Enter to win a free CEU course by blogging with ERI

We are offering you the opportunity to be entered into a drawing for a free CEU course. All you need to do is submit a blog entry which can be:
1. a clinical issue that you are seeking opinions about.
2. a case problem that you are struggling with.
3. a therapy tip that you would like to share.

The post can be of any length (up to 500 words) and photos and videos are great, as long as you have obtained written permission.

We will enter the first 50 blogs in a drawing for a free ERI course.
Deadline for entry is June 15th 2012 – winner to be announced before the end of June

Please post your blog in the comments section below…… you will then see your entry posted as a separate blog

We look forward to hearing your thoughts and sharing them with our ERI community.

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7 Responses to Enter to win a free CEU course by blogging with ERI

  1. Tana Jimenez says:

    Here is something I wrote about a month ago:

    If your child struggles with gross motor skills, you can tailor your Easter egg hunt to provide gross motor challenges:

    Put eggs up high to help your child raise up onto his/her toes
    Put eggs in low places to encourage squatting

    Make your hunt area large and on varying terrain (grass, cement, hills, etc.) to provide challenges while walking

    Carrying a basket will alter your child’s center of mass, providing a balance challenge.

    Have fun and happy hunting!

  2. Jennifer Martin says:

    I am an SLP working with a 5-month old, full-term baby, who was born with a duplication of chromosome 7. She is feeding using a Habermann feeder right now. She is not able to use a regular bottle, as she does not use suction, but only compression to express the formula. When using a pacifier for non-nutritive sucking, she is able to hold it in her mouth for less than a minute by herself. When checking her sucking ability with my finger, she is not wrapping the sides of her tongue, but only using compression to feed. One of the symptoms of this duplication is low muscle tone, and she mainly demonstrates this with all muscles from the waist up.

    Does anyone have suggestions on how to improve her sucking ability? Also, when she is able to transition to a regular bottle again, what are some suggestions for bottle brands/types? Thank you!

  3. julie cartwright says:

    I am looking for an outline/format or ideas for OT/PT RTI manual to have available for teachers to follow and have as a resource. I would like to keep it simple so teachers will actually refer to it, yet effective, so it gives them the strategies needed for each level.

  4. Britney says:

    Link between NSAIDS and signs of AU?

    I am a pediatric physical therapist, and I have a 33 mo old male patient who has been exhibiting signs of autism since he was about 18-19 mos; his mother has been told by a developmental specialist and a neurologist that it is likely that he does have autism, but he still has no official diagnosis. He has low tone, poor attention and eye contact, babbles but does not speak, is obsessed with spinning wheels and opening and closing doors, does not demonstrate appropriate play skills for his age, and has feeding difficulties, frequently gagging or vomiting with attempts at feeding. He has a long history of respiratory trouble, including asthma and bronchitis. He also has a long history of digestive issues, including gastroenteritis, vomiting, diarrhea, etc. He has been making fairly consistent progress throughout the time I have been treating him, but about 3 mos ago, he fractured his radius, and he made a substantial improvement in function and showed a dramatic decrease in signs of autism very quickly while he was wearing the cast. In brainstorming with his mother, it was determined that there had been no other life changes (change in diet, outside therapies, people living in the home, etc) during that time; however, she was giving him ibuprofen for his pain. After he had the cast removed, he returned to his former behaviors. When I noticed his behaviors returning, I asked his mother if she was still giving him the ibuprofen, and she told me she quit giving it to him a couple of days earlier when the doctor told her his bone was healed. One time since then, he started running a fever during my therapy session, and the next day during therapy, he had an incredible session. I asked his mother after the session if she had given him ibuprofen that day, and she said his fever had gotten worse during the night, so she had given him some ibuprofen to reduce his fever and help him sleep. I have discussed many possibilities with his physician, but we have not been able to identify any inflammatory processes that may be affecting his behavior. Does anyone have any experience with any children whose signs of autism decreased dramatically when given NSAIDs or know of any inflammatory conditions that can cause or mimic signs of autism? I’d love to hear any ideas!

  5. Tonyia Fulton says:

    I’m looking for any advice regarding a current student I work with. He is a 9 y/o boy with severe Autism, hard of hearing, and cognitive delay. His stims have been increasing lately, approximately the last 6-8 weeks, we’ve seen new stims including drawing on himself and in the air, arm flapping, running in circles, can not stand still longer than 2 sec (I know these are “typical” stims). His normal stims are drawing on white board over and over, looking at his drawings with his periferal vision, and rocking. The stimming is constant throughtout his day and nights, compared to previously a handful of times throughout the day. We are a residential school, so he is here 5 days/nights a week. He has also started touching other boys in their genitals, repetivitely. He has developed an unhealthy relationship with another classmate, who he needs to be next to at all times, is constantly touching him, if the other child leaves the room, he begins to cry and perseverates on that boy until he returns. The teacher and aides have them seperated in the classroom so there is no touching that can happen, unless this boy runs over and grabs the other boy. The other boy does not encourage these behavoirs. He is caring toward the other student, but often wants a lot of seperation between the two of them.

    I know that stims change, come and go, intensify at times, one needs to be replaced with another. We have always been able to redirct him in the past, we’ve worked with increasing his sensory diet and he communicates his needs most of the time now. He is never denyed sensory when we feel he needs it or when he requests it.

    So, the real question is: does anyone have any ideas what can be causing the increase in stimming and behavoir, plus treatment ideas please. Our behavoir specialist is helping with the changes as well, but hasn’t come up with anything effective yet.

    Thank you,
    TLF, PTA

  6. Simone says:

    I have a student who presents with both visual and auditory impairments. He is able to make choices from a field of two using eye gaze, but I am not sure how intentional his choices are. He has a cochlear implant, but he does not tolerate it very well. Any suggestions?

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