Resources

Advocacy Definition
The process of asserting oneself or interceding on behalf of others within a system to get the benefits for which they are eligible. Through both direct aid to families and broader-based policy work, the goal of advocacy is to foster the self-empowerment of families by educating them about their own rights.
ARCH National Resource Center
provides a variety of informational resources to the general public: a National Respite Locator Service, an informative website with downloadable fact sheets on respite for families. - http://chtop.org/ARCH/National-Respite-Locator.html
How to Make an Initial Referral for School-Age Special Education Services
- Initial Referral for Special Education Services
Sample Letters for Special Education Evaluation
Children's Mental Health Checklist (ADHD/Autism/Depression)
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Request for Homecare
- M11Q form
Patient Advocate Foundation
offers assistance to patients with specific issues with health insurance, employer and/or creditors, job loss due to illness. Professional case managers and attorneys can advocate for patients. Sponsors the Copay Relief Program. (800) 532-5274. - http://www.patientadvocate.org/
MedlinePlus
a portal to trusted medical information on the internet, sponsored by the National Library of Medicine. Contains articles on health topics, drug information, medical dictionary/encyclopedia. - http://medlineplus.gov/
CAP4Kids Poster
If you want to display a CAP4Kids poster in your office, use it for a social service project, or just give it to a friend, this is the place. - CAP4Kids poster
Center for Benefits and Services of the Community Service Society
provides direct services to families and individuals related to accessing public benefits, subsidized housing and achieving economic security. Helps with emergency rent needs. Call (212) 962-4795. For help with housing foreclosures, call (212) 626-7383. - http://www.cssny.org/services/center_for_benefits__services/
TIME-OUT Discipline Technique

(Recommended for children 18 months to 6 years)

I remember clearly the day my 2-year-old came home from day care, looked me sweetly in the eye, and slapped me across the face. Up until this point, we had mostly used natural consequences for unwanted behaviors (i.e. if you throw your cookie on the floor, no more cookie). When we realized that “No hitting!” wasn’t cutting it, we explored the time-out technique. Time-out consists of immediately isolating a child in a boring place for a few minutes following unwanted behavior. The best results come when this technique is performed the same way every time and is used consistently every time your child displays an unacceptable behavior.

1. PREPARE:

• Decide which 2 or 3 behaviors will cause you to put your child in time-out and explain this to your child (ex. hitting, biting, throwing food).
• Choose a Time-Out spot: this could be a step, a chair, a corner or even a mat if you're out of the house. The place should be distraction-free and safe from harm. The goal is to give your child time to think about what happened, regroup and calm down.

2. IMPLEMENT:

• Give your child one warning “If you throw your food again, you will go into time-out”. Your voice can be firm, but should remain calm, not angry.
• If it happens again, put her in time-out right away. Tell her what she did wrong in as few words and with as little emotion as possible. If your child will not go to the spot on her own, pick her up and carry her there. Do not give your child attention when she is in time-out.
• Set a time limit: A good rule of thumb is 1 minute of time-out for every year of your child's age. Some parents use a timer. If your child gets up, calmly put her back in time-out and restart the timer.
• Once your child has completed time-out, sit down so you’re on the same level and explain one more time why you put her there. Ask for an apology, and end time-out with a hug.
• Immediately redirect your child to an acceptable activity when time-out is over.

3. REFLECT/PREVENT:

While your child is in timeout, or later when your child is sleeping, take the time to review the sequence of events leading to time-out and determine if there is something you can do to prevent a recurrence.

• Was your child overtired or hungry?
• Were you asking too much of your child? Use Tumblon or ask your pediatrician to understand what is developmentally appropriate for your child. Are you asking him/her to do something that is simply beyond their ability? Is a particular toy or activity frustrating them because it is too advanced?
• Consistency is very important: Once you make a rule or promise, stick to it. Try your best to communicate these rules to all caregivers.
• Don’t forget to talk to your child! Consistently using time-out will help to modify behavior, but it is not a replacement for talking to him/her about how they are feeling, especially as they get older.
• Learn from Mistakes – if you are unhappy about the way you are handling your child’s behavior, give yourself a moment to calm down, apologize to your child and explain how you will do things differently next time.

4. REWARD GOOD BEHAVIOR!

This is easy to forget but is the most important thing of all. It doesn’t have to be an elaborate reward, your praise and physical affection goes a long way. Try to be specific. Instead of saying “Thanks for being such a good boy today,” say something like “Thank you for coming right when I called you. Great listening!”