​The holidays are fast approaching, and for our students and their families that comes with a lot of emotions. The holiday break means time spent together as a family, which brings happiness and excitement. But it also means changes to expectations and routine, which for some can be anxiety provoking. Not only do things become very busy, with a lot of people, noise, lines, and socializing, but things also calm down and become less structured.
 
As we transition into December and the holiday spirit, our environments around us slowly begin to change. Our homes may be decorated, the music on the radio may change, television shows may become more festive, and the stores become busier. All of these things indicate that the holidays are approaching, and this alone can cause an increase in anxiety for some. It is important to watch for any indicators of anxiety as the holidays approach, to better prepare your child and yourself for success. Here are a few ideas to help prepare your family for a happy and less stressful break!

• Maintain Routines. Although there are many changes to routine throughout the holidays, try to maintain daily routines such as meal times, bath times, and bed times. On days where this is not possible, let your child know of the changes ahead of time so it is not a surprise (i.e., what is happening and when). Depending on your child, you can do this by having a conversation, adding it to a social story, or adding any changes to a visual schedule. Make this a collaborative process so that your child is a part of the decision-making process, in turn, increasing their motivation to participate in each activity.
• Provide an Area for Mindfulness. Have a safe and quiet place for your child to go to when they are feeling like their body or mind needs a break. This is especially helpful during the holidays to reduce sensory overload. At home, prepare this environment with strategies that your child is already familiar with, such as weighted blankets, mindful activities, visual supports, etc. When bringing your child to a new place, ask your host ahead of time if there is an area your child can go to when they need a break. This will allow you to prepare your child ahead of time, and show them the area as soon as you arrive.
• Incorporate Interests. There are many ways throughout the holidays to spend time with your child while incorporating their interests. Use this time to create family traditions that will be meaningful to them! This can include baking cookies, decorating cards, or going to see lights throughout your city. If your child likes trains, perhaps you can see the Holiday train. If your child has limited and specific interests, try to incorporate that as well. For example, if that specific interest happens to be a dog, a new holiday tradition could incorporate visiting the humane society to provide a few gifts they may need!
• Reduce Sensory Overload. There are many situations throughout the holidays that may cause sensory overload and overwhelm your child. But there are also many ways to assist in reducing this! Limit the number of outings per day, attend sensory friendly events, provide noise cancelling headphones, listen to music at a comfortable level, and reduce clutter such as toys, boxes, and wrapping paper!
• Use ACT and DNA-V Language. Model the use of familiar ACT and DNA-V language, encouraging your child to make choices that will move them towards their values. Reinforce your child for accepting difficult situations, defusing from difficult thoughts, and being their true selves. Encourage them to use their Discoverer to learn and explore the environment in a fun and open way, their Noticer to be aware of and label experiences in the present moment, their Advisor to weigh the reasons for and against pursuing a particular course of action, and their Values to identify the qualities that we want to reflect in our behaviour!
• Incorporate Positive Behaviour Supports. Positive Behaviour Supports create a positive and successful environment, while assisting in decreasing problem behaviours and teaching appropriate ones. It helps us to be proactive rather than reactive by modeling, teaching, practicing, and acknowledging the behaviours we want to see. To do this, use visual supports, offer choices, and remind your child of expectations. Recognize things that are out of your control and react accordingly (e.g., when your child is tired decrease expectations). Reinforce the behaviour you are teaching and want to see, while limiting reinforcement for those undesirable behaviours. And remember to frequently check in with how your child is feeling!
• Continue Working on Individual Goals. The holidays are a perfect time to generalize some of the individual goals being worked on at school! Use this time to work together in a fun way, while working towards their current goals. For example, if your child is working on waiting in line, use the same strategies to practice this skill at a store. If your child is working on their independence in getting dressed, allow them to help pick a special outfit for family events, and show you how fast they can dress themselves. If your child is working on following a recipe, allow them to pick a special treat to bake, and work together to prepare it!
• Self-Care! This is an especially important time to incorporate self-care, both for your child and yourself! You need a break too, so don’t forget about your own needs and how you can meet them during this time. Attend a yoga class, watch a movie, go for a walk and enjoy the Christmas lights - do something that will lift your spirit so you can be the best version of yourself!

 
Every family is different, celebrating different holidays and with different expectations. But no one knows your child better than you, so incorporate what works best for your family! I hope this provides support in a way that allows you to have the best Holiday Season with loved ones!
 
From my family to yours Happy Holidays,
 
Tina

      The Orton-Gillingham approach was something that I had heard great things about.  In fact, I was encouraged many times by colleagues to enroll in training as they had witnessed firsthand how amazing it is, and now I understand why. Just as Orton and Gillingham believed in keeping the best interest of each child their priority, I also held that belief close to my heart and I felt that I was making the best choices for my students each and every day. The sad thing is, you get caught up so much in twenty-first century learning and implementing technology that you sometimes get sidetracked from spending quality time interacting with your students. But it’s understandable; we live in a very fast paced world, where everything is about convenience. So why wouldn’t a student want to type their work, or use voice to text, and have spell check to support them with their spelling? They don’t have to write, and spelling is a non-issue when you have a screen doing it for you (depending on the child’s level of spelling). I quickly learned however, this is not the best way to support all of our students who struggle in areas of reading, spelling, and writing. Students, regardless of how they learn, still deserve the opportunity to learn through a multisensory approach.

​      After completing training in OG Foundations, I felt liberated and saddened at the same time. I spent 12 years as a classroom teacher before moving into a curriculum support role. I taught to the best of my ability, and having a Montessori background I did indeed use valuable teaching methods that focused on a multisensory approach. But after spending time in this course and reading numerous resources, I now know that I could have done more to support my students. How is it that we spend time learning how to be a teacher, yet the information is not all correct? Then we follow a curriculum document that is meant to guide us as we deliver content; content that is supposed to teach students the most important components around reading, writing, and spelling. I am boggled now that we have one of the most important jobs which is teaching the youth who will in turn become the link to our future, yet valuable information and resources are not always at the forefront. In our training, the instructor did state that we only teach what we know, and yes while that is true and comforting, it is also our job to ask questions about what is beneficial and what cautions to take. This all resonated with me profoundly because I am working with students with such diverse needs and abilities and therefore understand that sitting back and just using what I learned before is not enough. OG Foundations was the first step to realizing that if we want to best support our students, we need to ask questions and discover the science behind teaching our students so we can implement the most effective treatment.

​           Collaboration is key within any school environment, but even more important when you are working with students who have experienced failure and their mindset is tainted in the belief that they can do better. At OBA, we work together to change this mindset, and we do this through collaboration. This includes the many wonderful ideas and resources brought together through staff of different experiences and backgrounds. We bring together academics, ABA, and ACT in a way that is necessary to engage and teach our students. Looking at each child as an individual, and understanding that you need to support them based on their own personal differences is vital to their success. I’m thankful that the Orton-Gillingham approach is one that was not left unnoticed and that we are fortunate enough to bring it into collaboration within our OBA community.
 
Yours Truly,
 
Reta

​What does community mean to you? This is a question we asked our OBA students as the 2021/2022 school year came to a close. The answers ranged from family, friends, and church to hockey, pets, and the cities they lived in. But a common answer among many students was OBA. And that’s exactly what OBA is to so many, a community of people who have come together with shared values to overcome the many obstacles that life throws at us. 

I started this job four years ago, not realizing the difference this community would make in my own life. And I think that’s what makes OBA so unique, we as staff really embrace all that we teach. In year one, we learned the ins and outs of Acceptance and Commitment Training (ACT) together. We practiced with our students, at meetings, and at training. And eventually, it became a part of our lives. It’s embedded in our language, the way we approach uncomfortable situations, and the way we parent. When you really embrace something, it becomes a passion. It becomes a way of living, and when our students see us modeling the behaviour we are teaching, it makes it that much more likely for them to embrace it in the same way. 
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