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.
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.
Contributed by Oksana Huk, ECLC Ho-Ho-Kus School Psychologist
The terms reinforcement and punishment are often used when discussing behavior management, but their definitions are often misunderstood.
Reinforcement is simply the attempt to increase a behavior; while punishment is the attempt to decrease a behavior. The term positive refers to giving something to someone, and the term negative refers to taking something away.
When managing difficult behaviors the best approach is to withhold the reinforcement for the undesirable behavior and provide reinforcement for an alternative behavior. This way, a person’s needs can still be met, but by using a socially-desirable behavior.
So let’s take an example from the classroom. Suppose a student is repeatedly calling out in class. We might learn that the reason the student is calling out in class is to gain attention, and every time they gain attention for calling out, they are being positively reinforced for calling out.
If we want to decrease the frequency of calling out, rather than giving something aversive to the student or taking something desirable away, we would no longer provide the desired attention when they call out. If they don’t receive the reinforcement for calling out, they will stop calling out.
Notice that nothing is taken away from the student for calling out, nor is anything aversive given to the student. The behavior is not punished; it is just not reinforced.
Reinforcement is used rather than punishment, because it is always easier to reinforce a new behavior rather than punishing current behaviors! Very important, we also have to teach an alternative behavior. So if the student wants attention, we will teach them to raise their hand and give attention every time they raise their hand and positively reinforce that new behavior. With proper reinforcement, the behavior will continue over time.
|Positive||Giving something desirable to increase the frequency of a behavior(e.g., increasing the frequency that someone will eat vegetables by giving them dessert after they eat them)||Giving something aversive to decrease the frequency of a behavior(e.g., decreasing speeding in the future by giving a speeding ticket)|
|Negative||Taking something aversive away to increase the frequency of a behavior(e.g., increasing the frequency that someone will wear that seatbelt by taking away an annoying sound when they click their belt)||Taking something desirable away to decrease the frequency of behavior.(e.g., decreasing fighting between siblings by taking away toys)|
On. Oct. 1, we officially opened a new P.R.I.D.E. center for our adult clients with special needs, including autism, Down syndrome and other developmental disabilities, and recognized major donors who made the new center possible through their generosity.
The P.R.I.D.E. Center opened following a $450,000 capital campaign to transform a drab warehouse space into a cheery, bright center with activity rooms, a teaching kitchen, a model apartment, and a technology center. The center also includes a dedicated work area where adult clients earn a paycheck by completing contracted work, such as shredding and packaging, for local businesses.
A former ECLC Chatham school staff member, Toby Cooperman, and her husband, Leon, were instrumental in the campaign’s success. They donated a $125,000 challenge matching grant, which inspired others to give. This infusion of funds allowed ECLC to finish the campaign in a short six months.
The grand opening also highlighted October’s “National Disability Employment Awareness Month,” which recognizes the contributions of workers with disabilities. The theme for 2014 is “Expect. Employ. Empower.” With a nod to these three goals, P.R.I.D.E. Director, Dot Libman, said, “With this new center, we are truly able to fulfill what our acronym stands for: Promoting Responsibility, Independence, Decision-making and Employability. At P.R.I.D.E., we always look to empower our clients and look to support their capabilities and nurture their strengths.”
ECLC welcomed elected officials, including Lt. Gov. Kim Guadagno, for the milestone event. In her remarks, Guadagno applauded ECLC and said she came to the event because she wanted to “see happy people, getting what they need.” She said that after visiting 32 facilities like P.R.I.D.E what she has learned is, “The biggest pain, the biggest nightmare of a parent isn’t that these facilities exist, it’s that there aren’t enough of them. What will happen to my child when he ages out? What will happen to my child when I die? Those are the issues, and you’re dealing with them right here.”
State Senator and former Governor Richard Codey, Morris County Freeholder Deputy Director David Scapicchio, Morris County Freeholder Kathryn DeFillippo and Florham Park Mayor Mark Taylor all joined in the celebration and helped cut the ribbon.