LOMAH Special Needs Podcast

This last episode in the series is right in step with how all good things should conclude and that is with a bit of fun. You are about to listen in on a conversation with plenty of laughter and bad jokes that I had with a man who has been using AAC since the 80's and who has been living in his own place with hired supports for 20 years. We travel down memory lane recalling accommodations that thankfully have been replaced with better options but also those that have stood the test of time. About the Guest: Tim Jin Tim Jin is a disability rights advocate with cerebral palsy. He is the Assistant Director of Communication Rights for Disability Voices United, an organization focused on improving education and services for those with developmental disabilities. Jin advocates for improving the accessibility of technology-aided communication for those with speech-related disabilities. Jin has been a member of boards for organizations such as Ability Central Philanthropy, CommunicationFIRST, and the Self-Determination Program Local Advisory Committee for Regional Center of Orange County. Jin has been using an augmentative and alternative communication (AAC) device since elementary school. He graduated from California State University, Long Beach, with a bachelor's degree in speech communication. To contact Tim regarding AAC training and inclusion for your staff or organization, email tim@jinonline.net This episode is the last in a series focusing on expanding the boundaries often placed around AAC use.

AAC users often have to, first, assert authority over their self care staff. Our guest who exclusively communicates via AAC shares tips and tricks she has learned over the years on hiring and training staff. About the Guest Hannah Foley is the Product & Service Development Intern and an Ambassador at PRC-Saltillo, where she develops training and implementation supports for PRC-Saltillo language systems. She also represents PRC-Saltillo at speaking engagements and other events. Hannah presents at school districts across the country on effective inclusion and augmentative and alternative communication (AAC) implementation practices within homes, communities, and schools of those with complex communication needs. She is currently attending the University of Illinois at Chicago to complete her Assistive Technology Certification with a concentration in AAC for education. Hannah aims to pursue a professional career in AAC training and implementation to facilitate collaboration and effective training for implementation of AAC among all members of support teams.

Communication between provider and patient is a crucial component of quality care which is why extra thought and planning need to be arranged for augmentative and alternative communicators. About the Guest: Jessica Gormley, Ph.D., CCC-SLP of The Patient-Provider Network Jessica Gormley, PhD, CCC-SLP is an Assistant Professor, Speech-Language Pathologist, Research Coordinator and Interim Director in the Department of Speech-Language Pathology at the UNMC Munroe-Meyer Institute. Dr. Gormley earned a Bachelor of Science degree in Speech and Hearing Handicapped from the State University of New York at Geneseo, a Master of Arts in Speech-Language Pathology from the State University of New York at Geneseo, and a PhD in Communication Sciences and Disorders from Pennsylvania State University. She provides inpatient and outpatient augmentative and alternative communication (AAC) services as well as completes AAC research and program development activities. Her research and clinical interests center upon improving interactions among individuals with complex communication needs, their families, and health care providers through the development and evaluation of AAC tools and trainings. Dr. Gormley is a co-organizer for the Patient-Provider Communication Network along with Tami Altschuler and Rachel Santiago. Dr. Gormley has co-authored several peer-reviewed articles and book chapters on the topics of supporting AAC in acute care, personalization of patient-provider communication, and child-parent-provider communication interactions. Links to Mentioned Content: Patient Provider Communication Network Bimonthly Zoom Call Article on Creating a Culture of Communication Widget Health downloadable resources Patient Provider Communication Network Downloadables Patient's right to access to communication via the Joint Commission and other policies supporting patient communication Article about system changes in hospitals and other articles on AAC in medical settings

The internet has swung the door wide open for alternative and augmentative communication users, yet often the creative use of these tools is never introduced. It's time to expand how AAC users maximize devices as well as how to navigate online communities that they now have access to via AAC. About the Guest: Tiffany Joseph Known as Nigh Functioning Autism on instagram, Tiffany has 3 neurodivergent children and is autistic. Tiffany's ultimate goal is for nonspeaking individuals to all have early access to full communication and inclusion in educational settings from early childhood and beyond. She is an intern at Reach Every Voice, training to be an instructor and communication and regulation partner for nonspeaking or minimally speaking individuals of all ages. In today's conversation Tiffany will use a combination of spoken voice and AAC voice. This episode is the 4th in a series of 10 focusing on expanding the boundaries often placed around AAC use.

Many AAC users are dependent upon others to program language onto their device. Despite what research shows regarding common language in various age groups, it is common practice to censor slang, slurs, and swearing even for adults.   About the Guest: Hali Strickler is an AAC services coordinator for TechOWL at the Institute on Disabilities at Temple University. She received both her Bachelor and Master of Arts in Speech, Language, and Hearing Science from Temple University. Hali is a Pennsylvania and New Jersey licensed and American Speech-Language-Hearing Association certified speech-language pathologist. Links to Mentioned Content: Article - A Child's Garden of Curses by Kristin L. Jay and Timothy B. Jay Relevant Episodes: #116: Touching of Self and Others from July, 2020 in the Complicated Behaviors Series #77: Your Body, Your Boundaries from June, 2019 in the Health Series This episode is the 3rd in a series of 10 focusing on expanding the boundaries often placed around AAC use.

Brittany Dube is and autistic partial AAC user who shares the stigma she often experiences when choosing AAC over her spoken voice despite how AAC makes her more communicative. Links to Mentioned Content: Etsy has several sellers creating personalized communication boards. Brittany's came from the seller Coatney Creations. The quote referenced came from an article about partial AAC use in communicators with speech written by Alyssa Hillary Zisk and Elizabeth Dalton. It was published in April, 2018 edition of The Autism in Adulthood Journal. This episode is the 2nd in a series of 10 focusing on expanding the boundaries often placed around AAC use.

Often, AAC is used for nothing more than to make requests. While requesting wants and needs is important, AAC can offer much more to complex communicators and those who wish to know them. About the Guest: Kate McLaughlin, M.S., CCC-SLP Kate McLaughlin is a speech-language pathologist specializing in AAC - alternative and augmentative communication for individuals with complex communication needs. She believes that autonomous communication, inclusion, and self-determination are fundamental human rights. She partners with individuals with complex communication needs and their families to support their AAC journey. Kate is a certified member of the American Speech-Language and Hearing Association and holds licensure as a speech language pathologist in the state of Connecticut. She has worked in home, school, and clinic settings with clients of all ages. Kate trains parents and professionals on proven strategies to support their learner's authentic and autonomous communication. Links to Mentioned Content: Kate's website, The AAC Coach Follow Kate on Instagram and Facebook Kate's course “Authentic AAC” Talking Mats Kim's IG live from May 20, 2022 authentically communicating with Miranda Relevant LOMAH Podcast Episodes : Literacy Series in Season 5: Episodes 131 - 146 from Spring 2021 Episode 148 from September, 2021: Finding Clarity Among So Many Therapy Options

The new series will focus on "Doing More With AAC". This episode gives a peek at the topics that will be covered with expert guests, many who are AAC users themselves. The second half shares a few life updates relevant to the LOMAH tagline "Planning the future for our daughter with disabilities and inviting you to fumble through it with us". There has been some great news regarding the next 3 years (Miranda's transition years ages 19-22) as well as an update even closer to home.    

Most adult supports are chosen via eligible providers on HCBS waiver lists. However, some states have been toying with a new method that offers more flexibility and choice. In this conversation we explore what families have and have not liked about the newly rolled out Self Determination Program and why our family has decided to move away from provider lists and into this new option of funding supports. About the Guest: Sonni Charness, Founder of Guidelight Group Sonni Bendetson Charness brings over a decade of experience serving teens and adults with developmental disabilities and is an expert in community integration and employment supports. Sonni leads the team at Guidelight Group and also works personally with clients.  Sonni's work on transition-to-adulthood and employment has been published in the Journal of Vocational Rehabilitation and in Research and Practice for Persons with Severe Disabilities. Sonni has been a featured expert on the LOMAH podcast and as a presenter at countless conferences including TASH, the Supported Life Conference, and the Statewide Conference on Self-Determination.  Sonni is a member of the Board of Directors for California APSE, the state chapter of the nation's leading advocacy organization promoting employment for people with disabilities. Sonni is a Certified Employment Support Professional (CESP), and is trained in Person-Centered Thinking and Independent Facilitation.  Sonni obtained her master's degree in special education at Vanderbilt University, where she specialized in transition-to-adulthood and employment outcomes for students with moderate/severe disabilities. Sonni earned her bachelor's degree in child development from Tufts University. Links to Mentioned Content Sonni on the LOMAH Podcast for the Transition Series - Episode #95 - School to Adult Services: Filling the Gaps Disaability Voices United Self Determination Program Connect Zoom Meetings Presentations on the San Gabriel / Pamona Regional Center YouTube channel presented by Guidelight Group.

Conservatorship has long been the route to providing supports to disabled individuals with they turn 18. However, a new option called supported decision is an alternative that supports the person in making their own decisions rather than giving up rights through the conservatorship option. About the Guest: Lauren Butterworth, Esquire PLLC received her Bachelor of Science from Penn State in education and was a teacher prior to returning to school for her law degree. She now owns her own law firm specializing in guardianship, powers of attorney, estate planning, trusts, and educational advocacy. Mentioned Links: Financial Planning Series - LOMAH Podcast episodes 101 - 112 National Resource Center for Supported Decision Making Special Needs Alliance Laurens FaceBook page

Geege Taylor, who you may know from the reality TV show Leave it to Geege, joins Kim for a reflective chat. They both have been parenting autistic children for over 18 years and have a list of things they feel they did really well as well as a few things they would have done differently.    About the Guest: About the Guest: Geege Taylor Geege Taylor is an autism advocate and writer who produces and stars in Leave it to Geege, a reality series on The Lifetime Network. The show celebrates autism and follows the zany adventures of her family, including her 19 year old non speaking son, “Pootie,” along with a lively cast which features three other young adults with autism. She makes her home in Athenns, GA with her children and describes herself as a “happy hermit” who loves to get under blankets, eat junk food, and watch TV. You can connect with Geege on IG @geegetayor or FB @angiegeegedudley Leave it to Geege can be streamed on your cable network, the lifetime app, or at  mylifetime.com To hear Geege discuss dignity and hygiene, scroll LOMAH Podcast episodes from Season 3 and find Episode 78: Dignity and Hygiene from June, 2019.  

Our family barely survived and is just now emerging from a hard two years that where spiraling into aggression, self injury, and rapid regression for Miranda. It took intention to make it through to the other side as a caregiver. This episode shares some of the struggles and impact they had on Kim's mental and emotional health. Joining and contributing to the conversation is Mary Susan McConnell. Kim and Mary Susan swap caregiving stories and strategies that point to the truth that hard seasons are to be expected in the journey so it is important to have strategies that protect our physical, mental, and emotional health.  Mary Susan's heart beats big for caregivers and she is continually creating and sharing content to help us be our best selves for our kids. She has created a free downloadable book, a podcast, an online corse for entrepreneurs, an online corse to help caregivers reimagine their world, daily words of encouragement delivered to earbuds each morning, downloadables such as a free coloring book, a master folder for the most important caregiving information, and a  list of small things we can do (think twinkle lights!) to bring more joy in the day to day, 1:1 coaching opportunities, and more! Find all of these things at marysusanmcconnell.com

We have set a deadline for Miranda to be independent of us, her parents by the age of 22. While she will always require significant care and continual supervision, we have a 5 year plan to phase those supports to others while at the same time honoring her life as a young adult. We are now 4 years out. Listen to the 5 years out episode published January of 2021 before this one where we are 4 years out. The 5 years out episode from last year goes into the details of the overall plan and the why's behind those decisions. This episode shares how things are coming along and what will need to be accomplished this year in order to stay on track.

In this first episode of year/season 6, the first 10 minutes lay out what is to come in the new mini series. The last 15 minutes are spent sharing personal situations that have impacted the family.

The therapy series included 10 interviews challenging us to consider the why and how behind therapy choices. This episode offers snippets from each conversation. Thus concludes our 5th year and 5th season. The LOMAH Podcast will return in January with a life update about the many big changes taking place as we march closer and closer to Miranda's adult years. There is a lot happening! Late January or early February will bring the start of a new series. Be sure you have tapped subscribe and/or follow on your podcast app so those episodes find their way to you. Wishing you the happiest of holidays! 

What does therapy look like and feel like from the perspective of the client? A woman in her 20's who has been in therapy since infancy shares her experiences and observations of how things changed as she aged and what she feels is important during the teen to adult transition years. About the Guest: Hanna Foley Hannah Foley is the Product & Service Development Intern and an Ambassador at PRC-Saltillo, where she develops training and implementation supports for PRC-Saltillo language systems. She also represents PRC-Saltillo at speaking engagements and other events. Hannah presents at school districts across the country on effective inclusion and augmentative and alternative communication (AAC) implementation practices within homes, communities, and schools of those with complex communication needs. She is currently attending the University of Illinois at Chicago to complete her Assistive Technology Certification with a concentration in AAC for education. Hannah aims to pursue a professional career in AAC training and implementation to facilitate collaboration and effective training for implementation of AAC among all members of support teams.

Families living in rural and frontier setting may live hours away from the nearest specialist and have a small pool of therapists and providers from which to choose. How can a support system and work force be formed for these families? Links to Mentioned Content: Telehealth and telepractice regulations vary by state. Therapy-focused national associations track these regulations, by state. AOTA State Actions Affecting OT in Response to COVID-19 Virtual School-based Services via Telehealth ASHA Tracking of State Laws and Regulations for Telepractice and Licensure Policy Telepractice Services and Coronavirus/ COVID-19 ----- The National Bureau of Health Workforce  ECHO – Extension for Community Health Outcomes:  Find your state Assistive Technology Program F2Fs  Parent Training and Information Centers (PTIs)  LEND programs  About the Guests: Molly Kimmel, OTR-L & Martin Blair, PhD Molly Kimmel is the Program Director of MonTECH, within the Rural Institute for Inclusive Communities in Missoula, Montana. MonTECH provides technology, support, and services that focus on improving the quality of life for individuals with disabilities across the state. After graduating from Gonzaga University and an early career in adult education, Molly decided to pursue occupational therapy (OT) as an avenue to help adults and children more fully participate in meaningful, necessary, and valuable activities. She received her master's degree in OT from the University of Washington in 2010 and has practiced at Providence St. Patrick Hospital in Missoula for nearly 11 years. Molly transitioned to the role of Program Director at MonTECH in April of 2020 and has carried the program forward, managing pandemic-related challenges while still meeting the evolving assistive technology needs of Montana families. In addition to her role at MonTECH, Molly is the Montana State Coordinator and OT faculty for URLEND (Utah Regional Leadership and Education in Neurodevelopmental Disabilities), a collaborative and interdisciplinary training program for students and professionals working with children with special health care needs. In April of 2021, Molly was elected as the President of the Montana Occupational Therapy Association. She is passionate about neurodevelopmental rehabilitation, building connections to provide best practices in care, and helping people achieve greater independence in all aspects of life. Understanding a work/life balance is the cornerstone of any good OT, so Molly also spends plenty of time traveling, floating down Montana rivers, and tending her community garden.  Dr. Martin Blair began his career as a special education teacher. Following that experience, he spent the next two decades at Utah's University Center for Excellence in Developmental Disabilities (UCEDD), the Center for Persons with Disabilities (CPD), as director of the Utah Assistive Technology Program, Chair of Utah's Interagency Outreach Training Initiative, the policy director of the National Center on Disability and Access to Education, the Associate Director of the Center for Technical Assistance for Excellence in Special Education, and the CPD's Assistant Director for Policy and Development. In these various roles he has built trusting, collaborative relationships with colleagues from a variety of disciplines in university, community, state and national circles. In 2013, Dr. Blair assumed leadership of the University of Montana Rural Institute for Inclusive Communities, Montana's UCEDD. Dr. Blair has presented over 60 papers to national and international audiences and authored dozens of professional articles. He has generated nearly $25 million in grant and contract funds to support his efforts. He currently serves as a Co-Chair of the Public Policy Committee of the Association of University Centers on Disability. Dr. Blair's work is focused on improving the quality of services and supports for individuals with disabilities and their families by working closely with trainees, Center staff, university faculty and administration, state and federal legislators and administration officials, and those who are the primary beneficiaries of the services and supports that he and his colleagues provide.

Doctors tell parents of autistic kids not just to do ABA therapy but a lot of ABA therapy and as early as possible.  Meanwhile, autistic self advocates are loudly saying under no circumstances should ABA be a therapy option. Who is right? About the Guest: Brian Middleton, M.Ed, BCBA, LBA Brian Middleton started Bearded Behaviorist as an effort to make understanding behavior fun and interesting. Dedicated to open-source education, Brian is a founding member of the Open-Source Educational Resources special interest group of ABAI. His social media pages and website are dedicated to dissemination of behavior science as well as pushing for inclusion of trauma-informed care standards in Applied Behavior Analysis and other human services. He  is the host of the Oh Behave! Podcast, and open-source licensed podcast. Brian is a proud autistic adult, loving husband, avid lover of sci-fi/fantasy, a “nerd” with something better to do, enjoys the great outdoors, cooking, musicals, puns, spending time with friends and dogs, and making up silly songs. He is also the Chief Creative Officer for Legend Masters LLC, a print and design company. He holds a Masters of Education and a Post-Master Certificate in Applied Behavior Analysis. After being a special education teacher for 7 years, Brian became a BCBA. He is working to make Trauma-informed Care the default approach within the field, and believes the path forward is to own the mistakes the field has made and commit to do better. This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

Complex needs necessitate a more specialized approach toward therapy. Often the “Big 3” of speech, OT, and PT are not specialized enough to address complex needs. This episode takes a look at how niche therapies fold in the The Big 3 and where trends seem to be headed. About the Guest: Laura Hayes, MS, CCC-SLP Laura Hayes is a speech-language pathologist with over 12 years of augmentative communication experience in both school and medical settings.  Laura has presented locally and at state, national, and international conferences such as the Missouri Speech-Hearing Association, ATIA, and the Pediatric Perspectives Conference. She has been published and supported both inpatient pediatric and educational augmentative communication research.  She currently hosts a podcast for her school district titled: “Innovative AAC Solutions”. She loves providing training, implementation resources, and guided direction to help with success using AAC.  She can be followed for more resources and ideas on Instagram @aac_innovations. Links to Mentioned Content: Kim's conversation w Chris Bugaj on the Talking With Tech Podcast about technology Inclusive Learning 365 book about integrating tech Chickadee AAC Sarah Gregory Rachel Mandell Episode w Jacklyn Googins where she discussed research based approaches to therapy This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

If the traditional format of education during the day and therapies in the afternoon are not advancing your objective, you CAN break the mold. Listener turned guest, Jess Fraga is venturing out of the box this year. Rather than slot her twin boys into what is already established with education and therapies she is creatively customizing a day that is focused on how to best meet goals. She shares how her boy's days are structured, where she found people to help, utilizing resources for funding, and suggested educational materials.   Links to Mentioned Content: Blossom and Root Curriculum Call of the Wild and Free Special Book Episode 108: Finding Disability Financial Resources IEP and homeschooling considerations for each state This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

Adulthood often comes with a narrowing of therapeutic options that unfortunately are becoming even more thinned out due to recent policy. In this episode we pick up from a line of thought introduced in episode 150 regarding supports that affirm Neurodiversity and how value is ascribed to disability communities. Ableist lines of thinking are having a catastrophic impact on support services for the most vulnerable. These impacts in policy will be very hard to reverse once implemented and many advocates are unaware that the advocacy movements they are supporting may actually be ableist at the core and incredibly harmful to those we wish to champion   About the Guest: Ashley Kim Weiss Ashley is an entrepreneur and disability advocate who currently serves as the National Coordinator for Together for Choice.  She is also the President & CEO of Elevare Community, a non-profit organization whose mission is to create supportive residential communities for adults with intellectual and developmental disabilities.  Prior to Elevare, Ashley was the co-founder and Executive Director of Villa de Vida, a non-profit organization building an affordable housing community for adults with developmental disabilities in San Diego. Ashley holds a bachelor's degree in Finance and Management from the University of Illinois, Chicago, and a Master's degree in Business Administration from the Claremont Graduate University's Drucker School of Business. Ashley joined the show in Season 2 for an in depth conversation on the Fair Labor Laws and HCBS scrutiny. Find that episode in the Advocacy Series, Episode 67: HCBS Waiver, Fair Labor Laws, and Advocating for Choice.

What does it look like to support self injurious behavior in a way that is affirming to the individuals neurotype? Are the approaches being suggested in the neurodivergent affirming therapeutic practices movement just wishful thinking or are they game changers for the many looking for help in this area? We conclude with a conversation about what self determination truly looks like when considering independent living outcomes and goals. We highly suggest listening to this episode with a copy of the document created by OT's for Neurodiversity. You can download it for free here. Without the download this conversation will lack the same level of depth and understanding because we refer to the document often without specific descriptions.  About the Guests:  Greg Boheler, MSOT and Jacklyn Googins, MSOT Greg is an autistic MOST graduate from UNC Chapel Hill, co-founder of B3 Coffee, and co-founder of OTs for Neurodiversity. Greg leverages his diverse skill set, his divergent way of thinking, and an OT background in his work as a consultant, disability advocate, and a ‘narrative shifter'.  A skeptic by nature, Greg believes in the importance of questioning the way things have always been done and challenging ableist assumptions embedded within the OT profession. Learn more about Greg here. Jacklyn (she/her) graduated from UNC Chapel Hill's Master's of Occupational Therapy program in August 2021. Jacklyn is the co-founder of OTs for neurodiversity, a paradigm-shift in social media advocacy platform and the co-founder of B3 Coffee, a nonprofit that provides social and vocational opportunities for people of all abilities. She plans to carve a non-traditional path as an OT interested in inclusive workplace practices, neurodiversity in higher education, and post-secondary transition planning. She identifies as neurodivergent and is dedicated to advancing social justice through her involvement in community-level initiatives. Links to Mentioned Content: We highly recommend listening to this episode while referring to this document Podcast Episodes #49 & #50 with Erin Sheldon: Person Centered Planning and AAC Podcast Episode #39 on Restraint & Seclusion Podcast Episode #145 with Jordyn Zimmerman: Thoughts From A NonSpeaking Autistic on Literacy & Communication Film about Jordyn Zimmerman - This is Not About Me This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

New methods of therapy are beginning to take hold that emphasize neurodivergent affirming practices. What does this even mean and how does it expand or change the scope of traditional therapeutic focus? This is the first of two episodes on the topic. About the Guest: Jacklyn Googins, MSOT Jacklyn (she/her) graduated from UNC Chapel Hill's Master's of Occupational Therapy program in August 2021. Jacklyn is the co-founder of OTs for neurodiversity, a paradigm-shift in social media advocacy platform and the co-founder of B3 Coffee, a nonprofit that provides social and vocational opportunities for people of all abilities. She plans to carve a non-traditional path as an OT interested in inclusive workplace practices, neurodiversity in higher education, and post-secondary transition planning. She identifies as neurodivergent and is dedicated to advancing social justice through her involvement in community-level initiatives. Mentioned Content: OT's for ND Teachers Pay Teachers Site Neurodiversity-Affirming Versus Ableist Practice with Transition-Aged Clients - Please download this free chart in preparation for part 2 of the conversation happening in Episode 150. OT's for ND Facebook Page OT's for ND Instagram Page This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

From the start, referrals and advice and options abound. How do we make smart decisions and put boundaries around therapy so as to choose the best option and know when it's time to bail.   About the Guest Kimberly Richey is a former librarian, researcher, massage therapist and Rolfer with over 20 years of experience. She is also on a unique parenting journey with her son, Eli, who has disabilities. Kimberly's goal is to support other parents navigating and advocating for their children with disabilities. She loves a good podcast and ginger kombucha! You can find her @uniqueparentingjourney on IG or at uniqueparenting.co . Kimberly has offered a free download of the Action Map discussed in the show to help bring clarity to therapy choices. This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

The most common settings for occupational, physical, and speech therapy are clinics, schools, homes, and in the community. This episode explores the pros and cons of each and introduces the new series where we rethink the what, when, where, why, and how of therapies we choose to use. About the Guest: Sara Hall, OTR/L Sara Hall is a pediatric occupational therapist and the owner of SOAR Pediatric Therapy, a community-based private practice specializing in unique and tailored therapy services to children of all ages and diagnoses. SOAR's emphasis is on empowering parents and providing education to parents, caregivers and teachers for effective carryover and to best support children in all environments. With over 20 years experiences, Sara has worked across many settings, including school setting, clinics, home health early intervention, and community-based settings. She specializes in sensory integrative approaches, self-regulation, emotional regulation, reflex integration, and also has certification for completion of STAR Institute Sensory Processing Disorders Level 1 Mentorship and Astronaut Training. This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose.

In this final episode of the literacy series, Kim shares how she is implementing into Miranda's literacy instruction what the guests have taught and what she has learned from the book Comprehensive Literacy for All. Along with specific episode/guest mentions from the series and page references from the book Kim shares: How at the beginning of the series it was confusing to understand the way literacy and communication were and were not the same when using a speech generating device. What happened when she learned and implemented strategies for emergent rather than conventional stages of literacy development. What types of lessons she is using to teach the emergent writing areas of working with words, and writing with full keyboard. What types of lessons are being used to teach the transitional strategies of shared reading, independent reading, word study, and reading comprehension. What was the easiest and what has yet to be tried. The take away is to think of the elements of a comprehensive literacy program (as listed on page 205 of the book) as several buffets. Each buffet has several teaching options. To get started, simply go to the buffet and put something on your plate. When you are ready for more, return and grab more. Give yourself and your learner grace. Just start with one thing. Bite what you can chew. Repeat. 

She was denied access to appropriate educational opportunities and a robust communication system for the first 18 years of life. But now, she has a degree in education policy and is a grad student studying curriculum instruction for the severely disabled. A self advocate shares what it was like to live with trapped thoughts for 18 years and what was helpful and harmful on her journey toward communication and literacy. About the Guest: Jordyn Zimmerman, B.Ed. Jordyn is a graduate student of education at Boston College studying Curriculum and Instruction with an emphasis on severe disabilities. Before graduate school, she completed her bachelors degree in education policy at Ohio University, as well as a minor in communication studies, and certificate in law, justice, and culture. She founded the seventh inclusive collegiate cheer team in the nation under Generation Spirit (formally The Sparkle Effect), served on the student senate, and was a finalist for the National Speech and Debate Association Student of the Year. She was a public policy intern for the National Disability Rights Network in Washington DC, and served as mentor, teaching assistant, and art instructor for an autism school for over 3 years. As a nonspeaking autistic student who was denied access to effective augmentative communication until she was 18 years old, Jordyn has personal experience challenging the educational status quo. An avid advocate, Jordyn is on the board of directors for Communication FIRST and is passionate about ensuring every student is able to access effective communication and exercise their right to a truly inclusive education. Follow Jordyn on twitter and visit her website to learn more about Jordyn, including links to her publications, information on speaking engagements, and media appearances.

Despite what research tells us about time learners need in emergent literacy environments,  learners with CVI and significant disabilities are often expected to immediately jump into conventional strategies. This episode shares emergent literacy strategies, specifically in writing, for learners who have difficulty seeing and who have significant physical impairments.  About the Guest: Gretchen Hanser, PhD Dr. Hanser has worked in the field of assistive technology and literacy for students with significant disabilities for over 20 years. She is an educator and an occupational therapist. Her primary focus has been on augmentative and alternative communication and literacy for students with the most significant disabilities. She has worked in a variety of educational settings developing model classrooms, developing school based assistive technology centers, providing teacher and related service provider trainings, participating in assistive technology assessment teams and working directly with students and staff in the classroom. Gretchen has taught university classes and presents nationally and internationally on these subjects. She is currently the Director of Assistive Technology at the International Academy of Hope in New York City. Links to Mentioned Content Articles for Closing the Gap Comprehensive Literacy for All by Karen Erickson and David Koppenhaver Article by Karen Erickson on what to do everyday with emergent learners (coming soon) Order of teaching phonological awareness (coming soon) Teachers Pay Teachers alphabet book Jane Farrall’s Pinterest page and blog post

If it’s not in the IEP then there is a good chance it won’t be an educational priority. Comprehensive literacy involves several areas of instruction. What should assessments and goals look like when using comprehensive literacy approaches toward literacy? About the Guest Stephanie Spadorcia is the chair of the Teaching and Learning department, which consists of Early Childhood, Elementary. Middle School, High School, and Special Education programs. Her research and teaching focuses on literacy instruction for students across the disability continuum; assessment of reading and writing; and using technology to support literacy instruction. She has published articles and book chapters, and presents nationally. She is a researcher with the Center for Literacy and Disability Studies at UNC at Chapel Hill, conducting research and development on literacy instruction for students with disabilities. She does work in schools in providing literacy instruction for all students, and the role of assessment in a literacy program. For information on her counseling and coaching services visit www.stephaniespadorciaconsulting.com This is the 13th episode in a series focusing on the importance of comprehensive literacy approaches for students with significant disabilities.  

Bringing all learners, regardless of disability, to a place of literacy is going to require specialized skill sets from the therapy team, leadership from the special education teacher, involvement of para professionals, and follow through at home. This episode offers insight from a public high school education team that have discovered how bring it all together for comprehensive literacy instruction. About the Guests: Ashley Larisey is a licensed Speech-Language Pathologist and clinical educator. Ashley’s work experiences over the past 11 years include public and private therapeutic day schools, speech/language clinics, and early intervention. Ashley also serves as an adjunct clinical supervisor at Saint Xavier University and teaches a module specific to the use of technology in the field of Speech/Language Pathology. Ashley has extensive experience working with children and adults who use Augmentative and Alternative Communication (AAC) systems, and has presented at local and national conferences on AAC. Lauren Sheehan is a special education teacher with over thirteen years supporting students with complex communication needs. She has an undergraduate degree in Special Education and Masters Degrees in Curriculum and Instruction and Special Education. She also has a certificate in Assistive Technology. Some of her past settings include private, in-home therapy for young children with Autism and the public school district supporting students with low-incidence disabilities. She is also an adjunct faculty instructor at Saint Xavier University. Her focus continues to specialize in the area of accessing the curriculum for all students, alternative access, supporting AAC users, assistive technology and her new found love and interest in comprehensive literacy instruction. Lauren has presented at Closing the Gap, ATIA, and Illinois State University.   This interview is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Changes require new ideas and ways of thinking. When considering literacy instruction and the teams responsible, where is the path of least resistance? This episode is a brainstorming session yielding ideas such as whole team vs segmented IEP writing, how to spearhead a comprehensive literacy movement in your school, and how Covid may have introduced models of instruction that bring more consistency to each child’s team. About the Guest: Christopher R. Bugaj, MA CCC-SLP Joining us is Christopher R. Bugaj, MA CCC‐SLP is a founding member of the Assistive Technology Team for Loudoun County Public Schools. Chris co-hosts the Talking With Tech podcast featuring interviews and conversations about augmentative and alternative communication and has hosted The A.T.TIPSCAST; a multi‐award winning podcast featuring strategies to design educational experiences. Chris is the author of The New Assistive Tech: Make Learning Awesome For All, published by the International Society for Technology in Education (ISTE). Chris is the co-author of Inclusive Learning 365: EdTech Strategies for Every Day of the Year (which is available for pre-order now) and The Practical (and Fun) Guide to Assistive Technology in Public Schools both of which are also published by ISTE. Chris co-authored two chapters for a book published by Brookes Publishing titled Technology Tools for Students with Autism. Chris co‐produces and co‐authors the popular Night Light Stories podcast which features original stories for children of all ages. Chris has presented over 500 live or digital sessions at local, regional, state, national and international events, including TEDx. This interview is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Many educators are required by their district to use prepackaged curriculum sets. While these sets are very user friendly, they often do not follow a comprehensive literacy approach to learning and assume reading level equates thinking level. As a result, many learners are either left behind or lack access to age appropriate materials and cognitive concepts. About the Guest: Don Johnston, M.S. Don didn’t read his first book until the 9th grade after he was inspired by a very special teacher. He learned to make “movies in his mind” which was the key to his learning. This was influential in the visual supports in Readtopia. Don has wanted to bring visual learning to other students his whole life. Now it’s a reality! Don made Readtopia his full-time passion, driving the development forward. He embedded himself in many Readtopia videos, talking directly to students on-location from around the world. Links to Mentioned Content Readtopia In addition to Readtopia, Don and his team have created a variety to literacy materials to support comprehensive literacy instruction including First Author, Snap & Read, CoWriter, Quizbot, and UPar Download a free copy of Don’s book, Building Wings For the parent pricing of Readtopia call the office at 847-740-0749 This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Comprehensive literacy instruction at the emergent stage includes shared reading, predictable chart writing, alphabet and phonological awareness, writing, and self directed reading. Comprehensive literacy instruction at the conventional stage includes reading comprehension, word study, writing, and self directed reading. This episode gives a fly on the wall look at how to put all of these aspects together to support literacy instruction should you have your learner for the entire day, or only at bedtime. About the Guest: Kim Rankin of Hold My Words Kim is a mother of eight and grandmother of four. Her twenty-eight consecutive years as a homeschool mom has given her opportunity to be a lifelong learner. Most recently, the needs of her youngest child, Nathaniel, has pushed her into the AAC world and given her reason to explore teaching literacy to a complex communicator. She is a frequent online contributor and speaker at events focused on AAC and literacy. Links to Mentioned Content: Kim’s website @holdmywords on Facebook, Instagram, and Pinterest Comprehensive Literacy for All by Dr. Karen Erickson and Dr. David Koppenhaver Pictello Talking AAC conference This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Is there a part of you doubting literacy is truly possible for ALL learners regardless of degree of disability? Or, perhaps you are on the other side of the ring trying to convince others that lacking the ability to see, or move extremities, or speak does not exclude literacy possibilities. This conversation addresses common belief barriers and removes them with a new vision from an educator who has experienced the truth that literacy is truly possible for ALL. About the Guest: Dr. Caroline Musselwhite Dr. Caroline Musselwhite is an assistive technology specialist with more than 45 years of experience working with children and adolescents with significant disabilities in a variety of settings, including Head Start, clinics, developmental day programs, homes, and the public schools. Dr. Musselwhite has written a number of textbooks and “how-to” books on a range of topics, and has also authored many books and software programs for youth with disabilities. She has presented thousands of workshops throughout North and South America, Australia, Europe, and Africa, and is a founding member and Fellow of the International Society for Augmentative and Alternative Communication. Honors include: Foundation Fellowship (West Virginia University), Educator of the Year (ARC, North Carolina), Honors of the Association, (North Carolina Augmentative Communication Association), and DiCarlo Outstanding Clinician Award (North Carolina Speech-Language-Hearing Association), and ISAAC Fellow. Links to Mentioned Content: Dr. Musselwhite’s website is filled with information, tips, and tricks, including how to make the page fluffers she mentioned. Dr. Musselwhite’s Teacher Pay Teachers store where you can download a variety of customized and original educational materials. The internet is heavily populated with many of Dr. Musselwhite’s webinars. A google search of her name will direct you to dozens of clips. Literacy for All in Canada Comprehensive Literacy for All book by Karen Erickson and David Koppenhaver Readtopia Episode 50 of the LOMAH Podcast about self determination strategies with complex communication users with Erin Sheldon   This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Given the right accommodations everyone is capable of reading and writing, even those with the most significant physical disabilities. This is the first of 3 episodes tucked into our 15 episode literacy series that will focus specifically on learners with physical disabilities. Here, we learn of several tools that make literacy instruction accessible and how to choose the best accommodations. About the Guest: Gretchen Hanser, PhD Dr. Hanser has worked in the field of assistive technology and literacy for students with significant disabilities for over 20 years. She is an educator and an occupational therapist. Her primary focus has been on augmentative and alternative communication and literacy for students with the most significant disabilities. She has worked in a variety of educational settings developing model classrooms, developing school based assistive technology centers, providing teacher and related service provider trainings, participating in assistive technology assessment teams and working directly with students and staff in the classroom. Gretchen has taught university classes and presents nationally and internationally on these subjects. She is currently the Director of Assistive Technology at the International Academy of Hope in New York City. Links to Mentioned Content SETT framework Article found at Closing the Gap This blog post from Jane Farrell provides examples of several alternative pencils Another blog post from Jane Farrell Files for flip charts and eye gaze frames on the Center for Literacy and Disabilities Studies website Dynamic Learning Maps module on emergent writing Dr. Hanser’s Teachers Pay Teachers resources (coming soon) Online books to connect with a switch: Tar Heel Reader, Public Library, Epic Books, Book Flix, and Tumble Books Readtopia This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

It is important for learners with disabilities to have ample time in emergent reading and writing skills so as to build a solid platform for conventional literacy strategies. How do you know when that platform is ready to support more complex literacy instruction? This episode answers that question and lays out the areas to focus on when teaching conventional reading strategies, specifically for learners with disabilities. About the Guest: Dr. Sally Clendon Sally Clendon, PhD is a speech-language therapist with expertise in literacy instruction for children with complex communication and learning needs particularly those who use augmentative and alternative communication (AAC). Sally completed her PhD at the Centre for Literacy and Disability studies at the University of North Carolina at Chapel Hill in 2006. Since then Sally has held academic appointments in Australia and New Zealand. She is currently a Senior Lecturer in Speech and Language Therapy in the Institute of Education at Massey University in Auckland. Sally presents nationally and internationally and has worked consultatively with several schools across New Zealand to implement a comprehensive approach to literacy instruction for their students. Sally looks forward to sharing her passion for literacy and all that she has learned from working alongside teachers and students to ensure that ALL children have access to the communication and learning opportunities they need. Links to Mentioned Content: Comprehensive Literacy for All by Karen Erickson and David Koppenhaver - relevant for this episode are chapters 6 (Whole-to-Part Model), Chapter 7 (Comprehension Instruction), and chapter 10 (Making Words) Making Words by Patricia Cunningham   Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial List of on level age appropriate books for older learners - coming soon This show is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

Learners move through 14 stages of writing as they progress. This episode focuses on the earlier stages of writing and how we can best support learners with disabilities in moving through each while avoiding common mistakes. About the Guest: Jane Farrall Jane Farrall is a speech pathologist and special educator passionate about literacy, AAC and assistive technology. After 30 years in the disability and assistive technology field, she has lots of practical experience working with people with a range of abilities. Jane has worked as both a therapist and literacy teacher. She has also worked as an assistive technology specialist and is currently working as an independent consultant, running workshops and consulting with schools around Australia. Her consultancy works focuses on implementing AAC and comprehensive literacy for all students. Links to Mentioned Content: Jane has two websites that are a dream for anyone interested in deep diving into literacy instruction techniques. At www.janefarrall.com one will find workshops, presentations, online corses, blog posts, resources, and a way to contact Jane should you wish to utilize her consulting services. At www.comprehensiveliteracy.com one will find education on implementing emergent and conventional literacy methods as well as AAC. Developmental Writing Scale - explanation and examples of each of the 14 levels The Do’s & Don’ts of Writing

Often learners with disabilities are not provided ample opportunities for emergent literacy skills to solidify. This episode presents 4 questions to identify if our learner needs more time with emergent literacy strategies and several practical applications to build emergent reading skills. About the Guest Sofia Benson-Goldberg PhD, CC-SLP works as a research assistant at the Center for Literacy and Disability Studies. Prior to starting her PhD studies, Sofia had her dream clinical job working, with children, teenagers, and young adults with severe physical and cognitive disabilities with complex communication needs at a small private practice in Northern Colorado. Since joining the CLDS, Sofia has been a research assistant on Project Core and Tarheel Shared Reader among other projects. She looks forward to continuing her academic career with a post-doctoral fellowship at the CLDS on Project Open. Links to Mentioned Content: Comprehensive Literacy for All by Karen Erickson and David Koppenhaver Shared Reader is a project that uses Tarheel Reader but built in supports for adults to implement shared reading. Especially check out the professional development modules to learn more about how to implement shared reading. Project Core was a project aimed at creating supports for teachers/school teams in supporting students with significant cognitive disabilities in accessing communication all day, every day. Professional development modules are free and cover a range of topics regarding communication and emergent literacy routines. Tarheel Reader is a free website full of books that can be accessed by a variety of access methods. Thousands of titles, really great for shared reading and independent reading/exploration. Dynamic Learning Maps Professional Development This interview is the 3rd of a 12 in the series focusing on literacy instruction for students with disabilities.  Find Sofia on Instagram @sofia_phd_slp Find Kim on Instagram @journey2lomah

Literacy instruction has historically used mostly verbal strategies so when learners are non speaking how is literacy supposed to be taught? This episode addresses a common literacy instruction mistake used on learners utilizing speech generating devices. About the Guest: Tina Moreno, M.A. CCC-SLP is a speech-language pathologist with the Cuyahoga County Board of Developmental Disabilities in Cleveland, Ohio. She earned her undergraduate degree from Kent State University and attained her Master's degree in Speech-Language Pathology from Cleveland State University. At the CCBDD, Tina serves individuals 3 and up in a continuum of settings, including homes, schools, workplaces, community residences and day programs. She evaluates the communication needs of students from preschool through transition years with an emphasis on AAC assessment and implementation, training, and collaborating with educational teams and families. She presents on the topics of AAC and literacy at national conferences. She is inspired to help ensure everyone can communicate, read and write. Tina is mom to Mateo, a 21 year-old AAC user. With her friend Gina Cunningham, she is Co-Director of Camp ALEC, a weeklong, overnight summer camp that focuses on literacy and AAC designed for children with complex communication needs offered in Grand Rapids, MI each summer. There, educators receive intensive training under the direction of Drs. Karen Erickson and David Koppenhaver in evidence-based assessment and instructional strategies in literacy for children with complex communication needs. Links to Mentioned Content: Camp ALEC Comprehensive Literacy for All This show is part of 12 episodes in season 5 focusing on literacy instruction for students with significant disabilities

The tide is beginning to shift regarding how literacy is approached for students with disabilities, specifically those with complex communication needs. The first step is exploring what we believe to be true about students with disabilities. What are the dangers in assuming literacy is not possible? On the flip side, is assuming competence too simplistic? We will discuss these ideas as well as why access to the entire alphabet is needed, the gateway social media offers, and allowing the necessary time for emergent literacy skills to solidify. This episode is the second of twelve focusing on literacy instruction for students with significant disabilities. About the Guest: Rachael M. Langley, MA, CCC-SLP Rachael Langley is a speech-language pathologist working as an Augmentative/Alternative Communication (AAC) Consultant in Michigan. Her 18-year career has focused primarily on supporting students with complex communication needs. A two-time graduate of Michigan State University, Rachael is one of the founders and organizers of the #TalkingAAC Conference, a conference focused specifically on AAC learning. Rachael has presented at local, state, and national conferences. She enjoys creating graphics and other materials related to AAC implementation. Mentioned: Comprehensive Literacy for All by Karen Erickson and David Koppenhaver Talking AAC Conference Rachael’s Website Links to sites Rachael recommends: Project Core Dynamic Learning Maps Professional Development Models Literacy for All (Edmonton, Canada) Relevant Episodes: Episode 48: Augmentative and Alternative Communication with guest Rachael Langley Episodes 49&50: Person Centered Planning and AAC with guest Erin Sheldon Episodes 36 - 46: Safety Series in season 2 Episode 93: How to Get Assistive Technology into the IEP with guest Lisa Lightner   Find Kim on instagram as @journey2lomah where she often shares in IG stories the application and experimentation of literacy strategies we are learning in these episodes.

The next 12 episodes will focus on what is being discovered regarding literacy instruction for ALL students with disabilities. This first part of this introductory episode explains how to get the most out of the upcoming episodes in this literacy series. The second half of the episode retells the history of Miranda’s literacy instruction and why it has become a priority despite her age.   We recommend purchasing a copy of the book Comprehensive Literacy for All by Karen Erickson and David Koppenhaver as a supplemental resource while listening to this literacy series. We will be referring to it often. Also recommended is the Talking with Tech Podcast. Additional resources will accompany each episode so do be sure to take a look at the show notes each week.

Turning 18 is big milestone for all teens. When the teenager requires significant support needs due to disabilities there are additional considerations and things that must be done ahead of time to ensure the person with disabilities is protected and with wanted support services. In this episode we get a to do list and a pep talk to accompany the streamers and balloons. About the Guest Trudy Marsh Grable is a long-time advocate in the field of disability issues, family support, and services. Trudy conducts person centered thinking programming at Parents Helping Parents, where she has enjoyed a 30-year career. Trudy is also the Executive Director of Journey of Choice, a parent-directed supported living agency, and is the founder of The BFF Project. Trudy is a Credentialed Person Centered Thinking (PCT) Trainer by The Learning Community for Person Centered Practices and utilizes the PCT tools in all aspects of her career and life. Links to Mentioned Resources Parents Helping Parents Parents Helping Parents Facebook Group State by State SSI Payment Scale SSA Blue Book list of impairments HUD Related Episodes Legal Rights After 18 - Episode 30 from Season 1 Special Needs Trusts - Episode 102 from Season 4 Choosing a Trustee - Episode 103 from Season 4 Memorandum of Intent - Episode 104 from Season 4 Life Insurance - Episode 110 from Season 4

We have set a deadline for Miranda to be independent of us, her parents in 5 years, at the age of 22. While she will always require significant care and continual supervision, we have a multi step plan to phase those supports to others while at the same time honoring her life as a young adult. In this episode Tom joins the conversation to share what we will be doing 5 years out, 4 years out, 3 years out, etc to eventually arrive at this big milestone. Mentioned in this episode: Guidelight Group Gilfix & LaPoll Relevant episodes: Financial Planning Series: Episodes 101-112 from season 4 Transition Planning Series: Episodes 86 - 98 from season 3 Is Technology the Caregiving Solution - Episode 53 from season 2 Easy Technology Solutions for Individuals with Disabilities - Episode 58 from season 2 Person Centered Planning - Episode 49 from season 2 Housing Series: Episodes 11 - 23 from season 1

We are deviating from our typical format of deep diving with expert guests into a topic for a 12 episode series. Rather, we are spending 3 episodes to share 3 things (we hope) that will be happening for Miranda this year. In this episode we discuss our hope that she will return to school. The last two years have been a mix of public school, homeschool,  NPS heartbreak, and Covid. In this episode Kim shares the roller coaster they can't seem to exit. The ride has offered deep disappointments and surprising opportunities. We pick up the discussion where we left off last year. For the back story refer to episode 99 of The LOMAH Podcast  "Advocating FAPE for our Teenage Daughter"  as well as episode 111 of The Mama Bear Podcast with Mary Susan McConnell "What's the Plan." Both were published exactly one year ago in January, 2020

2021 Is looking like it might be a big year. In this episode Kim shares three big things on the horizon for Miranda.  Find Kim on Instagram as Journey2Lomah

Kim picked 5 episodes that have had the greatest influence on her approach to disability and future plans. Listen to this republished episode from season 2 where a new friendship was formed that has continued to present day. While not the topic of this episode, the conversation opened Kim’s eyes to a gaping hole in her circle of friends.  **Special Note** The next series will begin late January or early February of 2021. To ensure these episodes find their way to you, tap subscribe on your podcast app and follow @journey2lomah on instagram

This mini series revisits 5 previous published episodes.  The 4th is a republished episode from Season 2 and is without question a unicorn in the line up of over 125 shows. The LOMAH Podcast has earned a reputation of providing dense information and episodes so packed with resources that many listen to episodes more than once, and often take notes. This republished episode from season 2 is different and yet is Kim’s favorite interview that she has ever done. It was randomly tucked into the technology series (but completely unrelated) thus easy to miss.  Enjoy this unicorn republish of Kim’s favorite interview, ever!

This mini series revisits 5 previous published episodes that have had the greatest influence on Kim's approach to disability and future plans. The LOMAH Podcast has earned a reputation over 4 seasons, 4 years and 125 episodes of being a resource with high caliber guests providing dense information. Kim learns from the expert guests right alongside listeners. About this episode: If you, in any way, have an interest in creating lives of value, choice, and dignity for those with disabilities please listen to this republish of an episode from our advocacy series in season 2. It is one of the most important conversations we have had and focuses on considerations too many in disabilities circles are not even aware of nor taking into account.  Please, listen. Be informed.

This mini series revisits 5 previous published episodes that were game changers for Kim, Miranda, and the family. The LOMAH Podcast has earned a reputation over 4 seasons, 4 years and 125 episodes of being a resource with high caliber guests providing dense information. Kim learns from the expert guests right alongside listeners. Kim picked 5 episodes that have had the greatest influence on her approach to disability and future plans. What Kim learned from the guest in this previously published episode from season 2 hands down made the biggest difference in Miranda’s life and provided techniques for breakthroughs that were years in the making. She directs new listeners who message her to this episode all the time and uses daily what she, herself, learned. Unfortunately, it was published during the time episodes were kept under 40 minutes and it’s a shame because there was tremendous value in information the guest shared that didn’t make the episode. That information is, however, included on the LOMAH website show notes so do make sure to grab those resources. Click here. Find examples of Miranda & Kim using what they learned in this episode by following the IG stories @journey2lomah

This mini series revisits 5 previous published episodes that were game changers for Kim. The LOMAH Podcast has earned a reputation over 4 seasons and 125 episodes of being a resource with high caliber guests providing dense information. Kim learns from the expert guests right alongside listeners. Kim picked 5 episodes that have had the greatest influence on her approach to disability and future plans. If you follow Kim on instagram at journey2lomah you have seen several times in IG Stories how the topic discussed in this episode from season 2 is now part of Kim and Tom's current 5 year plan to have Miranda successfully living in her own space, at her own address, by the age of 22 despite her significant support needs which will require 24/7 supervision.

The LOMAH Podcast publishes 10 - 12 episodes with expert guests on a single topic creating an in depth topical series. This final episode in the Complicated Behaviors Series provides a quick overview and guest clips from each interview as well as what is coming next. Episodes in the Complicated Behavior Series Included: Episode 115 - Moving From What to Why Episode 116 - Touching of Self and Others Episode 117 - Vocal and Verbal Stimming Episode 118 - Motivation and Masking on the Spectrum Episode 119 - Hyperphagia (Food Obsession) Episode 120 - Families in Crisis Episode 121 - Addressing the Disability Advocacy Divide Episode 122 - Fecal Smearing and Ingesting Episode 123 - Co-Occurring Conditions and Crisis Intervention Episode 124 - Medication as a Treatment Tool for Emotional and Behavioral Challenges  Episode 125 - Parenting Support From the Actually Autistic Community