Speech Therapist Recommendations

Hi Stephanie,
Here is the list I have compiled based on referrals from several moms. Good luck ~ let me know if you try any! Happy Friday!

1. Stacey Levy: 678-358-8140
slevyassociatesllc@yahoo.com 
2. Brooke Rosen : 404-906-0883
mbrosen13@mac.com
3. Ali Meditz - 917-592-8073 email alison.mendintz@gmail.com
4. Tim Mackesey CCC-SLP, BRSFD
Speech-Language Pathologist
Specialist in Fluency Disorders
ph: 770-399-5455
email: fluency@bellsouth.net
site1: www.stuttering-specialist.com
site2: www.fastfluency.com
5. Helayne Solomon, MED
3756 Lavista Road #104
Tucker (404) 457-6890
(Does Speech Evaluations for FMSA)
6. Amanda Zito Griffin, M.S., CCC-SLP Owner/Speech-Language PathologistA to Z Pediatric Therapy, LLC
atozpediatric@gmail.com
678-733-9318 (PHONE)
404-513-3810 (CELL)
atozpediatrictherapy.com
7. Atlanta Speech school

andreaparentcoach@gmail.com has shared: SCHEDULE SPECIAL TIME FOR CONNECTION

	SCHEDULE SPECIAL TIME FOR CONNECTION Source: blog.positivediscipline.com One of the most encouraging things parents can do for their children is to spend regular, scheduled special time with them. You may already spend lots of time with your children. However there is a difference between have to time, casual time, and scheduled special time. Children under two require a lot of time and are not really old enough to comprehend special time. As long as they feel your enjoyment, scheduled special time is not necessary. Between the ages of two to six, children need at le...

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AndreaParentCoach@gmail.com sent you a playlist: "Uploaded videos"

AndreaParentCoach@gmail.com has shared a video playlist with you on YouTube. For those of you wanting to know learn more about ScreamFree Parenting, check out this 3 min video of founder Hal Runkel on the Today Show! Parenting is more about the parents then the children and goal is let the consequences do the screaming. 19 videos Uploaded videos PLAYLIST  by ScreamFree Help center • Email options • Report spam ©2012 YouTube, LLC 901 Cherry Ave, San Bruno, CA 94066

In The Toilet

Hi there Liliana,
Glad you are enjoying the class:) I am as well. Good chemistry!

As far as potty training, Love and Logic, ScreamFree Parenting, Positive Discipline, this infant/childhood blog, and I, believe we need to let the child lead, as far as when they are ready. As you know, every child is different and moves at his or her own pace. Once the child shows readiness, we can provide choices around going potty. For example, "Do you want to go potty in 5 or 10mins?"; "Do you prefer using small potty or big potty?"; "Do you want to go potty in upstairs bathroom or downstairs?"
Per Janet Lansbury: "When children are ready, they train themselves. If we are patient and create the atmosphere of acceptance our child needs to initiate his transition from diapers to toilet, he will master the skill easily, and gain the feeling of autonomy he deserves." 
See below for entire article and blog. I have copied & pasted for your convenience. Yes, another long email for your Thanksgiving reading pleasure:)

In The Toilet | Janet Lansbury ~
www.janetlansbury.com
Today, while many prepare for the most glamorous event of the year (the Oscars), I've got my head in the toilet. The advice I'm reading on the web about potty training makes me want to scream!  Potty training in 3 days? One day? Tips and tricks? People, have a little respect.  Potty training is not something we do to a child, or ask the child to do to please us.  Children are human beings, not puppies to manipulate with treats and rewards!  Using the toilet is something a child wants to do when he is ready, for himself. It is a natural process that is best led completely by the child with our support. 

Yes, I understand parents wondering, worrying and feeling impatient about successful toilet training, even though it is something every healthy normal child eventually achieves. But we can create resistance, distrust, even shame when we coax a child to the potty one moment before he's ready.   

One problem is the word 'training,' which gives us the impression that we must be proactive in a process that is best advised to happen naturally. When children are ready, they train themselves. If we are patient and create the atmosphere of acceptance our child needs to initiate his transition from diapers to toilet, he will master the skill easily, and gain the feeling of autonomy he deserves. 

Readiness is the key. Children must be ready physically (have bladder and bowel capacity and muscle control), cognitively (be fully aware of what they are supposed to do), and they must be ready emotionally to let go of a situation they are used to and comfortable with (urinating and releasing feces into a diaper whenever they feel like it.) 

Parents lay the groundwork for the child's readiness when, beginning at birth, we make diaper changes an enjoyable, cooperative time together, and respect the baby by slowing down and talking him through each part of the process. 

When the child begins to show signs of toilet readiness (he lets you know he has urinated, wants the wet diaper removed immediately, and then begins to tell you before he urinates), it might be time to have a small potty on hand.  Then, every person who cares for the child are advised to be on board to refrain from asking the child to use the potty, or nudging in any way. Some children are extremely sensitive to being pushed in this area, and reactions can be as extreme as holding feces in for days, or having to put a diaper on and hide to be able to have bowel movement for years after having been supposedly 'trained'. 

I have seen cases where children began a pattern of resistance when the parent coaxed them to use the potty, and the relationship of resistance continued in other areas into adulthood. Parents must tread carefully when dealing with toilet issues. 

It is safest to relax, remain patient and allow the child to tell us every time he wants to go to the toilet on his own. The process of self-training can take weeks, even months. Disruptions in the child's life (a new sibling, traveling) can cause him to regress, even after we thought him fully trained. In those cases it's best to "go with the flow" (so to speak) and keep diapers or pull-ups available well after training seems finished. 

Trusting our child pays off for everyone. The child takes pride in his newfound autonomy, and his self-confidence grows. By being trusted to 'let go' when he is ready, he can 'hold on' to intrinsic motivation.  After all, if we have to control our bodily functions to please our parents, what can we ever own?

---

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	In The Toilet | Janet Lansbury Source: janetlansbury.com Today, while many prepare for the most glamorous event of the year (the Oscars), I've got my head in the toilet. The advice I'm reading on the web about

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Fw: Allowances Can Teach the Life Skill of Money Management

------Original Message------
To: FMSA Payal Fadia
Subject: Allowances Can Teach the Life Skill of Money Management
Sent: Aug 13, 2012 5:32 PM

Hi Payal,
Before I forget, here's a detailed emailed. Let me know if have any questions.

Giving Allowances, instead of hand-outs, can lead to learning delayed gratification, goal setting, and the need to work and plan for what they want.  Children can also learn many side benefits such as cooperation, responsibility, and appreciating what they get. It does require time and effort to manage this life skill process, but what's the alternative? See below for full article.
Andrea=)

------Original Message------
From: Positive Discipline
Sender: noreply+feedproxy@google.com
To: Parent Coach Andrea
Subject: Positive Discipline with Dr. Jane Nelsen
Sent: May 21, 2012 4:10 PM

Positive Discipline with Dr. Jane Nelsen
Allowances Can Teach the Life Skill of Money Management
Posted: 20 May 2012 06:11 PM PDT
The Johnson family was about to complete their weekly grocery shopping when five-year-old Jimmy started coaxing for a toy car.
 
Mom asked politely, "Have you saved enough money from your allowance to buy it?"
 
Jimmy looked sad and said, "No."
 
Mom suggested, "Maybe you would like to save your allowance so you can buy that car when you have enough money."

Of course Jimmy never saved enough money to buy the car.  He wanted the car bad enough to spend Mom's money, but not enough to save his own money.

Five-year-old Sally wanted a new bicycle.  Dad worked out a plan with Sally that as soon as she could save $5.00 toward a bicycle, he would pay the rest.  They got a glass jar, pasted a picture of a bicycle on it, and Sally put her whole allowance (four quarters) in the jar the first week.  Since Sally's allowance was only $1.00 a week, and it was difficult for her to resist the ice cream truck, it took her three months to save $5.00.  This seemed like an eternity to Sally, but every time she brought up the subject of a new bike, her Dad would ask, "How much have you saved?"  They would go to the jar, count the quarters, and figure out how many more quarters she needed to reach her goal of $5.00, and Dad would encourage her that she could do it.

In the sixth grade Amy was given a school clothing allowance.  Mom and Amy went through her closet together to figure out what she needed, and then sat down to work on a budget to see how much she could spend for each item she wanted to purchase.  Amy had to make decisions such as: would she buy two expensive pairs of jeans or four less expensive jeans.  During their shopping expedition, many times Mom heard Amy say, "I like this, a little bit, but I don't like it "a lot".  I'm not going to buy anything I don't really like a lot."

In the seventh grade Sam started saving diligently for a car because his parents had taken the time to discuss with him that they would not be willing to buy him car when he was 16 unless he put in as much effort as they did.  They agreed to match what he saved by the time he was ready for a car—if he had a job so he could buy the gas and insurance.  Together they investigated the cost of insurance, and Sam learned that it was much less expensive if he had a "B" average on his report cards and decided he would work hard to maintain a "B" average.

Jimmy, Sally, Amy, and Sam are all learning the value of money.  They are learning delayed gratification, goal setting, and the need to work and plan for what they want.  They are also learning many side benefits such as cooperation, responsibility, and appreciating what they get.  They all made poor decisions along the way.  Amy learned to buy only what she "really liked" after buying some things she didn't like so much and then not having money left for things she really liked.  Sally finally learned that she wanted a bicycle more than she wanted ice cream.  Sam did not save enough money for the car of his dreams, but learned to fix the clunker he purchased because he was too impatient to wait and save a little longer.

Providing allowances is a tool parents can use to teach children many valuable lessons.  Too many parents give "handouts" instead of allowances.  Handouts are often based on the whims of parents or the ability of kids to coax, whine, and manipulate.  Kids believe that checks and credit cards provide an unlimited supply of money.  It is a very disrespectful system that leaves everyone feeling bad—parents who feel manipulated by coaxing, crying, or other forms of demand for money, which is never appreciated by their children; and children who do not learn the confidence and self-respect that comes from dealing with money responsibly.

The allowance system is respectful to all concerned.  It is negotiated in advance based on what the family can afford and the needs of the kids.  If the children's needs are greater than the family budget, they can be encouraged to supplement their income by babysitting, washing cars, or mowing lawns.

Many problems can be avoided when allowances are not tied to chores.  A four-year-old may enthusiastically make her bed for 10 cents, but will ask for 50 cents by the time she is eight.  By the time she is 14 she won't want to do it even for a dollar.

Connecting chores to allowances offers too many opportunities for punishment, reward, bribery, and other forms of disrespectful manipulation.  Each child gets an allowance just because he or she is a member of the family, and each child does chores just because he or she is a member of the family.  It can be helpful to offer special jobs for pay that are beyond regular chore routines, such as weeding or washing outside windows.  This offers opportunities for kids who want to earn extra money, but does not cause problems if they choose not to take the opportunity.

Allowances can be started when children first become aware of the need for money—when they start wanting toys at the supermarket or treats from the ice cream truck.  Some families start with a quarter, a dime, a nickel, five pennies and a piggy bank.  A small child loves the variety and enjoys putting the money in the piggy bank.  As they get older, allowances can be based on need.  They learn budgeting when parents take time to go over their needs with them and decide accordingly on the amount of their allowance.

If kids run out of money before the end of the week it is important to empathize but not rescue.  They need the freedom to spend their allowance as they wish.  If they spend it all at once they have the opportunity to learn from that experience—so long as parents don't interfere or make judgments.  This does not mean that allowances cannot be renegotiated.  Renegotiation is an important part of the learning process as kids get older and their needs change.  Birthdays or the start of a new school year is a good time to sit down together and look at needs and go over budget planning.

A clothing allowance is a good addition to a regular allowance as soon as kids are old enough to be aware of fashion and want more clothing than is really necessary.  A clothing allowance provides limits and encourages responsible decision-making.  When children are younger there may be two shopping trips each year—one in the spring and one in the fall, each with a certain dollar amount allotted.  As children get older they may get a certain amount each month for them to budget.

Allowance and clothing budgets help children learn what their values are, to make decisions and live with the results, and to use money responsibly.  By the time they leave home, they are ready to manage their finances entirely. Subscribe to Positive Discipline by Email You are subscribed to email updates from Positive Discipline
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Biting, Hitting, Kicking And Other Challenging Toddler Behavior | Janet Lansbury

Happy Friday Parents!
Just found a great new blog Janetlansbury Elevating Child Care via the ScreamFree Parenting website.

Here's a part of the article which is written for toddlers; however, can apply to all ages ~ I really like her thoughts on Anchors as well!

"If we can perceive our children's unpleasant actions as temporarily "out of her mind" –a young one's request for help — our role and our response become much clearer. As experienced, mature adults, this means rising above the fray (rather than getting caught in it) and providing assistance.

When we remind ourselves repeatedly that misbehavior is a little lost child's call for help, we begin to see the ridiculousness of taking this behavior personally. We recognize the absurdity of reactions like, "How could you treat me like this after all I do for you?! Why don't you listen?" Perspective gives us the patience, confidence and the calm demeanor we need to be able to help.

Then we communicate and follow through. "You're having a hard time not hitting, so I will help by holding your hands". This is our thought process and might also be the words we say to our child. Or we might say, "I won't let you hit. You're so upset that I had to put my phone away when you wanted to play with it. I know."

"I won't let you bite me. That hurts. I'm going to have to put you down and get something you can bite safely."

Anchors

We help our child and then allow for emotional explosions in response, because children need help with those, too. The assistance they need is an anchor — our patient presence and empathy while they safely ride this wave out. When the wave passes, they need us to acknowledge their feelings, forgive, understand and let go so they can, too. After all, how can we hold a grudge against a person whose impulses are bigger than they are?

One Last thought ~
"Toddlers test limits to find out about themselves and other people. By stopping children in a firm, but respectful way when they push our limits, we're helping them to figure out their world and to feel safe."  -Irene Van der Zande, with Santa Cruz Infant Toddler Staff, 1, 2, 3…The Toddler Years.

Click below for entire article
http://shar.es/GkUGV

------Original Message------
From: Family
To: Parent Coach Andrea
Subject: Biting, Hitting, Kicking And Other Challenging Toddler Behavior | Janet Lansbury
Sent: Nov 16, 2012 10:29 AM

http://shar.es/GkUGV

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Love and Logic ~ Parenting Through Divorce

------Original Message------
From: Love and Logic Institute, Inc.
To: -AAndrea Gooldy
ReplyTo: Love and Logic Institute, Inc.
Subject: Parenting Through Divorce
Sent: Jul 25, 2012 12:44 PM

To receive email from Love and Logic Institute, Inc.,
add reply@loveandlogicnews.com to your safe sender list View as Web Page Subscribe Send to a Friend Love and Logic Institute, Inc.   Helping Raise Responsible Kids Since 1977™ Parenting Through Divorce:
Are You a Rock … or Are You a Leaf?
Weekly Tip from the Love and Logic® Experts

Dear Andrea,   The other night we had a ferocious storm. Rain fell in sheets, lightning lit the sky, and the sound of thunder drove our dog under the bed. The trees bent in the wind, and just about everything not tied down took flight.   I watched leaves fluttering around the driveway, driven in circles by the wind. In stark contrast was a huge rock decorating our garden. That chunk of granite did not move!   Do children need leaves blown in the wind or the security of rock-solid love?   Divorce can uproot even the most secure parents, leaving them unable to provide the type of limits, accountability, and consistency essential for raising respectful, responsible, and happy kids. Oftentimes, people are so overwhelmed by grief, loss, and other stress that they find it incredibly difficult to be the solid leaders their children need. When combined with dramatically different parenting between homes, we have a recipe for failure.   So … what can you do to give your kids the stability they need?   Keep your focus rock solid and simple: Limits, Accountability, and Love   Regardless of what's going on at your ex's home, can you provide healthy limits in yours? Of course, wise parents set limits only over what they do or allow…not what their ex does or allows. While the kids may play endless hours of video games when they are with mom or dad, one strategy when they are with you, would be to say: "In my house, we do things such as ride bikes, play ball, or play board games instead."   If your ex fails to hold the kids accountable with empathy and logical consequences, can you still do so when they're in your home?   When limits and accountability are provided within the context of love, kid

Allowance that Allows

------Original Message------
From: Love and Logic Institute, Inc.
To: -AAndrea Gooldy
ReplyTo: Love and Logic Institute
Subject: Allowance that Allows
Sent: Mar 30, 2011 12:46 PM

To receive email from Love and Logic Institute, Inc.,
add reply@loveandlogicnews.com to your safe sender list. View as Web Page Subscribe Send to a Friend Love and Logic Institute, Inc. Helping Raise Responsible Kids Since 1977™ Dear Andrea,   We hope you enjoy this week's article written by one of our speakers, Kristan Leatherman. Kristan is an educational consultant and co-author of Millionaire Babies or Bankrupt Brats? and Money-isms: Wise Words About Raising Money-Smart Kids, with Jim Fay. Visit this page to learn more about Kristan.   Have a great week! Dr. Charles Fay

Allowance that Allows

Picture this. You're attending a school event and you overhear the following conversation at the refreshment table:   One mom says: "I don't give my kids any allowance at all. They have to do all their chores before they get a dime from me!"   Another Mom chimes in: "You don't? My kids get $20 a week no matter what!"   Then, a Dad pipes up: "My kids aren't allowed to even touch money until they're 16!"   There are as many opinions about allowance as there are ways to spend money. Many parents think that allowance should be earned. Other folks think kids are too young or immature to ever be given any financial responsibility.   What do the Love and Logic® experts say?   If we give equipment to kids to play sports and instruments to play music then it follows we should give kids money to learn how to use it wisely.   In the truest sense of the word, an allowance allows. It allows kids to learn the value and meaning of money with hands-on experiences. And it allows parents the opportunities to prepare their children for their financial future.   Here are a few ways to get started: Separate allowance from chores. Chores are contributions kids should do for free because they are a part of your family.
Provide opportunities to earn money. If you want your kids to learn to earn money, you can give them jobs to do. Jobs are extra tasks beyond chores that kids can be paid to do.
Nothing teaches the value of a buck faster than running out of money when you really want something. The amount of allowance is not as important as kids getting to practice with their own money when mistakes are small and affordable. For suggestions for how much allowance, the best time to start, along with age-appropriate lists of contributions vs. jobs, check out my book, Millionaire Babies or Bankrupt Brats? Love and Logic Solutions to Teaching Kids About Money, co-authored with Jim Fay.   While the value of a dollar may change, the value of learning how to wisely manage a dollar will not.   Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.   Kristan Leatherman, M.S.         For helpful tips, special promotions, and event announcements, follow Love and Logic® on Twitter and become a fan on Facebook.   If we have misspelled your name, or if this isn't you, please click here to correct.
©2011 Love and Logic Institute, Inc. All copyright infringement laws apply. Permission granted for photocopy reproduction and forwarding. Please do not alter or modify contents. For more information, call the Love and Logic Institute, Inc. at 800-338-4065.

  Parents and Teachers Don't miss Parenting with Love and Logic in the Dallas/Fort Worth area on Saturday, 4/16. Register online or call 800-338-4065 for more information.     Exclusive Member Discount   Millionaire Babies or Bankrupt Brats? This week save 25%   Discount price to Insider Club members only: $18.71 Regular Price $24.95   To shop our online store click on the link above, then "Add to Cart" and enter the
coupon code "033011"     Training Conference Do you teach Love and Logic in your community? Would you like to? If so, attend our Becoming a Love and Logic Parent® training conference in Denver, May 12-14.
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Pediatric Occupational Therapist and Sensory integration classes

Here is the pediatric occupational therapist that I had mentioned today in our class. I finished overview 4 last spring so I have completed her overview series. Her name is Christy Kennedy and she specializes in Sensory Integration (SI). She's Amazing! And so helpful to have a group of other parents going through similar struggles.

Here's Christy's info:
ckennedy@mindspring.com
Overview Series Day 11:30am-1pm
Evening 7pm-8:30pm
234 E. Parkwood Rd, Decatur, GA
30030-2813
http://christykennedyot.com

As I shared, this overview series helped me better understand my VERY Active son as well as identify activities that organize him like swimming, swinging, listening to music, singing, jumping, climbing, building, drawing, etc. And the importance of protein loading for breakfast and lunch to stabilize his blood sugar and level his mood plus snacks every 2 to 3 hrs. Gosh, he's high maintenance in this area but so is his daddy. All three of us have engines that run high so we go up and down a lot. Learning more about my own sensory integration as well and how to recover more quickly when I run high, although always a work in progress! So, lots of tips like omega-3's for focus, timers, sit-upons to use at dinner table and/or at desk while doing homework at home /school to help calm instead of fidget (I sit on the sit-upon at meals and use for my desk chair because so comfortable!), creating a play room where Christopher can swing, climb in order to organize himself (haven't done this yet but would like to).

I like that Christy requires parents to take the overview series before offering direct therapy to the child. She wants to help parents help themselves. The sensory integration classes make so much sense especially around learning to identify our own arousal states and others. The engine idea to symbolize our arousal state is great. The main goal is giving our children strategies for understanding and regulating themselves.

Here's an example of what is covered in overview series 3 and an excerpt from pamphlet given out called:
"How Does your Engine Run?"
The Alert Program for Self Regulation
SI Overview Series

Arousal - a neurological state of alertness that readies a person to pay attention and respond appropriately to the immediate environment.

Low - sleep, relaxation, patiently waiting

High - angry, frustrated, sad, worried, hurried, silly-goofy, surprised, embarrassed

Just Right - focused, engaged, "in the groove" "game's on" , smooth sailing

High or Low Engine Speeds
- Decrease function
- problem solving
- awareness of self and others
- motor skill
- access to memory - short or long term

Andrea=)

The Logic Won't Happen Without the Love

Hi again class,
As Mira mentioned on Sun, you can also get these these weekly Love and Logic parenting tip emails. You should be able to sign up by clicking on the link at the bottom of email or going to www.loveandlogic.com. See below for tips on how we can, in a Loving way, help our kids connect the dots between their actions and the consequences. Our empathy allows them the opportunity to learn from their mistakes, instead of blaming us. "When it's over, it's over" ~ another tip that is so true for any relationship, but so hard to do. "When kids experience consequences we must resist the urge to rub salt in the wounds by lecturing after the fact."
Cheers,
Andrea

------Original Message------
From: Love and Logic Institute, Inc.
To: -AAndrea Gooldy
ReplyTo: Love and Logic Institute, Inc.
Subject: The Logic Won't Happen Without the Love
Sent: Aug 22, 2012 12:45 PM

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add reply@loveandlogicnews.com to your safe sender list View as Web Page Subscribe Send to a Friend Love and Logic Institute, Inc.   Helping Raise Responsible Kids Since 1977™ The Logic Won't Happen Without the Love
Weekly Tip from the Love and Logic® Experts

Dear Andrea,   How do we help our kids develop the type of cause-effect logic that leads to good decision-making? Is it by showing them how tough we are, or is it by showing them how much we love them as they experience the tough consequences of their poor decisions?   Our anger allows kids to blame us for the consequences of their poor decisions.   Our loving empathy forces them to blame themselves for these consequences.   If we're forgetting our sincere empathy, it will increase the odds that they'll lack the logical, commonsense reasoning required to stay safe in today's complex world.   Some reminders… Lock in the empathy first!

Before describing consequences, do your best to establish a sincere love connection with your child. Whenever appropriate, pair your words (e.g. "This is so sad.") with caring eye contact and touch.

This also applies to setting limits. Before saying, "You may have that toy when you can afford it," take a moment to show your love. Delay the consequence when you're too angry to be empathetic.

People who use Love and Logic aren't always sweet and sappy. Sometimes they put some steel in their voices and say, "I'm too angry right now to make a good decision about what you've done. We'll talk about it when I'm calm." When it's over, it's over.

There are few things more damaging to any relationship than taking out the trash…and then throwing it back inside through an open window! When kids experience consequences we must resist the urge to rub salt in the wounds by lecturing after the fact. Use as few words as possible.

The most effective people use very few words when things are going wrong.   For more quick tips to help kids learn from their mistakes rather than repeat them, listen to our audio, Four Steps to Responsibility.   Thanks for your reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.   Dr. Charles Fay

©2012 Love and Logic Institute, Inc. All copyright infringement laws apply. Permission granted for forwarding and/or for a single photocopy or electronic reproduction of one email tip only. Please do not alter or modify. For more information, call the Love and Logic Institute, Inc. at 800-338-4065.

For helpful tips, special promotions, and event announcements, follow Love and Logic® on Twitter and become a fan on Facebook.  
If we have misspelled your name, or if this isn't you, please click here to correct.

  2012 - 2013 Events Visit this page to find a Love and Logic event in your area. Graduate-level credit and CEU's are available. Call 800-338-4065 for more information. If we're not in your city, check out one of our On-Demand Webinars or find a facilitator teaching parenting classes in your area.     Exclusive Member Discount   Four Steps to Responsibility
This week save 25%   Discount price to Insider Club members only: $10.46 Regular Price $13.95   To shop our online store click on the link above, then "Add to Cart" and enter the
coupon code "082212"     Parents and Teachers Do you teach Love and Logic in your community? Would you like to? If so, attend our special training conference in Denver, October 11-13. Call 800-338-4065 or