Milestones Spring Issue 2022

eyond disabilities
SPRING ISSUE 2022
IN THIS
ISSUE
listen to the music
Choosing an ABA Therapist
ALSO
The Mother of Invention
Going for a Ride

Publisher
Susie Redfern, is the parent of a
special needs child who recently
“aged out” of the public-school
system.
05
She developed Milestones
Magazine to help individuals with
disabilities and their families
achieve and celebrate events and
milestones in their lives.
ON THE COVER
Listen to the Music
info@milestonesmagazine.com
MilestonesMagazine.net
FEATURES
03
Born Too Soon
09
Choosing an ABA Therapist
13
8
The Mother of Invention
15
Acting Up or Acting Out: What’s the solution?
19
Going for a Ride
21
IEP Advocate, anyone?
23
There’s an Association for That
1

Born Too Soon
Most everybody who is expecting
a baby hopes for a child that is
born healthy and full-term.
Things don’t always go according to plan, however, and perhaps the most common
complication is that of a child born prematurely. The most well-known, life-threatening
complications, are the difficulties such children have with regulating their body
temperature to stay warm enough, and undeveloped lungs where they often cannot
breathe on their own.
Beyond these life-threatening complications (and others not listed), however, are a host
of other issues that can lead to short-term developmental delays in some cases, and lifelong
difficulties in others. One such circumstance, which I was introduced to, is a brain
bleed. This complication can put children at risk for conditions such as Cerebral Palsy. To
explain more about this, I am pleased to introduce Physical Therapist Teresa Alliston.
3

Most infants born prematurely (those infants born before 37
weeks of pregnancy are completed) also have a low birth weight.
Infants are placed in the low-birth weight category at 5 pounds 5
ounces (2500 grams). Premature, low birth weight infants, can be are at risk
of brain bleeds, or otherwise referred to by medical staff as Intraventricular
hemorrhage IVH. Infants born at term may also experience an IVH, but
have a much lower risk of this happening. Intraventricular hemorrhages, for
the most part occur sometime within the first few weeks after birth.
An Intraventricular hemorrhage for an infant is similar to
a stroke for an adult. Just like a stroke there are varying
degrees of the amount of the bleed within the brain’s
area. These levels of degree for the infant are referred
the NICU/hospital. But, in that moment of dealing with,
and surviving that time in the hospital with your young
infant, it is hard to take in and process all the information
that is given to you.
to as “Grades”, and range from a low grade, rated as a
Grade I, IVH; to the most severe known as a Grade IV,
IVH. Similar to a stroke as well, is the effect the blood
in the area of the brain tissue may have on the patient’s
various areas of abilities to move, see, speak, the process
thinking/problem solving. The lesser the Grade of bleed
the lesser the level of impact on the patient’s various
abilities, the greater the Grade of bleed the greater the
As a Physical Therapist that has a passion for preterm/
low birth weight infants, I would be happy to have a
conversation with you about any questions you may have.
You are welcome to contact me at Pediatric Therapy of
Washington State, PLLC through the “book a consult”
tab on the home page of www.ptows.com. Just put your
question in the comment/message box, and I will know
level of impairment on the patient’s various ability to
move, see, speak, or think/problem solve. Based on the
area(s) of the brain tissue which the blood has affected,
determines the area(s) of the infant’s abilities that may be
impaired. For example, if the motor area of the brain has
blood affecting that area, then the possible result will be
an impact to the physical movements of the infant.
you have a question, and are not looking for a consult.
M
Grades I and II, IVH’s, may temporarily show some mild
impacts on the infant’s abilities for movement, sight, etc.;
but usually resolve on their own without the need for
interventions. For those that do not resolve on their own,
there are treatments available to address the various needs
of the infant. The latest research is showing the sooner the
treatment is started the better the outcomes for the infant.
For Grades III and IV, IVH’s, there is a greater possibility
that the more severe impacts on the infant’s abilities for
movement, sight, etc.: may not resolve on their own,
making these infants more likely candidates for early
treatment options.
Most likely all of this information has been shared with the
family/caregiver of the preterm infant while they were in
Editor’s Note: Teresa is a future magazine
contributor for articles related to various
assessments and treatments for pre-term and
full-term babies, and young children.
4

COVER
FEATURE
listen to the music
The old saying is
“Music hath charms to soothe
the savage beast.”
There are, probably, just a handful of people throughout
history who qualify as savage beasts (and music probably
wouldn’t soothe them), but music can be inspiring,
enjoyable, and therapeutic for the rest of us.
5

Music therapy, as a service, is available to a variety
of people, including those with disabilities. I am
honored to introduce Fatima, a Senior Music
Therapist/Researcher with Integrative Music
Therapy, LLC to tell us about what they do, and
how neurologic music therapy helps individuals with
disabilities enhance their quality of life.
Introduction
The sound of music ebbs and flows throughout each day
inside the red brick building, where Integrative Music
Therapy, LLC (IMT) operates our clinic. Clients of
all ages with various disabilities enter this “CAN-Do”
environment to receive therapy with goals to enhance
their quality of life. Many people may notice the singing
and playing musical instruments common to our
environment, but many may not know the power that
music has to support change and learning. Did you know
that rhythmic cueing can improve speech articulation
for someone who has experienced a stroke-related
communication challenge? Did you know that the steady
beat of a drum or simple metronome clicks have the power
to improve coordination and efficient movement for
someone with a movement disorder? These are just part of
our innovative and unique approach to therapy, utilizing
our Neurologic Music Therapy (NMT) model.
Rhythm is Key
Internal rhythm exists within each human body like a
personal identity. This unique rhythm flows through
our body to promote regulation and support volitional
movements, which allow most of us to be functional
and purposeful in our lives. Recent neuroscience
evidence suggests that there is a growing number of
neurodivergent individuals whose brains are differently
connected. This leads to exciting gifts and abilities,
but for some, difficulties with emotional and sensory
regulation, and motor planning. This
is recently being described as
“apraxia” or “dyspraxia” and
it may impact speech/
communication,
social interactions,
body awareness,
self-confidence,
community
Why do we provide Neurologic
Music Therapy?
Neurologic Music Therapy (NMT) is an evidence-based
music therapy approach that uses music and rhythm to
improve the way the brain functions during functional,
everyday tasks. This approach utilizes a Transformational
Design Model (TDM) to assess the functional needs of
a client and then design music-based interventions or
exercises to strengthen the neural pathways of the brain
to support a positive change in the individual’s abilities to
carry out the targeted goals. The skills that are developed
during music therapy can then be easily transferred to
other settings outside the music therapy session. Our
therapists believe that a research-based approach is the
most responsible and effective way to support individuals
to obtain therapeutic outcomes.
access, etc.
These unique
brains may
become
overstimulated
by stimuli in
their environment.
Their environment
may consist of a wide
variety of sights, sounds,
smells, tastes, and textures
all at the same time, and that can
greatly impact their ability to regulate their bodies and
move in the way they intended to. Unfortunately, these
support needs are often mis-evaluated or assumed to be
intentional behaviors, leading to therapeutic strategies
meant to “control” the person or “teach compliance”.
6

Fortunately, neurologic music therapy has a very different
focus - one focused on strengths and abilities, along with
a commitment to provide supports and accommodations
the individual needs to best access their life. Sometimes
the support that is needed is simply a rhythm that matches
with the individual’s internal rhythm to help them entrain
and develop new sensory and motor brain connections,
therefore improving body awareness and motor planning.
only provide visual cues and/or written instructions for
the individual to read and respond to. This technique
is an under-utilized support to bodies when needing
to calm, slow down, or regulate, and can really support
co-regulation between a therapist and an individual
receiving music therapy (or a parent/child or a teacher/
student). This approach is especially effective when the
individual’s responses are dominated by the autonomic
nervous system, often referred to as our “fight-flightfreeze”
mode, which commonly occurs when an individual
Never forget about Silence…
That’s part of the music too!
Our fast-paced world often forces us to move and respond
without a break. However, silence is equally important,
just like there are rests within the music. Silence provides
room for our brain to focus, think and process. This leads
us to the common mantra at our clinic: “Think, Look,
Move”, which is also associated with a traffic visual that we
have available in every office. We teach our clients to first
STOP and THINK about what they want to do; second,
YIELD and LOOK by utilizing their central vision to
locate their target; and third, GO to MOVE to complete
the desired task. By using this strategy, we have seen many
successful moments when our clients have been able to
becomes overwhelmed or perceives stress or fear.
In order to truly understand the needs of a person
identified to have a disability and to provide an effective
music therapy treatment, it’s important to address the
needs at the brain level. By utilizing a neuroscienceinformed
approach to music therapy (NMT) to guide our
treatment strategies and supports, we can deepen the
way the brain connects and positively enhance outcomes
in sensory processing, meaningful communication, and
purposeful motor skills for individuals who are working
to overcome the limitations of their disability. When
these needs are met, our clients are able to enjoy a truly
meaningful life and improved autonomy. Isn’t that what
we all hope for?
M
participate in activities that they never had found success
to do before.
Contact Information:
Through our neurologic approach, we have found that
“Silent Support” can be crucial to help neurodiverse
individuals regulate their emotions and increase their
body awareness. Silent support requires the support
person to inhibit their own speaking voice to instead
Integrative Music Therapy, LLC
1003 SR 662 W
Newburgh, IN 47630
(812)490-9400
www.inmusictherapy.com
7

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1
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Choosing an
ABA Therapist
Children with challenges
of various kinds often have the need for therapists, tutors, and other
professionals to address the issues they are experiencing. For parents,
the challenge is to select the professional that best fits with their child’s
personality and mindset (along with, of course, meeting training and
licensure requirements). The saying making the rounds summarizes
this nicely: “When you know one person with autism, that means you
know one person with autism.”
One size does not fit all.
9

Milestones Magazine is honored to introduce IABA Consultants,
which has posted the following article about ABA
Therapy Red Flags, on their blog. ABA Therapy is,
perhaps, the most well-known therapy used for/
with individuals on the Autism Spectrum.
ABA Therapy Red Flags (Part 1)
ABA therapy is the only evidence-based ASD
therapy, but the treatment only works if it is
done with care. Not all ABA service providers
are the same. How can you tell if your child’s
treatment is being conducted correctly?
No Observation or Information
One of the most important aspects of ABA
therapy is continuing a program at home.
If an ABA service provider refuses to share
information or allow observation you may
want to take a closer look at the program.
There are some red flags you can look for
if you feel your child is not progressing or
benefitting from ABA therapy. The points we
are going to talk about won’t cover everything,
but they will cover some of the most easily
observable ABA therapy red flags.
Information should always be available on
how your child is progressing. Daily records
should be available to parents if they want
to know what is going on in treatment. If
an ABA service provider is unable to share
information, it may be time to take a closer
look. Quick note: information and records may
take a few days to be logged, each clinic is
We have split this article into two parts, as we
different.
want to mention why these red flags can be
harmful and what you can do to notice them.
Too Many Hours of Therapy
If you are not allowed to visit your child’s ABA
clinic to observe treatment and progress you
may have a problem on your hands. Dropping
ABA therapy is a billable medical expense. Like
most medically billable services, some ABA
therapy providers will look to bill for as many
hours as possible. Most people don’t require
40+ hours a week of ABA treatment.
Be sure to look at your child’s program and
what exactly is being done from a therapy
standpoint. Does the program cover
everything your child needs? Are the
hours reasonable for the needs of your
child?
A note that some people do need a
lot of therapy, just not everyone. ABA
therapy is not supposed to last forever.
Your child will eventually be able to live
an independent life with honed social
skills. Too many hours of therapy is not
something that will necessarily help with
ABA therapy.
10

y without notice is not recommended, the
situations we are talking about are never
being able to observe your child’s clinic &
program.
ABA Therapy Red Flags (Part 2)
ABA therapy is the only evidence-based ASD
therapy, but the treatment only works if it is
done with care. Not all ABA service providers
are the same. How can you tell if your child’s
Another red flag related to this is a provider
treatment is being conducted correctly?
only using telehealth methods (phone calls,
video chats etc.) for BCBA supervision. A
BCBA should be directly involved in each
child’s program. The only exception to this is
ABA providers located in rural areas, as they
may be spread very thin and have a limited
number of BCBAs.
There are some red flags you can look for if you
feel your child is not progressing or benefitting
from ABA therapy. The points we are going to
talk about won’t cover everything, but they will
cover some of the most easily observable ABA
therapy red flags.
Extremely Strict Behavior
Requirements
ABA therapy works to help people
We have split this article into two parts, as we
want to mention why these red flags can be
harmful and what you can do to notice
them. Click here for part 1.
with ASD adapt to neurotypical
social norms. Having strict
requirements to not allow
normal ASD behaviors may
lead to issues with many
people.
Not Listening
Every parent has concerns
about their children.
ASD parents usually
have more things to be
If a therapy program doesn’t
allow things like stimming,
forces social interaction, or has
eye contact requirements, you may
want to take a closer look. Forcing
behavior changes through programs or
(worse) aggressive interactions is a huge
issue for any ABA therapy program.
Some behaviors and issues will need to
change over time, but forcing the issue
through strict programs or adherence to
certain behaviors is not the way to go. Be sure
to routinely check your child’s program and
progress if you think any requirements of the
program are too strict.
concerned about. If you have
voiced specific major concerns
to your child’s ABA provider
without an acceptable response, you
may need to rethink things.
By voicing major concerns, we are talking
about lack of progress, not sharing enough
information, billing too many hours etc. These
are things that should be addressed as soon
as possible. Smaller concerns may slip through
the cracks so you may need to repeat them in
order to ensure they are taken seriously.
If all of your concerns go unaddressed by an
ABA therapy provider, it may be time to look for
a new one.
ABA Therapy from IABA Consultants
If you have questions regarding autism
treatment, education, or plans using ABA
therapy, we are here for you! Our goal is to
make sure no family is turned away due to
financial constraints. Our therapy team would
love to talk to you. Find the location closest to
you and give us a call. We’re here for you.
Only Using a Few ABA Therapy
Techniques
Relying on a small pool of ABA therapy
treatments and techniques can lead to a
poorly developed program. If you notice your
child is being treated with the same methods
all the time, you may need to look at their
overall program.
11

Some programs may focus on a small number
is being offered.
of treatments for a set period of time, so be
sure to ask when or if the program will change
or progress. Your child’s ABA therapist should
have a good answer why certain treatment
methods are or aren’t being used.
In order to get the most out of ABA therapy,
each child needs a custom-built program.
ABA programs built on general needs will not
help each child enough to address specific
behaviors and needs.
All children with ASD are different, so be sure
not to question a treatment program after a
short amount of time. Have a discussion with
your ABA provider to learn about the program
that was designed for your child.
Templated ABA Therapy Programs
Similar to only using a few aba therapy
ABA Therapy from IABA Consultants
If you have questions regarding autism
treatment, education, or plans using ABA
therapy, we are here for you! Our goal is to
make sure no family is turned away due to
financial constraints. Our therapy team would
love to talk to you. Find the location closest to
methods, templated programs can be a major
red flag for ABA programs. Every child with ASD
is different and requires a different approach
tailored to their strengths and needs.
you and give us a call. We’re here for you.
Contact
website: www.iabaconsultants.com
M
contact page: www.iabaconsultants.com/
This red flag can be seen relatively early
in selecting an ASD treatment program or
clinic. If you are presented with a brochure of
programs or therapy ‘packages’ mentioned in
contact-us
email: services@instructional-aba.com
blogs: www.iabaconsultants.com/autismblog;
www.iabaconsultants.com/blog
a consultation, you need to really look at what
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The Mother of Invention
Necessity is
The Mother
of Invention.
his may be a cliché, but it’s also
true. Many of the contributors to
Milestones Magazine are parents
who created a product or service to benefit
or employ their own child and others with
a similar challenge. Others are adults
who create a product or technology to
overcome a challenge they have. Clothing
is an obstacle to many with one challenge
or another. Some can’t zip/unzip or fasten
traditional clothing; others have sensory
issues, and so on.
I’m pleased to introduce some folks who are
meeting this challenge head on.
13

Heidi McKenzie founded Alter UR Ego after
being left a paraplegic from her injuries in a
traumatic car accident in 2007 (at the age of
21). In her own words:
“In 2007 I was in a traumatic car accident that left me a
T4 paraplegic (meaning I can’t feel from the chest down)
at the age of 21. I have always kept a positive attitude in
regards to my injury, and I live every day to the fullest with
a smile on my face. I designed jeans for other people in
wheelchairs that are both functional, and fashionable. I
want to make it possible for those with disabilities to be
able to express their “alter-ego” through fashion while
breaking down social barriers.
Another way I decided to expand my brand identity was
Keisha Greaves, after her diagnosis of
Muscular Dystrophy (apparently not just a
disease in children), started a T-shirt clothing
line called Girls Chronically Rock.
to team up with Wheelers Depot, an inclusive business
providing products for an adaptive lifestyle, and designing
t-shirts that allowed me to express my sense of humor and
showing that life doesn’t have to end after a spinal cord
injury.
“For someone who sits on a wheelchair all day or
someone who wears braces, slipping buttons in place and
maneuvering zippers can be a hassle. Finding the right
size of pants or jeans that accommodate their peculiarities
can also be impossible. Adaptive clothing is not accessible
to everyone. Not all stores carry this kind of clothing and
many of the ones who do operate wholly online making
the process of shopping for clothes tedious.”
The Girls Chronically Rock Adaptive Project provides
“unique designs that make members of the disability
The company designs jeans that are “both functional,
and fashionable for people in wheelchairs,” to “make it
possible for those with disabilities to be able to express
their ‘alter-ego’ through fashion while breaking down
social barriers.”
“Adaptable clothing is hard to find, especially if you want to
look fashionable. The adaptable jeans are just the beginning
of clothing that has all the fashion and all the function for
someone in a wheelchair. People with disabilities should
have just as many clothing options.”
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community feel that they rock”. The fashion line is
intended for the physical and the online stores. The
clothing is accessible and easy to use so people can slip
into them on a moment’s notice. Customers will have a
range of choices to select from within the collection.
“The Girls Chronically Rock Adaptive Project currently
has 12 designs that feature the work of Fashion Design
students and is a mixture of swimwear, dresses, swimwear
cover ups, evening wear, shirts, and so on. The fashion
line uses magnetic snaps, hooks, and easy to take on and
off closures. Students involved in the project are creating
pants, tops, evening dresses, and more, that all look
amazing.”
14

Acting Up or
Acting Out:
What’s the
solution?
15

Behavioral therapy is often used by, for, and with people of all ages who are having challenges
of one kind or another. Some of them are “neuro-divergent.” Applied Behavior Analysis
(ABA) is a therapy commonly used with people on the Autism Spectrum, but it is not the
only strategy out there for this group.
I am pleased to introduce Dr. Robert Jason Grant, creator of AutPlay Therapy, author
of the article “AutPlay Therapy: Integrating Play, Parents, and Children into the
Therapeutic Process”
AutPlay Therapy: Integrating Play, Parents, and Children into the Therapeutic Process
AutPlay Therapy has been defined as an integrative family
play therapy approach designed to address the mental
health needs of neurodivergent children (autistic, ADHD,
mental health needs with which they may be struggling.
Play therapy is uniquely designed for and responsive to
the individual and developmental needs of each child.
learning differences, sensory differences, Tourette
Syndrome, giftedness/twice exceptional, intellectual
developmental disability, developmental disabilities,
etc.). The AutPlay Therapy process can be utilized to
address a variety of concerns and the need areas that
neurodivergent children may present which include but
are not limited to trauma issues, parent/child relationship
struggles, emotional regulation, social navigation, sensory
processing, anxiety reduction, and life adjustment issues.
AutPlay Therapy incorporates a parent partnering
(training) component where parents are trained by the
therapist in using various play therapy approaches and
techniques at home with their child. Parents are viewed
as partners with the therapist and are empowered to
become co-change agents with the therapist in helping
their child address and advance in therapy goals. AutPlay
Therapy’s parent training component teaches parents
how to facilitate the AutPlay Follow Me Approach (FMA)
AutPlay is a neurodiversity informed approach which
strives to value neurodivergence and support non-ableist
processes – respecting, valuing, and appreciating the
identity and voice of the child client. AutPlay framework
highlights affirming evidence based and research
informed practices to address identified needs and
play times and specific play therapy technique play times
at home with their child between therapy sessions. Parents
learn about play, procedures, and techniques, and are
shown how to implement play times at home to improve
the parent/child relationship and work toward addressing
therapy goals.
therapy goals. It is a guide for establishing therapeutic
relationship, assessing for individualized therapy needs,
and implementation of play therapy approaches and
interventions.
Play therapy is a theoretical modality that uses a
wide variety of methodologies to communicate
with clients, including adventure therapy,
storytelling and therapeutic metaphors,
movement/dance/music experiences,
sandtray activities, art techniques,
and structured play experiences in
addition to free, unstructured play.
Play therapy approaches can hold
many benefits for autistic and
neurodivergent children and their
families, especially in addressing
16

Children are also viewed as partners in the process with
the therapist and the parent. As much as possible, the
child’s thoughts, feelings, and voice are included into the
therapy process, goals, and plan. Children should have a
say in what they want to achieve and the process to achieve
it. Children should be clearly informed that they can freely
share what they think, like, and don’t like. In AutPlay,
children are often asked if they liked a play intervention
■ What is your experience working with
autistic/neurodivergent children and their
families?
■ Can you describe the types of issues you
have worked on with neurodivergent
children?
and if they felt the intervention was helpful to them.
■ How might the play therapy you offer
AutPlay Therapy functions ideally as a family play therapy
benefit my autistic/neurodivergent child?
approach involving both the child and the parent in the
therapeutic process. Using a play therapy base that is
a natural language for the child enables the parent to
be involved with their child in a way that builds healthy
relationship and addresses therapy goals within a fun and
connecting process. When parents are seeking out a play
therapist for their autistic or neurodivergent child or a
therapist is looking for a play therapist to make a referral,
there are a few questions they might ask:
■ What would a typical play therapy session
look like and how would you involve the
parent and/or family members?
■ What are some possible mental health
needs and typical therapy goals when
working with neurodivergent children?
■ What type of play therapy do you offer and
what are your credentials/training for
providing play therapy?
■ How would you conceptualize
neurodiversity and describe a
neurodiversity affirming approach?
17

Ultimately, Play is the natural language of all children
and holds many benefits including therapeutic
components. Play is also the agent of change that
propels children forward in healing and growth. Within
the therapeutic powers of play, neurodivergent
children have a validating and naturalistic process to
address needs and work on mental health growth
and goals. AutPlay Therapy protocol is mindfully
infused with play core agents of change that
specifically align with the neurodivergence
of autistic children and children with
other neurotype needs.
M
Dr. Robert Jason Grant
www.autplaytherapy.com
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19
GOING FOR A RIDE

Many children, with a variety of conditions,
such as Cerebral Palsy, have physical
and coordination difficulties that require
occupational therapy. The therapy often
involves working with toys, feeding utensils, and other
devices to improve a child’s skills in various areas.
However, there are some therapy practices that
take a bit more unusual, albeit evidence-based,
approach. One such organization is Riding with
HEART (Hunterdon Equine Assisted Recreation and
Therapy), located in Pittstown NJ.
Riding with HEART offers people with disabilities the
following programs and services:
■ Adaptive Therapeutic Horseback Riding: This
recreational activity helps participants develop
and improve their core strength, gross and
fine motor skills, balance, problem solving and
social skills, sensory integration, and eye/hand
coordination. Riders have a variety of conditions,
including Autism, Traumatic Brain Injury, and
Spina Bifida.
■ Hippotherapy: The American Hippotherapy
Association defines the term as a reference to
“how occupational therapy, physical therapy
or speech and language professionals use
evidence-based practice and clinical reasoning
in the purposeful manipulation of equine
movement to engage sensory, neuromotor,
and cognitive systems to achieve functional
outcomes. In conjunction with the affordances
of the equine environment and other treatment
strategies, hippotherapy is part of a patient’s
integrated plan of care.”
■ Social Skills Group: “A specialized program for
children with Autism Spectrum Disorders, related
developmental disorders, ADD, ADHD, and
barn as well as working and riding horses is
planned to teach, reinforce and generalize
social skills. Participants are introduced to
a weekly-targeted social skill through the
use of picture stories, didactic instruction,
modeling or role-playing. Working in the barn,
reciprocal interactions (sharing, personal space,
cooperation, and communication) are taught
using a Naturalistic teaching method while
students work cooperatively. Students are also
taught basic riding skills as part of the program.”
■ Peer Lessons: “An inclusive riding program that
offers riding lessons to parents, siblings, and
volunteers in our Peer Lesson program. While
Riding with HEART’s focus is on Equine Assisted
Activities and Therapies, Peer Lessons enhance
the equine experience for all. What better way to
improve the quality of life than to afford everyone
the chance to share their love of horseback
riding?”
learning disabilities. The unique setting of the
“Riding with HEART offers a wide range of Equine-
Assisted Activities to individuals and their families.
We provide a comprehensive, inclusive and
therapeutic environment to participants with a
wide range of disabilities including, but not limited
to ADD/ADHD, Autism, PDD NOS, Down Syndrome,
Cerebral Palsy, Spina Bifida, Visual Impairments
or Traumatic Brain Injury. All of the Therapeutic
Riding Instructors at RWH are PATH certified and our
professional therapists hold proper credentials and /
or licenses.”
M
Publisher’s Note: Riding with Heart is located at 639
County Road 513, Pittstown, NJ 08867. They can be
reached at 908-735-5912 and/or seen online at
www.ridingwithheart.org
Happy Trails to you!
20

IEP Advocate,
anyone?
Bob Dylan once wrote a song, “The
Times they are a changing”, and those
words are perhaps more relevant now than
they have ever been. Parents have been turned
into educators; home-schooling their children on top of
other working from home duties. Children have become
little squares on Zoom during their remote learning
sessions. Families are stressed, and all children are
having difficulties with the new reality. Children with
disabilities are getting the worst of this in many cases.
IEP (Individualized Education Plan) Advocates are
more important than ever. Many parents are unsure
of what an IEP is, let alone how to go about hiring
an IEP advocate who will help them successfully
navigate and overcome whatever issues they are having
with a school district.
Therefore, I am honored to introduce Fiona Sifontes,
Owner/CEO of NYAdvocates4Kids. I came upon their
service while developing IEP Advocate Resource
Lists for metro areas across the United States. I am
honored to have Fiona provide an overview of
■ What an IEP (Educational) Advocate is/does
■ Difference between Section 504 and IDEA
■ Tips/Advice for parents when choosing an
IEP or Parent Advocate
21

Educational Advocate
An Educational Advocate makes sure and oversees
that school districts are required to identify and evaluate
every child that may need special education services,
accommodations, modifications, and the appropriate class
setting under a legal requirement called “the child to find.”
Every student with an Individualized Education Program
(IEP) must be re-evaluated every three years, unless the
parent agrees in writing that testing is not necessary, this
process is called a triennial evaluation. The parent can
have the Department of Education conduct the psycheducational
evaluation or may have one done privately.
Under the FAPE Law, Section 504 regulation requires
a school district to provide a “free appropriate public
education” (FAPE) to each qualified person with a disability
who is in the school district’s jurisdiction, regardless of
the nature or severity of the person’s disability. IDEA Law
enforces that all school-aged children who fall within one
or more specific categories of qualifying conditions (i.e.,
autism, specific learning disabilities, speech or language
However, a parent doesn’t need to wait for the threeyear
evaluation, if the parent sees their child is regressing
in areas of academics or any other areas or the current
program isn’t sufficient, new evaluations should be
requested in wiring to your school district. The Department
of Education will NOT evaluate a child on mental health
needs or diagnose a child with a specific condition, such as
ADHD, ADD, or dyslexia.
impairments, emotional disturbance, traumatic brain
injury, visual impairment, hearing impairment,
and other health impairments).
An independent or private evaluation is usually
necessary for a specific diagnosis and may
be paid for through a child’s Medicaid,
IDEA requires that a child’s
disability adversely affects her
educational performance, while
504 enforces that individuals
who meet the definition of
qualified “handicapped”
person, for example, a child
who has or has had a physical
private medical insurance, or out of
pocket expenses, in which some
cases can be reimbursed by the
(DOE) Department of Education
if the parent disagrees with
the DOE’s evaluations or
feels they are not sufficiently
comprehensive.
or mental impairment that
substantially limits a major
life activity or is regarded as
handicapped by others. (Major
life activities include: walking,
seeing, hearing, speaking, breathing,
learning, working, caring for oneself, and
performing manual tasks.)
Most Educational Advocates
accompany the parent to IEP
meetings, school, or expulsion
meetings. Some advocates may charge
for their services hourly or a one-time
fee which includes everything the advocate
provides for services. Federal law states that schools
“must ensure that the IEP Team includes the parents of the
It does not require that a child need special education to
child.”
qualify. Students who are ineligible for services or are no
longer entitled to services under IDEA (e.g., kids with
LD who no longer meet IDEA eligibility criteria) may be
entitled to accommodations under Section 504.
If you want a specific teacher or administrator to be part
of the team, you’ll need to advocate for that. The same is
true if you don’t want a certain staff member to take part.
The key is to persuade the school that the staffing you want
As an Educational Advocate, Parent Advocate, or even
an attorney who specializes in Education Law, one
must initiate the parent in seeking the appropriate set
of evaluations that include at least the child’s school
file, psycho-educational evaluation, social history, and
classroom observation, and may include other evaluations
to determine whether that child may benefit from additional
services to accommodate their educational needs. Also, it
is critical to your child’s success. The most vital person
of the IEP Team is The Local Educational Agency (LEA)
representative, who is an important and required team
member of each student’s IEP Team and the Parent(s).
General education teacher, Special education teacher,
School-system representative, Evaluator, and/or additional
team members would be Specialists/experts or the student
(if 15 years old or older) are critical in determining the
must include a recent physical evaluation, usually done by
the child’s pediatrician and provided by the parent.
appropriate services and class setting for the student.
M
22

There’s an
ASSOCIATION
for That
As the parent of a now-27-year-old on
the Autism Spectrum, I have spent years
interacting with teachers and school-based
therapists, social workers, and counselors. I also have
started a home business, Milestones Magazine, dedicated
ABA Therapists (Behavior Analysts)
“The Board-Certified Behavior Analyst® (BCBA®)
is a graduate-level certification in behavior analysis.
Professionals certified at the BCBA level are independent
practitioners who provide behavior-analytic services.
to showcasing programs, products, and services that help
empower and support people with divergent abilities.
BCBAs may supervise the work of Board-Certified
Assistant Behavior Analysts® (BCaBAs®),
My first step to showcasing these programs and services is
to find them and enter them into resource lists I compile
nationwide, on a state-by-state basis. I then reach out to
them, to verify the accuracy of the information I’ve found
Registered Behavior Technicians® (RBTs®), and
other professionals who implement behavior-analytic
interventions.” From the website of the Behavior Analyst
Certification Board
online at first party websites and social media pages.
The Behavior Analyst Certification Board website has
One assist I have in compiling the lists are the websites
of national associations that exist. While most are
professional organizations for prospective and current
practitioners; the Association for Play Therapy website
also has a search function for people looking for a Play
information on credential requirements for the Registered
Behavior Technician (RBT), Board Certified Associate
Behavior Analyst (BCaBA), Board Certified Behavior
Analyst (BCBA), and Board-Certified Behavior Analyst-
Doctorate (BCBA-D).
Therapist.
The Behavior Analyst Certification Board is focused
Here’s a rundown of the national organizations I’ve come
across while compiling the resource lists.
exclusively on practitioners. It does not serve as a
resource & referral to families looking for a therapist.
■ Occupational Therapists
■ Physical Therapists
■ Speech Therapists (Pathologists)
Autism Speaks offers resource guides, including one for
ABA therapists, on its website.
Psychology Today also offers online information and
resource/referral for/about a number of therapies,
■ Music Therapists
■ Art Therapists
■ ABA Therapists (Behavior Analysts)
■ Recreational Therapists
including Applied Behavior Analysis (ABA). It has a
search function on its website where you can enter a city
or zip code.
The Association for Play Therapy (APT) maintains a
website that provides a directory of Play Therapists that
23

have the academic credentials and training for the
designations as Registered Play Therapists (RPT),
School Based-Registered Play Therapists (SB-RPT),
and Registered Play Therapist-Supervisors (RPT-S)
with the Association for Play Therapy.
Individual information pages feature contact and other
information, sometimes including a website address
and/or email address. Searches can be done for a
specific individual or for a geographic location, such as
a state or city.
The website of the National Council for Therapeutic
Recreation Certification provides assistance to
prospective Recreation Therapists in achieving and
renewing the CTRS credential. For the public, it
offers a database through which individuals can verify a
practitioner’s credentials.
Jeanne Hastings also maintains a website, My
Recreation Therapist, through which therapists
and families can connect. This is a log-in site for
which registration is free for families, and available to
professionals with a monthly or annual membership.
The American Occupational Therapy Association is
a professional organization for prospective and current
Occupational Therapists. It does not provide resource
& referral for the public.
The American Physical Therapy Association is a
professional organization for prospective and current
Physical Therapists. It does not provide resource &
referral for the public.
The American Speech-Language-Hearing
Association is a professional organization for
prospective and current Speech-Language
Pathologists. It does not provide resource & referral
for the public.
The American Music Therapy Association is a
professional organization for prospective and current
Music Therapists. It does not provide resource &
referral for the public.
The American Art Therapy Association is a
professional organization for prospective and current
Music Therapists. It does not provide resource &
referral for the public. M

MILESTONES
Helping Individuals with Disabilities & their Families
Achieve & Celebrate Events & Milestones in their Lives
MILESTONES Magazine - Sponsorship for an Event Guide
The Event Guide will include information about the event and highlight all the speakers.
Sponsors will be highlighted on the Event Platform website and in the Event Guide. A sponsor
can sign up for a full, half, or quarter page; outlined below. Each sponsor will also be included
in the program schedule and receive (as per resource list order form) one or more resource lists,
with a license to freely distribute (sales prohibited) to clients, colleagues, friends, and family.
Our Next Event:
All Things Therapeutic
Therapeutic Virtual Event:
June 2, 1:00-2:30 PM Eastern Standard Time (EST)
The Event Includes:
Speech-Language Pathology, Occupational, Physical, Art, Music,
Recreational, and Play Therapies.
Currently, we have 1,000+ invitees on our list for this Event!
Speakers
Teresa Alliston, MPT:
Lisa Morris MS:
Lillian Chen-Byerley:
Fatima Chan:
Jeanne Hastings, CTR:
Physical Therapist, Pediatric Therapy of Washington State
CCC-SLP/L, Clinical Director, Pediatric Interactions Inc.
Owner and Occupational Therapist
Senior Music Therapist/Researcher, Integrative Music Therapy
CEO of My Recreation Therapist
Sponsorship Opportunities
Please email Susie Redfern at info@milestonesmagazine.net
if you are interested in Sponsoring an Event Guide.
COVER PAGE
Event and Speakers will be Highlighted
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milestonesmagazine.net
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