Preventing a Medication Mix-Up

With the number of prescriptions that are handwritten and dispensed by pharmacies across the country each year, it should be no surprise that errors can occur. Even with the most careful doctor writing legibly and pharmacists double checking dosages, when humans are involved no amount of carefulness is error proof.

Recently my 10 month old daughter was given a prescription from the local pharmacy with an incorrect label, instructing us to give her 5 times the amount of medication that was prescribed by her doctor. The doctor had written the prescription for 3 cc (cubic centimeters) three times per day, but the label instructed us to give her 3 teaspoons three times per day. To make matters worse, the technician at the drive-up window reiterated the incorrect instructions to my husband and showed him how to draw up the medication using a 5 ml syringe.

Fortunately, when my husband came home from the pharmacy and told me the instructions he was given I immediately knew what he was telling me was wrong. I grabbed the bottle to prove to him that he had misheard the instructions, but to my surprise, the instructions he was giving me were written clearly on the label.

When it comes to medications, errors will happen. It’s your job as a parent or caregiver to be sure that the errors don’t make it in your front door. While it’s great to have confidence in doctors and pharmacies, confidence isn’t a substitute for being an educated parent or caregiver.

When it comes to kids and medication, always follow these three rules:

• Listen to the instructions of the prescribing doctor and repeat back to the doctor the medication name and dosing instructions. If your doctor seems rushed or if you’re preoccupied with the kids, ask the doctor to slow down or to write the instructions out for you.
• Look at the label. Be sure it’s yours and confirm that the label matches the instructions the prescribing doctor gave you. Always check your prescriptions before leaving the store.
• Ask for clarification. Speak up if things don’t make sense and take advantage of the pharmacist consult that most pharmacies offer. Be sure to speak to the pharmacist, not the technician if you do have questions. If you are given a syringe to administer medication and the units on it don’t match the units on your label, ask for a different measuring tool or for the conversion.

7 Reasons a Pet is Good For Your Special Needs Kid

1. Kids love animals. Animals make kids happy.

2. Pets can be calming. Petting a dog, listening to the purr of a cat or just gazing at a fish tank can lower blood pressure and stress levels, according to WebMD.

3. The chores involved with caring for a pet can help teach kids responsibility and empathy as well as help the child feel productive.

4. The physical acts involved with caring for a pet can be therapeutic as long as they match the child’s abilities. Stretching to brush a dog is much more rewarding than stretching in gym class! Work with your child’s physical therapist to see which movements can be combined with therapy goals. Chore charts for pet care also help with organization and remembering sequences.

5. Pets don’t see disabilities. They don’t care if a child looks or sounds different from other kids.

6. Pets are friends. They listen to books, even if the words are not pronounced very well. They also listen to problems and are very good at keeping secrets.

7. They may help kids stay healthy. Children who have a pet in their home are less likely to have allergies or asthma.

Choose the correct pet for your situation and lifestyle. Even if you end up doing most of the work involved with owning a pet, your child will gain so much by having an animal in the household.

Arts & Crafts and Poison Control: How to Keep Kids Safe

Did you ever notice how delicious some of those colored markers smell? Ever tempted to taste one? Ok, admit it…you’d never do it, but still you can’t say you haven’t at least thought about it. So, can we blame the 4 year old who thinks that the blueberry marker might just taste as good as it smells?

Unfortunately we sometimes forget that those pretty colored paints and crayons and markers look and smell so good because they’re made up of chemicals that are designed to make them look and smell good. And because little kids are attracted to bright, colorful things, and love to touch and taste (who doesn’t), we need to be extra cautious to make sure that glues, paints, crayons and other arts and crafts supplies are handled with care.

According to the Minnesota Poison Control: In a single year, the nation’s 57 poison control centers received more than 35,000 calls about exposures to art products; of these, more than 26,000 calls concerned children younger than 6. And the Virginia Poison Center highlights this list of art supplies to keep an eye on:

• Chalk contains calcium, and swallowing some typically does not cause poisoning. More serious problems can occur if the chalk lodges in the throat or is breathed into the windpipe, blocking the airway and causing coughs, difficulty breathing, or wheezing.
• Water-soluble markers usually don’t cause harm. Most other felt-tip markers don’t cause poisoning if small amounts of the ink are swallowed. A few markers may contain aniline dyestuffs, which, if a large amount is swallowed, can be poisonous.
• Erasers are not considered poisonous but could cause blockage or injury if lodged in the throat or breathed into the windpipe.
• School-type glues (such as Elmer’s®) generally are considered nonpoisonous. “Super glues” (such as Krazy Glue®) do not cause serious poisoning if a mouthful is swallowed; however, they cause mucous membranes and skin surfaces to stick together instantly. If “super glue” gets into the eye, the eyelids can be sealed together, resulting in lid injury and loss of lashes. Worse, “super glue” can cause serious damage to the eye’s cornea.
• If children swallow small amounts of water-based paint – including latex, tempera and poster paint – poisoning is not likely. Some latex paints do contain measurable amounts (5-10%) of glycols, so poisoning could happen if someone swallows a very large amount. Oil-based paints contain solvents that can cause acute poisoning if swallowed.

The National Capital Poison Center recommends the following safety tips:

• Read the label carefully, and follow all instructions for safe use and disposal.
• Discard products that have passed their expiration dates.
• Don’t eat or drink while using art products.
• Wash up – skin, equipment and environment – after use.
• Never use products to paint skin or decorate food unless the product is specifically labeled for that use.
• Store art products in their original containers locked up and out of the reach of children.
• Handle art products in accordance with your program’s guidelines for safe chemical use and storage.

Virginia Poison Center also suggests that “when choosing art supplies for use by children, consider the product’s certification. Many art supplies are imprinted with the seals of the Arts and Crafts Materials Institute. Products with the AP (Approved Product) seal are best for use by young children. Products with the CL (Cautionary Label) Seal are more appropriate for adult use.”

Finally…always better safe than sorry.

If a young artist eats a crayon or some glue, or gets paint in their eyes…OR …you’re simply unsure whether or not your child has been exposed to (or eaten) a toxic level of art supplies, use

• the webPOISONCONTROL^® online tool for guidance or
• call your local poison center at 1-800-222-1222 for advice or information.

For a more detailed description of arts and crafts Do’s and Don’ts, here is the official Art and Craft Safety Guide from the Consumer Product Safety Commission (CPSC).

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Some time ago, Audra, one of our editors, shared with us her story about her wonderful experience with “edible play dough.” What about you?? Ever called poison control for an arts and crafts mishap?

Can Your Lovable Pup Help Your Child Grow Educationally?

Last month we talked about the value of a child with special needs having a service dog with them in the classroom at all times. We also talked about some of the pro’s and con’s for the child without disabilities. But what if there was an area that your child struggled with that maybe wasn’t severe enough to require the services of a full time, highly skilled and trained animal? Can your every-day run-of-the-mill pup still be able to help your child in educational ways? In many cases….yes!!

As adults, we all have our strengths and weaknesses, just as children do! The difference is, our weaknesses are not often exposed, all day, every day, to our peers. Imagine how difficult it would be if you worked in an office, with the same people right next to you, no cubicles or dividers between you and them, and part of your job was a task that you had to perform daily, that you really struggled with…. Yet it seemed to come so easily and naturally to all those around you. How frustrating would that be? How embarrassing? Sure, you could ask for help; but that would get old, really fast…. Especially if it was something that you just ‘didn’t get’.

I know from personal experience, having struggled with learning disabilities, especially with numbers and math, how trying this can be… and what a hit my self esteem took time and time again! (I remember being a child sitting in the classroom and they were going up and down the rows, each child taking the next math problem in the book, trying to very quickly figure out which would be mine, so I could work it out before it was my turn and avoid looking foolish. This rarely worked and, being in a panicked state, quite often I miscounted and worked on the wrong problem…. And felt like an idiot anyway!)

As an adult, I have learned to kind of make light of it (I tell my clients, “Boy, I wish my talent with the dogs transferred to other areas of my life, like Math and a sense of direction!) For me, that statement always lessens the embarrassment when writing out a receipt for a client, when I cannot do the simple math to add it up in my head…. And forget about adding on the tax! But after that statement, I can grab a calculator. Tools like that aren’t always available when you’re a kid.

And let’s face it…. School is a tough place at times! Kids can be horrible…. Especially once they see a weakness in another child…. That child can suddenly become an easy target for taunting and bullying! And in that kind of atmosphere is it any wonder the child will become more insecure and not want to ask for help?

In 1999, a group in Minnesota called Intermountain Therapy Animals (ITA) who specialized in providing animal-assisted-therapies in the areas of physical, occupational, speech, psychotherapies, as well as special education developed and launched a program called R.E.A.D. (Reading Education Assistance Dogs.) The premise and purpose behind this program was to provide a safe environment where a child can sit down and read out-loud to a dog without any fear of judgment or ridicule. The immediate successes they saw encouraged the growth and popularity of this program, and the organization quickly branched out to include visits to numerous libraries, schools, and many other venues. It has helped thousands of children to improve their reading and communication skills. Here is a link to their site, which can obviously explain everything they do a bit better than I can, and they also provide a calendar of events (click on the ‘ATTEND” box on the right hand side of the screen) where you can see if they are going to be in your area… http://www.therapyanimals.org/READ.html

On this site are also numerous ‘how to’ videos where they show you what you can do if you would like to become a ‘R.E.A.D. owner/handler volunteer team’ in your area. But I want to simplify it a bit and mention a few things you can do to see if your own personal dog can accomplish this task for your child at home.

I want to mention here that although the program itself is very familiar to me, the ins-and-outs of how it works were not, so this has been a wonderful learning experience for me as well! All of the tips and feedback I am going to give you are a culmination of my training skills and experiences, mixed with highlights from the many videos I have watched that came directly from this organization. As I mentioned before, I wanted to simplify this so that you can see if your dog is a good candidate to provide this service for your child, and if so, how to best accomplish this task.

So to begin with, Part One would be to see if your dog can possess the skills needed to help your child. (I recommend doing this when your child is not around. If it turns out your dog is not a good candidate for this, we do not want to raise your child’s hopes and then have them disappointed.) What are those skills? According to the ITA videos, the basic skills required are:

• A firm “DOWN/STAY” command
• The ability to lie still for however long you choose to hold your reading ‘sessions’ (note: If your dog is not good at staying still for an hour at a clip, do not be discouraged and think this will not work for you. Try shorter durations.) This is important because we want to set up an atmosphere of a non-judgmental space for your child. If they are embarrassed already about their reading skills, or have ever been teased because of their reading difficulties, the dog getting up and walking away may be interpreted by your sensitive child as a form of rejection.
• A good “Touch” command. This is important because it helps your child to really feel like the dog is involved in the reading when your dog periodically ‘touches’ the page with their paw or nose. This task becomes especially valuable when your child comes to a word they are having difficulty with or do not understand. You can signal the dog to touch the page, and then say something like, “Fido is having trouble understanding what that word is. How about we look it up so we can explain it to him.” Again, this is a very non-judgmental way to help your child….. Similar to when child therapists use dolls to help children speak about difficult things without it being in the ‘first person’.
• A not-so easily distracted dog. This kind of goes hand in hand with the solid DOWN/STAY. It is very important because again, the last thing you want is your child sitting down to read with the dog, someone walks by, and the dog gets up and leaves. Again, we do not want to risk your child feeling not-important or rejected by the dog in any way, which can happen if the dog suddenly gets up and leaves.

Part Two – what skills and tools do you personally need to work with the dog and your child?

• Patience
• A sense of humor
• A non-perfectionist attitude (remember, we want to encourage, not discourage! So ITA recommends it is very important that you not get ‘bogged-down’ on mistakes and be careful of the way your correct them.
• Do not be over-exuberant in introducing this concept to your child. While this may be an exciting new venture, I encourage you to first work with your dog consistently when the child is not around until you are relatively comfortable that this will succeed. Again, we do not want to raise your child’s hopes, and risk them feeling like this is their failure if the dog is not appropriate for this task.
• A PLACE set up specifically for this task. A private room or corner can work. A place where there are no distractions such as people going by, phones ringing, TV’s on in the background, etc. In this space you can set out blankets, pillows, sleeping bags, a lamp, a bookshelf with plenty of books you will take on together…..whatever you would like that does not cause distractions, but will be a comfortable place for you, your child, and your dog to work in. Make sure this place always remains the same, and is SOLELY used for this specific task. Remember that dogs and children both respond well to familiarity and routines. If this place is only used for this purpose, your dog will always automatically know what to expect and how to behave while there.
• Plenty of children’s books. Make sure they are appropriate to where your child’s skills are at. You do not want to use material that is too advanced, causing frustration for them. At the same time, you do not want to use books they may see as ‘babyish’. It will insult their intelligence and possibly make them feel that you think they are stupid. While you know your child is not stupid, if they have been previously made to feel that way by other kids, the last thing you want is for them to believe you think that way of them! Also, when choosing your books for them and your ‘place,’ pick numerous books about subjects and topics they are interested in. For example, start off with books about dogs.

So, you have now determined that you and your dog both have the skills needed to help your child, now it’s time for Part Three – very important – practice this consistently when your child is NOT around. Call the dog over to the ‘space’ you have created, get them into the DOWN/STAY, pull out a book, and start reading. The ITA also recommends adding a “LOOK” command to this. They state that it really helps your child to feel like the dog is very involved, and it is a simple task to teach!!

Before calling your dog over to the space, insert small treats into numerous pages of the book. Every time you get to a page with a treat in it, you say the command “LOOK!” and allow the dog to take the treat from the book. This essentially conditions your dog to expect something good to be on the page and to use his nose to ‘look’ for it every time you say the word “Look”. But again, this must be accomplished before your child joins you in this. You want your child to believe the dog is really involved…. Not that the dog is looking for a treat or reward!

Once you are sure you have done all the necessary foot-work needed to successfully accomplish this, invite your child to join you. You can say something like, “You know…. The other day I was reading out loud and I noticed that Fido seemed to really enjoy it!! I think it might be fun to see if this was a fluke, or if he really likes being read to!” or something along those lines. You know your child best, and what would peak their interest in being open to trying this. Keep the session relatively short in the beginning…. 10 or 15 minutes at most. Make it fun, be enthusiastic, laugh when the dog paws the page, you can even act surprised at how involved the dog is!! And always end the sessions on a positive note…. Such as, “WOW! You and Fido did amazing!!! I think he deserves some treats…. And you should be the one to give it to him!!” Make sure you use words like ‘teamwork’ (ie: “What a great team the two of you make!” This will be very encouraging to a child that was initially ostracized and made to feel separate or not a part of.)

And the last thing (which can also be the hardest part) once you have established this new and exciting journey with your child, try not to make this a ‘if you don’t do this, this will be the consequence’ type of thing. We want this to always remain an enjoyable thing for your child. I know firsthand when I do something I enjoy, once it becomes mandatory, I often quickly lose interest. So think about different ways to keep your child interested and engaged. Here are a couple you might want to consider:

• Weekly trip to the library with your child to pick out a new book she and Fido might enjoy reading together
• To keep it light and fun, make a sign out of some of the more difficult words your child figured out and/or looked up during the week’s readings, and then plan a ‘treasure hunt’ trip to locate those items and label them with the sign your child made. Be willing to be silly with them! If the word was “Mother”, go along with it and wear the sign!
• Find and set aside some “special treats” – for your pup and for your child that they get to enjoy together.
• Anything that makes this a special time your child looks forward to.

With both kids and dogs, there is no such thing as a ‘cookie-cutter’ way to learn! Each kid learns and responds differently… So if you have some additional ideas for us to try, please add them to the comments below!! We’d love to hear your ideas!

Carbon Monoxide is a Silent Killer…How to Keep Your Family Safe

As the winter months rapidly approach and the cold starts to set in, It is inevitable that people will start to break out the heaters. It is around this time of year that you will start to see an increase in the number of Carbon Monoxide stories in the news and especially in the hospitals. It’s the Carbon Monoxide I would like to talk about today.

What is Carbon Monoxide and how can I tell where it is?

Carbon Monoxide or CO, is a colorless, odorless, tasteless gas that is created from unburned Fuel Sources such as gas, oil or coal. So any appliance that uses fuel can create carbon monoxide. Heaters, Furnaces, Dryers, Cars, Fire Places, Chimneys, Generators, Barbecues, etc.. all have the ability to create carbon monoxide. Please make sure that any fuel burning item in your home has been properly installed and sealed, and that all manufacturer instructions for doing so have been followed.

Items that use electricity do not burn a fuel and do not emit carbon monoxide. While these items may pose a significant risk of fire when used improperly or left unattended, they do not burn fuel and do not pose a risk of Carbon Monoxide.

Common Locations of Carbon Monoxide:

• Automobile Garage – Cars warming up or left running in a garage will cause a build-up of Carbon Monoxide.
• Laundry Room – Laundry machines that run on natural gas or propane can emit propane.
• Basement – Furnaces and Heaters located in a basement or enclosed area can cause a build-up of Carbon Monoxide.
• Kitchen – Gas Appliances like ovens can emit Carbon Monoxide.
• Bedroom – Fuel burning heaters such as gas lamps and heaters can emit Carbon Monoxide.

What are the Signs of CO Poisoning?

• Dizziness
• Fatigue
• Headache
• Nausea
• Difficulty Breathing.

How Can I Detect CO In My Home?

While CO is an odorless, colorless, and tasteless gas it can be detected with Carbon Monoxide monitors that can be bought at many stores. Things to know about CO detectors before you purchase:

• CO detectors come in many sizes.
• CO detectors are NOT all the same. Some detect non-lethal low levels of CO while others only detect potentially lethal high levels of CO. Please read the package on the detector you purchase.
• Some can be hardwired to your house alarm system and some use batteries AA or 9volt batteries.

Where In My Home Should I Place CO Detectors?

• CO detectors should be placed in areas of the house you spend the most time in. The living room, Family Room areas are great places to put them and they should also be placed outside the bedroom areas to alert occupants Before it reaches the bedrooms.
• CO detectors should not be placed next to or near items that emit a lot of heat as it may cause the device to malfunction. As always, please read and follow the instructions on whichever device you purchase.

What should I do if my CO detector is activated OR someone in my home begins to have the symptoms of CO poisoning?

• If the detector is activated you should immediately open doors and windows and go outside.
• Once outside, assess to see if anyone is having symptoms of CO poisoning.
• If anyone is having symptoms CALL 911 AND Follow the instructions they give you.
• If the alarm continues to sound call 911 and let the fire department clear the home.

For more information on Carbon monoxide you can contact the following:

• Your local Fire Department
• Underwriter Laboratories – 1-847-272-8800
• Utility Companies in your area. The Gas company for example.

As always, I urge everyone to err on the side of caution and CALL 911 if any concern exists about CO in your home. Please be safe and use your items carefully. Here in South Florida during hurricane Irma there were fatalities due to CO because people ran generators and motors inside of their homes while they slept and succumb to CO poisoning. Always run motors and any fuel burning device in an opened, ventilated area!

Be Safe and stay warm.

How Do You Treat Your Child’s Sunburn If It’s So Bad it Blisters?

Sunburns can be more serious than most believe, especially on a child.

Seek treatment from your physician if the sunburn has blistered over a large portion of your child’s body or if it is extremely painful. Also call your doctor if your child experiences facial swelling, a fever, chills, a headache, confusion or faintness. Other symptoms that signal the need for medical attention are signs of dehydration — such as increased thirst or dry eyes — and signs of infection on the skin, such as increasing redness, swelling or puss.

To minimize the damage caused by sunburn, the most important thing is to remove your child from the sun immediately after seeing the burn.

You can then treat symptoms by placing the child in a cool shower or bath, or by applying cool compresses several times a day. It’s also important to push extra fluids for the next two to three days to avoid dehydration and promote healing. You can give your child ibuprofen or acetaminophen for pain, but do not use aspirin in children or teenagers. Don’t break blisters, which will increase the risk of infection. It’s also important to keep sunburned areas covered from the sun until they’re healed.

Serious sunburns increase the risk of skin cancer later in life.

The key to avoiding the pain and minimizing the risk is to keep burns from happening in the first place. You should avoid the sun if possible, especially between 10 a.m. and 4 p.m., when it is strongest. If you must be in the sun, use a sunscreen that has an SPF of at least 15, even on cloudy days. You should put sunscreen on your child 30 minutes before heading outside and reapply every hour or so if your child is sweating or swimming. For even greater protection, cover your child’s skin with protective clothing, such as a wide-brimmed hat. Be careful on the water and the beach, where cool breezes can lull you into a false sense of safety from sunburn.

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