Monday, January 31, 2011
Print and Create Fine Motor Projects - Valentine's Day
Get 12 fine motor projects with a Valentine's Day theme to print, create and play. Get more information.
Sunday, January 30, 2011
Reference: Physorg.com. Childhood self-control predicts adult health and wealth
Retrieved on 1/30/2011 from http://www.physorg.com/news/2011-01-childhood-self-control-adult-health-wealth.html
Friday, January 28, 2011
Tuesday, January 25, 2011
You can review flashcards that were already created for pediatric occupational therapy and pediatric physical therapy.
Reference: Lee KM, Chung CY, Kwon DG, Han HS, Choi IH, Park MS.
Reliability of physical examination in the measurement of hip flexion contracture and correlation with gait parameters in cerebral palsy. J Bone Joint Surg Am. 2011 Jan;93(2):150-8.
Monday, January 24, 2011
Want to see the winning videos? They will be posted after August 2011 at the NCPAD You Tube channel.
Friday, January 21, 2011
Thursday, January 20, 2011
Step 1: Make sure you have baseline measurements. Be very specific in your baseline data. Here is where a standardized test may be beneficial. For some issues, standardized testing is not available. Here is where you need good data - how long? how far? how many times in a 5 minute period?
Step 2: Establish goals. What are you trying to achieve for the child? Be very specific. Include what needs to be measured, how you will measure it and when you will measure it.
Step 3: Determine an intervention. What will you do to teach the child the skills necessary to meet the goal? Again, be very specific.
Step 4: Record data! Write down results for every therapy session. Record your data - how long did it take the child to walk from the classroom to the cafeteria? How many times did the child stand up during circle time? How many letters did the child write legibly? How many words did the child write in 1 minute? Also, record data regarding environmental modifications i.e. When the child was sitting on a therapy ball, he could pay attention for 5 minute intervals. Read more on collecting data in the schools, home or therapy clinic here.
When you are recording the data, be consistent so that you can show that what you are doing is working over time. In hard economic times, if you can show what you are doing is working that equals job security.
The Scale of Sensory Strategies (S.O.S.S.) Tool Kit™ provides an evidence-based plan of care with sensory strategies that will optimize a child’s behavior in the school, home and community.
Find out more.
Wednesday, January 19, 2011
Want more lacing activities? Check out the elctronic book Lacing Cards for activities thoughout the year.
Tuesday, January 18, 2011
Monday, January 17, 2011
This is a simple suggestion for children to increase daily physical activity time - play with a friend after school! Set up play dates or encourage buddies who will be good role models for physical play time.
Reference: Better with a buddy: influence of best friends on children’s physical activity by Russell Jago, Kyle MacDonald-Wallis, Janice L Thompson, Angie S Page Rowan Brockman and Kenneth R Fox, Centre for Exercise, Nutrition and Health Sciences, School for Policy Studies, University of Bristol, Bristol, UK. Medicine & Science in Sports & Exercise, Vol 43, No 2, February 2011.
Thursday, January 13, 2011
School based therapists help to write IEP goals for students, now try taking the time to write some for yourself. These can be goals that you would like to accomplish daily, monthly or by the end of the school year. Be sure to actually write them down so that you can check your progress. Here are some examples to get you started in thinking of some for yourself:
- I will document each therapy session at the end of the session 90% of the time.
- I will type up an evaluation within 1 day of performing the evaluation 100% of the time.
- I will stay on schedule for all therapy sessions 80% of the time.
- I will make contact with a child's parents with positive feedback 1x/month.
- I will have my IEP's reviewed and completed 1 week in advance of due date.
- I will provide lesson plans to teachers for group therapy sessions 100% of the time.
- I will create a goal for each therapy session whether individual or consultation sessions.
- I will communicate with the student's teacher weekly, 100% of the time.
- I will send home carry over activities following each therapy session 90% of the time.
- I will keep all paperwork organized and neat, 100% of the time
- I will make goals that are reachable (cross out Number 10 then!)
Wednesday, January 12, 2011
- Make snow angels - a wonderful proprioceptive, body awareness and motor planning activity
- Go sledding - it does not get any better than this in terms of a overall sensory motor activity. You get vestibular input, proprioceptive input, muscle strengthening and motor planning.
- Create snow sculptures - combines the the heavy work of packing snow, working on the hands and knees and creativity. Get out your sand toys to add to the fun.
- Make a snowman - here is some serious pushing work along with heavy lifting. Add in some activities of daily living by dressing the snowman with a hat, scarf and mittens.
- Snow targets - spray the snow with colored water and aim snowballs at the targets
- Climb snow hills - Children LOVE to climb big snow hills made by a snow plow. They love to work their way all the way to the top only to tumble back down to the bottom. Simple activity but a work out.
- Letter Writing - practice writing letters in the snow with a gloved finger or large stick. Try stomping out letters in the snow with your feet. If you know a child who presses to hard when he/she writes, try writing letters on paper on top of the snow. You have to press very lightly or the paper will sink into the snow.
- Build a snow hill - Children love to shovel and scoop snow. Work together to create a snow hill. Try creating different sizes: small, medium and large.
- Scavenger Hunt - create a list of a few items that you could possibly find outdoors where you are i.e. leaf, small stick and rock. The children have to dig in the snow to find the items. Do not hide them yourself. Just let the kids explore the snow.
- Snowball challenge - Who can make the biggest snowball that will hold together which you can still hold in your hands? Who can throw a snow ball the longest distance? Who can create the tiniest snowball with just their fingers? Who can walk the longest distance with a snowball balancing on their head? Who can make the most snowballs in 30 seconds?
Adaptations: If you can not get out into the snow, bring the snow inside. Get a large plastic bucket and fill it with snow. Use kitchen utensils to dig in the snow. Put some on a cookie sheet and drive cars through a "snow storm". Build mini snowmen in the bucket and use toothpicks for arms. Put mittens on and transfer the snow to another bucket. Take measurements of how long it takes for the snow to melt. The possibilities are many.
Check out the electronic book Sensory Motor Activities for Winter for only $4.99
Tuesday, January 11, 2011
Reference: Beth A. Pfeiffer, Kristie Koenig, Moya Kinnealey, Megan Sheppard and Lorrie Henderson. Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study doi: 10.5014/ajot.2011.09205 American Journal of Occupational Therapy January/February 2011 vol. 65 no. 1 76-85
Monday, January 10, 2011
Perhaps you have heard about QR Codes or maybe this is a new term to you. Either way, QR codes can be useful for expanding learning opportunities for all children including those with special needs.
To start off with a QR code is a black and white square that a person can take a picture of with a smart phone (with a QR code reader application installed on your smart phone which is free). Once you take the picture, the code takes you to a website with relevant information. Therefore, students can expand their knowledge regarding certain topics with just a click of the cell phone to take a picture. To create a QR code you can go to a website such as www.QRStuff.com. The website will create QR codes for you after you enter a text message, website address, email address, etc. All you have to do it print out the black and white square and you have a QR code. Want to test it out? Print out this blog post, take a picture of the QR code and see where it brings you (answer below).
Here are a few ideas for uses of QR codes in education. How about creating a audio file of reading some directions out loud and making a QR code? Simply put the QR code on the assignment and the student can take a picture of it to have the directions read out loud. If a student has created a poster presentation, the student can create a short video with extra information. Upload the video to You Tube, create the QR code , print it and put it on the poster. Now all the students need to do is snap a picture of the QR code and view the video.
Watch this You Tube video for how one school district is using QR codes:
Or check out this Google Doc - 30 Interesting Ways to Use QR Codes in the Classroom
There are many ideas for this new, free technology.
Want to test it again? Take a picture of this QR code with your smart phone QR reader (answer below).
Answers: First QR code brings you to YourTherapySource.com. The second QR code brings you to this blog.
Sunday, January 9, 2011
Saturday, January 8, 2011
Friday, January 7, 2011
Reference: Liz Martin, Richard Baker and Adrienne Harvey. A Systematic Review of Common Physiotherapy Interventions in School-Aged Children with Cerebral Palsy. Physical and Occupational Therapy in Pediatrics November 2010, Vol. 30, No. 4 , Pages 294-312 (doi:10.3109/01942638.2010.500581)
Thursday, January 6, 2011
Wednesday, January 5, 2011
When a child exhibits problems with saliva have you ever recommended increasing hydration? Has it been successful?
Reference: Maria Teresa B. Santos et al. Salivary osmolality in individuals with cerebral palsy. Archives of Oral Biology Volume 55, Issue 11, November 2010, Pages 855-860
Tuesday, January 4, 2011
If you can not view the Blizzard Card Game below you can download here.