Presentation on theme: "Resources to Accompany PEJE Diverse Learners CoP:"— Presentation transcript:
1Resources to Accompany PEJE Diverse Learners CoP: Integrating Occupational Therapy Services into a Day School SettingFacilitator: Donna LupatkinGuests: Sue Schweber, Ilene Greenwald, Marcie LipseyGateways: Access to Jewish EducationBoston, MADate: January 14, 2008
2How do I know if my school-age child needs occupational therapy services? 1. Difficulty focusing attention or over-focused and unable to shift to the next task.2. Low muscle tone; tends to lean on arms or slumps at desk.3. Needs more practice than other children to learn new skills.4. Reverses letters such as b and d; can’t space letters on the lines.5. Breaks pencils frequently or writes with heavy pressure.6. Does not enjoy jumping, swings or having feet off the ground.7. Dislikes handwriting, tires quickly during written class work.8. Difficulty paying attention or following instructions.9. Overly active, unable to slow down.10. Poor self-esteem, lack of confidence.11. Dislikes swimming, bathing, hugs, and/or hair cuts12. Over-reacts to touch, taste, sounds, or odors13. Avoids physical education or sports activities.14. Finds it difficult to make friends with children of the same age, prefers to play with adults or younger children rather than peers.15. Difficulty following several step instructions for motor tasks.If your child is experiencing 3 or more problems on this checklist, occupational therapy interventionmay be helpful.
3ATTENTION TEACHERS!!!Do any of your students have problems learning? Does s/he exhibit a number of thefollowing behaviors?• Falls off chair• Knocks things off desk• Generally disorganized• Clumsy, awkward, uncoordinated movements• Distractibility• Short attention span• Intolerance to stress/easily frustrated• Daydreaming or inattentiveness (hearing is adequate)• Irritability• Frequent mood changes• Aggressive behavior - bumps or pushes others• Aversion to touch• Avoidance of messy activities• Hyperactivity - in constant motion without purpose• Hypoactivity - slow moving• Speech and language problems• Poor fine motor coordination• Normal intelligence but trouble learning to read or do mathematicsIf so, they may be experiencing Sensory Integrative Dysfunction and be atrisk for learning problems.
4What is a sensory diet? 1. PUT SOMETHING IN YOUR MOUTH: • eat hard candy (sugarless if you want• eat crunchy food: pretzels, popcorn, nuts, apples• eat chewy food: gum (1 or more pieces), raisins, bagels, chunks of cheese• eat sour food: pickles, sour candy• eat sweet food: fruit or candy• drink from a straw: use an “exercise bottle” to drink liquids such as a milkshake, a “Slurpie” (partially thaw a frozen drink), or other drinks• eat a combination such as trail mix (crunchy, chewy, sweet), Starburst (chewy, sweet, and tart), or chips dipped into salsa (crunchy and spicy)• use green rubber tubing• take slow deep breaths2. MOVE: (try moving before you need to concentrate - ex: homework)• do isometrics (push arms on a wall or push hands together)• walk quickly (in school or take the dog for a walk)• run up and down steps• do an errand for a teacher• shake head quickly• roll neck slowly in circular motion• jump up and down or try to jump to touch a door frame• play sports - basketball, swimming, baseball, frisbee, etc.• do aerobics with a group or at home to music • dance• use a therapy ball
6“HEAVY WORK” ACTIVITIES FOR CLASSROOMS • recess time: climbing or crossing the monkey bars, the rings, or other climbing structures• stretching muscles or singing baseball’s 7th inning stretch song, “Take Me Out to the Ball game”• pushing on walls while standing in line at school• carrying heavy box to the office or on other school errands• pulling a wagon or pushing a weighted grocery cart in preschool• pulling on a bike inner tube (store in backpack to keep handy whenever needed)doing chair push-ups (Place arms on either side of the chair. Scoot bottom away from the back of the chair. Try to straighten arms, lifting bottom off of the chair.)• doing table push-ups (Stand next to a table. Place hands on the table and push up so feet lift off the floor.)• sweeping or mopping the gymnasium floor or hallway floor with a big broom washing cafeteria tablescarrying milk tray or pushing a cart filled with lunch boxes to the cafeteriaerasing the chalkboardsmoving mats, equipment, or school furniture putting chairs on top of desks to prepare for floor cleaning at the end of the school day
7Building upper body strength is crucial to handwriting. Simple variations in body position can go a long way.
10PROGRAMS THAT WE USE IN GATEWAYS HANDWRITINGWRITING IT WRITEFIRST STROKESLOOPS AND GROUPSHANDWRITING WITHOUT TEARSCALLIROBICSSENSORY REGULATION/GETTING READY TO LEARNHOW DOES YOUR ENGINE RUN-THE ALERT PROGRAMTAKE FIVE PROGRAMBRAIN GYMWILBARGER BRUSHING PROTOCOLTOOL CHEST PROGRAMFINE MOTOR OLYMPICSOTHER FAVORITE REFERENCESPARENTS GUIDE TO UNDERSTANDING SENSORY INTEGRATION,by Sensory Integration InternationalTHE OUT OF SYNC CHILD, by Carol Stock KranowitzTHE OUT OF SYNC CHILD HAS FUN by Carol Stock KranowitzRAISING A SENSORY SMART CHILD by Biel and PeskeTHE RELATIONSHIP OF LEARNING PROBLEMS AND CLASSROOM PERFORMANCE TO SENSORY INTEGRATION –author unknownOUT OF THE MOUTH OF BABES by Frick, Frick, Oetter, and Richter
11Contact our Guests Sue Schweber email@example.com Ilene Greenwald Marcie Lipsey
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