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Steve Maddox Nancy Hitchcock Occupational Therapists High Desert ESD.

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Presentation on theme: "Steve Maddox Nancy Hitchcock Occupational Therapists High Desert ESD."— Presentation transcript:


2 Steve Maddox Nancy Hitchcock Occupational Therapists High Desert ESD

3  Our main focus is to help kids access their education  We provide input to teams regarding special education and IEP goals  We evaluate sensory, motor and functional needs  We assist in program planning  We teach children and staff  We provide adaptive equipment for trial and long term loans

4  Sensory Integration Therapy (Jean Ayers, OT) is only done by Occupational Therapists with special training in a clinic setting with greater intensity and frequency.  In the schools the Occupational Therapists support sensory motor learning by evaluating functional and sensory needs and setting up appropriate sensory diets and supports for individual children

5  Sensory input  Properly registered  Properly processed  Accurate response

6  Formerly known as “sensory integration dysfunction”  Sensory signals aren’t registered or organized for an appropriate response  Other disabilities can also have similar characteristics of sensory dysfunction such as ADHD or autism  Hyper sensitive- low tolerance for sensory input  Hypo sensitive-high tolerance for sensory input


8  Social/ emotional/ academic/functional SUCCESS in life  Sensory/motor/ perceptual development  Sensory systems  Central nervous system

9 Visual-seeing Auditory-hearing Tactile-touch Olfactory-smell Gustatory-taste Proprioception-body in space Vestibular-movement in space

10 Sense of smell, processed in limbic system

11  Sense of taste, closely tied to smell

12  Visual acuity: How well you see  Muscular control of eyes


14  Sense of touch

15  Sense of position of body parts


17 Sensory/motor/perceptual development occurs in the brain

18  Body awareness  Postural control  Bilateral integration  Motor planning  Visual skills  Auditory skills


20  Awareness of body parts and their relationship to one another and to the environment  Affects fine motor, reading, writing, self care, attention  Affects gross motor, sitting, sports, physical education, playground

21  Prepares body for movements by making postural adjustments in relation to gravity and space.  Core strength, balance, center of gravity, stabilizing for movement  Affects fine motor, reading, writing, self care, attention  Affects gross motor, sitting, sports, physical education, playground

22  Two arms, legs, eyes  Right and left  Working together  Working separately  Working across midline  Affects fine motor, reading, writing, self care, attention  Affects gross motor, sports, physical education, playground

23  The ability to plan and execute new or unfamiliar movements  Affects fine motor, reading, writing, self care, attention  Affects gross motor, sitting, sports, physical education, playground


25  Coordinated control of eye movements with hand movement  The processing of visual input to guide reaching and grasping along with the use of proprioception of the hands to guide the eyes  Affects fine motor, reading, writing, self care, attention as well as gross motor, sitting, sports, physical education, playground


27  Eyes following a moving target together  Eyes fixed on a stable object while moving  Eyes moving along a line of print together  Shifting from near to far, paper to board  Reading, note taking, attention, ball skills

28  p  b  d  q

29  Perception is not just what you see but how your brain interprets it  Important for reading, writing, and math  Affects letter size and spacing  Directionality  Attention to details  Finding mistakes

30  Not just what you hear but understanding words and interpreting meaning

31  Many things affect our sensory regulation, energy and happiness

32 What this all adds up to




36  To sum it up

37  Research shows that adding movement while learning can improve student’s ability to calm, organize and focus one’s self.  Also, including physical activity during learning has been shown to improve cognitive performance and promote on task behavior.

38 “ Just as the five main food groups provide daily nutritional requirements, a daily sensory diet fulfills physical and emotional needs”

39 Take a minute to glance through the list of items Note the things that help you function throughout your day

40  Our ability to attend, learn & behave is dependent on our state of alertness  We all have sensory motor preferences that we use to attain an appropriate state of alertness- strategies that are alerting, calming or organizing

41 Hypersensitive  Distress with sound  Sensitivity to light  Dislikes touch/textures  Smell/taste aversion  Insecurity with height  Increased startle response Hyposensitive  Lack of attention to sound  Low awareness of pain  Disregard for things or people in environment  Delayed reactions or responses

42  The goal of the sensory diet is to keep children in an optimal state of alertness for successful completion of activities throughout the day.  Team with your occupational therapist in developing an appropriate program

43  May be used to prepare for transition times or focused work times  Children may need a particular sensory activity to be able to “wind down” after completing a task.

44  Faster movements are more alerting  Slower movements are more calming  Deep pressure/heavy work are balancing whether stressed or sluggish  Try to provide the “just right” challenge and observe for the “just right” level of alertness  See handouts for ideas

45  Visual supports such as visual schedules  Activating equipment such as air cushions, therapy balls, swings, t-stools  Calming equipment such as weighted vests, weighted blankets, hug vests, body sock, noise cancelling headphones, swings (slow and rhythmic)

46 THE ALERT PROGRAM Developed by Mary Sue Williams OT and Sherry Shellenberger OT


48  Too fast/hyper  Just right!  Too slow/tired


50  Put something in the Mouth!  Move!  Touch!  Look!  Listen!

51 Yoga calm Brain gym S’cool moves


53  Linea and Jim are both yoga teachers from Portland Oregon. Linea was a school counselor.  Incorporates not only yoga for kids but has a social emotional and community component.  Research based-improved test scores  The reduction of stress and the development of social/emotional skills have corresponding health and academic benefits.

54 Stillness Listening Grounding Strength Community

55  Stillness is the ability to quiet the mind and body  To be self-aware  To develop sensitivity, self control and self-regulation

56  Listening is the ability to tune in to what the heart, mind, and body have to say.  This is important for developing self- understanding, discrimination, self- regulation, and imagination.  Appropriate listening reduces the chances of injury and self-destructive behavior.

57  Grounding is the ability to connect to the earth.  To be physically present in the body.  To develop a sense of competence, physical safety, and security.  A strong sense of balance and other healthy sensory-motor functions are building blocks for academic, behavioral, and emotional growth.

58  Physical strength helps prevent injury and disease. It develops capability confidence, and self-esteem.  Mental strength is the use of positive self-talk, respecting boundaries, and monitoring the things taken into the mind and body.  Emotional strength is the ability to feel, identify, and express feelings without harming oneself or others.

59  Community nurtures the ability to give and receive support.  Develop compassion, communication skills, and other abilities necessary to live cooperatively with others.

60  Breath work slows the nervous system and helps develop self control  Yoga based activities release physical and emotional energy, develop physical and mental strength and flexibility, and increase concentration and confidence  Social/emotional activities develop skills in identifying feelings, develop compassion, sensitivity, teamwork and communication

61  Guided relaxations use storytelling, relaxation and quieting techniques that calm the body and mind, develop imagination and integrate emotional and cognitive experiences.  Emotional guidance appropriately responds to emotion as it rises, which is essential in helping children understand and integrate their emotional experiences.

62  Breathing in and out through the nose  Inversions-forward bends  Twists side to side  Let’s Practice!

63  Volcano breathing  Belly breathing  Breathing with hoberman sphere  Take pulse  Mountain  Forward bend  Downward dog  Twists  Tree  Warrior  Positive self talk-”I CAN DO IT!”


65  Brain Gym (Educational kinesiology) has components of sensory-motor development, vision therapy, acupressure points and whole brain learning  Intentional movement and self awareness is the door to optimal living and learning. 

66  PACE is a way to guide learners to establish their pace-their best rhythm and timing for learning  Cultivates relaxed and congruent sensory-motor skills  Structural alignment and stability support the spontaneous development of fine motor control and higher order thinking.

67  Energetic-sipping water  Clear-brain buttons breathing  Active-cross crawl  Positive-pretzel breathing

68  Practice large motor coordination for ease of sitting, standing, walking, and focusing  Encourage aligned head turning for listening, thinking and remembering  Support sensory motor coordination for ease of drawing and writing  Develop visual skills for looking left, right up, down, near and far for reading, writing and attention skills

69  Cross crawl  Lazy 8’s  Owl  Pretzel (hook ups)  Double doodle  Thinking cap  Energy yawn  Energizer  Neck rolls

70  Getting ready to listen  Getting ready to comprehend  Getting ready to read  Getting ready to write

71  S’cool moves was developed by Debra Em Wilson reading specialist Margot Heiniger-White, OT  Can be used with entire school or classes  The occupational therapist may recommend parts of the program specific to a child’s need

72  Combines some of the following: brain research, occupational therapy, developmental optometry, brain gym, and reading interventions.  Improves the physical foundation for learning so that students can perform better academically.  Also helps students with self awareness and self regulation skills.  The materials work well with Response-to- Intervention models and are aligned with Common Core State Standards.

73  Minute moves  Focus Moves(beginning and intermediate)  Academic Brain Boosters (Reading Moves)  Advanced (intermediate II)

74  foundation moves (preschool)  word taps (using 2 pencils)  brain boosters  and more. Go to their website for more information. 

75  Calming and focusing  Fine motor  Vision bands  And more  Let’s Practice!

76  Can be used with kids who have limited motor abilities  Used with visuals in an autism program

77  Alerting moves-cross crawl, jumping  Core strengthening-belly stretches, developmental symphony  Visual-motor integration-lazy 8, arrows, hands and feet, CCSP (clap, snap, pat)

78  Add words or spelling to movement posters  Has been successful in learning vocabulary, improving fluency, and sequencing of spelling words

79  Utilizes colored balls for bouncing, tossing and catching with 1 or both hands  More advanced perceptual and jumping moves

80  Can be done in preparation for a task and or when taking a short classroom breaks.  Can be done individually or in a group  Poster directed instructions  Academic influenced  Students take responsibility for a lifelong skill of learning to improve self regulation.  Research based.

81  We are all still learning  We are happy to help  Call us if questions arise later

82  For helping increase kid’s self esteem  For helping kids be successful  You are the best!

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