Kids Enabled was invited to talk on the CBS morning show, “Better Mornings Atlanta.” We are so excited that the community at large is seeing Kids Enabled as an expert in enabling children particularly those with learning differences! The topic on the show pairs perfectly with our newly posted web article, Stress Management, Easing Kids Test Anxiety. Wendy Williams, from Griest & Williams Educational Resources LLC (author of the aforementioned article) was the KE Expert interviewed . We are proud of Wendy as she is not only and expert in this field but also a faithful follower and volunteer of Kids Enabled!  To see a video of the interview, visit Better Mornings Atlanta.

Our next Brain Health and Nutrition Speaker Series event will be held on Thursday, September 23, 2010, 6-9pm at Commercial Row, (Margaret Mitchell House), 990 Peachtree St. Our guest speaker, Sherry Pruitt, M.Ed., ET/P is an educational consultant, educational therapist, author, international speaker, and co-owner, founder, and Clinical Director of Parkaire Consultants. Sherry will speak on Disorganized in an Organized World, A New Direction for the Brain. Save the date and stay tuned for more details about registration which will be begin next week.

Not all the exciting news is happening in Atlanta. Dallas has a little of its own. Forgive me for bragging on my son, Bradley, but it is only to prove that success can come with determination. Bradley, I mean Brad (he decided to change his name) has always wanted to play football. Moving to a new middle school gave him the opportunity to try it in a protective environment with coaches who understand kids with learning differences. Frankly I was not only concerned about the injuries that could happen, but also since he has multiple learning differences (short term memory and processing issues among a few) I was concerned that he would not be able to “keep up” on a competitive team.  Football practice started this week at Dallas Academy, his new school. Brad’s personal goal was to be quarterback. He has been studying the playbook since June when he received it during an encounter with the coach during summer school. He worked with his dad at throwing some in the front yard as well. So, Brad was very excited when the coach said he would give him shot as QB! It will be challenging for him, and it would be easier for me as a mom if he took a less visible role, but what I am most proud of is that he has the confidence to be a leader and put himself in difficult situations. Giving our kids a chance to succeed (and fail) is an important part of parenting. Kids Enabled has posted many success stories on our Web site. We do this to help parents remember that although the times may be rough and sometimes painful with support there is hope that our kids will find the path that fits them and succeed. I am not sure if Brad will be a great football player, but for the Fall season 2010 he is our star!

Warm regards!

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Kids Enabled is in the Limelight!

The fall season brings lovely colors and cooler weather here in Atlanta, but for many kids headed back to school, it also brings the anxiety and stress of a new school year and the testing that comes with it. Kids Enabled asked Educational Consultant Wendy Williams for some tips on how to help kids and parents manage those testing jitters.

Although it’s natural for students to have that “butterflies in the stomach” feeling before a test or exam, parents should be aware of those signs and signals that the stress may be too much. Helping your student develop and practice coping strategies will ensure less stress and more learning. Below are a few signs that a student could be struggling with an unhealthy level of test anxiety.

Before the test:

1. Does your student have difficulty sleeping at night?
2. Does your student show changes in his appetite before a big exam?
3. Does your student show signs of hopelessness when studying for an exam?
4. Does your student have trouble focusing or complain of boredom or lack of energy?

Signs of testing anxiety during an exam:

1. Does your student feel tired or yawn often during an exam?
2. Does your student indicate often that he felt confused during an exam?
3. Does your student complain of hot flashes, sweaty palms, mental blocks or headaches during an exam?
4. Does your student feel discouraged often when taking an exam?

Signs of test anxiety after an exam:

1. Does your student “blow-off” the exam like it meant nothing to him?
2. Does your student display signs of guilt or frustration after an exam?
3. Does your student become depressed or angry after an exam?

If your student displays any of the above signs then testing anxiety could be affecting your student’s classroom success. Testing anxiety can occur before, during and after an exam. Most anxiety stems from the fear of failing or performing poorly on a test. Although a little anxiety can help a student stay alert and possibly increase overall performance, too much anxiety can inhibit a student’s learning style and impact memory.

How can parents help?
There are several ways parents can help their students with test anxiety. First and foremost, be involved in your child’s education. Talk with your child about his school day. What did your child learn today? What assignments did he bring home? Does he have any projects due? Sunday evenings are great times to discuss the upcoming week’s events. Then all members of the family can have a game plan for any future projects, tests or quizzes.

Your family can never be too organized. Post your weekly schedule in a room where everyone can be reminded of pertinent school assignments and after-school activities. Extracurricular activities are important as well because exercise is good for the body and the mind. Keeping your body active by exercising or participating in an athletic sport like swimming, football, baseball or hockey can help decrease overall stress.

Another way to help your student is to know who the players are on his “school team.” Introduce yourself to teachers and school administrators at the beginning of the year before a stressful event occurs. This allows for a more welcoming beginning to the school year, and you establish yourself as an accessible and involved parent.

Outside of the classroom, you can help your student become a better sleeper and healthier eater, as well as offering an atmosphere that is most suitable for studying.

Go to sleep!
Helping your student get the appropriate amount of sleep is critical to handling test anxiety. Here a few tips for better sleep during those first few weeks of a new school year:

• Before school begins, practice bedtime and morning routine one week prior to the first day of school.
• It is important for the body to regenerate. Therefore, the old adage of needing 8 to 10 hours of sleep still rings true today. A restful mind is a more focused mind.
• Reading before bed is a great way to unwind the mind and relax.
• For a more peaceful and restful night, be sure to get your student to hand over his cell phone. We all know how text messages and e-mails continue throughout the night even though we are sleeping!

You are what you eat.

• Limit your child’s caffeine and sugar intake after dinner.
• Be sure to eat healthy. Healthy snacks like cheese, fruit, nut mix, edamame, cottage cheese and fruit, peanut butter, tuna fish and protein bars are great for energizing your body and mind.
• Avoid feeding your child big meals close to bedtime.
• Make after-dinner a relaxing time.

Creating a study-conducive atmosphere
Making sure the environment at home is conducive to productive study is a must. Help your student setup a study area somewhere in the home that contains the necessary elements that help your student concentrate. Let your student be your guide as to what he needs.

Study Area Tips:

• Location is extremely important – do not choose a spot where your student will get distracted. Usually kitchens and living rooms are not great study areas.
• Be sure to have important items in your study room like dictionary, thesaurus, study guides, pens, pencils, highlighters, rulers, paper, and calculator.
• Set a specific time for studying and stick to it.
• Organize your study area so that it is neat and accessible. Keeping it tidy will produce better results.
• Personalize the space with uplifting and meaningful words, artwork or pictures. A student’s study environment should be a reflection of who he is.
• Cell phones are not allowed in study areas. Make it a rule!
• Computers should be turned off when reading textbooks.
• Be sure to have files in your study areas so that you can organize old notes and tests. This way you can refer back to them when needed for a test.
• For younger students, color coding subjects with notebook pockets or folders keeps papers and materials organized.
• Design a monthly calendar that shows major projects, activities, tests and quizzes, and display it prominently in the home study area. This will help with scheduling study goals.
• Discuss with your student those circumstances that may happen that will hinder him reaching study and academic goals. Preparing for those circumstances helps him feel ready and better able to resist the distractions.
• Also, discuss incentives and rewards. What will be his favorite thing to do when the test is over and he has some free time? Knowing that there is something to look forward helps with motivation.

Some students can concentrate longer than others. If you can’t work for twenty-five minutes without losing focus, consider creating a personal training program to build up your study stamina. Use an egg timer. Before beginning to study, set the timer for 10 minutes. When the buzzer goes off, take a five-minute break. Repeat the time for your one study session until your finished studying. Then on the following day, set your egg timer for 15 minutes. When the timer goes off, take a five-minute break. Again, repeat the 15-minute period until your studying is complete for that day. Add five minutes each day to increase your study stamina. Soon you should be able to study for 45 minutes without taking a break.

Every student learns and studies differently. By being aware of their student’s unique learning and study styles, parents can help maximize time and energy and further ensure academic success. Remember that two important skills for decreasing testing anxiety are preparation and persistence. Preparation keeps a student organized and ready for the upcoming test, and being persistent allows the student to keep moving forward toward the completion of plans (e.g., a study schedule) and goals (e.g., a good grade on the test). Students who have coping and studying strategies in place are more likely to successfully overcome the obstacles and time constraints that are bound to come up. Reducing the worry and anxiety that can come with testing opens the student’s mind for greater concentration, increased retention of facts and information, and better reading comprehension.

Wendy Williams is an educational consultant for Griest & Williams Educational Resources, LLC. She specializes in preschool, as well as the college and graduate school selection process. She also helps students with semester abroad programs, summer programs, time management skills, academic organization and study skills. She is a member of Independent Educational Consultants Association, Learning Disabilities Association of Georgia, Higher Educational Consultants Association, Southern Association for College Admissions and Counseling and Secondary School Admissions Test. For more information, visit her Web site at www.griestwilliams.com. She can be reached at 404-239-0053 or wendy@griestwilliams.com.

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Stress Management: Easing Kids’ Test Anxiety

Do I love my job because I make lots of money? Or because I rarely work and never have crazy deadlines? Or because I am becoming famous and everyone wants to be me?

Don’t be ridiculous! I love my job because I believe the vision of Kids Enabled: to create an informed community where all children with learning differences have the resources to reach their full potential and lead fulfilling and independent lives.

It is hard to not be in favor of this vision, especially if you are a parent of a child with learning differences.

I love my job because Kids Enabled, through our staff and support network, personally understands the complicated journey from awareness to success. It is through this understanding that the resources we offer are genuine and heartfelt.

I love my job because of what I am able to be a part of – award-winning editorial through our Web site, educational seminars, networking with families and professionals, our annual resource fair and other events, all working toward erasing labeling stigmas and encouraging early interventions.

Kids Enabled champions success stories and gives hope to families who are struggling – who wouldn’t love my job?

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Editor’s Blog

Providing safe and healthy food choices for children at home is manageable when parents have control over food selection and preparation. But what about birthday parties, family reunions or classroom celebrations? How can parents ensure healthy food choices for their children at these events?

Eliminating problem foods from a child’s diet can help improve behavior and language skills, increase eye contact, and improve sleep and digestion. Sticking with foods that are best for your child’s health and behavior is especially important for children with food sensitivities or allergies, as well as children with learning and social issues. The good news is what works at home can still work when your child is at an event. It does take some planning and a few extra steps, but it can be done.

Plan ahead
Call the host and let them know about your child’s food restrictions. Offer to bring a safe food for your child and enough to share with others. One parent whose daughter was on a gluten and casein free diet asked to set up a separate small table so she could provide a gluten and casein free birthday cake and other treats similar to what was being served. This allowed her daughter to know where the safe food was and since there was plenty to share with friends, she did not feel quite so “different.”

For family reunions, remind relatives of your child’s dietary needs and be willing to bring the food you need. Help your child navigate the food table, and be aware of those well-meaning relatives who might slip an unwanted food onto the child’s plate. Enlist the help of other family members to help keep an eye on what your child is eating.

For your child’s classroom, put together a safe snack kit and keep it stocked throughout the year. Find out when and how classmates’ birthdays are celebrated so that you can send in a safe treat (enough to share with the class) as needed. Also, ask if there is freezer space for you to keep a small stash of emergency treats for those impromptu situations that arise.

Talk about the food
Not being able to eat the same foods as classmates can be difficult for some children. Discuss your child’s feelings about his food allergies with him, and let him know it’s okay to “not like having an allergy.” Involve him in the planning and preparation of the treats you make and plan to send to events. Think of creative and eye-catching ways to embellish the treats. One child helped to make his safe birthday treats and carried them around on a plate offering his friends a chance to try his “magic cookies.” Of course, no one could resist!

Prepare for missteps
Whether it is an indulgent relative (“Oh just one cookie won’t hurt!”) or your child being unable to resist that colorful cupcake, accept ahead of time that there may be slip-ups. Know how your child will react if he happens to consume something he shouldn’t. Food sensitivity or intolerance reactions vary from child to child and range from mild to severe. Some reactions occur within hours, others are delayed for a day or two. Reactions can be physical (stomach upset, diarrhea/constipation, headache, red cheeks/ears, skin eruptions) and/or behavioral (irritability, hyperactivity, foggy thinking, sleeplessness, aggression). Be prepared with whatever is needed to mitigate your child’s reaction (Epipen, Epsom’s salts, digestive enzymes, probiotics, etc.) and be familiar with the administration and dosing of any medications. Don’t assume that nothing will happen and be caught unaware!

Note: Some children do not appear to have any reaction to these periodic infractions and some families decide to allow the occasional “cheat.” After a period of avoidance, certain restricted foods may eventually be tolerated on a rotational basis by some children.

With the explosion of allergen-free foods and ingredients that taste good along with the thousands of available online recipes, starting and maintaining a special diet is easier than ever. With some planning and creativity, parents of children with food sensitivities and allergies can ensure that their child has as much fun eating as everyone else does.

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Have Your Cake and Eat It Too
  Making Healthy Food a Part of the Party

Gayle Born, MEd
Mary Jane Trotti, MA
Robbyn Laufer, OTR/L

Parties are joyous and fun occasions for most kids, but for some children who lack the confidence needed to enjoy social situations, parties are just another time when the “differences” cause self-consciousness and fear. Luckily, the child who is socially awkward can learn to develop the skills needed to overcome fears and join in on the fun. Just as you would prepare your child for any anxious situation (a test, a sports event, a new school), you can prepare your child for those party situations that may come naturally to other kids. The first step is knowing your child well and anticipating the troublesome stimuli at a party.

Come on, parties are fun!
Much of what makes a party fun for some kids, are the very aspects that make it stressful and scary for others.

• Noise, such as singing, clapping and loud music, can create sensory overload. Some children may even feel pain if the noise reaches a certain decibel level. In response, children can feel the “flight or fight” reaction and begin to be clingy, irritable, act out and/or leave the room.
• Touch is another way that some children feel stress. The movement at a party lends itself to kids bumping into each other and unexpected contact, which makes certain children feel as if their personal space is invaded. Other children react in an opposite way, and become very stimulated by an unstructured environment of movement and noise. They become hyperactive and “revved up,” which can lead to roughhousing and difficulty following directions.
• Food can be a huge issue at a party or social gathering. Picky eaters are hypersensitive to the taste, texture and temperature of most foods. If children get really hungry, their stressful reactions to the social situation intensify. For older children, it can also be very embarrassing to not be a part of the festivities and to appear as “not fitting in.”

Planning ahead for sensory issues
For the child who is oversensitive to birthday party chaos, as well as the child who becomes too wound up and active due to the party excitement, the use of movement activities that tire out the major muscles will have a calming and stress relieving effect that reduces the child’s reactivity and sensitivity. These activities include games or exercises that “strain” the muscles and joints. When planning these exercises, think Push Pull Carry and Jump.

Some specific examples are:

• Bulldozer. Adult and child stand facing each other with arms extended straight ahead and palms touching (so palm of child’s left hand is touching palm of adults right hand and vice versa). While keeping arms straight, each person pushes the other, bulldozer fashion, in attempts to make the opponent move backwards. Repeat two to four times. The adult should resist just enough to make it challenging, but give in enough so that the child experiences some success. Adjust the difficulty based on the age and maturity level of the child. It’s not about who “wins;” it’s about working the muscles and strength. The goal is the muscle input. This exercise activates the muscles of the whole body, especially arms and legs, and compresses (pushes) the joints of the upper and lower body, which calms the body and brain and prepares it to better handle sensory inputs.
• Modified bulldozer. Same concept as the exercise above, except the child is facing a wall with his hands on the wall. He then “pushes” the wall as if trying to move it to make the room bigger. Push hard through the count of 10, then relax, then repeat three to five times.
• Chair pushups. While seated in a chair, child places the heels of his hands on the seat of the chair, with arms straight. Push up on the hands to lift the feet off the floor and the bottom of the seat of the chair so that only the hands are left touching the chair and the rest of the body is lifted. Hold through a count of five and release; repeat three to five times.
• Hand pushes. Place palms of hands together at midline (at the middle of the body), turning hands slightly such that the heels of the hands are in firm contact. Push hands together hard through the count of 10 and repeat three to four times.
• Carrying heavy objects for a few minutes can be good preparation for some children. Carry a bucket of water, groceries or rocks; for older kids lifting weights or exercising with a medicine ball works well.
• Exercise-band or tubing stretches. Commonly used in aerobics and yoga classes, these stretchy bands are usually available the sporting goods section of most stores. Hold a short section in each hand and pull, or step on one end and pull the other.
• Jumping. For some children, jumping is a great preparatory activity. Use an outside trampoline or a mini-tramp inside.
• Food and rest. A hungry or tired child will have much more difficulty managing his behavior and comfort level. Make sure your child has had a good meal and is well rested before a party. Since party food might be served later than your child is accustomed, or it might turn out to be food your child won’t eat, encourage your child to have a healthy snack before the party.

If you are working with an occupational therapist, be sure to discuss these types of concerns and ask for suggestions. Your therapist can provide you with techniques and exercises that have been successful in treatment sessions and can offer demonstration or hands-on practice.

Can you say hello?
For many children, the lack of social confidence can come across to others as shyness, or even rudeness. Below are some tips for parents to help their children practice and gain confidence when talking to party guests and the host.

• Think about FEVER: Face the person, make Eye contact, use a pleasant Voice, have a pleasant Expression on your face, and have the Right posture.
• Practice a greeting and the appropriate responses. Even the time honored, “Hello, how are you? I’m fine, thank you,” will do.
• Practice the good-bye. “Thank you for having me. I had a nice time.”
• Make sure the child understands the reason for the party: birthday, a family member graduating, a new baby in the family. Practice “happy birthday,” “congratulations,” “it’s nice to see you.”
• Have answers ready for questions that may come your child’s way: How is school? What is your favorite subject? How is your brother? Knowing what is expected in an answer to such questions helps the child feel less anxious about questions that may come out of nowhere.

During the party
Planning for the worst and being ready if it happens keeps your child from feeling overwhelmed if something goes awry. Below are some tips if overstimulation does happen.

• Use the Push Pull Carry and Jump principle right there at the party. Just one or two minutes of heavy muscle activity can have a beneficial effect. For drop off parties, remind children of the exercises they can do there (Don’t forget bulldozer if you need it!). If appropriate, let the host know what activities can be done to calm the child down.
• Sometimes just leaving the room and taking a quiet break in another part of the house can help, or coming inside the house for a minute if the party is outside. If appropriate, arrive early and “scope out” possible break locations. Encourage your child to go to those areas if they need to. Mention your plan to the host, so your child can leave and return discreetly.
• For some children, chewing gum can help them remain calm and comfortable. Others can benefit from having a personal water bottle with a straw style sports top to encourage deep breathing and calming sucking. They can chew on the straw too, which has added calming benefit.
• A child bothered by noise often stays calm if the noise does not surround them. So, a child who stands behind everyone during loud singing or clapping does not feel so overwhelmed. Remind your child to position himself so that the noise is in his line of vision, so that he can “see” where all the noise is coming from. Noise coming from where you can see it is much less problematic.
• If your child has any neurological issues, e.g., sensory integration issues, ADHD, Tourette’s syndrome or language disorders, let the party host know. Also, offer suggestions as to how they can accommodate the child’s needs. However, don’t overwhelm the host with a situation they are not qualified or in a position to handle. With younger children, stay at the party or nearby, so that you can take your child home in the event he can’t make it through the entire party.

Dude, why’s your mom here?
Since older children frequently attend parties without the parents present, it is always helpful to prepare your child to deal with disappointments and conflicts with peers. If a child is rigid and inflexible in his thinking, the child will respond poorly to problems. If, on the other hand, the child knows how to use his own thoughts to weather the difficulties, problems will be more easily managed. Some examples of thoughts children might experience at a party might be:

• “Nobody likes me here. They are teasing me.”
• “It will never be my turn.”
• “I’m always the last one.”
• “I’m not good at that game!”

Regrets only
There will inevitably be those parties that promise to be just too much for your child and knowing when to send your regrets is as much a valuable skill as any of the others discussed here. Also, if your child does not want to go (“I hate those jump-house parties”), then respect his wishes and trust that he knows his own limitations. If appropriate, plan a less stressful outing or get-together with the birthday boy or girl. That way your child gets to be a part of the birthday without the stress of the party.

A little planning and preparation can go a long way toward making a child with sensory issues and learning differences feel more comfortable in social settings. Practicing potential conversations and discussing various situations that might occur can help ease a child’s stress and anxiety about a party or gathering. Keeping an eye out and planning for those sensory triggers help kids come up with strategies for navigating the overwhelming stimuli at a party. That way, everyone has fun!

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It’s My Party and I’ll Cry If I Want To…
  Helping Kids Find Confidence in Social Situations

Thanks to Montie Stone and the rest of the Kids Enabled family for a touching send off! Atlanta is in good hands with Montie as the managing director. She has the passion and dedication to bring Kids Enabled through this period of change and I know she will do it will grace and professionalism. Our board of directors and professional advisory board are positioned to bring Kids Enabled to a new level as well. So although change can be scary it can also be exciting!

May you see the changes in your life as positive ones…until next time!

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Changes

With a recent study making controversial headlines about the connection between ADHD and pesticides, parents are more concerned than ever about what their children eat. Kids Enabled offers the following guide to help parents make sense of the studies and find practical and budget-minded ways to eliminate the family’s exposure to pesticides.

Recent research hitting the news has parents asking, “What’s food got to do with my child’s attention, behavior and cognition?” The answer is, “A great deal.” Inadequate food intake can alter brain neurochemistry and impair development of the nervous system. Likewise, neurotoxin exposure can have detrimental effects on the neurodevelopment of children including behavior and learning.

They are what they eat
Children are the most vulnerable to neurotoxins since they eat, drink, and breathe pound-for-pound more than adults. Compared with adults, children retain a greater percentage of neurotoxins in their bodies. Children have immature immune systems which puts them at risk from even minor pesticide exposure. In addition, children are more vulnerable to neurotoxins because they have less ability to detoxify naturally. This potential for harm exists into late adolescence as the brain continues to develop.

Navigating the research
Though study findings can be contradictory, what we do know is that over the past 40 years the percentage of children with learning and developmental disabilities (LDD) has increased steadily. The precise cause of LDDs is unknown, but many factors (genetics, environmental toxins, nutrition) are implicated. The toxic effects of lead, mercury, alcohol and nicotine have been thoroughly researched, are well documented and are recognized by a majority of parents. Increasing research is focusing on the impact of environmental neurotoxins on brain development and function, including attention, learning and behavior.

One 2002 study by Curl, Fenske, and Elgethun, reported children ages 2 to 5 years who ate conventionally grown foods had 8.5 times more pesticide residue in their urine than children who ate organic foods. Another study, conducted in 2008 at Emory University by Lu, Barr, Pearson, and Waller, found that children who switched from conventionally grown produce to organic produce had either undetectable or almost undetectable levels of pesticide metabolites in their urine. In 2006, Kofman, Berger, and Massarwa published a study in Pediatrics linking a particular insecticide with delays in learning rates, reduced physical coordination and behavioral problems, especially ADHD, in children.

The most notable study to date was conducted by Bouchard, Bellinger, Wright, and Weisskopf at the University of Montreal and Harvard University and published in the May 2010 issue of Pediatrics. This study caught the media’s attention since the findings were considered “breaking news.” This large study examined the health data from 2000 to 2004 for 1,139 children ages 8 to 15 years and representative of the US population. It showed that children with higher urinary levels of certain pesticides were more likely to meet the diagnostic criteria for ADHD. These particular pesticides are commonly used on fruits and vegetables, but can also be present in water. While the study could not and does not prove that pesticides cause ADHD, it demonstrates a possible association or link between pesticides and the risk of developing childhood ADHD. Experts do agree that this research is persuasive and suggests that more prospective studies be conducted to clarify whether this association is causal. This study was unique because it demonstrated that even in the smallest amounts pesticides may affect the developing brain, neurotransmitters (brain regulatory chemicals) and behavior (inattention, impulsivity, hyperactivity).

Asking the right questions
Below are answers to the most common questions that parents may be asking regarding the best way to improve the family diet and eliminate pesticides in the family food.

“DIRTY DOZEN” Highest in pesticide residue (Listed in order of pesticide residue)	“CLEAN FIFTEEN” Lowest in pesticide residue
FRUITS *Peaches *Strawberries Apples Blueberries Nectarines Cherries Grapes (imported) VEGETABLES *Celery Sweet Bell Peppers Spinach Kale/Collard Greens Potatoes	FRUITS Avocados Pineapple Mangos Kiwifruit Cantelope Watermelon Grapefruit Honeydew Melon VEGETABLES Onions *Sweet Corn Sweet Pean (frozen) Asparagus Cabbage Eggplant Sweet Potatoes
*Worst	*Best
*From the Environmental Working Group
Click here for printable version of this chart

• What’s the difference between “organic” and “conventional” produce?
  There are many differences, beginning with the philosophy of organics. The philosophy of organic farming is the preservation of the “cycle of life” by utilizing food waste and manure to “build back” the soil for future food production. The primary goal of organic farming is to sustain ecological harmony and interdependence between soil, plants, animals and humans. So, organic foods are grown using methods other than the “conventional” methods, such as the use of pesticides, fertilizers made with synthetic ingredients or sewage sludge, bioengineering or ionizing radioation.
• How can parents identify organic foods?
  Produce, meat, poultry, eggs and dairy products labeled with a green and white “organic” seal have met stringent USDA standards and passed inspection. Food labeled “100% organic” has no synthetic ingredients and can legally use the USDA organic seal. Food labeled “organic” has a minimum of 95% organic ingredients and is eligible to use the USDA organic seal. Food labeled “made with organic ingredients” must contain at least 70% organic ingredients, but are not eligible to use the USDA organic seal. (See “What the Labels Really Mean”)
• How can meat, poultry, eggs and dairy foods be considered organic?
  Organic meat, poultry, eggs and dairy foods come from animals not given antibiotics or growth hormones. The philosophy of organic livestock production is to provide conditions that meet the health needs and natural behavior of the animal. Organic livestock must be given access to the outdoors, fresh air, water, sunshine, and grass and pasture. Organic livestock must be fed 100% organic feed that is free of any animal byproducts, hormones, antibiotics or other animal drugs. If an organic animal gets sick and is given antibiotics, they cannot be considered organic. Certified organic farmers must keep extensive records in order to trace the animal from birth to the market. Meat labeled as organic is 100% organic.
• Are organic foods really safer?
  The USDA makes no claims that organic foods are safer, healthier, or more nutritious than conventional foods. However, certified organic farmers must adhere to strict guidelines for safe and hygiene food production, as well as comply with all local, state, and federal health standards. Both organic and non-organic produce and foods have the potential of being contaminated with harmful bacteria. To ensure the safety of the organic foods, diligence should be exercised in properly washing produce and hands and in adhering to safe food storage and cooking practices. Whenever possible, consumers should know where the food they are buying originated.
• Is “natural” the same as “organic?”
  No, the terms “free-range,” hormone free” or “natural” are not synonymous with “organic.” The term “natural” broadly refers to minimally processed foods that are free of synthetic preservatives, artificial additives, hydrogenated oils, stabilizers and emulsifiers. The term “natural” is not regulated; however, the USDA allows meat and poultry to use this term for products that have been minimally processed and that do not differ fundamentally from the raw product and contains no artificial ingredients, such as carrageenan or monosodium glutamate (MSG). The majority of raw meat and poultry found in grocery stores fits this definition. Natural does not mean hormone-free or antibiotic-free. (See “What the Labels Really Mean” for definitions of free range and hormone free).

WHAT THE LABELS REALLY MEAN

100% organic means the food has no synthetic ingredients and can legally use the USDA organic seal.

Food labeled organic has a minimum of 95% organic ingredients and is eligible to use the USDA organic seal.

Made with organic ingredients means the food must contain at least 70% organic ingredients. Foods with this label are not eligible to use the USDA organic seal.

Foods labeled as natural are minimally processed foods that are free of synthetic preservatives, artificial additives, hydrogenated oils, stabilizers, and emulsifiers.

• The term natural is not regulated; however, the USDA allows meat and poultry to use this term for products that have been minimally processed and contain no artificial ingredients (e.g., carrageenan or monosodium glutamate [MSG]).
• The majority of raw meat and poultry found in grocery stores fits this definition of natural.
• However, natural does not mean hormone-free or antibiotic-free.
• Natural in no way refers to the way an animal was raised. Animals raised in industrial barns can be labeled as natural.

Cage-free means that the poultry and animals are raised without cages or crates. What this doesn’t explain is if the animals or birds were raised outdoors on pasture, if they had access to the outside, or if they were raised indoors in overcrowded conditions. If you are looking to buy eggs, poultry or meat that was raised outdoors, look for a label that says pastured or pasture-raised. See www.animalwelfareapproved.org for an excellent explanation of cage-free, free-range and pasture-raised.

Grass-fed (also 100% grass-fed and grass-finished) means that the animals have eaten grass from start until finish. They should not be supplemented with grain, animal byproducts, synthetic hormones, or be given antibiotics to promote growth or prevent disease (though they might be given antibiotics to treat disease). Note that grass-fed does not guarantee that the animal was pastured or pasture-raised. While most grass-fed animals are pasture-raised, some may still be confined and fed a steady diet of grasses.

• Are organic foods superior in nutrition and taste?
  The USDA makes no claims that organic foods are more flavorful than conventional foods. However, it is a widely held assumption that organic produce is superior in nutrition to conventional produce. This assumption is extremely difficult to prove given the complexity of a study that could control all the variables (soil quality and condition, maturity at harvest, etc.), which might influence nutrient content. Despite the challenges of research design, a small number of studies indicate that organic produce has a greater mineral content than conventional produce. This higher mineral content appears to be related to the use of organic fertilizers (compost or manure). Although there is no clear trend in the scientific literature to suggest that organic produce tastes better than conventionally grown, anecdotal evidence shows that consumers of organic food are adamant that the flavor and freshness of organic foods is superior to conventional.
• Should I avoid purchasing conventionally grown produce if my child has already been diagnosed with ADHD or a LDD?
  There is not a clear, evidence-based answer to this question; not yet anyway. However, we do know that infants and young children, up to at least age 11, are the most susceptible to neurotoxins and that the brain continues developing into the early twenties. While there is not enough conclusive, definitive evidence to support an “official” dietary recommendation regarding produce treated with pesticides, it may be prudent to err on the side of caution and choose organic and/or local produce whenever possible, with special attention given to avoiding those fruits and vegetables known to be highest in pesticide residue (see chart at the end of this article). The US Pesticide Residue Program Report in 2008 indicates 28% of frozen blueberries, 25% of strawberry samples, and 19% of celery samples had detectable concentrations of pesticides.

All experts agree that whether you buy organic or conventional foods you should:

• Buy local produce whenever possible. Get to know your local farmer! Becoming a certified organic farmer is expensive. Some farmers simply cannot afford the cost of organic certification, but their produce may be free of pesticides and other chemicals. When in doubt, ask questions.
• Eat and enjoy seasonal foods
• Reduce pesticide residues and other contaminants on foods by:
  • Washing and scrubbing all produce (even produce with inedible skin) under streaming water; do not use soap.
  • Remove the peel from fruits and vegetables.
  • Remove the outer leaves of leafy vegetables.
  • Discard cut produce if it has been out of the refrigerator for four hours or more.
  • Trim visible fat and skin from meat and poultry as pesticide residues can collect in fat.
• Eat a variety of foods from different sources.

Parents should not feel overwhelmed or helpless when it comes to adding organic food to the family diet. Taken one step at a time, transitioning the family diet to healthy and tasty can be a positive experience for all family members.

Post from: Kids Enabled

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Step up to the Plate! Healthier Food for Healthy Brains