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LIH Olivia’s Place Specialists Give Keynotes at 3rd China International Forum of Pediatric Development

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From 30 June to 2 July 2017, the 3rd China International Forum of Pediatric Development was grandly held in the Beijing Conference Center. About 5000 domestic and international pediatric experts and scholars gathered there to exchange and share new concepts, new explorations, new technologies and new achievements in pediatric diagnostic technology, preventive intervention, and healthcare management. LIH Olivia’s Place experts Dr. Susan Cadzow, Director of Developmental Behavioral Pediatrics, and Prof. Fengyi Kuo, Occupational Therapy Corporate Lead, were invited to present at the forum.


Dr. Susan Cadzow has abundant clinical and training experiences in the field of developmental behavioral pediatrics. In the conference’s pediatric development and nutrition sub-forum, Dr. Cadzow reviewed new research and advanced treatment concepts in the early diagnosis of autism in her presentation, “A Multidisciplinary Approach to Autism Diagnosis.” In the presentation, she introduced how western multi-disciplinary teams make autism diagnoses and provided intervention strategies to encourage family participation and follow-up treatment.

In the pediatric rehabilitation sub-forum, Prof. Fengyi Kuo, LIH Olivia’s Place Occupational Therapy Corporate Lead, spoke on “Early Intervention & Family-centered Care for Children with Autism: An Interdisciplinary Team Approach” to emphasize the importance of family involvement in early intervention. Children’s overall functions and daily living abilities can be improved by integrating family activities with an interdisciplinary team approach.
“Children’s Health, the Starting Point of the Chinese Dream” was the theme of this conference. With great government support government and collaborative efforts of pediatric experts, pediatrics in China is thriving. Increased professional interdisciplinary teams in China certainly will help more children to grow healthily.

MDT Care: Together, we achieve the best outcome

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Martin (Hai) Qiu, Speech and Language Therapist, HCPC Registered (Consultant), LIH Olivia's Place Shanghai

Martin (Hai) Qiu, Speech and Language Therapist, HCPC Registered (Consultant), LIH Olivia’s Place Shanghai

Last month, we were invited to participate in the Pediatric Innovation Forum at Shanghai Children’s Medical Center. The LIH Olivia’s Place Director of Developmental Behavioral Pediatrics Dr. Susan Cadzow, Shanghai Lead of Speech and Language Therapy Ms. Sophia Guarracino, and Speech and Language Therapist Mr. Martin Qiu attended the forum accompanied by LIH Healthcare public relations and translation staff members, Ms. Heidi Gao and Mr. Louis Liu.

In the forum, Dr. Michael Mintz, PsyD, from Children’s National Health System, gave a presentation on ‘Neurodevelopmental outcomes for children with congenital heart defects’ to share his experiences working with children with congenital heart defects in Washington D.C. Dr. Zhang Yiwen also presented about the ‘Cooperation of medicine and education for children with Down syndrome in Shanghai’ to discuss the recent reformation of pediatric care in local communities.

These two speakers shared their experiences from two different countries in different fields of pediatric care. However, they both emphasized the essence of the multi-disciplinary team (MDT) model of care for achieving the best outcome for the child. Dr. Mintz shined some light on the care pathway involving multiple health care professions, such as speech and language therapists and occupational therapists. Whereas, Dr. Zhang discussed cooperation on a larger scale, between the health care professions and education department.

These perspectives fit perfectly with our core vision at LIH Olivia’s Place, to enable all people of China to access high-quality, evidence-based, inter-disciplinary rehabilitation services. More recently, following the latest evidence, LIH Olivia’s Place has developed multi-disciplinary assessments which are financially accessible for more families. Many of the families who are now able to obtain assessment and subsequent treatment are families from local communities with a child with complex needs. The MDT model ensures better communication between disciplines so that clinicians can understand the child’s strengths and weaknesses clearly. Only then can the team make an accurate diagnosis and provide effective family-centered treatment plans.

LIH Olivia’s Place will continue to be devoted to enabling more families to access high-quality, evidence-based, inter-disciplinary pediatric services. We strongly believe that working closely with other disciplines and local communities can help us to achieve this mission.

Empowering Parents, Children’s, and Young People’s Psychological Journey

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RuChi Yang, PhD, Psychologist, LIH Olivia's Place Beijing

RuChi Yang, PhD, Psychologist, LIH Olivia’s Place Beijing

Many children and young people face social, emotional, or behavioral challenges that their parents find difficult to manage on their own, and help from a therapist through psychotherapy can often make a difference and assist the child or young person and their family to increase their communication, coping, or problem-solving skills; therefore, they are better able to handle future problems independently and successfully. The child or young person may also receive emotional support, resolve conflicts with people, understand feelings and problems, and try out new solutions to old problems.

Psychotherapy refers to a variety of techniques and methods used to help children and young people who are experiencing difficulties with their social interactions, emotions, or behavior. Although there are different types of psychotherapy, each relies on communication as the basic tool for bringing about change in a person’s feelings and behaviors. Psychotherapy may involve an individual child, a group of children, a family, or multiple families. For children and young people, playing, drawing, building, pretending, as well as talking, are important ways of sharing feelings and resolving problems.

The common signs and reasons that children and young people may benefit from seeking help include: developmental delay in speech, language, or toilet training; learning or attention problems; behavioral problems; a significant drop in grades; episodes of sadness, tearfulness, or depression; social withdrawal or isolation; being the victim of bullying or bullying other children; decreased interest in previously enjoyed activities; overly aggressive behavior ; sudden changes in appetite; insomnia or increased sleepiness; excessive school absenteeism or tardiness; mood swings; bereavement; custody evaluations; development of or an increase in physical complaints despite a normal physical exam by a doctor; management of a serious, acute, or chronic illness; signs of alcohol, drug, or other substance use; problems with transitions; and therapy following sexual, physical, or emotional abuse or other traumatic events.

Families play an important role in children’s and young people’s healing processes. Sometimes children and young people develop problems as a way of signaling that there is something wrong in the family. Other times the entire family becomes distressed because the child or young person’s problems are so disruptive. In all cases, children, young people, and families heal faster when they work together in treatment.

A psychological assessment may be indicated when there is a question about possible mental health diagnoses and/or when information is needed about the child or young person’s cognitive, academic, or adaptive skill levels. Assessment results lead to specific recommendations directly related to a child’s unique profile of strengths and weaknesses.

A comprehensive psychological assessment generally includes information from multiple sources, including parents and teachers, and an evaluation of a child’s social, behavioral, emotional, and/or cognitive and academic abilities or aptitudes. For children and young people, direct evaluation may include a series of tasks designed to assess different skill areas or psychological functioning; however, the format of a child’s assessment should be designed based on the best individual fit for a child.

A psychological assessment often includes a diagnostic interview, a cognitive test, a standardized test of academic abilities, neuropsychological batteries, assessments of developmental delays, and/or behavior or symptom rating scales, although many other measures may also be included. Behavioral observations are a critical part of the evaluation and may be conducted in the clinic and/or school setting. In addition, if a child has previously been evaluated or has any relevant medical or educational records, it is helpful to provide this documentation to the examiner conducting the assessment for review. Parents play a very essential role in their child’s life; therefore, they are very important to the work of the psychologist. The information they provide is crucial to how the psychologist moves forward with a psychological assessment.

Following assessment, a feedback meeting with the psychologist is good practice. This session is usually conducted with just the parent or caregivers without the presence of the child. During this appointment, the evaluator should review the results of the assessment, explain the implications of the findings, and provide a series of recommendations. Parents and caregivers should feel free to ask any questions or express any concerns during this session.

Following psychological assessment, parents or caregivers should also be provided with a written report that includes the results and the psychologist’s recommendations. This report will help parents and caregivers to understand the findings and work on the “next steps” to support their child. This report is also very useful for clear communication with the child’s school or medical providers.

In conclusion, children and young people are different from adults. Physical, emotional, and mental differences in maturity necessitate specialized expertise to achieve an optimal outcome. For this reason, it is essential for the parents or primary caregivers to choose providers who have both broad and in-depth clinical experience with children and young people and have professional knowledge in typical and atypical child development when seeking services during children’s and young people’s psychological journey.


Dr. Ruchi Yang earned a Ph. D. from Ganon University (Pennsylvania, US) and an M.S. in Counseling Psychology from State University of New York, Albany.  She  is a licensed psychologist and US registered play therapist-supervisor.  Dr. Yang has more than ten years of experience as a psychologist, primarily with children and adolescents  with learning difficulties, ADHD, ODD, disruptive behaviors, negative attention-seeking behaviors, low self-esteem, anxiety, depression, difficulty expressing thoughts/feelings, adjustment issues, grief, parental divorce/separation, low frustration tolerance, anger problems, parenting issues, parent-child relationship problems, trauma, poor decision-making skills, non-compliance behaviors, social skill deficits, relational issues, autism spectrum disorder, and limited coping skills. Dr. Yang provides individual, group, family, and vocational counseling; comprehensive psychological assessments (i.e. cognitive, academic, attention, executive function skills, social, emotional, personality, adaptive, developmental, & behavioral functioning); and crisis intervention/ risk assessment. She utilizes cognitive behavioral therapy (CBT) and behavioral therapy approaches. She also incorporates child-centered play therapy, cognitive behavioral play therapy, filial therapy, and child parent relationship therapy intervention in treatment. Dr. Yang is a member of the Association for Play Therapy (APT) and graduated from the APT Leadership Academy in 2012. She has served on several APT committees and task forces. She has also previously supervised graduate level clinicians. Languages: English, Mandarin

LIH Healthcare and CSH Take Next Steps Toward Greater Collaboration in Pediatric Services

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CEO of LIH Healthcare Nelson Chow presents at Children’s Specialized Hospital’s leadership council meeting

CEO of LIH Healthcare Nelson Chow presents at Children’s Specialized Hospital’s leadership council meeting

On 19th July 2017, LIH Healthcare CEO Nelson Chow, Executive Vice President Dr. Jie Zhang, and US Office Representative Anita Lin visited Children’s Specialized Hospital for new dialogue on continued collaboration opportunities. The focus of the discussion was to develop inpatient pediatric specialty service lines in China, including specialized pediatric rehabilitation programs such as post- NICU follow-up, post liver-transplant rehabilitation, post-surgical orthopedics, and traumatic brain injury (TBI)/non-TBI. In this full-day visit, the LIH Healthcare team conducted in-depth meetings with CSH clinical leaders and staff of the Infant Toddler Program, Brain Injury Program, Chronic Pain Program, Chronic Illness Management, and General Rehab Program. Open dialogue revealed opportunities to develop customized training programs for autism spectrum disorders and ADHD in China. In this full-day meeting, Mr. Chow also brought an exciting update to the executive team of Children’s Specialized Hospital to address 2016 – 2017 milestones, current progress, and forthcoming opportunities for collaboration between two organizations. CEO of Children’s Specialized Hospital, Warren Moore, and VP of Business Development, Michael Dribbon offered their congratulations personally for LIH Healthcare’s progress and shared their excitement about the opportunities in working with LIH Healthcare to create more quality pediatric service programs in China.

LIH Healthcare Visits Burke Rehabilitation Hospital for the Future of Adult Rehab in China

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Burke Rehabilitation Hospital

Burke Rehabilitation Hospital

From July 17th to 18th, LIH Healthcare CEO Nelson Chow, Executive Vice President Dr. Jie Zhang, and US Office Representative Anita Lin visited the hospital and met with the leadership team of Burke Rehabilitation Hospital to discover the great potential in a future partnership to improve adult rehabilitation in China.
As an organization that shares the same vision of providing high quality rehabilitation service, Burke Rehabilitation Hospital is a 102-year-old acute rehabilitation hospital with a long and prestigious history of providing high-standard, family-centered care in upstate New York. Joining highly-reputed medical center Montefiore in 2015, Burke Hospital also shares a strategic role in the alliance to expand the availability of advanced rehabilitation therapies as they work closely with Montefiore providers. Beautifully designed on a large, 61-acre campus, Burke Hospital currently owns 11 buildings that contain inpatient and outpatient services catering to various types of patient needs, ranging from neurological and musculoskeletal, to cardiac and pulmonary disabilities caused by disease or injury.

Left to right: Will Siegal (Operations, Burke Hospital), Nelson Chow (CEO, LIH Healthcare), Janet Herbold (Senior Administrator of Outcomes, Burke Hospital), Jeffrey Menkes (CEO, Burke Hospital), Jie Zhang (VP, LIH Healthcare), Barry Jordan (Sports Neurologist, Burke Hospital), Anita Lin (Representative, LIH US Office), Matthew Bartels (Chairman of PM&R Department, Montefiore), Stephen Rosenthal (Senior VP, Montefiore)

Left to right: Will Siegal (Operations, Burke Hospital), Nelson Chow (CEO, LIH Healthcare), Janet Herbold (Senior Administrator of Outcomes, Burke Hospital), Jeffrey Menkes (CEO, Burke Hospital), Jie Zhang (VP, LIH Healthcare), Barry Jordan (Sports Neurologist, Burke Hospital), Anita Lin (Representative, LIH US Office), Matthew Bartels (Chairman of PM&R Department, Montefiore), Stephen Rosenthal (Senior VP, Montefiore)

Through the visit, the leadership team at Burke Rehabilitation Hospital recognized LIH Healthcare’s achievements, potential, and determination in shaping the future of China’s adult rehabilitation services. Consensus was achieved around a desire to collaborate on high-end specialty service and professional development and education in southwest, China. Specialized in neurological, orthopedic and cardiopulmonary rehabilitation, Burke Hospital sees the opportunity to work with LIH Healthcare by bringing world-class education and training to future providers and building specialty services in China.


Book review: ‘Narrative Therapy in Wonderland: Connecting with Children’s Imaginative Know-How’ by David Marsten, David Epston, and Laurie Markham

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Dr. Sophie Westwood, Clinical Psychologist, LIH Olivia's Place Shanghai

Dr. Sophie Westwood, Clinical Psychologist, LIH Olivia’s Place Shanghai

Narrative therapy is an approach that I regularly consider and apply in my clinical work with children, young people, their families, others involved in their education and community, and adults. I was first introduced to this approach during my clinical training at the University of Surrey in the UK, and it was my experiences working in Shanghai that led me to want to get to know it a little better. Working as a British clinical psychologist in downtown Shanghai with clients from the international and local community was a new experience for me and a fresh way of thinking about culture. I too, had attempted to integrate into a different culture and apply my British ways of working (and living) which provided a melting pot of emotions with confusion, curiosity, amusement, wonder, disappointment, relief, sadness, stress, fatigue to name but a few. After nearly two years of working in Shanghai and a growing interest in a therapy approach that takes a long hard look at the influences of relationships and culture, I took the plunge and travelled ‘down under’ to Melbourne last November to complete the week-long Module 1 Narrative Therapy training course. I was surprised to be the only clinical psychologist present but delighted to be in the company of the other attendees who mostly worked with people experiencing all sorts of difficult situations rendering them vulnerable to mental health difficulties. Our shared aim was to try to help them to move forward in their lives in a meaningful way.

Narrative Therapy in WonderlandMy journey with narrative therapy is in its early stages and from my current perspective, the essence of it involves identifying the stories of our lives that we give the most attention to, and exploring what other stories may have been forgotten, dismissed, or are yet undiscovered. It’s the onion metaphor of first peeling back the delicate skin followed by the thick sticky outer layers to expose those that are perfectly snug and hidden that comes to mind. One of the central ideas of narrative therapy is that we are all make meaning of ourselves, others, our lives, and the landscapes we inhabit through the way that we share and create stories, or narratives. For example, a young child that startles easily and prefers to hide behind their Baba’s legs when they meet someone new might be described as ‘shy’ or ‘nervous’ and this becomes a story about them. From this story alone, we might assume that this child is prone to anxiety, has an ‘anxious temperament’ and might have difficulty making friends when they start school. However, when we introduce greater detail to that story and other stories become entwined too, such as startling easily but only when big dogs are around and hiding behind Baba’s legs when his male colleagues come over for dinner but then giving everyone big smiles after a few minutes or so, there is room for alternative or different meanings. This meaning-making process is heavily shaped by our social worlds and we learn much about ourselves through the ‘eyes’ of others (Bakhtin, 1986). During narrative therapy work, a watchful eye is kept on the influencers of stories and how powerful they can be. For example, it might be helpful to explore what it means to be ‘normal’ in any given family, culture, community, or society. Acknowledging this power dynamic and deciding whether the expectations related to certain narratives are something that we might need to live up to, can free up energy, thoughts, and ideas for different and valued directions in life.

The book, ‘Narrative Therapy in Wonderland,’ truly continued to inspire my interest and enthusiasm for the application of this approach in my work. A few years ago, I had called a young person to tell them more about a therapy group to which they had been invited. When I asked them* if they had any questions, the only pertinent question on the tip of their tongue was ‘will it be fun?’ I believe one of the aims of this book is to answer that question and help those working with younger people (and those fully grown too I wonder?!) to consider why fun is an essential ingredient of helpful therapy. Each chapter is littered with case examples of how ‘fun’ can show up in a variety of ways. For example, following a child into whichever ‘wonderland’ their imagination currently occupies is an adventure that can never be planned and is sure to surprise. It is a humbling experience to be invited into a world where fantasy writes the script and a playground of opportunity presents itself with see-saws and roundabouts rooted firmly in reality. My role is to support the young person and important others to navigate a route or generate a map, whereby together we can find a way to ‘shrink a problem down,’ or ‘stand up to’ it to prevent it from bothering the young person. I have witnessed the birth of incredible ideas to do just this from young people that no textbook or therapy manual could have ever directly prescribed. That is, of course, not to say that those textbooks or therapy manuals aren’t helpful too, and I am often grateful for their guidance in clinical work. The beauty of being trained to apply psychological theory is that alongside the person or people with whom I am working, we can decide collaboratively, which is the best fit for them. I am often drawn to a narrative therapy approach because it is very much led by the client and the knowledge, skills, abilities, talents, and qualities they have of what could work best for them, and not forgetting the valued involvement of those around them.

Something else that I hope to introduce into my clinical practice from Marston, Epston, and Larkham’s writing is the ‘wonderfulness interview.’ During our first meeting, it can be tempting for all of us in the therapy room to devote all of our attention to the problem and the story of how it might have developed, what is preventing it from going away, and the ways in which it is negatively influencing or affecting a person’s life. This is important information to hear but given that narrative therapy aims to find out what is not yet known, forgotten, or dismissed, it’s worthwhile listening to a different sort of story or stories too. By asking questions about what is ‘wonderful’ about the young person affected by a particular problem, we start to learn about other stories in their lives that speak to who they are, what they value, and wish, dream and hope for. Certain skills, abilities, qualities, or knowledge might be known and can be particularly handy in calling upon in service of freeing up the hold that the problem has on a person’s life. You’ll notice that problems in this article have been written about in a certain way: it is ‘the’ problem, as opposed to ‘the child’s’ problem.’ This is an important distinction in narrative therapy because it posits that ‘the person is not the problem, the problem is the problem’ (White, 1984; 2007. For younger people, this means that they receive the message ‘I am a good and worthwhile person who is currently doing my best to deal with a tough problem that’s causing lots of trouble for me and other people.’ This can be a big relief for some young people (and parents) to hear when they have not been particularly keen on coming along to the first session in the first place!

So, as I sat on the phone talking with this particular young person about their potential attendance at the therapy group I answered, ‘yes, it will be fun.’ As my experience has developed, and as I continue to engage in a career that will always be about learning, I now feel I could answer that young person with greater conviction. I keep wanting to learn more about this particular therapy approach because it provides a helpful set of ideas for working with families and helping them to ‘team up’ against a problem or difficulty in an empowering and respectful way. The book reviewed in this article is an excellent addition to any psychological practitioner’s library and a captivating read.

If you are a fully grown (but maybe not self-defined as ‘grown up’!) adult, a lovely introduction to the world of narrative therapy has been written by David Denborough and it is called ‘Re-telling the stories of our lives.’ I recommend this for anyone interested in making a change.



Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas.

Denborough, D. (2014). Re-telling the stories of our lives. Everyday narrative therapy to draw inspiration and transform experience. New York: Norton.

Marsten, D., Epston D., & Markham, L. (2016). Narrative Therapy in Wonderland: Connecting with Children’s Imaginative Know-How. W. W. Norton & Company, Inc: New York

White, M. (1984). Pseudo-encopresis: From avalanche to victory, from vicious to virtuous cycles. Family Systems Medicine, 2(2), 150-160.

White, M. (2007). Maps of Narrative Practice. New York: Norton.

*’They’ is the author’s preferred pronoun to signify gender neutrality (as opposed to the use of ‘him/her’).

LIH Olivia’s Place Beijing Opens Learning Center

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This September, LIH Olivia’s Place Beijing will open its doors to a new center that will provide a unique educational setting for children with learning and developmental difficulties. Some children are unable to access mainstream education in Beijing because of their special educational needs. This may be because of large class sizes in their current school, a lack of learning support, or simply the challenge of differentiating or adapting curriculum to an appropriate degree.

The Learning Center is able to offer highly individualized programs to children who experience barriers to learning. Our aim is to offer a high-quality learning experience to children unable to access mainstream education either temporarily or in the long term. We believe that every child is unique and deserves the opportunity to grow as learner.

The Learning Center will be open from 9:00 am to 4:00 pm daily, Monday to Friday, and will follow a semester system. It will cater to children between 3 -8 years of age. Children will benefit from:

  • Speech, occupational, and physical therapy delivered during the week according to need. Therapy can be pull out, push in, or via small groups.
  • Access to Applied Behavior Analysis (ABA) on a daily basis
  • Small group ratios, with a maximum of eight children to two teachers
  • Flexible attendance options, including half time and full time
  • Support for reintegration into mainstream education as appropriate Extended early childhood curriculum and individual target setting
  • Bilingual English/Chinese setting


For more information please contact Chery Zhou at

My Week at the LIH Olivia’s Place Learning Center

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Joy Ashford, LIH Olivia's Place Shanghai Summer Intern

Joy Ashford, LIH Olivia’s Place Shanghai Summer Intern

Hi, I’m Joy. I am currently living in Shanghai and working as a marketing intern for LIH Olivia’s Place. I am from Philadelphia, United States, where I help lead a monthly sports program for kids with disabilities. I have seen the difference positive and professional care can make for kids with disabilities back home, and I wanted to be part of spreading that here in China. I fell in love with Shanghai when I visited last year, and I came to LIH Olivia’s Place hoping that I can further their mission and improve the lives of kids with disabilities in one of the best cities in the world.
In June, I had the privilege of working at the LIH Olivia’s Place Learning Center, which provides an inclusive learning environment. LIH Olivia’s Place are actively changing the face of health care in China with their amazing international staff and revolutionary individualized, interdisciplinary, and family-centered approach. It was such an exciting opportunity to spend time learning from them.

When I met the Learning Center staff for the first time, I quickly saw that happiness and positivity underlay everything that they did. You can see it in the toys that line the walls, in the brightly colored student artwork displayed proudly in the front walkway, and in the smiles on the kids’ faces as you walk through the door. Each student has their own individual challenges, whether it be learning, behavior, social skills, or a combination – but none of them have a problem with happiness.

It seemed very apparent to me after my first day at the school that the Learning Center was exactly what a bug-eyed Shanghai newcomer like me needed. I hardly had time to miss home before I was bombarded with eager hugs, with enthusiastic kids teaching me how to do the hokey-pokey, with yoga sessions where I realized just how inflexible I was (and how incredibly flexible kids are!), and with “authentic” Chinese cooking classes, with a side of far more laughs (and a little flour in the face) than I could find anywhere else.

These smiles, of course, did not always come easily. As the students raced through their busy schedule, I could see in every interaction the committed care and attention of each staff member, and the difference it made in each individual child’s development.

One child, they told me, had come into the clinic seemingly always overwhelmed, crying, covering her face, crawling into the corner, and often unable to articulate how she felt. Now I watched her giggling as she stirred a cake mix for us all to enjoy, or gave her classmate an excited “big clap!” when he was willing to put his toys away.

Another child had difficulties with behavior, and had struggled to learn anything in school because of her trouble communicating with and following her teachers. I watched Ms. Akshata’s careful, intentional way of giving the girl directions – counting to 10 to give her time to process, rewarding positive behavior with encouragement, and providing a “break” for her to calm down when she still struggled to accept or understand. I learned to see every “yes” as a sign of hard work, on both their parts. However, by this time, the girl had learned to say a lot more than “yes.” With an understanding teacher, a child that had entered the classroom speaking only a few words of Mandarin was now bilingual, far ahead of her peers in both Mandarin and English.

The Learning Center consistently demonstrates that having “special needs” is not synonymous with comprehensive weakness. Their teachers excel at seeing the special strengths that set each student apart, alongside with each challenge that needs to be worked with. As they themselves would tell you, that holistic approach is their tried-and-true key to success. Sometimes, the best prescription for any developmental difficulty isn’t a medication, but a firm hand, a nod of encouragement, or a “big clap!” when the student gets something right. Letting the students learn and develop at their own pace, the Learning Center’s teachers’ willingness to adjust to each child seems to be their key to success – along, of course, with their ever-present smiles.

LIH Healthcare Pediatric Specialists Present at Children’s Healthcare Forum

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The “Forum on Current Topics in Caring for Children -Nutrition, Development & Parenting” was held at Shenzhen Bao An Maternity and Children’s Hospital on 14 May. Many well-known professors and international and local supervising physicians were invited to this forum, the theme of children’s health care issues. Dr. Susan Cadzow, Director of Developmental-Behavioral Pediatrics for LIH Healthcare and Kristi Troutman, Occupational Therapist and Clinical Manager of LIH Olivia’s Place Shenzhen, both presented at the event.

Baoan 1Dr.Susan Cadzow is an Australian-registered pediatrician and also a Fellow of the Royal Australasian College of Physicians. She has previously worked at Shanghai United Family Hospital and Royal Children’s Hospital, Brisbane. She is now the Director of Developmental Behavioral Pediatrics at LIH Healthcare.
First, Dr. Cadzow explained what a multi-disciplinary team model is and why it is necessary in the diagnosis of autism. Due to complexity in diagnosis of autism and the similarity of symptoms to many other conditions, precise diagnosis requires the engagement of a team which may include a child’s doctor andoccupational therapy, physical therapy, psychological consultation, speech-language therapy, Learning support, and behavioral therapy.
Next, Dr. Cadzow explained in detail the goal of diagnostic assessment. At the end of the presentation, she expressed that she is looking forward to the further development in specialized services for treatment of autism for children and multi-disciplinary assessment team to enable early diagnosis and early intervention in China, as well as further understanding of practitioners on genetic conditions.

Kristi Troutman, LIH Olivia's Place Clinical Manager, presenting on "Occupational Therapy and Developmental-Behavioral Disorders"

Kristi Troutman, LIH Olivia’s Place Clinical Manager, presenting on “Occupational Therapy and Developmental-Behavioral Disorders”

Kristi Troutman, OTR/L, Clinical Manager at LIH Olivia’s Place Shenzhen, has more than 25 years of occupational therapy experience; she has worked with children with a variety of diagnoses, including autism, ADHD, cerebral palsy, visual impairment, Angleman Syndrome, Noonan Syndrome, selective mutism, and developmental delay.

In her speech, she explained the concept and types of pediatric occupational therapy, and advocated the idea that “Family engagement is Essential in OT”- children, peers, family members, and adults work together on occupational activities such as feeding and eating, caregiver-child interaction in play, dressing, grooming, and personal hygiene. This joint effort is very important to infants, toddlers, children, and their families.

She put emphasis on the significance of occupational therapy, exemplified by how occupational therapy activities are designed to fit for the needs of every single child’s development. Her speech won applause from the audience from time to time, and was received very warmly. In the end, Ms. Troutman explained that the goal of treatment should be varied in terms of each individual, taking consideration of education at home and school, and also highlighted that treatment should be home-centered as appropriate.

LIH Healthcare Expert Invited to Lecture at 2017 ABA Annual Meeting

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ABA 1Recently, the 2017 annual meeting of the Applied Behavior Analysis Specialized Committee of the China Association of Rehabilitation of Disabled Persons was held in Hangzhou, a city with pleasant scenery, attracting nearly 200 professionals throughout the country. Dr. Fengyi Kuo, LIH Healthcare Occupational Therapy Lead and Indiana State University Adjunct Faculty, was invited to give a lecture at this meeting.

With the topic of “Applied Behavior Analysis and Rehabilitation of Autism,” thematic lectures and workshops were thoughtfully arranged to promote the application of Applied Behavior Analysis in therapeutic interventions and education of children with autism and other disorders.

Dr. Kuo has deepened research multidisciplinary therapeutic approaches for children with autism. In this meeting, she introduced how family-centered early intervention and therapy is provided for children with autism in America by using data and vivid case studies. In one case, she especially mentioned a natural history museum where children can learn about various kinds of creatures and animals. In consideration of the needs of children with autism, the museum made special arrangement in terms of lighting, sounds, activity interactions, and many other aspects. Now, the museum has become one of the most popular places for children with autism.

Experts and committee members from across the country shared knowledge in autism and other topics in the meeting. Professor Guo Yanqing, vice president of Peking University Sixth Hospital and chairman of the Applied Behavior Analysis Specialized Committee introduced easy to understand approaches and also appealed to attendees for systematic planning and treatment throughout of lives of children with autism instead of only focusing on their current needs. Dr. Liu Jing, director of the Pediatric Psychological Health Center of Peking University Sixth Hospital, gave a lecture entitled Identification and Management of Comorbidities of Autism Spectrum Disorder. A report on How to Provide Social Interaction Training for Autistic Children at Home by Dr. Li Xue from Peking University Sixth Hospital also attracted a lot of feedback from attendees. Ms. Ke Shuhui, BCBA from Taiwan, shared experience on how to build a case-based ABA consultation system and especially mentioned the supervision role of teaching leads in this consultation system.

This academic meeting promoted the development and progress of the field of applied behavior analysis in China and encouraged academic communication and sharing among international and domestic experts. Pediatric therapy in China, including treatment for children with autism, still has a long way to go. LIH Healthcare will continue to endeavor to help children with autism and their families.