“Bio-Guided Music Therapy is not just a good way to document the physiological impact of music therapy sessions…the process itself is a vital and dynamic form of therapy in its own rite. BGMT offers the unique opportunity to craft a Music Therapy session in real time based on the client’s physical responses.”
“I think parents are a key component to teens understanding the social puzzle. No one knows a child better than their parent and every family has its own set of values. If parents work together with their teens it will not only bring guidance to the teen but also insight to the parent on how their teen thinks. Parents can guide their teen to responses that are acceptable within their own family values.”
This Spring, JKP author Mary Mountstephen was invited to Singapore and Malaysia to give a presentation based on her book, How to Detect Developmental Delay…
By Jan Greenman, author of Life at the Edge and Beyond: Living with ADHD and Asperger Syndrome. Last year my son Luke spoke to author…
By Charlotte E. Thompson, M.D., author of Grandparenting a Child with Special Needs. It is a great responsibility to care for a grandchild, particularly one…
In December, JKP author John Merges shared some thoughts about his passion: helping young people on the autism spectrum enjoy social interactions – an important skill…
In this series of videos, Nancy Williams – author of Yoga Therapy for Every Special Child – talks about the many benefits of Yoga for…
by Charlotte E. Thompson, M.D., author of Grandparenting a Child with Special Needs With the hustle and bustle of the holidays, parents often turn to…
“The important thing for me is that every child is valued and that we look at the causes of their difficulties rather than just the presenting symptoms: Why are they struggling in school and what can we do about it that is simple and easily implemented as the first stage in supporting them?”
“The bottom-line, is that the programs, materials, and curricula that are sound-based do not match with the way the children think to learn. So, teachers work harder but don’t always receive the positive success they deserve. Older students work harder to produce the sound-based patterns for tests, homework, and so forth without the conceptual learning. Working harder but not smarter stresses everyone–students, families, and teachers.”