Category Archives: occupational therapy

Dear Principal Lindorff – I am sure you often hear praise for your staff. The arduous work that goes into helping a disabled child needs patience, love, and a kind person. Since April 2017 when Ethan enrolled in the ECLC Ho-Ho-Kus School, the teachers we have interacted with have been all those characteristics & so much more.

We truly feel blessed and grateful every day that Ethan is at ECLC.

My in-laws decided in August to take everyone to Disney. My knee-jerk reaction was “No, Ethan has autism, we cannot do Disney, the plane, the parks, and all that is involved.” On a good day, I have anxiety about keeping Ethan safe, so the thought of us being in the park during Christmas week with 70,000 other people wasn’t happening. Then, I spoke with School Psychologist James Wagner, and he changed my perspective.

Early fall, he told me a trip was possible, and he encouraged me to talk with other parents who had traveled with a disabled child. He told me to “prepare,” so I had tools and resources in place to help Ethan. At a support group, I learned how to put together a story board, and Psychologist Wagner showed me how to do it for the airport and plane. I also received feedback and guidance from other parents that had success, and some families that did not have success, which proved to be invaluable in planning for the trip.

Behaviorist Matthew Kuzdral also met with me and walked me through the visual story board and provided tips on things I could do to minimize airport problems, such as putting Ethan in a wheelchair, which symbolizes a disability, because a stroller does not. Thankfully, we followed the advice and reserved a wheelchair at both Newark and Orlando airports, which was a necessity in keeping Ethan safe, giving Ethan a sense of security,  mitigating tantrums, and most important, not having to worry about Ethan eloping, which can happen in a second.

Mr. Kevin Carney, Ethan’s head classroom teacher, also gave me advice, which we implemented and utilized, such as the starboard. Ethan happily earned stars toward a reward he wanted, which helped keep him on task and minimize park tantrums. Ice cream seemed to be a reward he was willing to work for! The ESY program Mr.Carney had in summer where the children pretended to take a trip in an airplane helped because Ethan had been exposed to travel for a whole week. I was able to take out some of the papers and projects he did in summer and use those to help Ethan with his fear of an airplane.

We spent months preparing from the guidance we received, and on Sunday, December 24, when the plane took off my husband and I felt a sigh of relief that “Ethan did it.” But it wasn’t just Ethan, it was your staff that provided the advice and tools we needed, so Ethan was able to successfully go through an airport routine, and get on an airplane.  Mrs. Brandy Springer, ECLC’s occupational therapist, also had coached me on some of the tools I could utilize to minimize sound and Ethan being enrolled in her Listening Program the past three months has helped with his auditory challenges, coordination, sensory stimms and even his communication.

At the advice of your team, we had the noise canceling headphones, which Ethan needed not just on the plane but in Disney parks and on some rides. We booked a disability stroller all week, had visual aids and storyboards, booked the wheelchairs, called the airline and Disney at the advice of your staff and prepared everything we needed to keep Ethan safe that week in the parks, pool, and at the hotel. From a bolt being installed on our room door, so Ethan couldn’t elope out, to getting the Disability Access Services (DAS) pass at Disney, it all made for a wonderful first vacation, that almost wasn’t.

Your staff is consistently supportive, but the best gift they gave us was confidence. Confidence that we could take a vacation as a family, despite our son having autism. Mr. Carney is always encouraging me to give Ethan more bandwidth and not let the autism hinder or paralyze us. He has made us see that Ethan is capable of so much, with the right tools. We had a week of “normal” because we were prepared, even for tantrums. Did Ethan have challenges related to his autism disability? Of course. One significant problem was noise, and a different routine. The storyboards of what was next were so helpful. I was prepared to handle those challenges because your staff had guided and coached us!

One thing we crave and rarely have is “normal.” We have adapted over time to our new normal, but some days when autism is flashing in neon lights and taking over Ethan’s brain, we crave normal. I am so proud of how hard Ethan worked through many challenges, and we saw the results of the school’s work all week in Disney. I love using Mr. Carney’s question when Ethan’s go-to behavior is negative, “Ethan what is a better choice?”  It works, getting Ethan to stop and think and coaching him on better behavior options.

I hope the attached photos will remind your educators that their work, their guidance to families, their care, makes all the difference. Thanks to them, we had a memorable  vacation as a family with Ethan’s grandparents, aunt, cousins, and a week of normal in one of the happiest places on earth … Disney World!

With such gratitude,

Dana Berkowitz



Tips to Prepare for Your Next I.E.P. Meeting

You just got notice that your child’s Annual Review I.E.P. (Individualized Education Program) meeting is coming up.  No need to worry! Feeling prepared for an I.E.P. meeting can make the experience easier. These tips will help you better prepare to meet with your child’s school and district case manager for the best possible outcome!

Mother with son

  1. A day or two ahead of the meeting, review the I.E.P. from last year’s meeting.  Familiarize yourself with areas of strength for your child, areas that the school was helping your child work on and related services.
  2. Keep a detailed record of the meeting. Jot down questions or items you want to discuss, and bring your list to the meeting. Take plenty of notes at the meeting. Write down answers or other questions you may have that come up. Keep in mind that some issues may come up in school, which do not appear at home.
  3. What is one skill you have seen your child progress in accomplishing? What is one area you would like to see addressed this coming year? Remember, you are an expert on your child! Share what you see as your child’s interests, strengths and struggles.
  4. Does your child receive Related Services (Speech, Occupational Therapy or Physical Therapy)? Giving positive feedback to your child’s therapist is important. Let them know that you see progress on the goals and objectives from last year.  Helping the therapist target a specific skill for the upcoming school year is a great way to share goals you have for your child with the therapist.  Therapists have many lessons they can work on with your child, but knowing what is important to you can help them have focus on specific areas.
  5. If your child is 14 or older, they will be invited to attend the I.E.P. meeting. Let them know they will attend at least part of the meeting.  They will be asked to sign an attendance sheet.  They will probably be asked questions about what they like about school.  Your child should not feel intimidated about attending his/her I.E.P., everyone at the meeting has your child’s best interests at heart!
  6. Keep a collaborative mindset. Stay positive, and do not be afraid to ask questions, seek clarification and share information about what you think your child needs.  It takes a village!


Further Reading:

What to Bring to an I.E.P. Meeting

How to Prepare for I.E.P. Meetings

Cynthia Collins, Learning Disabilities Consultant

Susan Sylvester, Learning Disabilities Consultant

“Do the best you can until you know better.  Then when you know better, do better.” ~Maya Angelo

Making the Most of a New School Year

A new school year always brings a certain element of change to you and your child’s life. For your child, it may entail adjusting to a new school, working with a new teacher, or at the very least having some new classmates.


ECLC’s school in Ho-Ho-Kus helped new students feel at home with a Spirit Day celebration, featuring music, dancing, chalk drawing and bubble-making!

Here are a few tips to help ease the transition for you and your child:

  • Keep routines consistent – to the extent possible, have your child follow the same morning and afternoon routines. With a lot of new places and faces occurring during the school day, the more routine and structure the child maintains in other parts of their day the better.
  • Make your child feel comfortable – work to familiarize your child with the name of the new school, the classroom teacher’s name, and the room number. Frequently discuss and reinforce these topics with your child.
  • Utilize visual schedules – picture schedules (written or on an electronic device) can help prepare the child for the day’s activities. They can be individualized and tailored to your child’s skill level. ECLC’s SCERTS Model makes use of visual supports throughout the school building and in the classrooms.
  • Limit homework and instructional demands – the primary focus should be on your child adjusting to a new physical environment and new people. The initial goal is to help establish the school building and classroom as a comfortable, friendly, and fun place to be!

Matthew Kuzdral M.S., BCBA

Our Occupational Therapist Named Best in New Jersey for Serving Students with Special Needs

Brandy Springer seems to do it all. As an occupational therapist at our school in Ho-Ho-Kus, Springer provides one-to-one therapy sessions for a large caseload of students every day. She created and teaches an after-school yoga program and incorporates yoga into the classroom and therapy. She manages special diets for dozens of students. She is a regular speaker at education conferences around the state, and she provides workshops for ECLC parents, covering topics, such as sensory integration, stress reduction and feeding and nutrition.

In addition to her many professional achievements, Springer embodies her sunny name. Like the season following winter, Springer lights up the room with her radiant smile and her warm personality can thaw the frostiest of hearts.

Those professional and personal qualities, coupled with her dedication and hard work, have brought Springer to the top of her profession as a school occupational therapist. She has been named New Jersey’s “Related Services Provider of the Year” by ASAH., a nonprofit that represents 135 private, special education schools and agencies serving students with disabilities across the state. Each year, the honor goes to an outstanding occupational therapist, physical therapist, social worker or speech therapist at one of ASAH’s member schools or agencies. Winners are chosen at the regional level, and then an overall state winner was selected during the ASAH conference in Atlantic City on Nov.15.

O.T. Brandy Springer does it all and with a smile!

O.T. Brandy Springer was recognized by ASAH, a nonprofit that represents 135 private, special education schools and agencies serving students with disabilities across the state.

Springer has worked at ECLC of New Jersey’s special-needs school in Ho-Ho-Kus for five years and is a valued asset to the staff. “Brandy is the kind of person who is not only willing to take on challenges, but takes them on with enthusiasm, professionalism, and complete dedication,” said Ho-Ho-Kus Principal Vicki Lindorff. “Whenever a request is asked of Brandy, you can expect one of two answers: ‘Sure!’ or ‘No problem!’ She is the type of person who never says ‘No.’ ”

This award marks the third year in a row that ECLC of New Jersey’s school staff members have been recognized for excellence at the state level by ASAH. In 2013, one of ECLC’s veteran Chatham school teachers, Judy McGrath, was named the state’s “Educator of the Year,” and in 2012, Sharon Luberto, who is the physical therapist at ECLC’s school in Ho-Ho-Kus was named the “Related Services Provider of the Year.”

“We are so proud of Brandy for this recognition. Through her work at our school in Ho-Ho-Kus, she is making a tremendous difference in the lives of children with special needs every day. She also supports our staff, parents and other professionals in the field,” said ECLC Executive Director, Bruce Litinger. “We are so proud of her achievement.”

Springer is also giving back by passing on her expertise to students and colleagues in the field. She is a fieldwork supervisor for occupational therapy students from Eastwick College, Seton Hall University and Ithaca College, and she provides workshops through a grant from the state Department of Education, via Rutgers University, for the Safe Schools program at locations all over New Jersey. In addition, she was a co-presenter at the 2014 Council for Exceptional Children conference in Mahwah.