Monday, December 19, 2016

Here is news from the Erikson Institute on Math for young children. The exciting thing is there is going to be a Pre-Conference day at the State Math Conference in Green Lake featuring the Erikson Institute. If interested pencil in May 3rd on your calendar.

Here is an article on the different between tantrums and sensory meltdowns. 

Here is a link which looks at potential sensory issues: http://s3-eu-west-1.amazonaws.com/files.royalfree.nhs.uk/Service/Occ_therapy_-_paeds/Do_you_know_me_poster.pdf 

And finally from Madison Schools and Community Recreation some potential interventions:

Options of Sensory Interventions
Auditory – Hyper Sensitivity
 Working in a quiet environment
 Having minimal auditory distractions
 Using a study carrel
 Wearing headphones with soft, slow music
 Using white noise and other soft environmental sounds
 Wearing earplugs or headphones
 Wearing a stretchy headband to cover ears
 Being taught in low-tone and monotonous teaching styles
 Sitting away from hallway or noisy areas
 Warning for loud occasions – fire drills, assemblies
 Listening to predictable and repetitive sounds – use a metronome
 Receiving directions one at a time
 Reducing volumes
 Receiving handouts to supplement verbal information
 Closing the door
 Turning off the radio/TV (background noise)
Auditory – Hypo Sensitivity
 Listening to loud, energetic teachers
 Wearing headphones or radio with upbeat music
 Sitting nearer the source of information – teacher, TV
 Repeating or cueing to verbal directions
 Providing directions in written form
 Tape-recording lectures
 Using an alarm, calendar, assignment notebook, smartphone app for reminders
 Self-talk through task
 Use auditory cues to get attention (bell, clap)
 Talking job in class (make announcements, take roll call)
 Providing for longer processing time
 Humming or singing while working
Tactile – Hyper Sensitivity
 Receive firm, deep-pressure massage
 Inform peers that they don’t like to be touched, encourage personal space
 Use fidgets with a resistance component – rubber bands, clay/putty
 Soft fabrics to rub/pet
 Stand at front/end of line for more space
 Sit in back row or end of the aisle
 Locker at the end of the row
 Remove tags on clothing
 Wear tight fitting base-layer (lycra or spandex)
 Room with a stable temperature, allow adjustment times to temp changes
 Weighted clothing or lap weights available
 Fans pointed to not blow on you
 Introduce textures slowly, allow to wash hands after
 Wear gloves to cook or garden
Tactile – Hypo Sensitivity
 Receive light touches, tickles
 Use fidgets (paperclips, stress ball, rubber band, putty)
 Loose fitting clothing
 Take hands-on classes with labs which allow for exploration
 Use vibration (toothbrush, massager, pen)
 Use gel roller, not ball point
 Cover pencils with sand paper or sticky, provide a “texture mat”
 Use a keyboard to take notes
 Get a thermometer or temp indicator for baths and showers (indicates if water is too hot)
 Do toe raises, jump in place, stand on one foot, etc. while waiting in line
 Offer a variety of seating options, padded chair, bean bag, tri-stool
 Raised line paper
Visual – Hyper Sensitivity
 Wear sunglasses (may also need indoors)
 Use dim or filtered lights
 Wear a hat indoors to block fluorescent lights
 Close curtains or blinds
 Decrease visual clutter (cover bookcases, reduce wall art)
 Use a cut-out frame to isolate printed materials
 Seated away from doors or windows
 Reduce printed material per page
 Provide visual cues for multi-step instructions
 Use room dividers or study carrels
 Use neutral colors in classrooms
 Use clear ziplock bags for visual storage
 Use a designated space on whiteboard for important information
 Limit copying from board to paper
 Provide opportunities for visual breaks
 Provide visually calming things to look at (lava lamp, fish tank)
Visual – Hypo Sensitivity
 Wearing colored, but not dark sunglasses
 Colorful, brightly lit room
 Work under halogen or LED bulbs
 Desk lamp
 Visual schedules
 Provide a brightly colored desk mat
 Provide opportunities in classroom for varied visual perspective (change seats, closer to teacher)
 Use highlighters
 Using a slant-board or 3-ring binder on side for writing
 Placing important items in obvious locations
 Use a variety of fonts on written instructions
 Rearrange objects in the classroom to decrease familiarity
 Labels on drawers or cabinets
 Color code binders or notebooks
Olfactory – Hyper Sensitive
 Use calming smells – vanilla, lavender, banana – in air fresheners, soaps, lotions, or scented school supplies
 Place favorite scent on a piece of material or on the inside of wrist so this can over-ride undesirable smells
 Ask peers or teachers not to wear perfume
 Use non-scented products
 Use the same products over and over (to create familiar smells)
 Visit places with different smells often and on positive terms (like hospitals, dentist office) to learn the location
Olfactory – Hypo Sensitive
 Use alerting smells – citrus, peppermint, pine – in in air fresheners, soaps, lotions, or scented school supplies
 Provide scents to smell (cotton ball in aroma therapy oils or scent products in a small Tupperware)
 Use scented chap stick, lip glosses
 Wear perfume or cologne
 Take a fresh air break
 Use aroma fans or diffusers
 Using scented clay, markers
Vestibular – Hyper Sensitivity
 Move in slow, rhythmical movements
 Sway in a hammock, or rock in a rocking chair
 Gradually build up to heights, speeds, directionality
 Participant in movement activities with consistent speed – swimming, riding bikes
 Use firm touch and heavy pressure when doing movement
 Place objects at arm level to avoid bending
 Place a stool under feet for contact with the ground when seated
 Allow varied positions – desk, standing, beanbag chair – to complete work
 Allow to sit in a chair for “carpet time”
Vestibular – Hypo Sensitivity
 Offer opportunities for fast, irregular, forceful and unpredictable movement (spin on a swing or office chair, jump on a mini-trampoline)
 Receive visual cues during movement activities
 Incorporate uneven surfaces during physical activity – sand, gravel, balance boards
 Perform large movements before small movements
 Breaks to run errands, get a drink
 Provide movement in seating – ball chair, wiggle seat, t-stool
 Incorporate extracurricular activities that naturally include movement
Gustatory – Hyper Sensitive
 Chewing gum, straws, toothpicks
 Using chewlery
 Sucking on hard candies
 Bring a lunch with tolerable foods vs. school lunch
 Provide options to foods to ensure tolerable foods are available
 Intro duce new foods gradually (small bites and portions)
 Introduce foods when distracted, or engaged in preferred activity
 Introduce foods in a specific order, warm then cold, firm then soft
 Reducing strong-smelling foods from environment
 Determine if taste, texture, temp or smell is the issue
Gustatory – Hypo Sensitive
 Chew gum with strong flavors
 Eating strong mints
 Using a vibrating toothbrush
 Using a strong-flavored toothpaste
 Suck from different types of straws (different resistance) – coffee stirrers, crazy straws, bubble straws
 Use a water bottle
 Eat snacks that are spicy, crunchy, sour, or salty
 Use cautions with hot drinks
 Combine bland foods (that might be avoided) with intensely flavored foods
 Use a harmonica, whistle, or other mouth instrument
 Drink seltzer water or other carbonated beverages
 Eat frozen foods before meals
 Use tubing on the end of pencils or pens, or ChewEase pencil toppers
Proprioceptive System – Interventions
 ** Heavy work – any activity that engages the “big muscles” **
 Incorporate heavy work jobs into daily school routine:
o Sweeping
o Vacuuming
o Window/white board washing
o Move AV equipment
o Water plants
o Rearrange or setting up chairs or desks
o Pushing a full library cart
o Moving milk crates
o Taking out the trash
 Wearing a weighted backpack, vest, or blanket, lap weight or hold a heavy book in your lap **
o **OT Guidelines recommend not more than 5-10% of a person’s body weight and not continuous use!
o Check this website for Backpack information that’s great here:
o Here’s a link done by the Cincinnati Children’s hospital on the use of weight or pressure
 Doing exercises that include isometrics, stretching and weight lifting
 Engaging in activities like: swimming, biking, jogging, hiking, climbing, basketball
 Doing wall, desk, chair or regular push-ups
 Wear ankle or wrist weights
 Using resistance bands, resistance tubing or bungee cords
 Wrapping resistance bands, etc. around chair legs
 Incorporate extracurricular activities or PE games:
o Tug-of-war
o Dodge ball
o Basketball
o Batting practice
o Wrestling
o Skiing
o Skating
o Playing percussion instruments
o Martial arts
o Yoga

Monday, November 28, 2016

Thursday, November 17, 2016

Shame on me for forgetting about this blog! I am going to dust it off and bring new life to it! I am saying "going to" rather than saying "I'm gonna" which for me means maybe I will and maybe I won't. 
What I really like to do is share  things that speak to me about an aspect of early childhood. So here is my first link as I  resurrect  this blog: http://us12.campaign-archive1.com/?u=ba841a81845f733029f4c762c&id=055cb1a57a