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Colleen Mick, M.Ed. & Wendy Florick, M.A., CCC-SLP.

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Presentation on theme: "Colleen Mick, M.Ed. & Wendy Florick, M.A., CCC-SLP."— Presentation transcript:

1 Colleen Mick, M.Ed. & Wendy Florick, M.A., CCC-SLP

2 Colleen Mick, M.Ed. colleen@starfish.nwsc.k12.ar.us

3 The Individuals with Disabilities Education Act (IDEA), mandates that each state provide all eligible children with a public education that meets their individual needs.

4 Ages 0 - 3

5  Vary widely from state to state  Provided free of cost  Individual Family Service Plan (IFSP)  Focus is on the overall development  Services for families

6  Therapies and behavioral interventions are designed to improve symptoms.  Most professionals agree the earlier the intervention, the better.  Minimize the impacts of the disability on the child.

7 Ages 3 through 5

8  Early Childhood Special Education Services are activities designed to enhance the development of the child (3-5).  Focus becomes about “education”.  The services are provided as needed at no cost to the family.

9  A child may be eligible for special services if he/she is age 3 through 5 and is experiencing difficulties which interfere with normal development in these areas:  speech/language  vision  hearing  motor skills  self help skills  behavioral/social skills  cognition/readiness skills

10 ◦ Comprehensive Evaluation  Screening Instruments  Observations  Assessments  Questionnaires ◦ Classification  Medical vs. Educational

11  Key word “appropriate”  Educational progress  Build a partnership with the school

12  Speech Therapy  Educational Services  Occupational Therapy  Physical Therapy  Behavioral Intervention  Other Appropriate Services

13  Type of service  Amount of Time  Place of service  Modifications to general education environment  Supports

14  Itinerant based (i.e., speech/language therapy)  Community based preschool  Special class (designed primarily for children with disabilities)  Specialized day service center (DDTCS or CHMS)  home based instruction  hospital/residential instruction

15  Contact your local school district or ◦ NWAESC Early Childhood Program http://starfish.k12.ar.us http://starfish.k12.ar.us 4 N. Double Springs Rd. Farmington, AR 72730 (479) 267-5960 ◦ DDTCS  Richardson Center479-443-4420  Benton County Sunshine School 479-636-3190 ◦ CHMS  Kids First 479-750-0130  MiChild 479-839-3349

16  Early Intervention Services (Birth – 3) ◦ Richardson Center ◦ Benton County Sunshine School ◦ First Connections - Early Intervention Service Coordinators  Artie Herndon (479-527-9145) Benton, Boone, Carroll, Madison, Marion, Newton, Washington  Bettye Starkey (501-730-9978) Faulkner  Amy Causey (479-968-5596  Arkansas Support Network  Phone: (479) 927-4100 Toll Free: (800) 748-9768

17 Wendy Florick, M.A., CCC-SLP wflorick@starfish.nwsc.k12.ar.us

18  1. Sensory  2. Visual Supports  3. Language/Social Interaction

19 Making sense of your senses!

20  “Sensory Processing Disorder is the inability to use information received through the senses in order to function smoothly in daily life.”  Carol Kranowitz, The Out-of-Sync Child

21  Avoids Touch or Movement; May Be Rigid and Uncoordinated  Unaware of Messy Face, Hands or Clothes  Craves Fast Spinning and Movement  Oversensitive to Lights or Sounds  Is Attracted to Shiny, Spinning Objects or Bright Lights  Objects to or Seeks Strong Smells or Tastes  A Child’s Unusual Responses to Touching and Being Touched or Moving and Being Moved

22  Sensory needs must be met for the child to make sense of his environment and be available to learn.  Behaviors that develop to meet sensory needs can interfere with everyday activities and social interaction.

23 Child controls movement Movement is done to child  Heavy Work  Riding on a tricycle  Pumping a swing  Little Tykes-style car  Movement  Riding in a wagon  Pushed on a swing  Remote control car

24  Sensory diet ◦ Plan activities throughout the day to regulate the child  climbing, jumping (mini trampoline), obstacle course, dancing, outside play, swinging  important to prepare for times when child needs to be sitting or has been in a car for an extended time  it’s not a pill that makes the need for activity go away- it is like being hungry in that you eat but then you are hungry again  just as important for underactive as overactive children

25  Over-responsive to noise- ◦ try child earphones  Difficulty sitting for activities- ◦ weighted lap pad ◦ use a rocking chair or hoppity ball  Seems unaware of where he is in space- ◦ try putting a pound of rice or beans in his backpack (He carries, not you!) ◦ use deep pressure when you hug or interact with the child ◦ try massage to bring body awareness

26 Use your child’s strengths

27  Many children (and adults) learn best when they can see as well as hear  Auditory processing difficulties are very common in children with autism  For children who are resistant to verbal directions, it directs the child without a power struggle (It’s hard to be angry at a picture!)

28  Visual Schedules ◦ for daily activities such as going to school, eating dinner, taking a bath, etc. ◦ for specific activities like washing hands  Timers ◦ for staying with an activity ◦ for waiting for activities or taking turns

29  If/Then Book ◦ shows your child what will happen if they complete an activity (wash your hands, then snack) ◦ helps to teach the important concept of work, then play  Stop signs ◦ shows your child what is off limits

30 Core deficit areas for children with autism

31 Receptive LanguageExpressive Language  Points to “cat” when asked  Follows directions  Understands big/little  Answers questions by pointing  Names “cat”  Asks for a drink  “Big car”  Answers questions verbally

32  Following Directions ◦ Give prompts, then fade.  Full physical prompt  Partial physical prompt  Visual prompt  Independent

33  Play “dumb” ◦ try not to anticipate wants and needs ◦ give the wrong item or act like you don’t know what is wanted  Place favorite items in sight but out of reach of child ◦ put favorite items in containers that are difficult to open ◦ if nonverbal, use pictures or photographs for child to use to request (Picture Exchange Communication System or PECS)

34  Challenge with questions ◦ “Why do you want to go outside?” “ What are you going to do outside?” ◦ increases interaction time  Teach answering questions ◦ ask question, then give choices, giving most likely first (“What do you want to eat? Do you want crackers or broccoli?”) ◦ ask question, pause, then ask again and give the answer (“Who is coming home soon? Who is coming home soon? Daddy is!”)

35  Be playfully obstructive ◦ if child lines up cars, drive a car away or crash into the cars ◦ if child drives train around and around the track, use your hand to block the progress and wait for a response ◦ challenge, but make it fun!  Sit face to face and draw attention to your eyes ◦ place toys up to your eyes ◦ put toys on your head

36  Work in pairs ◦ have a sibling or another adult sit behind your child to help with rolling a ball or pushing a car back and forth  Work on imitation skills ◦ imitate what your child does ◦ fingerplays and movement songs are great for teaching imitation  Be animated, excited; woo your child

37  The Child With Special Needs by Stanley Greenspan and Serena Wieder  Engaging Autism by Stanley Greenspan and Serena Wieder  The Out-of-Sync Child by Carol Stock Kranowitz  www.do2learn.com (free black and white pictures) www.do2learn.com  www.mayer-johnson.com (Boardmaker, Download Free Trial) www.mayer-johnson.com  www.pecs.com (picture exchange communication system) www.pecs.com  www.abilitations.com for swings, weighted lap belts and other sensory equipment www.abilitations.com


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