social connection with someone and not primarily for information or accomplishing a task. We need to allow casual conversation time for our children especially since the major task is to make them want to return for more conversations.
2. Allow actions to be part of the conversations. Conversations do not have to be continuous talking. Let actions do the talking at times. When you are playing with your child, join into the things he is doing and make words a part of the play. Occasionally, play and interact in the activity back and forth without talking. For many children, conversations are best learned as a way to supplement or help their play rather than being the major way in interacting.
3. Think of conversations as creative social play more than as conveying information. The less work we make for a child, the more he will stay in conversation. Talk with your child about anything at all allowing him to say whatever he wants. The conversation may seem unimportant or even silly to you, but the purpose is to show your child that he can have successful conversations with you without any pressure to say anything in particular. Let him know that talking back and forth is the goal, not talking in any particular way or for any purpose other than companionship.
4. Balance your conversations by taking turns. Conversations often stop when one person dominates them. Be sure that your child knows he will have time to take his turn and be equally clear with him that he needs to allow you to take your turn. For children learning to communicate, words are their most important social toys. Just as an aspiring ball player would practice throwing and catching balls many, many times; so too, children must practice exchanging words back and forth many times a day before they learn to enjoy and stay in conversations.
Try to do only as much as your child in a conversation so that he does not learn to be passive, but has sufficient practice talking. On the other hand, be sure that the child allows you to talk as much as he does. Neither person should dominate the interaction. Your child needs to practice talking and he also needs to listen and respond to your talking. Unless he does both talking and listening, he will not be accepted in society as a desirable conversation partner.
5. Keep your child on a topic. Many children get easily distracted in conversations and need to learn to stay just a little longer on a topic. This is also a very effective way to teach a child more language. Too often conversations with children are brief and fleeting. This is understandable at first, but then it is important to keep the child talking about a topic for increasingly longer turns.
6. Respond to interruptions gently but firmly. Many children learning to communicate have difficulty not saying what is on their mind even if someone else is talking. Interrupting is normal when a child is young but can be a serious problem later on. Often a simple signal like raising your hand or looking away is effective in letting the child know he will not be successful in interrupting. Occasionally you will have to simply ignore his interruption and continue talking on your turn, then signal to him when you are done. Be careful not to talk too long a time.
7. Be sure that both you and your child have the freedom to express your own ideas. Children rarely pursue conversations with partners who do not respond to their ideas. Judgments and criticism discourage children from having conversations. Convince your child that he will not fail in conversations.
8. Make conversations out of your child's instrumental contacts for help and information. Rather than just satisfying a need or answering a request, keep the child for a few turns talking about what he is immediately interested in.
9. Turn your teaching times into brief conversations. Take homework breaks with easy conversations about what he is studying. Help him talk about what he is learning.
10. Turn your normal daily activities into conversation times, for example: meal times, watching TV and videos, doing chores around the house or yard, riding in the car (turn off the radio), all care giving activities you do with the child. Make quiet affection times into easy conversations. Talk about the child's immediate activities.
The ultimate test of conversations is if the child stays and returns for more.
YOUR CHILD STARTS TALKING IN "WORDLETS" NOT ADULT WORDS LIKE YOURS
Your child’s first words will not be whole words like yours. They will be pieces of words in sounds. Think of these as "WORDLETS." Every word is made up of many sounds. A word begins with only some of those sounds. These are called “Wordlets”.
It is important to not consider wordlets as mistakes. They are not mistakes, but are developmental steps. They are not wrong, as they are the right way to build words.
Think of wordlets as your child’s own language. It sounds like a foreign language and it is in many ways. Think of it as “Eric’s” or ”Rosa” language. And then translate that language into a word in your language. If he hugs his dog and says “goggie”, don’t tell him he is wrong. Just translate it with “doggie." It is like responding to a Spanish-speaking child saying “perro” with “doggie."
Accept your child’s sounds as words then translate them.

Dr. Jim MacDonald
macdonaldj86@gmail.com


20.   So Happy to Learn - several moms have recommended this program by Mrs Brown.   She has a monthly curriculum she sends to work with your child on math, reading, and writing.   She is genuinely interested in helping us teach our children and make them successful.   She has worked many years with children with DS.


21.  Time:  you can do everything on this list, but ultimately they will decide when the time is right.  This is difficult when you know all the pieces are in their proper place, but nothing comes out.  Stay strong and consistent, the end justifies the means.  Continue laying the foundation with the right input, good sleep, good nutrition, good exercise, good hearing, good health, and time.


22. QRI Laser/Reflex integration:   UPDATED August 2018, we had a very positive output of speech from using the QRI laser.  We began integrating the reflexes using the laser then added the TALK, the helmet, ASD, and recently the cranial nerves protocol.  Read more about the laser here:   We had all the pieces in order and ready, but the laser and integrating reflexes helped give Presley the boost she needed to start actually talking.

Here is my review about the QRI helmet and how it helped us:http://www.3of21.com/2017/02/qri-helmet-information-review.html


23.   Video Modeling - We have also enjoyed watching Watch Me Learn and Teach2Talk videos.  They both give great examples of role modeling and conversations among kids, adults, and puppets.   Easy and fun and gives mom a break to print off worksheets, research, set up next activity, or whatever.


24.  Warrior Mom April Walker shared this technique she uses for her son called "scripting".   She wrote " have a notebook and throughout the day I will write a question, and if he answers it in a 2 word phrase I will script it/write a complete sentence with his answer and he will repeat it. I ask questions about the weather, basketball, what he wants to eat, baseball, a show or movie he's watched. I can really see things clicking. He's able to use pronouns correctly and doesn't leave them out of the sentence."  She also made these for creating sentences.
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25.  Nemecheck Protocol:    There are several facebook groups with testimonials about the Nemecheck protocol and how it "woke up" their child with autism.   There is also a book you can buy on Amazon which explains it in depth.  There are also many videos on his youtube channel.   Here is one mom's research and results which was quite interesting.



Update August 2018:   Presley continues to improve in her speech, articulation, and communication.  She will ask "How did you sleep?" to everyone each morning and "How is your food?" to everyone at the table.  She asks a lot of "where are we going?" and may ask it repeatedly.   Her ND suggested when she repeats a question, she is trying to carry on a conversation, but doesn't know what to say next.  So we keep it going by saying something like "We are going to the grocery store.  What food do you want to pick out?".   Presley has been going up to others and saying "Hi, what's your name?" and after she gets a response, she says "My name is Presley, this is my sister Payton, she is 8".  After that, she needs help keeping it going.  She is around a lot of people that love her at church, music, swim, and cheer that immediately begin to ask her questions to help her out when she pauses.   She now loves to try to carry on a conversation with others and tell them about everything from her favorite color, to her cheer buddy, to what we did already that day.  At home, she is talking most of the time, see for yourself in this video I just took of the girls using the dolls.  (You can see her funny personality when she says "diaper salad" and then big sister runs off because the teapot was going off).

 
Here she is singing and making up new songs when she thought no one was watching. 
 



Remember moms and dads, do not compare your child to others.  Comparing will steal your joy of their accomplishments thus far.   If I want to compare, I look back to 2 1 /2 years ago when she had only a couple of single words and then I smile knowing we are continuing to move forward.  Stay the strong course, remember, this is a marathon, not a sprint.


Many blessings in your journey,
Robin


Disclaimer: Please discuss with your physician and/or therapist as to what may be the best for your family member.   These are only some of the ideas that have helped us, but each child is different.   My goal is to compile resources together to help others.

Thursday, March 26, 2015

Natural ways to treat congestion

It has been over a year since Presley has had any congestion, so I had to get back into my books and notes to remember all the natural ways we can assist the body to recover when she developed some congestion this week. I thought I would consolidate it here for myself and others who may be interested. Please know there are times to take your child straight to a doctor for an evaluation and treatment, such as high fever, persistent fever, worsening or persistence of symptoms, refusal to eat or drink, ear pain, shortness of breath and more. However, when it is mild congestion, I like to try using a natural approach. The following list could be discussed with your doctor at your next visit, so you are ready the next time your child gets the sniffles.

1. Homemade Vapor rub - I tend to stay away from chemicals, and I like being able to pronounce all of the ingredients being placed on my children's skin, since it is the largest organ in our body. Over the counter Vick's Vapor rub is lavender, rosemary, and euchalyptus PLUS petroleum, we don't need that last ingredient. I like this recipe from Wellness Mama:

Ingredients
•½ cup olive oil, coconut oil, or almond oil
•2 level tablespoons of beeswax pastilles
•20 drops of Eucalyptus Oil
•20 drops Peppermint Oil
•10 drops Rosemary Oil
•10 drops cinnamon or clove oil (optional)

1.Melt beeswax with oil of choice in a double boiler until just melted.
2.Add the essential oils (use half the amount for a baby version or dilute with coconut oil before using)
3.Stir until well mixed and pour into some type of container with a lid to store. Little tins work well, as do small jars. I also always make a few in lip chap sticks to keep in my purse or use on baby feet.
4.Use as needed to help sooth coughing and congestion.

Notes: Make sure to dilute for babies and children and use as little as is needed. Can also make with the herbs instead of essential oils by infusing the oil with 1 tablespoon of each of the herbs in a double boiler over medium heat for 2 hours. Many essential oils, including these, are not considered safe for babies or small children. Always check with a doctor or healthcare provider about using herbs or essential oils on young children.


2. GOOT - this is a mixture of 3T coconut oil, 3T olive oil and 3T chopped garlic.  I obtained the recipe from Dr Jullian Neil. It is easy to make and can be used for different types of infections.  This is an "old school" type of healing recipe. I used it on my daughter's feet and covered them with socks while she was asleep. See recipe here:


3. Diffusing essential oils - I like to change it up throughout the day, but  
    my go to oils are: (I have no affiliation with Hopewell oils and receive no
    compensation).  Tricia enjoys Young Living products.
          recommendation, I just really like their products)
        - Breath Rite - works like magic on congestion 
        - Frankincense - I also mix this with fractionated coconut oil and  
          apply to bottoms of feet and down the spine and over the sinuses
        - Euchalyptus
        - Plague defense - this is like YL Thieves
        - Respiratory Relief - this is like YL RC
        - Breathe Easy is a more gentle oil for smaller children


4. Myrtle - myrtle essential oil can be placed on a Qtip and inserted into each nostril. For us, this has always worked immediately and given relief for several hours. It does however sting your nasal mucosa somewhat, so you may want to try it on yourself first.   From Heritage essential oil website:  Myrtle can be diluted and swabbed in the nostrils for babies and used undiluted when a child is older. Follow with an appropriate salve such as Golden Salve* or Comfrey/Calendula Salve* to keep the nostrils moist.

NeilMed Sinus Rinse Pediatric Kit:
First make up the salt mix. Each time you use the NeilMed, you'll make up a fresh batch.
Sea Salt Mix
8 TB very fine Sea Salt
10 drops Rosemary ct. verbonone
6 drops Tea Tree or Manuka or Mytle
Mix well and store in a glass jar.
When needed, mix the following until the salt has dissolved and use in NeilMed to flush sinuses:
1 tsp of the Sea Salt Mix recipe
1 ½ cup warm (body temperature) distilled water


5. Detox bath - a nice warm bath always helps soothe achy muscles, so add a few ingredients to help detox whatever irritation is causing the congestion. My bath mixture contains 1 cup Epsom salt, 1/4 cup baking soda, 3-5 drops lavender, 3-5 euchalyptus and 1 drop of frankincense. The Epsom salt contains magnesium, so it is best to soak for 15-20 minutes. Here are 10 other great detox bath recipes from Dr Axe: http://draxe.com/detox-bath-recipes/   I also use bentonite clay every other bath when one of us isn't feeling well.  Kids get two baths a day when sick.


6. Humidifier - we use a humidifier year round. Too little moisture contributes to dry cracked skin and thick mucous, but too much moisture can encourage fungal and bacterial growth. We can measure our humidity levels via our thermostat and aim for 30-55%. During times of congestion, it is important to help keep the secretions thin. I also add a drop or two of Lugol's soluation to help clean the air.  Some even add hydrogen peroxide.  We also do a long bath with epsom salt and make the entire bathroom really steamy.   We do this first thing in the morning to use the steam to break up any dried or accumulated congestion from the night.  


7. Elderberry syrup - this is usually given once a day, but I increase it to once every 4 hours during an illness. I can also mix this with 1-2 drops of these essential oils: Lemmon, Lavender, and Peppermint to boost the immune system. It is commonly referred to as "LLP".  Tricia also places it inside a capsule or suppository (mixed with coconut oil) to treat allergies or congestion. See elderberry recipe here: (so easy to make!)  Here is a government study supporting that elderberry helps combat virus/influenza.


8. Potato Peeling broth - it is very important to hydrate well with this broth or water during any illness. I have personally witnessed this broth restore health to individuals. My girls drink it each day mixed with a very small amount of organic apple juice. See Tricia's previous post for recipe.


9. Rest - I support their body when they do not feel well by encouraging lots of rest. These are the days we do no therapy, go nowhere, and watch Minnie Mouse on tv to keep them from being too active.


10. Diet - stay away from dairy, which could encourage mucous production. We initially used goat milk, but more recently switched to coconut/almond milk. We always try to avoid processed foods. We eat real foods, it helps the body to take care of itself. You could also increase their Vitamin C intake via diet or supplementation. Vitamin D supports the immune system also. Avoiding sugar and high starch foods is important, since can weaken the immune system.  Read another post with all the information you need to support the immune system, detox, and do a diet overhaul, read HERE.


11. Chiropractor - do your own research, but I personally believe in our chiropractor and routinely take the girls to see him. At the first sign of illness, we make an extra appointment. Learn more with this pediatric chiropractor website.  


12. Andi Durkin from the website "A Day to Day Guide to Down Syndrome"  has a great article about the importance of keeping congestion away, and why it is so important to keep our children breathing through their nose.


13. Ear infection - keep an eye out for congestion to lead to an ear infection as children's ear canals are more parallel than the slanted anatomy that occurs as they get older. Children with DS typically have smaller canals anyway, so it takes even less mucous to create an infection. Some signs of congestion progressing to an ear infection is the low grade temperature increases and no longer responses to Ibuprofen; the crying increases or occurs for no obvious reason; pulling or pointing at their ears; drainage from the ears; one or both eyes turning inward as fluid accumulates. If you suspect an ear infection, please contact your physician for treatment.

14.  Hydrogen peroxide in each ear -  this is not for anyone who has a ruptured eardrum or children who have tubes in their ears. Discuss with your doctor if you have any questions.  Here is what Dr MercolDa says.

15. Herbal medicine - Dr Aviva Romm is a Yale trained MD and herbalist.  She has a lot of information on her website such as:
Natural Medicine chest for kids super immunity
Natural Medicine vs Antibiotics for Kids
Kids and Ear Infections
We use the tinctures ecchinacea ultra, umckaloabo, and ashwagandha tinctures from Mountain Rose Herbs at the first sign of illness.

16.  Wellness Mama has lots of awesome suggestions in her blog here.

17.  Tricia did a great post earlier and can be found here.

18.  Frequent handwashing, even if you are at home.  When we have to go somewhere, we use a homemade sanitizer as soon as we get to the car and wash hands with soap and water as soon as we get home.  We also change clothes so that the clothes they crawled all over the buggy with or used to sit on public spaces are not worn on our couches during the sick season.   


19.  Recommendations from others: saline nasal rinses or spray mists, raindrop technique using essential oils, and sinus washes, colloidal silver and xyitol, peroxidizer, N acetyl cysteine, black cumin seed oil, increasing vitamin C,  and craniosacral therapy.

UPDATE Nov 2019:

20.  Read this post about N-acetylcystiene HERE to learn how it may help during an acute respiratory illness to thin secretions and support glutathione.

21.  Read more about colostrum HERE.


Healthy blessings to you and yours,
Robin

Tuesday, March 3, 2015

Let ARHIPP Pay Your Family Health Insurance Premium


 
 





First of all let me say ahead of time...I AM VERY SORRY.  I have completely dropped the ball on supplying this information to you, with that said lets get to the good stuff. 
 
What is ARHIPP?
 
The Arkansas Health Insurance Premium Payment (HIPP) program is sponsored by Arkansas Department of Human Services, Division of Medical Services. HIPP is designed to save money for Medicaid clients with high healthcare costs by reimbursing all or a portion of the cost of their health insurance provided by an employer or COBRA and by eliminating some of their out-of-pocket medical expenses. In some cases, clients may qualify to receive reimbursement for the premium cost of a family health insurance policy.
 
HIPP membership is completely free for those who qualify and does not affect eligibility for Medicaid.
 
Not currently insured through your job? When you qualify for HIPP, federal law makes it possible for you to enroll in employer-sponsored health insurance at any time of the year.
 
Do I Qualify?
 
The Arkansas HIPP program is specifically for qualifying Medicaid clients and their families who have access to group health insurance through a job or COBRA.
 
Other requirements:
  • Your health insurance must cover at least 1 Medicaid beneficiary
  • You must be able to provide the following Information along with your completed application:
-List of policy tiers and rates provided by your employer
-Policy number & group number
-Employer & employee share of premium cost
-Medicaid client(s) name & Medicaid identification number(s)
 

 
 
What are the benefits?
 
Arkansas Medicaid clients who enroll in HIPP will receive:
  • Reimbursement for the monthly cost of all or a portion of group health insurance provided by a job or COBRA.
  • Access to a wider network of doctors through group insurance coverage.
  • Healthcare for your entire family, even family members who are not eligible for Medicaid, if found to be cost-effective for the State of Arkansas.
 
Can I receive benefits from Arkansas HIPP and Medicaid at the same time?

Yes. To qualify for the HIPP program, an applicant must be eligible for Medicaid within the state of Arkansas. You will have access to benefits from both programs for as long as you qualify for each program (separately).
 
Will Arkansas HIPP pay for my entire family’s health insurance coverage?

 In some cases, an applicant will qualify to be reimbursed for family health insurance coverage. This depends on the health insurance policies your employer provides as well as the family plan’s cost-effectiveness.
 

Insurance Covered by HIPP

To be eligible for the Arkansas HIPP program you must have access to group health insurance that is offered by a job or COBRA.
 
What is COBRA?

Consolidated Omnibus Budget Reconciliation Act (COBRA) is a federal law that allows former employees to continue health insurance coverage for 18 – 36 months after leaving a job. If an applicant has access to COBRA, the applicant meets the insurance requirement for Arkansas HIPP. If all other qualifications for participation are met, HIPP will send you monthly reimbursements for all or a portion of the cost of the COBRA plan.
 
What is employer-sponsored insurance (ESI)?
Employer-sponsored insurance (ESI) is health insurance that employers offer to their employees, and is typically offered as part of an employee benefits package. ESI is offered to current employees.
Am I eligible for Arkansas HIPP if I have insurance that is not provided by an employer?
No. Arkansas HIPP is offered to clients who have access to employer-sponsored insurance or coverage through COBRA.
 

Applying for HIPP Benefits

There are three ways to apply for Arkansas HIPP benefits! You can:
Submit your completed application and documents by:
 
Toll-free Fax: 1-855-777-1001, or
Mail: HMS
Attn: AR HIPP
1818 N. Taylor St. #360
Little Rock, AR 72207
 
 
You must be able to provide the following Information:
  • Policyholder’s Social Security number
  • Policy number & group number of the group insurance
  • Employer & employee share of premium cost
  • Case identification number(s)
Along with your application, you must provide a copy of:
  • Insurance card (front and back)
  • Summary of benefits for your plan or desired plan
  • Employer health insurance rate sheet
  • Paystub if it shows premium deduction


We had on of or local moms put this together for additional assistance.  Thanks Amy Kinnard.


Lessons learned when applying for ARHIPP:

1. Apply online. https://pierweb.hmsy.com/Arkansas/hipponline/OnlineApplication.aspx

2. Better to email (customerservice@myarhipp.com) all your documents instead of faxing.
(Include pay stubs starting with the month you are applying, signed doctor's statement regarding your child's diagnosis, current plan benefit summary page with company logo, current plan rates, W-2, document showing your plans open enrollment dates, plan coverage dates)

*If you don't have access to a scanner, take pictures of each piece of information to send as jpgs instead of pdfs.

3. If your spouse is the policy holder, have him/her call and add your name to the account. He/she will need your date of birth and social. Failure to do this means that you won't even be able to call in and check on the status of the account. If your spouse doesn't have time to call, include a letter signed by him/her with the needed information to be sent along with the other documents. Only the person who is the primary insurance holder will be able to make changes or request information.

4. As soon as possible, find out what case # has been assigned to your account. Add this number to EVERY piece of information you email!!!

5. After emailing your documents, call a few days later to verify the information was received and linked to your account.

6. Create file folders both on your computer and inside your email account to store the pdf documents you sent and the actual emails sent so you have record and can quickly "re-send" if you are told the email in question was never received on their end.

7. Keep a telephone log. Write down the date, time and customer service reps name, and a brief description of what was discussed each time you call.

8. Understand that the person you are talking to when you call customer service is based in North Carolina and will have to send all your information over to your case worker in Arkansas.


Contact Us

AR HIPP
1818 N. Taylor St. #360
Little Rock, AR 72207
Toll-free Phone: 1-855-MyARHIPP (855-692-7447)
Toll-free Fax: 1-855-777-1001