tag:blogger.com,1999:blog-2525026463703629652024-03-19T03:18:25.296-07:00Your Therapy Source - www.YourTherapySource.comBlog for pediatric occupational and physical therapistsYour Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.comBlogger2007125tag:blogger.com,1999:blog-252502646370362965.post-27932415986815848962018-01-05T10:01:00.001-08:002018-01-05T10:01:39.221-08:00Providing Related Services to Homebound Students Survey Results<h2><img class="aligncenter wp-image-43286 size-full" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students.jpg" alt="Providing Related Services to Homebound Students" width="1193" height="620" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students.jpg 1193w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students-300x156.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students-768x399.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students-1030x535.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students-705x366.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105424/Providing-Related-Services-to-Homebound-Students-450x234.jpg 450w" sizes="(max-width: 1193px) 100vw, 1193px" />Providing Related Services to Homebound Students Survey Results</h2>
<p>During the last quarter of 2017, Your Therapy Source posted a survey on providing related services to homebound students. A school-based therapist submitted a question regarding how other districts were providing related services to students who remain at home, therefore a survey was created to see how other districts service homebound students. It was requested to only answer the survey if you are a related service provider working in a school district (preschool or K-12). The survey received 238 responses.</p>
<h2>Results of Providing Related Services to Homebound Students Survey:</h2>
<p>Question 1: What is your job title?</p>
<ul>
<li>61.2% were OT/COTAs</li>
<li>37.9% were PT/PTAs</li>
<li>the remaining responders were 1 SLP and 1 APE teacher</li>
</ul>
<p><img class="aligncenter wp-image-43279 size-large" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-1030x499.jpg" alt="Providing Related Services to Homebound Students" width="1030" height="499" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-1030x499.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-300x145.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-768x372.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-1500x726.jpg 1500w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-705x341.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104451/Homebound-Therapy-Services-Survey-2017-1-450x218.jpg 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Question #2: Do the majority of your school district’s homebound students receive physical, occupational or speech therapy as direct or consult services?</p>
<ul>
<li>54% received direct services</li>
<li>30.2% received consult services</li>
<li>3% do not provide services to homebound students</li>
</ul>
<p><img class="aligncenter wp-image-43280 size-large" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-1030x504.jpg" alt="Do the majority of your school district's homebound students receive physical, occupational or speech therapy as direct or consult services?" width="1030" height="504" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-1030x504.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-300x147.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-768x376.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-1500x734.jpg 1500w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-705x345.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104501/Homebound-Therapy-Services-Survey-2017-2-450x220.jpg 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Question #4: Can any therapist have homebound students on his/her caseload, or is one therapist designated for homebound services?</p>
<ul>
<li>84.9% any therapist</li>
<li>6% one therapist is designated</li>
</ul>
<p><img class="aligncenter wp-image-43281 size-large" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-1030x501.jpg" alt="Can any therapist have homebound students on his/her caseload, or is one therapist designated for homebound services?" width="1030" height="501" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-1030x501.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-300x146.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-768x373.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-1500x729.jpg 1500w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-705x343.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104511/Homebound-Therapy-Services-Survey-2017-3-450x219.jpg 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Question #5: Do the majority of your homebound students receive services due to temporary circumstance (e.g., student gets surgery and is homebound for 6 weeks, then returns to school) or all school year (medically fragile children who will not attend school all year)?</p>
<ul>
<li>67.1% homebound students receive related services all school year</li>
<li>20.5% are temporary circumstances</li>
</ul>
<p><img class="aligncenter wp-image-43282 size-large" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-1030x571.jpg" alt="Do the majority of your homebound students receive services due to temporary circumstance (e.g., student gets surgery and is homebound for 6 weeks, then returns to school) or all school year (medically fragile children who will not attend school all year)?" width="1030" height="571" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-1030x571.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-300x166.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-768x425.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-1500x831.jpg 1500w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-705x391.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104520/Homebound-Therapy-Services-Survey-2017-4-450x249.jpg 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Question #6: Does your school district have a formal policy regarding related services for homebound students?</p>
<ul>
<li>28.2% do have a formal policy regarding related services for homebound students</li>
<li>56.8% do not have a formal policy regarding related services for homebound students</li>
</ul>
<p><img class="aligncenter wp-image-43283 size-large" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-1030x514.jpg" alt="Does your school district have a formal policy regarding related services for homebound students?" width="1030" height="514" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-1030x514.jpg 1030w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-300x150.jpg 300w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-768x384.jpg 768w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-1500x749.jpg 1500w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-705x352.jpg 705w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05104529/Homebound-Therapy-Services-Survey-2017-5-450x225.jpg 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Question #7: As a related service provider, what would you change about your school’s practices regarding providing related services to homebound students?</p>
<p>Short Answer Responses:</p>
<ul>
<li class="freebirdCommonAnalyticsTextResponse freebirdLightBackground">Nothing (11)</li>
<li class="freebirdCommonAnalyticsTextResponse freebirdLightBackground">consistency (2)</li>
<li>hire outside contractor to complete these services</li>
<li>Better define the need for homebound status and have one therapist cover the district instead of different therapists.</li>
<li>Increased parent and homebound special education teacher knowledge</li>
<li>Have the student come to public place if medically possible vs. therapist in homes.</li>
<li>I don’t think there is really anything to change. We typically go out with the teacher and provide support in the area of seating and positioning and/or mobility, typically an hour a month. So far that has worked well.</li>
<li>I would have a policy in place for therapists to refer to.</li>
<li>Decrease the reliance on related services without having adequate academic tutoring in place.</li>
<li>if provided at home needs to be in an effort to relate services to school so that the student can return to school unless the child is medically fragile</li>
<li>I currently do not have a homebound student. I think criteria for services needs to be clearly stated in a related service policy</li>
<li>Need to concentrate the number of IEP goals for homebound students and who will implement them.</li>
<li>OT is related in the school setting. I find that a medical model service is provided in homebound more than accommodations, etc. that might take place in a school setting.</li>
<li>A policy regarding related services and homebound children is a good idea.</li>
<li>I would like to see therapists allowed to see the student after the school day and be paid hourly for that service. It is too hard to fit homebound students into an already tight schedule, especially if the service is only going to be temporary.</li>
<li>There is no one option. Each case is handled individually.</li>
<li>I would change our practice from direct services (1 or 2x week) to consultation in the home, as many times the student is either too sick for therapies or isn’t motivated to work.</li>
<li>I would prefer more communication among therapists. This doesn’t happen at all.</li>
<li>I would formulate a policy about service time and expectations so that they were consistent for all homebound students</li>
<li>Allow therapist adequate time to add homebound kids to their schedule.</li>
<li>Have a clear procedure and maybe even a specific team designated to do so</li>
<li>have a formal policy and more communication with homebound teacher and family about how to hel the student more while homebound.</li>
<li>Increased communication between parents and staff members as well as clearer guidelines in determining when to put students to home bound status</li>
<li>remembering to include in IEP meetings</li>
<li>I would make any homebound student PT consult only.</li>
<li>compensation should be higher</li>
<li>improve the efficiency of the process, takes too long to get homebound started</li>
<li>the teachers who service the homebound students go after school hours for extra pay. Related service providers must go during the school day. It is very difficult to work together.</li>
<li>Need more formal policies in place, including criteria for discharge/change in service delivery (consult).</li>
<li>having a policy- reassessing the situation as caseloads change to see if the service would be better outsourced</li>
<li>The students on homebound have Dr. orders they are medically fragile because the parents wanted it for their children but they would be MUCH BETTER in school with a day full of sensory stimulation and interaction with other students.</li>
<li>Currently, I only have one on my caseload and she is often too ill for therapies. It is working the way we do it right now.</li>
<li>our homebound department is totally contracted to teachers after the school day, and most of them are general education teachers, who have no background in working with special needs, cognitively impaired, medically fragile students. Because the teachers are not there until after contracted time, it makes it difficult to interact with them. I would reinstitute teaching positions for these students. The 3-5 year old students do receive services within the school day.</li>
<li>I think the way we do it works. We assess students and determine if educationally related services are needed based on the student’s needs and what the teacher will be responsible for.</li>
<li>Some homes/neighborhoods are not safe. It would be great to have a central location for therapy, but there are many variables for this to be successful.</li>
<li>Would like them to have a set policy rather than set it individually, often based on pushiness of parents and not necessarily on needs of the students</li>
<li>That the student would have to try to come to school on a shortened day/week after a year of homebound. Most of the homebound students are not that medically fragile and are going on outings with their parents when they are home during the day.</li>
<li>To have a policy regarding the necessity of school-based related services as part of the homebound instruction. Specifically, how does homebound school-based PT look different than home-care PT services?</li>
<li>We should not be expected to go into homes that are not safe or are extremely unclean. Our district should come up with another option in those special circumstances.</li>
<li>There needs to be a clear description and explanation to parents of school-based vs habilitative services.</li>
<li>I feel that services should be monthly/yearly and primarily consultative because we usually end up delivering services that are more clinically based.</li>
<li>We have a small percentage of students that receive related services on Homebound.</li>
<li>We rarely have students that are served in this capacity and usually if they are it is medically fragile children. I do hate that sometimes kids wind up on homebound due to limited communication between doctors and school. In those cases, I wish the doctors would come to meetings or participate by phone.</li>
<li>No changes, they are a very minimal part of our caseload.</li>
<li>More consult, less direct. The 2 medically fragile homebound students on my caseload have full-time nurses that know more about them than I ever will. I am not providing skilled service. It is mostly passive range of motion for maintenance which can be taught to caregivers.</li>
<li>would like to have a formal policy in writing</li>
<li>Provide more equipment</li>
<li>Develop consistent guidelines for service type and frequency, discuss equipment, discuss goals, discuss how to best be integrated with teachers versus being more of a medical model</li>
<li>More defined policy for determining homebound related service provision</li>
<li>better communication between staff and families on plan of care and progress monitoring</li>
<li>Should be consultative when going homebound.</li>
<li>written policy</li>
<li>Making sure that the IEP is educationally relevant instead of therapy oriented even though the student is receiving services at home.</li>
<li>Nothing. We take it case by case. We have a general policy, but it can change based on the needs of the student.</li>
<li>a clearer delineation between medical and educational OT services</li>
<li>Make more clear-cut guidelines</li>
<li>Would like more autonomy with goals to reflect the unique needs of a homebound student’s learning needs in their home environment.</li>
<li>Protocol for frequency of homebound PT services</li>
<li>Follow the same policy as we have for students who attend school – educational relevance and impact.</li>
<li>clear guidelines on medical vs. school model</li>
<li>To have designated therapists service homebound students versus homeschool therapists servicing them, particularly year round.</li>
<li>have more materials provided</li>
<li>Teaching staff pay increase. We have many related service providers but not enough teachers for homebound students.</li>
<li>I think because it is so specific to each student, it works out fairly well. Only issue is sometimes being available so student with primary teacher (ex. if they provide services after school hours).</li>
<li>When homebound is not for a medical reason but more of a parent preference, district does not push the issue of coming to school</li>
<li>To not let parents dictate what the student needs, but to let the team as a whole determine what is necessary for the student to benefit from their special education curriculum</li>
<li>It seems a consultation model would be more appropriate</li>
<li>They are great using parapros for a monthly home visit instead of sending out professionals for educational tasks</li>
<li>Improve communication.</li>
<li>make related services times correlate with instructional time i.e. not give 1 hour of OT if only getting 5 of instruction.</li>
<li>Have a formal policy regarding related services for homebound students</li>
<li>district therapists provide services, not contracted therapists</li>
<li>If the number of homebound students receiving Services Exceed 2, look at the viability of having another therapist provide services for any additional children</li>
<li>We do have some issues with wanting two staff to go into the home for safety/legal reasons and this is not always approved by administration.</li>
<li>Add more hours to our schedule to complete homebound services, since it involves more time (driving there and back and the actual service hours) and we both work part time.</li>
<li>services must be related to the current educational setting. IE home. If the child is able to navigate home environment then PT should be very limited or consult only.</li>
<li>Improving correlation between homebound therapy and the educational demands as a homebound student.</li>
<li>if they are medically fragile or unable to attend school then the school-based OT or PT should not be servicing them.</li>
<li>More consistency in the provision of services</li>
<li>Have a specific Homebound PT providing the services</li>
<li>I would like more safety procedures. The school has no idea when or where I go. In today’s world going some places are not safe. It’s also hard when you have a full school day and then go to someone’s house after work hours.</li>
<li>I am ok with how we do it in my district. I am allowed flexibility to set my schedule and adapt service minutes to best serve the student.</li>
<li>Our district is doing a good job with it</li>
<li>Difficulty in scheduling, need to know when school starts</li>
<li>Clarify policy</li>
<li>Speed up the process.</li>
<li>I don’t believe it is appropriate to treat homebound kiddos if the therapist is a school therapist. It should be medically based therapies only. When the kiddo can tolerate school days, then he should get school-based therapy services. We really need to keep the lines clearer.</li>
<li>We discuss on a case by case basis and I am happy with that</li>
<li>Make a policy on the appropriateness of serving these students and knowing when to dismiss them from services. Also, educate families and staff on medical vs educational relevance for medically fragile students.</li>
<li>I think we need a formal policy regarding related services for homebound for medically fragile students that may receive services year long.</li>
<li>Allow enough time or allow the therapist to do visit after school at contractor’s rate.</li>
<li>More consistency as to who is eligible.</li>
<li>It should be more consultative than direct and not just mirror what they would get in a traditional educational setting.</li>
</ul>
<p><a href="https://www.yourtherapysource.com/survey.html">ANSWER OUR CURRENT SURVEY QUESTION</a></p>
<p>If you need forms and templates to increase communication between school and home check out, <a href="https://www.yourtherapysource.com/product/school-and-home-communication-forms-for-therapists/">School and Home Communication Forms for Therapists.</a></p>
<p><a class="aligncenter" href="https://www.yourtherapysource.com/product/school-and-home-communication-forms-for-therapists/"><img class="aligncenter wp-image-10632 size-medium" src="https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-232x300.jpg" sizes="(max-width: 232px) 100vw, 232px" srcset="https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-232x300.jpg 232w, https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-768x993.jpg 768w, https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-797x1030.jpg 797w, https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-1161x1500.jpg 1161w, https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-545x705.jpg 545w, https://d3eizkexujvlb4.cloudfront.net/2016/09/07094326/communication-cover-450x582.jpg 450w" alt="" width="232" height="300" /></a></p>
<p>Therapists, school staff, and parents are all so busy it can be hard to communicate. This collection of forms will save you loads of time. Therapists can review schedules, report on daily or weekly progress, track behavior, review IEP goals, track communication and more. It is suitable for all school-based therapists. Parents can request therapist to complete daily or weekly updates especially beneficial for non-verbal children. <a href="https://www.yourtherapysource.com/product/school-and-home-communication-forms-for-therapists/">FIND OUT MORE.</a></p>
<div class="freebirdCommonAnalyticsTextResponse freebirdLightBackground"><img class="aligncenter wp-image-43285 size-full" src="https://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS.jpg" alt="Providing Related Services to Homebound Students" width="710" height="1065" srcset="http://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS.jpg 710w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS-200x300.jpg 200w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS-687x1030.jpg 687w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS-470x705.jpg 470w, http://d3eizkexujvlb4.cloudfront.net/2018/01/05105417/Providing-Related-Services-to-Homebound-Students-from-YTS-450x675.jpg 450w" sizes="(max-width: 710px) 100vw, 710px" /></div>
<p> </p>
<p> </p>
<p> </p>
<p>The post <a rel="nofollow" href="http://www.yourtherapysource.com/blog1/2018/01/05/providing-related-services-homebound-students/">Providing Related Services to Homebound Students Survey Results</a> appeared first on <a rel="nofollow" href="http://www.yourtherapysource.com">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-37671147783237977532018-01-03T03:48:00.001-08:002018-01-03T03:48:13.822-08:00Fine Motor and Executive Function Skills with a Winter Theme<h2><img class="aligncenter wp-image-43015 size-full" src="http://ift.tt/2DXt9nN" alt="Fine Motor and Executive Function Skills with a Winter Theme from the Winter Skill Builders Packet Three Free Sample Pages" width="1193" height="621" srcset="http://ift.tt/2EKefmn 1193w, http://ift.tt/2DXtc2X 300w, http://ift.tt/2EKeopV 768w, http://ift.tt/2DVOw8Y 1030w, http://ift.tt/2EKewWr 705w, http://ift.tt/2DYs6UM 450w" sizes="(max-width: 1193px) 100vw, 1193px" /></h2>
<h2>Fine Motor and Executive Function Skills with a Winter Theme</h2>
<p>Do you struggle to find the time to plan out therapy sessions? These no-prep activities encourage fine motor and executive function skills with a Winter theme. And… they are FREE! The black and white pages are super easy to print off and start working with students right away. This three-page free sample download is from the <a href="http://ift.tt/2EGW8xn">Winter Skill Builders</a> packet, created by Thia Triggs, school-based Occupational Therapist.</p>
<p><a href="http://ift.tt/2DY9STq" target="_blank" rel="noopener">DOWNLOAD YOUR FREE SAMPLE PAGES FOR FINE MOTOR AND EXECUTIVE FUNCTION SKILLS WITH A WINTER THEME</a></p>
<p><a href="http://ift.tt/2EGW8xn"><img class="aligncenter wp-image-42668 size-medium" src="http://ift.tt/2EMNspt" alt="Winter Skill Builders at Your Therapy Source" width="232" height="300" srcset="http://ift.tt/2DYph6j 232w, http://ift.tt/2EMNbCX 768w, http://ift.tt/2DZfKvJ 796w, http://ift.tt/2EJBzQR 545w, http://ift.tt/2DZvMW6 450w, http://ift.tt/2ENOBNy 917w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p><strong id="yui_3_16_0_ym19_1_1514023611821_20718">School-based Occupational Therapist, Thia Triggs, has designed this differentiated <a href="http://ift.tt/2EGW8xn">Winter Skill Builders</a> digital download to: </strong><br clear="none" />
◦ Build fundamental fine motor and executive functioning skills for kindergarten-age kids.<br clear="none" />
◦ Target specific CCSS literacy and math skills in ways that interest and engage even the most reluctant children.<br clear="none" />
◦ Provide differentiated yet equivalent materials so you can easily provide the just-right level of difficulty and challenge for a group with diverse skills.</p>
<p><strong>Winter Skill Builders Features:</strong></p>
<ul>
<li> Teacher’s Guide for each of the six units.</li>
<li>Occupational Therapy tips and tricks for explicit instruction, developmental sequence, and breaking tasks into their smallest steps so all children can learn.</li>
<li>Specific differentiation tools and support.</li>
<li>Specific objectives for fine motor, visual motor, and executive function skill development.</li>
<li>Detailed table of contents so you can easily find what you need at a moment’s notice.</li>
<li>No-prep, print-and-use printables.</li>
<li>61 pages.</li>
<li>Secular winter-themed worksheets.</li>
</ul>
<p><a href="http://ift.tt/2EGW8xn">FIND OUT MORE.</a></p>
<p><img class="aligncenter wp-image-43013 size-full" src="http://ift.tt/2DXQmqd" alt="Fine Motor and Executive Function Skills with a Winter Theme from the Winter Skill Builders Packet Three Free Sample Pages" width="724" height="2710" srcset="http://ift.tt/2EKfpyf 724w, http://ift.tt/2DXpEOc 80w, http://ift.tt/2EMnQZQ 275w, http://ift.tt/2DXpGWk 401w, http://ift.tt/2ELIOba 188w, http://ift.tt/2DXpWVi 267w" sizes="(max-width: 724px) 100vw, 724px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2lLUmTM">Fine Motor and Executive Function Skills with a Winter Theme</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-82567426784726080052018-01-02T18:53:00.001-08:002018-01-02T18:53:11.984-08:00January Digital Magazine for Pediatric OTs and PT<h2><img class="aligncenter wp-image-42994 size-large" src="http://ift.tt/2ChJQd6" alt="January 2018 Digital Magazine for Pediatric Occupational and Physical Therapy" width="795" height="1030" srcset="http://ift.tt/2CHeFZS 795w, http://ift.tt/2Cewj6i 232w, http://ift.tt/2CKjCkV 768w, http://ift.tt/2ChJRha 1158w, http://ift.tt/2CGzjcy 544w, http://ift.tt/2Cewkam 450w" sizes="(max-width: 795px) 100vw, 795px" />January Digital Magazine for Pediatric OTs and PTs</h2>
<p>The January Digital Magazine for Pediatric Occupational and Physical Therapists has been posted. When you sign up for our email newsletter you will get access to the FREE digital magazine. You can sign up below to receive articles on:</p>
<p>ORTHOGRAPHIC PROCESSING AND HANDWRITING</p>
<p>POSTURAL STABILITY AND DYSLEXIA</p>
<p>TASK-ORIENTED TRAINING FOR CHILDREN WITH HEMIPLEGIA</p>
<p>KEYBOARDING VERSUS HANDWRITING SPEED AND LEARNING DISABILITIES</p>
<p>SLEEP, BEDTIME ROUTINES, ANXIETY, AND AUTISM</p>
<p>PRAXIS, MOTOR SKILLS AND AUTISM SPECTRUM DISORDER</p>
<p>TOE WALKING AND SEVERE AUTISM SPECTRUM DISORDER</p>
<p>SENSORY PROCESSING DISORDER, DAILY FUNCTIONING, AND ADHD</p>
<p>TOP 10 BLOG POSTS FROM 2017 AT YOUR THERAPY SOURCE</p>
<p>10 AWESOME IDEAS TO START THE NEW YEAR FOR PEDIATRIC THERAPISTS</p>
<p>LEAP INTO THE NEW YEAR ACTIVITY FOR 2018</p>
<div class="mailmunch-forms-widget-580389"></div>
<p>The post <a rel="nofollow" href="http://ift.tt/2CHRyP3">January Digital Magazine for Pediatric OTs and PT</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-78215812983395288052017-12-31T05:32:00.001-08:002017-12-31T05:32:38.736-08:0010 Awesome Ideas to Start the New Year for Pediatric Therapists<h2><img class="aligncenter wp-image-42885 size-full" src="http://ift.tt/2zSbsUi" alt="10 Awesome Ideas to Start the New Year for Pediatric Therapists" width="1201" height="625" srcset="http://ift.tt/2Ch3xGl 1201w, http://ift.tt/2zTJ6Ji 300w, http://ift.tt/2CjHzST 768w, http://ift.tt/2zTJ8ko 1030w, http://ift.tt/2CgB43b 705w, http://ift.tt/2zRFZBQ 450w" sizes="(max-width: 1201px) 100vw, 1201px" />10 Awesome Ideas to Start the New Year for Pediatric Therapists</h2>
<p>Do you like to start fresh in the new year? Do you set goals for yourself to accomplish during this time of year? Being a school-based therapist is a wonderful job but one of the most difficult aspects of the job is managing crazy schedules in a very tight time frame. It can be a struggle to fit in paperwork time on top of therapy sessions so setting goals to work smarter not harder can be amazingly helpful for pediatric therapists. Here are 10 awesome ideas to start the new year for pediatric therapists:</p>
<p><a href="http://ift.tt/2ChswJB">5 Ways to Improve Productivity</a> – read tips on how to work smarter not harder</p>
<p><a href="http://ift.tt/2zTJ8Rq">School-Based Therapy Resolutions</a> – read about past resolutions and how they went</p>
<p><a href="http://ift.tt/2CjHCy3">Self Improvement to Help Achieve Goals:</a> this is a self-improvement worksheet to complete to establish what steps need to be taken to achieve a goal.</p>
<p><a href="http://ift.tt/2zTk6lx">Helping Children to Establish Healthy Resolutions</a> – kids need new goals for overall health</p>
<p><a href="http://ift.tt/2CjHEGb">5 Quick Fixes to Improve Therapy Sessions</a> – from room arrangement to timing these tips will help with each session</p>
<p><a href="http://ift.tt/2zTfqMj">Integrate Therapy Goals into the Curriculum</a> – infuse therapy into the curriculum</p>
<p><a href="http://ift.tt/2DvMn3Z">How to Be a Successful Pediatric Therapist Coach</a> – A huge benefit to coaching is providing parents and teachers the skills to support their child’s learning throughout <a href="http://ift.tt/2tJT90R">daily routines</a>, which can lead to an increase in the caregiver’s involvement and follow through.</p>
<p><a href="http://ift.tt/2ChZIAM">5 Simple Tips to Help Children Reach Their Goals</a> and <a href="http://ift.tt/2zSvezf">5 Tips on Tackling Big Goals</a>: easy suggestions to help the children reach their goals</p>
<p><a href="http://ift.tt/2CjHIpp">What is a Growth Mindset?</a> Learn how about self-perception and how it can help you succeed.</p>
<p><a href="http://ift.tt/2zTJg3w">5 Reasons to Use Student Generated Data Collection</a> – This method can help cut down on paperwork time and maximize goal achievement.</p>
<p>What do you hope to improve this school year? Start out by finishing this statement – “This year I will…”</p>
<p>Need a laugh when you look back over the years as a pediatric therapist? <a href="http://ift.tt/2CgVeub">Play Have You Ever Therapist Style.</a></p>
<p><img class="aligncenter wp-image-42884 size-full" src="http://ift.tt/2zUaTJD" alt="10 Awesome Ideas to Start the New Year for Pediatric Therapists" width="714" height="1778" srcset="http://ift.tt/2ChsykH 714w, http://ift.tt/2zUaUNH 120w, http://ift.tt/2CfDAGU 414w, http://ift.tt/2zTJffY 602w, http://ift.tt/2CilXGN 283w, http://ift.tt/2zSVysE 401w" sizes="(max-width: 714px) 100vw, 714px" /></p>
<p> </p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2DFv2FH">10 Awesome Ideas to Start the New Year for Pediatric Therapists</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-17637471963188478852017-12-29T05:33:00.001-08:002017-12-29T05:33:31.157-08:00Never Have I Ever Therapist Style<h2><img class="aligncenter wp-image-42851 size-large" src="http://ift.tt/2DvJq3n" alt="Never Have I Ever Therapist Style from Your Therapy Source" width="1030" height="1030" srcset="http://ift.tt/2CnlSOP 1030w, http://ift.tt/2DvJr7r 80w, http://ift.tt/2ClDc6H 300w, http://ift.tt/2DvxyhK 768w, http://ift.tt/2CloSLk 36w, http://ift.tt/2DvY1eR 180w, http://ift.tt/2CmJvXG 1500w, http://ift.tt/2DvPwRg 705w, http://ift.tt/2ClDaM7 120w, http://ift.tt/2DwTJEh 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></h2>
<h2>Never Have I Ever Therapist Style</h2>
<p>I keep seeing all these point scales all over Facebook where you give yourself a score based on things that you have done. I thought it would e fun to create a Never Have I Ever Therapist Style. Give yourself one point for each statement that you have done during your career. Here is my hypothesis – any pediatric therapist who gets a perfect score of 20 probably has at least 5 years of school-based therapy experience. Would love to hear if you prove me wrong!</p>
<p>So here we go – one point for each statement, Never Have I Ever…</p>
<p>___ been locked out of a school<br />
___ worked in a closet<br />
___ unable to discharge because IEP team refused<br />
___ been barfed on<br />
___ worked with demanding parents<br />
___ spent too much time in the toy aisle<br />
___ repeatedly heard “fix this sensory issue”<br />
___ had a ridiculously messy car<br />
___ had my own kids take my work toys<br />
___ ripped holes in the knees of my pants<br />
___ disagreed with a lawyer<br />
___ just finished scheduling caseload then student transfers in<br />
___ written IEPs at home<br />
___ completed and typed up an eval in under 2 hours<br />
___ hurt your back on the job<br />
___ stayed on schedule all day<br />
___ provided carry over activities that no one followed through with<br />
___ been called the OT/PT<br />
___ cringed at the statement “babies don’t need to crawl”<br />
___ fought to stop taking away recess as a punishment</p>
<p>TOTAL SCORE: ????</p>
<p>In all seriousness, the job of a school-based therapist can be overwhelming at times, to say the least. At the end of the day, it is an amazing job where we get to work and play all day long. As pediatric Occupational and Physical Therapist, we always need to remember that one of the most important, if not the MOST important, aspect of our job is to educate. We need to let students, teachers, school staff and parents know what we do and why we do it. Without buy-in from all team members, goals can not be reached. In addition, in order for therapeutic activities to be carried out all day long we need to educate people how to make that happen.</p>
<p>Read more:</p>
<p><a href="http://ift.tt/2CloPiC">5 Reasons to Provide Hand Outs</a></p>
<p><a href="http://ift.tt/2DvMn3Z">How to Be a Successful Pediatric Therapist Coach</a></p>
<p><a href="http://ift.tt/2CoNNh9">Educate Poster</a></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2DwFwqC">Never Have I Ever Therapist Style</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-2171953732432703282017-12-28T05:13:00.001-08:002017-12-28T05:13:27.788-08:00Top 10 Blog Posts from 2017 at Your Therapy Source<h2><img class="aligncenter wp-image-42804 size-full" src="http://ift.tt/2lcpFXP" alt="Top 10 Blog Posts from 2017 at Your Therapy Source" width="1204" height="627" srcset="http://ift.tt/2lmeU4e 1204w, http://ift.tt/2ldnZNB 300w, http://ift.tt/2lmdS8B 768w, http://ift.tt/2ldo2Jh 1030w, http://ift.tt/2lm6Ctl 705w, http://ift.tt/2ldozuL 450w" sizes="(max-width: 1204px) 100vw, 1204px" />Top 10 Blog Posts from 2017 at Your Therapy Source</h2>
<p>Ever wonder what people read the most here at Your Therapy Source? Well, here is your answer from 2017. Here are the top 10 blog posts from 2017:</p>
<p><a href="http://ift.tt/2ucjIxk">10. Color, Cut, Glue Summer</a></p>
<p><a href="http://ift.tt/2htcO3s">9. Norms for Core Strength in Children</a></p>
<p><a href="http://ift.tt/2hJCW6k">8. 26 Calming Strategies for the Classroom</a></p>
<p><a href="http://ift.tt/2htcP7w">7. Writing SMART Goals for School-Based OTs and PTs</a></p>
<p><a href="http://ift.tt/2lmf4bQ">6. Find and Color Christmas Doodle Find</a></p>
<p><a href="http://ift.tt/2ttNHnh">5. Practice Scissor Skills – Color, Cut, Glue Spring</a></p>
<p><a href="http://ift.tt/2hJAH2I">4. Five Tips to Help Children Develop Body Awareness</a></p>
<p><a href="http://ift.tt/2AOL26R">3. Fifteen Free Visual Spatial Printables</a></p>
<p><a href="http://ift.tt/2ht44KV">2. Self Regulation Activities</a></p>
<p>And the number ONE blog post from 2017 was…</p>
<p><a href="http://ift.tt/2shavG2"> Ten Fun Games to Practice Self Regulation Skills</a></p>
<p><img class="aligncenter wp-image-26934 size-large" src="http://ift.tt/2llvUYA" alt="" width="1030" height="687" srcset="http://ift.tt/2qo05mb 1030w, http://ift.tt/2rml7yB 300w, http://ift.tt/2qnZvVs 768w, http://ift.tt/2rmoENd 1500w, http://ift.tt/2qnU4Ws 705w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p><img class="aligncenter wp-image-42805 size-full" src="http://ift.tt/2lkPgwJ" alt="Top 10 Blog Posts from 2017 at Your Therapy Source" width="728" height="1665" srcset="http://ift.tt/2lbZ1OI 728w, http://ift.tt/2llurRT 131w, http://ift.tt/2ldohUH 450w, http://ift.tt/2llogxf 656w, http://ift.tt/2ldokjl 308w, http://ift.tt/2looUtI 437w" sizes="(max-width: 728px) 100vw, 728px" /></p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2lcfNNK">Top 10 Blog Posts from 2017 at Your Therapy Source</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-73758852132126628982017-12-21T07:08:00.001-08:002017-12-21T07:08:20.885-08:00Sensory Processing Disorder, Daily Functioning, and ADHD<h2><img class="aligncenter wp-image-42612 size-full" src="http://ift.tt/2zbFPEW" alt="Sensory Processing Disorder, Daily Functioning, and ADHD" width="1190" height="626" srcset="http://ift.tt/2BtSpp1 1190w, http://ift.tt/2zbFTEG 300w, http://ift.tt/2BtSrNF 768w, http://ift.tt/2zbFWjQ 1030w, http://ift.tt/2BtleSC 705w, http://ift.tt/2zcgcUE 450w" sizes="(max-width: 1190px) 100vw, 1190px" />Sensory Processing Disorder, Daily Functioning, and ADHD</h2>
<p>The <em>European Journal of Paediatric Neurology</em> published research on sensory processing disorder, daily functioning, and ADHD. The study included 77 children, ages 8-11 years old (37 with ADHD and 39 typical controls). Each child was evaluated using the Conner’s Parent Rating Scale-Revised: Short Form (CPRS–R:S), the Short Sensory Profile (SSP) and the Children Activity Scale for Parents (ChAS-P). These tests were used to assess ADHD symptoms, sensory processing symptoms, and difficulties in daily function.</p>
<h3><strong>The results indicated the following:</strong></h3>
<ul>
<li>the Short Sensory Profile total score of the ADHD group was significantly lower than that of the control group.</li>
<li>65.8% of the children with ADHD had an abnormal Short Sensory Profile score indicating sensory processing disorder.</li>
<li>only 2.6% of the typical children control group had an abnormal Short Sensory Profile score.</li>
<li>the daily function of children with ADHD was significantly lower than in typical controls as indicated by the Children Activity Scale for Parents scores with the largest differences found in activities that require executive function skills.</li>
<li>children with ADHD and abnormal Short Sensory Profile scores, had a significantly lower daily functional ability than controls.</li>
<li>children with ADHD but normal Short Sensory Profile scores had only marginally lower daily functional abilities than controls.</li>
<li>males had lower mean ChAS-P scores than females, however, these differences were statistically significant only among the children with ADHD.</li>
</ul>
<p>The researchers concluded that sensory processing disorder may be a possible specifier of ADHD in children that is associated with functional consequences.</p>
<p>Reference: Mimouni-Bloch, A., Offek, H., Rosenblum, S., Posener, E., Silman, Z., & Engel-Yeger, B. (2017). Association between sensory processing disorder and daily function of children with attention deficit/hyperactive disorder and controls. <i>European Journal of Paediatric Neurology</i>, <i>21</i>, e171.</p>
<p>Do you need simple handouts to help explain sensory processing disorder and how it can affect function? The <a href="http://ift.tt/2iWQUEU">What? Why? and How? series</a> helps to explain different topics to students, parents, and teachers. Each hand out includes a definition of what the topic is, why it is important and how you can help.</p>
<p><a href="http://ift.tt/2iWQUEU"><img class="aligncenter wp-image-5814 size-medium" src="http://ift.tt/2iWS5o3" alt="" width="215" height="300" srcset="http://ift.tt/2iWS5o3 215w, http://ift.tt/2jQ5gVZ 768w, http://ift.tt/2jPJeml 737w, http://ift.tt/2iWWU0v 1073w, http://ift.tt/2jPSuqH 504w, http://ift.tt/2iWPUAG 450w" sizes="(max-width: 215px) 100vw, 215px" /></a></p>
<p><strong><a href="http://ift.tt/2iWQUEU">Series 3</a> includes one page hand outs on the following topics:</strong></p>
<ul>
<li>Sensory Processing</li>
<li>Proprioception</li>
<li>Vestibular System</li>
<li>Tactile System</li>
<li>Sensory Registration</li>
<li>Sensory Modulation</li>
<li>Sensory Defensiveness</li>
<li>Sensory Diet</li>
<li>Self Regulation</li>
<li>Dyspraxia</li>
</ul>
<p><a href="http://ift.tt/2iWQUEU">FIND OUT MORE.</a></p>
<p><img class="aligncenter wp-image-42611 size-full" src="http://ift.tt/2zcghaU" alt="Sensory Processing Disorder, Daily Functioning, and ADHD" width="724" height="1062" srcset="http://ift.tt/2BsERdn 724w, http://ift.tt/2zbG8j4 205w, http://ift.tt/2Bu1VIM 702w, http://ift.tt/2zbGarc 481w, http://ift.tt/2BsEZcR 450w" sizes="(max-width: 724px) 100vw, 724px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2zcgsmA">Sensory Processing Disorder, Daily Functioning, and ADHD</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-20303071591478233202017-12-19T11:33:00.001-08:002017-12-19T11:33:26.690-08:00Toe Walking and Severe Autism Spectrum Disorder<h2><img class="aligncenter wp-image-42505 size-full" src="http://ift.tt/2BfxndH" alt="Toe Walking and Severe Autism Spectrum Disorder" width="1193" height="599" srcset="http://ift.tt/2CHpvxF 1193w, http://ift.tt/2BggkbC 300w, http://ift.tt/2CGGalb 768w, http://ift.tt/2BhkkIM 1030w, http://ift.tt/2CHpz0n 705w, http://ift.tt/2BfNAQe 450w" sizes="(max-width: 1193px) 100vw, 1193px" />Toe Walking and Severe Autism Spectrum Disorder</h2>
<p><em>Autism Research</em> published research evaluating toe walking and severe Autism Spectrum Disorder (ASD). Two studies were carried out. In study number one, 69 individuals with ASD and intellectual disability (average age 14 years old) were observed in the clinic and interviews took place with the main caregivers.</p>
<h3>The results indicated the following for toe walking and severe Autism Spectrum Disorder:</h3>
<ul>
<li>toe walking was present in 32% of the subjects.</li>
<li>toe walking occurred when standing, walking and running (45.5%), when walking and running (18.4%), or only when running (36.4%).</li>
<li>toe walking subjects were more frequently nonverbal</li>
<li>there was no significant difference in ASD severity between toe walking and non-toe walking subjects.</li>
</ul>
<p>The second study was to determine if the floor surface had an effect on toe walking. For this study, 14 individuals with ASD participated (7 toe walkers and 7 non-toe walkers). The results indicated that a soft floor surface (foam mats) made a substantial difference in reducing the toe walking during static and/or dynamic tasks.</p>
<p>The researchers concluded that further evaluation is needed to clarify the potential pathophysiological implications of this toe walking.</p>
<p>Reference: Valagussa, G., Trentin, L., Balatti, V., & Grossi, E. (2017). Assessment of presentation patterns, clinical severity, and sensorial mechanism of tip‐toe behavior in severe ASD subjects with intellectual disability: A cohort observational study. <i>Autism Research</i>.</p>
<p>Read more about toe walking:</p>
<ol>
<li> <a href="http://ift.tt/2CFGjVY">Motor Skills, Sensory Processing, and Toe Walking</a></li>
<li> <a href="http://ift.tt/2BggiAw">Prevalence of Toe Walking</a></li>
<li> <a href="http://ift.tt/2CFolTr">Idiopathic Toe Walking and Left Handedness</a></li>
<li> <a href="http://ift.tt/2Bggks8">Toe Walking and Autism</a></li>
<li> <a href="http://ift.tt/2CGNaOY">Idiopathic Toe Walking and Botox</a></li>
</ol>
<p><a class="aligncenter" href="http://ift.tt/2mWNfG1"><img class="aligncenter wp-image-23377" src="http://ift.tt/2mX7hQz" sizes="(max-width: 733px) 100vw, 733px" srcset="http://ift.tt/2BewPol 1030w, http://ift.tt/2CHpIRt 300w, http://ift.tt/2Bg09uB 768w, http://ift.tt/2CFtj2I 1500w, http://ift.tt/2BesaTf 705w" alt="" width="733" height="683" /></a><a href="http://ift.tt/2mWNfG1">Taming Idiopathic Toe Walking: A Treatment Guide for Parents and Therapists</a> is a great electronic or print book that provides a non-invasive, efficient and effective sensory treatment strategy for children and adolescents that display atypical toe walking.</p>
<p>Written by renowned Occupational Therapist, Ileana S. McCaigue, OTR/L, ‘Taming Idiopathic Toe Walking: A Treatment Guide for Parents and Therapists’ serves as a definitive manual for children and adolescents that display atypical toe walking behaviors. Inspired by the overcoming of toe walking by numerous children during her years of practice, McCaigue’s professional expertise and personal experiences are fused into a powerful resource. <a href="http://ift.tt/2mWNfG1">FIND OUT MORE.</a></p>
<p><img class="aligncenter wp-image-42504 size-full" src="http://ift.tt/2CHpM3F" alt="Toe Walking and Severe Autism Spectrum Disorder" width="728" height="1127" srcset="http://ift.tt/2BeVdpU 728w, http://ift.tt/2CDChO0 194w, http://ift.tt/2BhHa2Q 665w, http://ift.tt/2CDClgI 455w, http://ift.tt/2BhKawk 450w" sizes="(max-width: 728px) 100vw, 728px" /></p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2CDClNK">Toe Walking and Severe Autism Spectrum Disorder</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-6317294780816842652017-12-18T10:24:00.001-08:002017-12-18T10:24:24.682-08:00Leap into the New Year Activity for 2018<p><img class="aligncenter wp-image-42381 size-full" src="http://ift.tt/2BJ262p" alt="Leap into the New Year Activity for 2018" width="708" height="701" srcset="http://ift.tt/2ASVmLs 708w, http://ift.tt/2BJ29LD 80w, http://ift.tt/2AXeloo 300w, http://ift.tt/2BGDsix 36w, http://ift.tt/2AXelVq 705w, http://ift.tt/2BIkxEg 120w, http://ift.tt/2AVbVXc 450w" sizes="(max-width: 708px) 100vw, 708px" /></p>
<p>Can you believe it will soon be 2018? I certainly can not. The Fall always seems to go by so quickly. Back to school quickly morphs into Halloween, then Thanksgiving, the December holidays and BOOM New Year’s Eve. The younger you are the better this celebration. Kids and teenagers love to stay up until midnight and parents not so much haha! The <a href="http://ift.tt/2BFe0Kq">latest themed sensory motor packe</a>t is to help celebrate the new year.</p>
<p>This Leap into the New Year Activity for 2018 is from the <a href="http://ift.tt/2BFe0Kq">New Year’s Sensory Motor Packet</a>. Children can practice all the different types of leaps. Print and test your leaping skills.</p>
<p><a href="http://ift.tt/2ASVomy" target="_blank" rel="noopener">DOWNLOAD LEAP INTO THE NEW YEAR 2018</a></p>
<p>Check out the complete <a href="http://ift.tt/2BFe0Kq">New Year’s Sensory Motor packet</a>.</p>
<p><a href="http://ift.tt/2BFe0Kq"><img class="aligncenter wp-image-42384" src="http://ift.tt/2BFqiSX" alt="New Year's Sensory Motor" width="478" height="618" srcset="http://ift.tt/2AW7ATw 797w, http://ift.tt/2BF2nmW 232w, http://ift.tt/2AVbWdI 768w, http://ift.tt/2BJ2dLn 1161w, http://ift.tt/2AUzNKs 546w, http://ift.tt/2BHaIX7 450w" sizes="(max-width: 478px) 100vw, 478px" /></a></p>
<p>This download is great for schools that only allow secular holiday activities. It is also wonderful for your own children. Waiting up until midnight can get loooooooooong with young children. This packet will help to keep the children busy until the countdown. <a href="http://ift.tt/2BFe0Kq">Find out more here.</a></p>
<p><img class="aligncenter wp-image-42382 size-full" src="http://ift.tt/2AUWr5A" alt="" width="719" height="1114" srcset="http://ift.tt/2BFe2C2 719w, http://ift.tt/2AXLkbO 194w, http://ift.tt/2BFIM5P 665w, http://ift.tt/2AUoEJv 455w, http://ift.tt/2BI4gz0 450w" sizes="(max-width: 719px) 100vw, 719px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2AW7Fqi">Leap into the New Year Activity for 2018</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-17965112778705836252017-12-15T04:49:00.001-08:002017-12-15T04:49:25.333-08:00Praxis, Motor Skills and Autism Spectrum Disorder<h2><img class="aligncenter wp-image-42281 size-large" src="http://ift.tt/2B8zH2Z" alt="Praxis, Motor Skills, and Autism" width="1030" height="536" srcset="http://ift.tt/2Cbo3nd 1030w, http://ift.tt/2B6QROr 300w, http://ift.tt/2CdSQzV 768w, http://ift.tt/2B84NHN 705w, http://ift.tt/2CeNUe1 450w, http://ift.tt/2B8zHQx 1200w" sizes="(max-width: 1030px) 100vw, 1030px" />Praxis, Motor Skills, and Autism Spectrum Disorder</h2>
<p><em>Research in Developmental Disabilities</em> examined the relationship of praxis, motor skills, and Autism Spectrum Disorder (ASD). As pediatric therapists, we are well aware of the basic motor skill deficits in balance, gait, and coordination in children with ASD but it can be hard to establish relationships between cognition, symptom severity, and motor performance in ASD. Using the Bruininks-Oseretsky Test of Motor Proficiency and the Bilateral Motor Coordination subtest of the Sensory Integration and Praxis Tests, recent research assessed three groups of children (5-12 years of age) – children with ASD with high IQ (HASD), children with ASD with low IQ (LASD), and typically developing (TD) children. In addition, children were also evaluated performing simple and complex rhythmic upper and lower limb actions on their own (solo context) and with a social partner (social context).</p>
<h3>Results of the research regarding the relationship of praxis, motor skills, and Autism</h3>
<p>1.When compared to the control group, both ASD groups exhibited:</p>
<ul>
<li>lower gross and fine motor scores</li>
<li>greater praxis errors in total and within various error types</li>
<li>lower movement rates</li>
<li>greater movement variability</li>
<li>weaker interpersonal synchrony</li>
</ul>
<p>2. When compared to the higher IQ ASD group, the lower IQ ASD group had lower gross motor scores and greater mirroring errors.</p>
<p>3. Regardless of IQ scores, all of the children with ASD exhibited a variety of motor impairments.</p>
<p>4. Fine and gross motor performance significantly correlated with IQ but not with autism severity.</p>
<p>5. Praxis errors (mainly, total, overflow, and rhythmicity) strongly correlated with autism severity and not IQ.</p>
<p>The researchers concluded that motor evaluations and interventions should be the standard of care for children with ASD. In addition, dyspraxia should be recognized as an important part of the definition of ASD.</p>
<p>Reference: Kaur, M., Srinivasan, S. M., & Bhat, A. N. (2018). Comparing motor performance, praxis, coordination, and interpersonal synchrony between children with and without Autism Spectrum Disorder (ASD). <i>Research in developmental disabilities</i>, <i>72</i>, 79-95.</p>
<p>Looking for motor interventions for children with coordination or motor deficits? Check out the following –</p>
<div id="attachment_6167" style="max-width: 240px" class="wp-caption alignnone"><a href="http://ift.tt/2b3Gr5B"><img class="wp-image-6167 size-medium" src="http://ift.tt/2eZylj9" alt="25 Bilateral Coordination Exercises" width="230" height="300" srcset="http://ift.tt/2eZylj9 230w, http://ift.tt/2fysLjM 540w, http://ift.tt/2eZB9N1 450w, http://ift.tt/2fytBgu 624w" sizes="(max-width: 230px) 100vw, 230px" /></a>
<p class="wp-caption-text">25 Bilateral Coordination Exercises</p>
</div>
<div id="attachment_6473" style="max-width: 242px" class="wp-caption alignnone"><a href="http://ift.tt/2e21lpU"><img class="wp-image-6473 size-medium" src="http://ift.tt/2g6m38r" alt="Classroom Activity Posters" width="232" height="300" srcset="http://ift.tt/2g6m38r 232w, http://ift.tt/2fPkmck 768w, http://ift.tt/2g6rXGz 796w, http://ift.tt/2fPkbhs 1160w, http://ift.tt/2g6qNed 545w, http://ift.tt/2fPgmJ3 450w" sizes="(max-width: 232px) 100vw, 232px" /></a>
<p class="wp-caption-text">Classroom Activity Posters</p>
</div>
<div id="attachment_6429" style="max-width: 223px" class="wp-caption alignnone"><a href="http://ift.tt/29P5jwT"><img class="wp-image-6429 size-medium" src="http://ift.tt/2B7pCmG" alt="Fantastic Fingers® Fine Motor Program" width="213" height="300" srcset="http://ift.tt/2B7pCmG 213w, http://ift.tt/2Cdqndi 768w, http://ift.tt/2B87tFw 731w, http://ift.tt/2CdFHXu 1065w, http://ift.tt/2B87GbM 501w, http://ift.tt/2CeEA9J 450w" sizes="(max-width: 213px) 100vw, 213px" /></a>
<p class="wp-caption-text">Fantastic Fingers® Fine Motor Program</p>
</div>
<p><img class="aligncenter wp-image-42280 size-full" src="http://ift.tt/2B87JV0" alt="Praxis, Motor Skills, and Autism" width="725" height="1102" srcset="http://ift.tt/2Cem8hG 725w, http://ift.tt/2B9X8Jg 197w, http://ift.tt/2CembtS 678w, http://ift.tt/2B87WHM 464w, http://ift.tt/2CdRSDs 450w" sizes="(max-width: 725px) 100vw, 725px" /></p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2BaeV2E">Praxis, Motor Skills and Autism Spectrum Disorder</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-49259294755019086452017-12-13T05:59:00.001-08:002017-12-13T05:59:18.626-08:00Sleep, Bedtime Routines, Anxiety, and Autism<h2><img class="aligncenter wp-image-42175 size-large" src="http://ift.tt/2nWlIu1" alt="Sleep, Bedtime Routines, Anxiety, and Autism" width="1030" height="1030" srcset="http://ift.tt/2Cb5KiD 1030w, http://ift.tt/2nZM66c 80w, http://ift.tt/2CaTkrb 300w, http://ift.tt/2nY91Pd 768w, http://ift.tt/2Cdxfs2 36w, http://ift.tt/2nXh3It 180w, http://ift.tt/2CchIc6 705w, http://ift.tt/2nWlR0x 120w, http://ift.tt/2C7gTRz 450w, http://ift.tt/2nWlTWd 1196w" sizes="(max-width: 1030px) 100vw, 1030px" />Sleep, Bedtime Routines, Anxiety, and Autism</h2>
<p>The association between sleep, bedtime routines, anxiety, and Autism Spectrum Disorder in children is an important quality of life issue although there is a limited amount of research regarding this topic. Bedtime routines are a component of sleep hygiene defined as ‘a set of observable, repetitive behaviors which directly involve the child and at least one adult acting in an interactive or supervisory role … in the hour preceding bed each night’.</p>
<p>Some research indicates that parent-reported sleep quality in children with ASD is associated with a consistent bedtime routine such as a consistent bedtime and the same sleep location. In addition, what occurs prior to bedtime can affect the quality of sleep. Certain pre-bedtime activities have been shown to disrupt sleep quality. Pre-bedtime activities that can increase physiological arousal and delay sleep onset include playing video games, active play, watching television and snacks/drinks. Avoiding these activities prior to bedtime may help improve sleep onset.</p>
<p>As children get older they become more independent at bedtime and parental interaction begins to decrease. Although, the increase in age in typically developing children is also associated with a higher frequency of maladaptive pre-bedtime activities (i.e. video games, tv, etc) during the hour before bedtime.</p>
<p>For children with ASD there is an association between sleep problems and anxiety symptoms. Research indicates that parent-reported sleep problems predicted later anxiety in school-aged children with ASD. In a small study of 21 children with ASD, there was a reduction in sleep quality characterized by an increase in anxiety symptoms and an increased frequency of maladaptive activities in the hour before bedtime.</p>
<p>Children with ASD should have a consistent bedtime routine and reduce maladaptive pre-bedtime activities to possibly increase sleep quality and decreased anxiety symptoms.</p>
<p>Reference: Fletcher, F. E., Foster-Owens, M. D., Conduit, R., Rinehart, N. J., Riby, D. M., & Cornish, K. M. (2017). The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines. <i>Autism</i>, <i>21</i>(4), 493-503.</p>
<p><a class="alignleft" href="http://ift.tt/2e0Vell"><img class="aligncenter wp-image-42173 size-large" src="http://ift.tt/2nWlVgN" alt="Autism Sleeps - Sensory Strategies to Help with Restless Sleep" width="1030" height="855" srcset="http://ift.tt/2CdOr0H 1030w, http://ift.tt/2nXh4Mx 300w, http://ift.tt/2CbMNfF 768w, http://ift.tt/2nTMMtQ 1500w, http://ift.tt/2CbH9dG 705w, http://ift.tt/2nWm2Jf 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></a></p>
<p><a href="http://ift.tt/2e0Vell">Autism Sleeps™</a> is an easy-to-read manual to help people with sensory processing difficulties, Autism Spectrum Disorders or a restless mind, achieve an overall healthy sleep experience. It serves as a thorough resource for sleep sensory strategies and suggestions for preparing the “sleep environment”. Sample bedtime and wake-up routines are provided as templates, especially to guide parents of children with sleep difficulties. <a href="http://ift.tt/2e0Vell">Find out more information.</a></p>
<h3>Read more about autism and sleep:</h3>
<p><a href="http://ift.tt/2CcmqGs">Aquatic Exercise and Sleep in Children with Autism</a></p>
<p><a href="http://ift.tt/2nWm3gh">Works, ADLs, Sleep and Autism</a></p>
<p><a href="http://ift.tt/2CaxNyT">Sensory Over-Responsivity, Autism, and Sleep</a></p>
<p><a href="http://ift.tt/2nXh533">Weighted Blankets and Sleep Problems in Children with ASD</a></p>
<p><a href="http://ift.tt/2nXh533">Media Use, Boys with Autism and Sleep</a></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2CbX7EA">Sleep, Bedtime Routines, Anxiety, and Autism</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-41228268978844210982017-12-12T03:51:00.001-08:002017-12-12T03:51:46.327-08:00Keyboarding Versus Handwriting Speed and Learning Disabilities<h2><img class="aligncenter wp-image-41981 size-full" src="http://ift.tt/2B9rnli" alt="Keyboarding versus Handwriting Speed and Learning Disabilities" width="1000" height="1000" srcset="http://ift.tt/2BI8OpA 1000w, http://ift.tt/2B9rpcU 80w, http://ift.tt/2BI8Q0G 300w, http://ift.tt/2B9rpJW 768w, http://ift.tt/2BDvxmI 36w, http://ift.tt/2B9rqgY 180w, http://ift.tt/2BDvAyU 705w, http://ift.tt/2B9ru0c 120w, http://ift.tt/2BDvBTu 450w" sizes="(max-width: 1000px) 100vw, 1000px" />Keyboarding Versus Handwriting Speed and Learning Disabilities</h2>
<p><em>Computers & Education</em> published research investigating keyboarding versus handwriting speed and learning disabilities. Many individuals handwrite faster than they can keyboard. In order to close this gap, the researchers offered a touch-typing program which was completed by 17 neurotypical higher education students and 25 students with specific learning disabilities (i.e reading and/or writing disabilities). The immediate and long-term effect of the touch-typing program indicated the following:</p>
<ul>
<li>handwriting remained a faster writing mode than keyboarding.</li>
<li>although at the delayed post-test (approximately 3 months following the completion of the program), keyboarding became faster than handwriting only for the group of students with specific learning disabilities.</li>
</ul>
<p>The researchers concluded that efficient and automatic keyboarding for writing is important for the general population and especially students with specific learning disabilities.</p>
<p><a href="http://ift.tt/2B9rv4g">Read 5 Evidence-Based Factors that Effect Handwriting Speed.</a></p>
<p><a href="http://ift.tt/2BDvCqw">Read results from the handwriting versus keyboarding survey</a>.</p>
<p><a href="http://ift.tt/2B9rvRO">Download FREE Keyboarding Words Per Minute Goal Tracker.</a></p>
<p><a href="http://ift.tt/2hEa8Qe">Read more on workstation positioning.</a></p>
<p><a href="http://ift.tt/2BbwcuI">Read research on Manuscript, Cursive or Keyboarding</a>.</p>
<p>Reference: Weigelt-Marom, H., & Weintraub, N. (2018). Keyboarding versus handwriting speed of higher education students with and without learning disabilities: Does touch-typing assist in narrowing the gap?. <i>Computers & Education</i>, <i>117</i>, 132-140.</p>
<p>If you need to collect data on keyboarding skills check out <a href="http://ift.tt/2gWdLy1">Keyboarding Rubrics</a>.</p>
<p><a href="http://ift.tt/2gWdLy1"><img class="aligncenter wp-image-14963 size-medium" src="http://ift.tt/2B9rM7i" alt="" width="232" height="300" srcset="http://ift.tt/2gWh1t3 232w, http://ift.tt/2h8gDdV 768w, http://ift.tt/2h8lUCd 796w, http://ift.tt/2gWbp1V 1159w, http://ift.tt/2h8pV9B 545w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p><span class="text">This is an electronic book of 28 rubrics to assess keyboarding skills. A rubric is a scoring guide to judge performance on a specific task. Have you ever wanted to quantify general keyboarding skills, operating the mouse, word processing or keyboarding skills by grade level? Keyboarding Rubrics can be used as an assessment tool to quantify an individual’s written productivity. By using the rubric, each individual can be scored based on the same criteria.</span></p>
<div><strong>Keyboarding Rubrics</strong><strong> Table of Contents:</strong></div>
<div>GENERAL INFORMATION ON RUBRICS<br />
SUGGESTED USES AND HOW TO SCORE THE RUBRICS<br />
WORK STATION AREA CHECKLIST<br />
KEYBOARDING AND THE COMMON CORE GRADES 3-12<br />
HANDWRITING AND KEYBOARDING FLUENCY REFERENCE CHART<br />
PROPER POSITIONING FOR KEYBOARDING<br />
BEGINNER SKILLS FOR KEYBOARDING<br />
BASIC SKILLS FOR KEYBOARDING<br />
OVERALL KEYBOARDING<br />
OPERATING THE MOUSE<br />
WORD PROCESSING<br />
PRE-KINDERGARTEN: KEYBOARDING<br />
KINDERGARTEN: KEYBOARDING<br />
TYPING NAME<br />
FIRST GRADE: KEYBOARDING<br />
SECOND GRADE: KEYBOARDING<br />
THIRD GRADE: FORM, PRODUCTION AND FLUENCY<br />
THIRD GRADE: WORD PROCESSING<br />
FOURTH GRADE: FORM, PRODUCTION AND FLUENCY<br />
FOURTH GRADE: WRITING APPLICATION<br />
FOURTH GRADE: WORD PROCESSING<br />
FIFTH GRADE: FORM, PRODUCTION AND FLUENCY<br />
FIFTH GRADE: WRITING APPLICATION<br />
FIFTH GRADE: WORD PROCESSING<br />
SIXTH GRADE: FORM, PRODUCTION AND FLUENCY</div>
<div>SIXTH GRADE: WRITING APPLICATION<br />
SIXTH GRADE: WORD PROCESSING<br />
SEVENTH GRADE: FORM, PRODUCTION AND FLUENCY<br />
SEVENTH GRADE: WRITING APPLICATION<br />
SEVENTH GRADE: WORD PROCESSING<br />
EIGHTH GRADE: FORM, PRODUCTION AND FLUENCY<br />
EIGHTH GRADE: WRITING APPLICATION<br />
EIGHTH GRADE: WORD PROCESSING</div>
<div>The rubrics will be delivered electronically in PDF format and in Word format so that you can edit the document if necessary. This allows you to customize the rubric to your individual caseload if necessary.<strong> </strong>If you do not have Microsoft Word you can download Open Office (www.openoffice.org) for free which is compatible with all most Office suites.</div>
<div><strong>Some suggested uses of Keyboarding Rubrics are:</strong></div>
<div>
<ul>
<li>assessment at initial evaluation and annual reviews</li>
<li>pre and post therapy session</li>
<li>progress reports</li>
<li>establish entrance or exit criteria for therapy</li>
<li>creating measurable goals</li>
</ul>
<p><a href="http://ift.tt/2gWdLy1">FIND OUT MORE</a></p>
</div>
<p>The post <a rel="nofollow" href="http://ift.tt/2kpq3kA">Keyboarding Versus Handwriting Speed and Learning Disabilities</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-71732415885969667202017-12-11T11:41:00.001-08:002017-12-11T11:41:19.269-08:00Task-Oriented Training for Children with Hemiplegia<p><img class="aligncenter wp-image-41935" src="http://ift.tt/2kohypF" alt="Task Oriented Training for Children with Hemiplegia" width="793" height="793" srcset="http://ift.tt/2jQFYZM 1030w, http://ift.tt/2jOWB7O 80w, http://ift.tt/2km10yP 300w, http://ift.tt/2jQG17U 768w, http://ift.tt/2kkLgMm 36w, http://ift.tt/2jQG1EW 180w, http://ift.tt/2km12Xt 705w, http://ift.tt/2jQG2Zw 120w, http://ift.tt/2koC35M 450w, http://ift.tt/2jPqXar 1364w" sizes="(max-width: 793px) 100vw, 793px" /></p>
<h2>Task-Oriented Training for Children with Hemiplegia</h2>
<p>The <em>Journal of Physical Therapy</em> published research on task-oriented training for children with hemiplegia. The researchers investigated the effects of task-oriented training (TOT) on hand dexterity and strength in 12 children with spastic hemiplegic cerebral palsy. Six children were assigned to the experimental group who received the task-oriented training for 20 minutes of a 60-minute conventional occupational therapy session. The other six children served as the control group and received 60 minutes of conventional occupational therapy.</p>
<p>The task-oriented training sessions consisted of activities such as repeated reaching, ring activity, and stacking cup to catch the target using the involved hand with therapist feedback provided. Following 4 weeks of 2 sessions per week, the following results were seen from dynamometer testing and the Box and Block Test (number of blocks moved from one box to another in one minute):</p>
<ul>
<li>the task-oriented group showed a significant improvement in hand dexterity but not in strength</li>
<li>the control group did not show a significant improvement in hand dexterity or strength</li>
</ul>
<p>The researchers recommend further research with a larger sample size and to determine any long-term effects.</p>
<p>Reference: Moon, J. H., Jung, J. H., Hahm, S. C., & Cho, H. Y. (2017). The effects of task-oriented training on hand dexterity and strength in children with spastic hemiplegic cerebral palsy: a preliminary study. <i>Journal of physical therapy science</i>, <i>29</i>(10), 1800-1802.</p>
<p><a class="aligncenter" href="http://ift.tt/2jNJq9z"><img class="wp-image-19244 aligncenter" src="http://ift.tt/2jTG2F1" sizes="(max-width: 664px) 100vw, 664px" srcset="http://ift.tt/2vOYSaS 1030w, http://ift.tt/2wIb4qn 300w, http://ift.tt/2vPi9Jl 768w, http://ift.tt/2wI0wHz 1500w, http://ift.tt/2vP4Zfd 705w" alt="Therapeutic Play Activities for Children Download" width="664" height="551" />Therapeutic Play Activities for Children</a>– Do you work with young children with cerebral palsy, autism spectrum disorders, developmental disabilities or delays? Are you in search of new, creative ideas for your therapy sessions? Do you need home exercise program sheets to encourage carryover of therapeutic activities? Do you need simple ideas that use materials that you have around your house, therapy room or classroom already? Do you work with children who receive constraint or bimanual therapy? <em>Therapeutic Play Activities for Children</em> includes 100 play activity sheets with a photo of the activity, purpose of each activity and materials list. The 12 tip sheets include topics such as modifications, peer interaction, guided play, prompts and several specifically for children with cerebral palsy. <a href="http://ift.tt/2jNJq9z">FIND OUT MORE INFORMATION</a>.</p>
<p>The post <a rel="nofollow" href="http://ift.tt/2jQG6IK">Task-Oriented Training for Children with Hemiplegia</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-56129096512831066572017-12-07T02:12:00.001-08:002017-12-07T02:12:20.959-08:00Postural Stability and Dyslexia<h2><img class="aligncenter wp-image-41684 size-full" src="http://ift.tt/2BHPTXR" alt="Postural Stability and Dyslexia" width="1201" height="625" srcset="http://ift.tt/2izq3ho 1201w, http://ift.tt/2BHPVyX 300w, http://ift.tt/2izq4BY 768w, http://ift.tt/2BHQh8Q 1030w, http://ift.tt/2izq6tA 705w, http://ift.tt/2BHPZyH 450w" sizes="(max-width: 1201px) 100vw, 1201px" />Postural Stability and Dyslexia</h2>
<p><em>Gait and Posture</em> published research on postural stability and dyslexia. The participants included 24 children with dyslexia and 24 children without dyslexia who were evaluated to determine the influence of foot soles and visual information on postural control. To evaluate postural stability, the surface area, the length and mean velocity of the center of pressure and the Romberg Quotient (a percentage of the measured instability during eyes closed to that during eyes open) was measured in two postural conditions (with and without a 4 mm foam under feet) and in two visual conditions (eyes open or closed).</p>
<p>The results indicated the following:</p>
<ul>
<li>the surface area, length and mean velocity of the center of pressure were significantly greater in the dyslexic children compared to the non-dyslexic children, particularly with foam and eyes closed.</li>
<li>the Romberg Quotient was significantly smaller in the dyslexic children and significantly greater without foam than with foam.</li>
</ul>
<p>The researchers concluded that children with dyslexia are not able to compensate with other available inputs when sensory inputs are less informative (with foam, or eyes closed), which results in poor postural stability. In addition, the researchers suggested that the impairment of the cerebellar integration of all the sensory inputs is responsible for the postural deficits observed in children with dyslexia.</p>
<p> </p>
<p>The lead author of the study, Nathalie Goulème, Ph.D., recommends:</p>
<ul>
<li>exercises on a balance platform challenging children to maintain their stability in different conditions i.e. eyes closed, unstable or visual stimulation in order to improve postural control and utilize efficient sensory strategies.</li>
<li>children to participate in sports, games and leisure activities that require eye-hand coordination and balance skills.</li>
</ul>
<p>When children have difficulties maintaining postural control it involves more energy, therefore during higher cognitive load tasks such as reading attention is shared possibly decreasing learning capabilities.</p>
<p>Reference:</p>
<p>Bell, Katie. (2017) Dyslexia affects ability to adjust to impaired sensory feedback. LER Pediatrics. Retrieved from the web on 12/7/17 at http://ift.tt/2izq84G</p>
<p>Goulème, N., Villeneuve, P., Gérard, C. L., & Bucci, M. P. (2017). Influence of both cutaneous input from the foot soles and visual information on the control of postural stability in dyslexic children. <i>Gait & Posture</i>, <i>56</i>, 141-146.</p>
<p>If you need more core strengthening activities for children check out:</p>
<p><a class="aligncenter" href="http://ift.tt/2qbwdtc"><img class="aligncenter wp-image-6489" src="http://ift.tt/2soQEo6" sizes="(max-width: 281px) 100vw, 281px" srcset="http://ift.tt/2soQEo6 463w, http://ift.tt/2sYPVag 232w, http://ift.tt/2soQ7CH 450w" alt="The Core Strengthening Handbook" width="281" height="364" /></a></p>
<p><a href="http://ift.tt/2qbwdtc">The Core Strengthening Handbook</a>: <span class="text">This download includes 50+ activities including:</span></p>
<ul>
<li>Quick and Easy Core Strengthening Activities for Kids</li>
<li>Core Strengthening Exercises With Equipment</li>
<li>Core Strengthening Play Ideas</li>
</ul>
<p><a href="http://ift.tt/2ppfYVL"><img class="aligncenter wp-image-28220 size-medium" src="http://ift.tt/2ixiCXI" alt="" width="232" height="300" srcset="http://ift.tt/2BHQmJG 232w, http://ift.tt/2izqgBc 309w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p><a class="aligncenter" href="http://ift.tt/2ppfYVL"><img class="size-full wp-image-24039 aligncenter" src="http://ift.tt/2siUo7q" sizes="(max-width: 309px) 100vw, 309px" srcset="http://ift.tt/2izqici 309w, http://ift.tt/2BHQpVS 232w" alt="" width="309" height="400" /></a></p>
<p><a href="http://ift.tt/2ppfYVL">The Core Strengthening Exercise Program:</a> This digital download includes exercises to help make core strengthening fun and entertaining for kids while promoting carryover in the classroom and at home! <a href="http://ift.tt/2ppfYVL">FIND OUT MORE.</a></p>
<p><img class="aligncenter wp-image-41683 size-full" src="http://ift.tt/2izqjNo" alt="Postural Stability and Dyslexia" width="726" height="1260" srcset="http://ift.tt/2BHQqZW 726w, http://ift.tt/2izqlVw 173w, http://ift.tt/2BGhs3M 593w, http://ift.tt/2iADA8k 406w, http://ift.tt/2BHQtF6 450w" sizes="(max-width: 726px) 100vw, 726px" /></p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2BaUIwv">Postural Stability and Dyslexia</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-48585651058659474912017-12-06T07:56:00.001-08:002017-12-06T07:56:11.166-08:00Unwrapped – Free Holiday Visual Spatial Puzzle<h2><img class="aligncenter wp-image-41620 size-full" src="http://ift.tt/2BO0mSv" alt="Unwrapped - Free Holiday Visual Spatial Puzzle" width="1206" height="629" srcset="http://ift.tt/2krgyEY 1206w, http://ift.tt/2BO83If 300w, http://ift.tt/2krudMm 768w, http://ift.tt/2BNoWDb 1030w, http://ift.tt/2krKFfq 705w, http://ift.tt/2BO84fh 450w" sizes="(max-width: 1206px) 100vw, 1206px" />Unwrapped – Free Holiday Visual Spatial Puzzle</h2>
<p>This FREE holiday visual spatial puzzle is a fun challenge to complete on any holiday. Many of you work in school districts where there can be no mention of a specific holiday. This printable is secular – gifts and presents. Maybe you celebrate Christmas, maybe Hannukah, maybe it is a birthday party, whatever the holiday can you guess what is inside each gift when it is unwrapped?</p>
<p>Children will have to use their visual skills to estimate the size and shape of the gift and which toy fits inside. Draw a line from the gift to the correct toy. It is in black and white for economical printing and cute illustrations suitable for all ages.</p>
<p>If you need more difficult visual-spatial activities, check out <a href="http://ift.tt/2gbPeUx">Visual Spatial Mazes.</a> Need more seasonal visual perceptual activities? Check out <a href="http://ift.tt/2ib08un">all of these titles for throughout the year</a>.</p>
<p>To download your FREE holiday visual-spatial puzzle, sign up to receive our newsletter. If you already receive it, just enter your email and you will be redirected to the download.</p>
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<p><img class="aligncenter wp-image-41619 size-full" src="http://ift.tt/2knOwds" alt="Unwrapped - Free Holiday Visual Spatial Puzzle" width="730" height="1427" srcset="http://ift.tt/2BO87HZ 730w, http://ift.tt/2krgAwA 153w, http://ift.tt/2BOAwh0 527w, http://ift.tt/2krgC7G 361w, http://ift.tt/2BOeuv8 450w" sizes="(max-width: 730px) 100vw, 730px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2jYj9T0">Unwrapped – Free Holiday Visual Spatial Puzzle</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-48713596895354707222017-12-05T10:51:00.001-08:002017-12-05T10:51:13.399-08:00Selfie Elf Challenge – Get Kids Moving<h2><img class="aligncenter wp-image-41480 size-full" src="http://ift.tt/2Az6TQR" alt="Selfie Elf Challenge" width="1204" height="626" srcset="http://ift.tt/2AuM6zF 1204w, http://ift.tt/2Az6UnT 300w, http://ift.tt/2AuM7DJ 768w, http://ift.tt/2Az6UUV 1030w, http://ift.tt/2ArwgpL 705w, http://ift.tt/2AylYSP 450w" sizes="(max-width: 1204px) 100vw, 1204px" />Selfie Elf Challenge – Get Kids Moving</h2>
<p>Are you up for a challenge to get the kids moving? Download this FREE Selfie Elf Challenge at the end of the post. See if the children can match the elf poses EXACTLY with their bodies and snap a photo. Show the picture to the child and see if they notice any differences between their pose and the elf’s pose.</p>
<p>For example, ask the child if they are holding up the correct hand (right or left), do the facial expressions match and do the legs match (right and left)? Repeat for each elf pose.</p>
<p>This would be a great partner activity – one child snaps the photo and checks for an exact match. Then switch.</p>
<p>Want to do it as a group? Snap photos of them all doing the same pose.</p>
<p>Don’t want to use a photo? Just mimic the elf actions on the page.</p>
<p>Want to make this activity more difficult? Call out a number and the child have to match that elf. Call out 2 numbers in a row and the children have to match those two poses. Call out 3 numbers in a row, the children have to remember the number sequence and match the poses in the correct order. Continue all the way up to calling out 6 numbers.</p>
<p>Need more Holiday Activities? Check out the <a href="http://ift.tt/2Au6ukD">December Bundle</a>!</p>
<p><a href="http://ift.tt/2Au6ukD"><img class="aligncenter wp-image-41286 size-medium" src="http://ift.tt/2Az6VrX" alt="December Bundle Fine Motor Gross Motor Visual Perceptual Activities from Your Therapy Source" width="232" height="300" srcset="http://ift.tt/2AtBSzG 232w, http://ift.tt/2Az6Ww1 768w, http://ift.tt/2ArzbP0 796w, http://ift.tt/2Az6Y77 1159w, http://ift.tt/2ArwhtP 545w, http://ift.tt/2Az70ff 450w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p>Sign up to receive our email newsletter to gain access to your FREE Selfie Elf Challenge. If you already subscribe, just enter your email and you will be redirected to the download in a new tab.</p>
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<p><img class="aligncenter wp-image-41478 size-full" src="http://ift.tt/2ArwjBX" alt="Selfie Elf Challenge from Your Therapy Source" width="726" height="2315" srcset="http://ift.tt/2Ax2iP8 726w, http://ift.tt/2Arwmh7 94w, http://ift.tt/2Ax2jTc 323w, http://ift.tt/2Au6Asr 470w, http://ift.tt/2Az76DD 221w, http://ift.tt/2ArvTeR 313w" sizes="(max-width: 726px) 100vw, 726px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2inihXy">Selfie Elf Challenge – Get Kids Moving</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-56740328115555232242017-12-04T03:21:00.001-08:002017-12-04T03:21:19.972-08:00Orthographic Processing and Handwriting<h2><img class="aligncenter wp-image-41326 size-full" src="http://ift.tt/2AK4jdc" alt="Orthographic Processing and Handwriting" width="1203" height="633" srcset="http://ift.tt/2iJyHxg 1203w, http://ift.tt/2ALD164 300w, http://ift.tt/2iMmO9N 768w, http://ift.tt/2ALD4Pi 1030w, http://ift.tt/2iLeck2 710w, http://ift.tt/2AJZbWx 705w, http://ift.tt/2iJEenC 450w" sizes="(max-width: 1203px) 100vw, 1203px" />Orthographic Processing and Handwriting</h2>
<p>Handwriting evaluations usually include legibility, speed, spacing and pencil grip but do you consider orthographic processing? Orthographic processing is the ability to understand and recognize writing components such as spelling, capitalization, and punctuation. Students with weak orthographic processing rely very heavily on sounding out common words that should be in memory, which can result in deficiencies in decoding skills and written expression. In addition, there can be difficulties with letter recognition and <a href="http://ift.tt/2kj6CfO">letter reversals</a>. If a student does not have the <a href="http://ift.tt/29P6c8z">visual memory skills</a> to recognize the shape and orientation of a letter, they are more likely to make reversal errors.</p>
<p><em>Cognitive Neuropsychology</em> published research on how deficits in orthographic processing affect movement production during word writing. The participants included children with dyslexia and dysgraphia. To assess the impact of spelling process disorders on handwriting, participants had to write on digital tablets different categories of words: regular and irregular, common and rare, sensical (ex: futur) and pseudo, non-sensical words (ex: furut).</p>
<p>The results indicated the following:</p>
<ul>
<li>writing irregular words and pseudo-words increased movement duration and dysfluency indicating that the spelling processes were active while the children were writing the words.</li>
<li>the impact of these spelling processes was stronger for the children with dyslexia and dysgraphia.</li>
<li>most dyslexic/dysgraphic children presented similar writing patterns.</li>
<li>the act of writing irregular and pseudowords had a particularly noticeable impact on the hand movements of dyslexic children. When the spelling was so difficult it impaired some children’s efforts to write resulting in irregular, and sometimes, unreadable shapes.</li>
</ul>
<p>The researchers concluded that the interaction between orthographic and motor processing add up to a significant cognitive load that may affect the handwriting of the children with dyslexia/dysgraphia.</p>
<p>References:</p>
<p>ACT Government and Training. Learning Difficulties Factsheet 7: What is orthographic processing? Retrieved from the web on 12/4/17 at http://ift.tt/2AJ1ysO</p>
<p>CNRS. (2017, November 28). Dyslexia: When spelling problems impair writing acquisition. <em>ScienceDaily</em>. Retrieved December 4, 2017 from http://ift.tt/2iKZ99U</p>
<p>Kandel, S., Lassus-Sangosse, D., Grosjacques, G., & Perret, C. (2017). The impact of developmental dyslexia and dysgraphia on movement production during word writing. <i>Cognitive Neuropsychology</i>, <i>34</i>(3-4), 219-251.</p>
<p><a class="aligncenter" href="http://ift.tt/29ntnsa"><img class="wp-image-8507 aligncenter" src="http://ift.tt/29ntQKA" sizes="(max-width: 362px) 100vw, 362px" srcset="http://ift.tt/29ntQKA 234w, http://ift.tt/2ALDcOM 549w, http://ift.tt/2iJEkeY 450w, http://ift.tt/2AJVLTB 640w" alt="Handwriting Stations" width="362" height="464" /></a></p>
<p><a href="http://ift.tt/29ntnsa">Handwriting Stations</a> includes the materials to create a handwriting station on a tri-fold or in a folder. The station includes proper letter formation for capital and lower case letters, correct posture, pencil grip, warm up exercises, letter reversals tips and self check sheet. In addition, there are 27 worksheets for the alphabet and number practice (Handwriting without Tears® style and Zaner-Bloser® style). This download is great for classroom use, therapy sessions or to send home with a student. <a href="http://ift.tt/29ntnsa">Find out more information.</a></p>
<p><img class="aligncenter wp-image-41327 size-full" src="http://ift.tt/2iJEjYs" alt="Orthographic Processing and Handwriting" width="732" height="1482" srcset="http://ift.tt/2AJVSyx 732w, http://ift.tt/2iJyIkO 148w, http://ift.tt/2AIbMcX 509w, http://ift.tt/2iMg6AH 348w, http://ift.tt/2AMFeyc 450w" sizes="(max-width: 732px) 100vw, 732px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2BwWWm5">Orthographic Processing and Handwriting</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-45131684377124097482017-12-02T12:54:00.001-08:002017-12-02T12:54:19.135-08:00December 2017 Edition – Digital Magazine for Pediatric OTs and PTs<h2><img class="aligncenter wp-image-41252 size-medium" src="http://ift.tt/2nmZ1Px" alt="December 2017 Digital Magazine for OTs and PTs from YourTherapySource" width="232" height="300" srcset="http://ift.tt/2zIaYkx 232w, http://ift.tt/2nmZ3qD 768w, http://ift.tt/2zLlVS4 795w, http://ift.tt/2nmMWtr 1158w, http://ift.tt/2zIb1wJ 544w, http://ift.tt/2nlsoBH 450w" sizes="(max-width: 232px) 100vw, 232px" />Digital Magazine for Pediatric OTs and PTs – December 2017 Edition</h2>
<p>After a short hiatus, the Your Therapy Source digital magazine is back up and running. The magazine is a great way to catch up on recent research, activity ideas and freebies from the previous month all in one location. View this month’s edition below.</p>
<p><strong>Table of Contents</strong><br />
<strong>Your Therapy Source Digital Magazine December 2017</strong></p>
<p>HOW TO GET STUDENTS READY TO LEARN AFTER BRAIN BREAKS OR RECESS<br />
MOTOR PLANNING AND CEREBRAL PALSY<br />
LINK BETWEEN READING, VISUAL PERCEPTION, AND VISUAL–MOTOR INTEGRATION<br />
ONE SIMPLE WAY TO IMPROVE PARTICIPATION<br />
TEACHING THROWING AND CATCHING TO CHILDREN WITH DCD<br />
FINE MOTOR SKILLS LINKED TO NUMERICAL SKILL DEVELOPMENT<br />
MOTOR OVERFLOW IN PRESCHOOL CHILDREN<br />
EFFECTS OF YOGA ON AUTISM SYMPTOMS<br />
HOW TO WRITE A SOCIAL STORY WITH VISUAL SUPPORTS<br />
FINE MOTOR SKILLS, VISUAL FUNCTION, AND READING IN CHILDREN<br />
LESS AFFECTED HAND IN UNILATERAL CEREBRAL PALSY<br />
GROSS MOTOR SKILLS, POSTURAL STABILITY, AND AUTISM<br />
YOUNG PEOPLE’S ATTITUDES ABOUT STANDING FRAMES<br />
COLOR CUT GLUE FOR DECEMBER – SCISSOR SKILLS PRACTICE<br />
ELEPHANT HOLIDAY HAT – SCISSOR AND FINE MOTOR ACTIVITY<br />
DIRECTIONALITY WORKSHEET – WHICH WAY IS THE ANIMAL FACING? <strong> </strong></p>
<p> </p>
<p>Sign up to receive our email newsletter to access the magazine. If you already receive our emails, just enter your email address again and you will have access to the magazine. A new tab will open with the FREE PDF version of the magazine. To stay <a href="http://ift.tt/2zGZn5d">updated daily follow the blog</a>.</p>
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<p>The post <a rel="nofollow" href="http://ift.tt/2nlsqcN">December 2017 Edition – Digital Magazine for Pediatric OTs and PTs</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-41608426875853701582017-11-29T03:29:00.001-08:002017-11-29T03:29:26.580-08:00Young People’s Attitudes About Standing Frames<h2><img class="aligncenter wp-image-41077" src="http://ift.tt/2k8zwAj" alt="Young Peoples Attitudes About Standing Frames" width="684" height="684" srcset="http://ift.tt/2BuVXnc 1350w, http://ift.tt/2k8Zljy 80w, http://ift.tt/2ByW2Xc 300w, http://ift.tt/2k6TD1x 768w, http://ift.tt/2BvRGzY 1030w, http://ift.tt/2k9CODa 36w, http://ift.tt/2BwNSyC 180w, http://ift.tt/2kalBJZ 705w, http://ift.tt/2BzbeDB 120w, http://ift.tt/2kaf1mD 450w" sizes="(max-width: 684px) 100vw, 684px" />Young People’s Attitudes About Standing Frames</h2>
<p>As therapists, we frequently recommend standing frames for children with cerebral palsy or other developmental disorders. A question to ask yourself is do you frequently check for ease and comfort of use with the client? This is a question that needs to be asked over and over again. Children grow and change so rapidly. Comfort and ease of use for any device (be it a computer, stander, wheelchair, adapted toilet, etc) needs to be constantly assessed.</p>
<p><em>Child: Care, Health and Development </em>published research on a semistructured interview with 12 young people with cerebral palsy regarding the positive and negative experiences regarding standing frame use. The interviews revealed that some young people:</p>
<ul>
<li>reported that although standing frames can be painful, it should be endured to improve their body structure and function.</li>
<li>feel excluded from their peers, and others feeling as though standing frames helped them “fit in.”</li>
<li>are not offered a choice about how and when they use their standing frame.</li>
<li>that there are challenges to standing frame use such as manual handling, interference from siblings, and the lack of aesthetically pleasing standing frame designs.</li>
</ul>
<p>The researchers recommend an exploration of each young person’s personal goals and experiences as well as therapeutic outcomes is necessary when prescribing standing frames.</p>
<p>Remember not to just ask the parent, teacher or caregiver but check with the clients themselves.</p>
<p>Reference: Goodwin, J., Lecouturier, J., Crombie, S., Smith, J., Basu, A., Colver, A., … & Roberts, A. (2017). Understanding frames: A qualitative study of young people’s experiences of using standing frames as part of postural management for cerebral palsy. <i>Child: Care, Health and Development</i>.</p>
<p>Read more on standing frames:</p>
<p><a href="http://ift.tt/2BwDPcz">Dosing for Standing Programs</a></p>
<p><a href="http://ift.tt/2kb4zev">Standing Program and Cerebral Palsy</a></p>
<p><a href="http://ift.tt/2Bwjl3T">Effects of Standing Programs on Walking in Children with Cerebral Palsy</a></p>
<p>More resources for children with cerebral palsy:</p>
<p><a class="aligncenter" href="http://ift.tt/2aEDaKr"><img class="aligncenter wp-image-6028 size-medium" src="http://ift.tt/2ziskHy" sizes="(max-width: 226px) 100vw, 226px" srcset="http://ift.tt/2ziskHy 226w, http://ift.tt/2hkDcO9 243w" alt="Teaching Motor Skills to Children with Cerebral Palsy and Similar Movement Disorders - A" width="226" height="300" /></a></p>
<p><a href="http://ift.tt/2aEDaKr">Teaching Motor Skills to Children with Cerebral Palsy and Similar Movement Disorders:</a> The ELECTRONIC version of <i>Teaching Motor Skills</i> is a must-have reference for all therapists who work with children with cerebral palsy. Whether you are a beginner or experienced therapist you will find the information concise, informative and very helpful to carry out everyday functional tasks including stretching with children with cerebral palsy. The book provides activity suggestions throughout the developmental sequence such as head control, tummy time, sitting, transitions, walking and beyond. There is also great information that reviews additional interventions for children with cerebral palsy such as bracing, surgical and medical management. The author, Sieglinde Martin, is an experienced PT and a mother of a child with cerebral palsy. <a href="http://ift.tt/2aEDaKr">FIND OUT MORE.</a></p>
<p><a class="aligncenter" href="http://ift.tt/2jNJq9z"><img class="aligncenter wp-image-19244" src="http://ift.tt/2jTG2F1" sizes="(max-width: 539px) 100vw, 539px" srcset="http://ift.tt/2vOYSaS 1030w, http://ift.tt/2wIb4qn 300w, http://ift.tt/2vPi9Jl 768w, http://ift.tt/2wI0wHz 1500w, http://ift.tt/2vP4Zfd 705w" alt="Therapeutic Play Activities for Children Download" width="539" height="447" /></a></p>
<p><a href="http://ift.tt/2jNJq9z">Therapeutic Play Activities for Children</a> digital download includes 100 play activity pages and 12 tip sheets. The play activities encourage the development of fine motor skills, bimanual skills, rolling, crawling, tall kneeling, standing balance and cruising with a strong focus on children with cerebral palsy. <a href="http://ift.tt/2jNJq9z">FIND OUT MORE INFORMATION.</a></p>
<p> </p>
<p>The post <a rel="nofollow" href="http://ift.tt/2Aj6zWl">Young People’s Attitudes About Standing Frames</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-44737470058345737822017-11-28T13:09:00.001-08:002017-11-28T13:09:36.128-08:00Elephant Holiday Hat – Scissor and Fine Motor Activity<h2><img class="aligncenter wp-image-41020 size-full" src="http://ift.tt/2BmoE4P" alt="Elephant Holiday Hat - Scissor and Fine Motor Skills" width="1231" height="630" srcset="http://ift.tt/2j0SBAV 1231w, http://ift.tt/2Bnivpb 300w, http://ift.tt/2iYYRJm 768w, http://ift.tt/2Bmd7Tj 1030w, http://ift.tt/2j0SDJ3 705w, http://ift.tt/2BkDJnI 450w" sizes="(max-width: 1231px) 100vw, 1231px" />Elephant Holiday Hat – Scissor and Fine Motor Activity</h2>
<p>This adorable holiday hat is FREE from Your Therapy Source. It is one of the templates from the Holiday Hat collection. Children can practice coloring, scissor skills and pasting. Step by step visual directions are included for the children to learn how to create the Elephant Holiday Hat. Print out the color or black and white template and get started. Get the complete <a href="http://ift.tt/2iYYTRu">Holiday Hats</a> digital download here. It includes 11 awesome templates in color and black and white.</p>
<p><a href="http://ift.tt/2BkslrS" target="_blank" rel="noopener">DOWNLOAD ELEPHANT HOLIDAY HAT</a></p>
<p><a href="http://ift.tt/2iYYTRu"><img class="aligncenter wp-image-41008 size-medium" src="http://ift.tt/2j0SFk9" alt="Holiday Hats from Your Therapy Source" width="235" height="300" srcset="http://ift.tt/2BmdbT3 235w, http://ift.tt/2j0SGVf 768w, http://ift.tt/2BknYNw 808w, http://ift.tt/2iYYX3G 1177w, http://ift.tt/2Bmde1b 553w, http://ift.tt/2j0SJAp 450w" sizes="(max-width: 235px) 100vw, 235px" /></a></p>
<p>Need more December activities? Check out these titles (PS every title has a free sample page to download):</p>
<p style="text-align: center;"><a class="aligncenter" href="http://ift.tt/2gwPC0y"><img class="aligncenter wp-image-14429 size-medium" src="http://ift.tt/2gwNrdk" sizes="(max-width: 232px) 100vw, 232px" srcset="http://ift.tt/2Bmdi0V 232w, http://ift.tt/2j0SKUZ 768w, http://ift.tt/2Bko2ge 796w, http://ift.tt/2iYZ2V2 1159w, http://ift.tt/2Bmdkpz 545w" alt="December Fine Motor Gross Motor Visual Motor" width="232" height="300" /></a><a href="http://ift.tt/2gwPC0y">December Fine Motor, Gross Motor and Visual Motor Packet</a></p>
<p><a class="aligncenter" href="http://ift.tt/2fvQANb"><img class="aligncenter wp-image-5911 size-medium" src="http://ift.tt/2Bko4om" sizes="(max-width: 232px) 100vw, 232px" srcset="http://ift.tt/2Bko4om 232w, http://ift.tt/2iYZ5jG 768w, http://ift.tt/2Bko5sq 797w, http://ift.tt/2j0SOnH 1161w, http://ift.tt/2Bmdptn 546w, http://ift.tt/2j0SQvP 450w" alt="December Multisensory Handwriting Activities" width="232" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2fvQANb">December Multisensory Handwriting Activities</a></p>
<p><a class="aligncenter" href="http://ift.tt/2gCm6Wf"><img class="aligncenter wp-image-6478 size-medium" src="http://ift.tt/2j0SRzT" sizes="(max-width: 232px) 100vw, 232px" srcset="http://ift.tt/2j0SRzT 232w, http://ift.tt/2BmdrkZ 768w, http://ift.tt/2j0STaZ 797w, http://ift.tt/2BmdrS1 1161w, http://ift.tt/2j0SUM5 546w, http://ift.tt/2Bmdsp3 450w" alt="Christmas Poses - Postural and Strengthening Exercises with a Christmas Theme" width="232" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2gCm6Wf">Christmas Poses</a></p>
<p><a class="aligncenter" href="http://ift.tt/2fvPVLM"><img class="aligncenter wp-image-6113 size-medium" src="http://ift.tt/2BmdtJD" sizes="(max-width: 229px) 100vw, 229px" srcset="http://ift.tt/2BmdtJD 229w, http://ift.tt/2iYZbry 768w, http://ift.tt/2BmdvBf 787w, http://ift.tt/2iYZcvC 1146w, http://ift.tt/2BkocnQ 539w, http://ift.tt/2iYZe6I 450w" alt="December Visual Perceptual Puzzles" width="229" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2fvPVLM">December Visual Perceptual Puzzles</a></p>
<p><a class="aligncenter" href="http://ift.tt/2gCmP9T"><img class="aligncenter wp-image-6574 size-medium" src="http://ift.tt/2j0SZPT" sizes="(max-width: 229px) 100vw, 229px" srcset="http://ift.tt/2j0SZPT 229w, http://ift.tt/2Bkoefs 768w, http://ift.tt/2j0T0mV 786w, http://ift.tt/2BmdzAZ 1145w, http://ift.tt/2j0T1qZ 538w, http://ift.tt/2BmdA81 450w" alt="Finish the Holiday Picture - December Edition" width="229" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2gCmP9T">Finish the Holiday Pictures – December</a></p>
<p><a class="aligncenter" href="http://ift.tt/2fvJlF8"><img class="aligncenter wp-image-5863 size-medium" src="http://ift.tt/2BmdAF3" sizes="(max-width: 232px) 100vw, 232px" srcset="http://ift.tt/2BmdAF3 232w, http://ift.tt/2j0T2ex 768w, http://ift.tt/2Blj4zW 796w, http://ift.tt/2iYZjaw 1159w, http://ift.tt/2BjAo8w 545w, http://ift.tt/2iYZkeA 450w" alt="Christmas Doodle Find" width="232" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2fvJlF8">Christmas Doodle Find</a></p>
<p><a class="aligncenter" href="http://ift.tt/2gCkifI"><img class="aligncenter wp-image-5846 size-medium" src="http://ift.tt/2iYZkLC" sizes="(max-width: 233px) 100vw, 233px" srcset="http://ift.tt/2iYZkLC 233w, http://ift.tt/2BiBwcr 768w, http://ift.tt/2j0T4TH 799w, http://ift.tt/2BkLn1l 1163w, http://ift.tt/2iYZmmI 547w, http://ift.tt/2BiByB5 450w" alt="Print and Create Fine Motor Projects – Christmas" width="233" height="300" /></a></p>
<p style="text-align: center;"><a href="http://ift.tt/2gCkifI">Print and Create Fine Motor Projects Christmas</a></p>
<p><img class="aligncenter wp-image-41021 size-full" src="http://ift.tt/2iYZnqM" alt="Elephant Holiday Hat" width="601" height="2382" srcset="http://ift.tt/2BlIdKV 601w, http://ift.tt/2j0T8Tr 76w, http://ift.tt/2BkTCKQ 260w, http://ift.tt/2iYZpPq 178w, http://ift.tt/2BkohrE 252w" sizes="(max-width: 601px) 100vw, 601px" /></p>
<p>The post <a rel="nofollow" href="http://ift.tt/2AGCuCX">Elephant Holiday Hat – Scissor and Fine Motor Activity</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-50694920713734543342017-11-27T00:43:00.001-08:002017-11-27T00:43:27.358-08:00Gross Motor Skills, Postural Stability, and Autism<h2><img class="aligncenter wp-image-40804 size-full" src="http://ift.tt/2A9RGaS" alt="Gross Motor Skills, Postural Stability, and Autism" width="1200" height="630" srcset="http://ift.tt/2hUiEsn 1200w, http://ift.tt/2A85oec 300w, http://ift.tt/2hUiEZp 768w, http://ift.tt/2A9ivM3 1030w, http://ift.tt/2hUiG3t 705w, http://ift.tt/2A9ixUb 450w" sizes="(max-width: 1200px) 100vw, 1200px" />Gross Motor Skills, Postural Stability, and Autism</h2>
<p>Research indicates that children with autism spectrum disorder (ASD) frequently exhibit deficits in gross motor skills and postural stability. <em>Research in Autism Spectrum Disorders</em> published research examining the relationship between gross motor skills, postural stability, and autism.</p>
<p>The participants included 11 children with ASD and 11 children without ASD ages 5-12 years old. Each child was evaluated with the Test of Gross Motor Development-3 (TGMD-3) and postural sway measurements on a force plate during quiet standing on a solid and compliant surface.</p>
<p>The results indicated the following:</p>
<ul>
<li>sway area on a solid surface, age, and diagnosis were significant predictors of motor skill performance.</li>
<li>the severity of ASD, as assessed by the Repetitive Behavior Scale-Revised (RBS-R), was not predictive of motor skills.</li>
<li>children with ASD exhibited deficits in postural stability compared to children without ASD.</li>
</ul>
<p>The researchers concluded that postural stability appears to influence the ability of children to perform gross motor skills.</p>
<p>Reference: Mache, M. A., & Todd, T. A. (2016). Gross motor skills are related to postural stability and age in children with autism spectrum disorder. <a href="http://ift.tt/2hWoN7A" target="_blank" rel="noopener"><i>Research in Autism Spectrum Disorders</i></a>, <i>23</i>, 179-187.</p>
<p>Read more on <a href="http://ift.tt/2AbaOVB">postural stability and children with autism here.</a></p>
<p>Need activity ideas to encourage postural stability for children with autism? Check out <a href="http://ift.tt/2e21lpU">Classroom Activity Posters.</a> This digital download <span class="text">is a collection of 16 exercise activities, 4 large posters and a brief, simple video demonstration of each exercise.</span>The posters are divided into four groups: posture, alerting, ready to work and focus/balance. All of the exercises are performed in standing. Try these activities prior to starting fine motor activities, for posture breaks, to refocus students attention and for vestibular/ proprioceptive input in the classroom.</p>
<p><a href="http://ift.tt/2e21lpU"><img class="aligncenter wp-image-1358 size-medium" src="http://ift.tt/2o911ta" alt="" width="232" height="300" srcset="http://ift.tt/2o911ta 232w, http://ift.tt/2nWQQps 768w, http://ift.tt/2o8WAi7 796w, http://ift.tt/2o8Xuvg 1160w, http://ift.tt/2nWUeB0 545w, http://ift.tt/2hUiKjJ 450w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p><img class="aligncenter wp-image-40803 size-full" src="http://ift.tt/2A7TwbY" alt="Gross Motor Skills, Postural Stability, and Autism" width="726" height="1380" srcset="http://ift.tt/2hUiLnN 726w, http://ift.tt/2Aa4IoA 158w, http://ift.tt/2hUDFmI 542w, http://ift.tt/2Aa4IVC 371w, http://ift.tt/2hULf0K 450w" sizes="(max-width: 726px) 100vw, 726px" /></p>
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<p>The post <a rel="nofollow" href="http://ift.tt/2Aa4JZG">Gross Motor Skills, Postural Stability, and Autism</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-86588537338927761642017-11-26T03:43:00.001-08:002017-11-26T03:43:27.346-08:00Directionality Worksheet – Which Way is the Animal Facing?<h2><img class="aligncenter wp-image-40786 size-full" src="http://ift.tt/2AcJYup" alt="Directionality Worksheet - Which way is the animal facing" width="1201" height="625" srcset="http://ift.tt/2joUqqH 1201w, http://ift.tt/2Ac34AT 300w, http://ift.tt/2joUruL 768w, http://ift.tt/2AcjFVj 1030w, http://ift.tt/2joUsyP 705w, http://ift.tt/2AcjGsl 450w" sizes="(max-width: 1201px) 100vw, 1201px" /></h2>
<h2>Directionality Worksheet – Which Way is the Animal Facing?</h2>
<p>Learning the concepts of left versus right can be very challenging for a child. Even as an adult, many of us second guess ourselves when asked which way is right or left. This skill is extremely important since many functional activities such as reading, counting, and map skills rely on left to right directionality.</p>
<p>This free directionality worksheet is from the <a href="http://ift.tt/2jniABW">Left or Right packet</a>. You need to draw a circle around all the animals facing right. Draw an ‘X’ on all the animals facing left.</p>
<p>To extend this activity, try having the children face in the same direction as the animal. Move through the worksheet calling out random animal names. The child has to say what direction the animal is facing and then repeat that action with his/her own body. For example, if you say horse, the child has to say “the horse is facing left” and move his/her body to face left.</p>
<p>If you need more whole body activities to learn the concepts of directionality and left/right check out <a href="http://ift.tt/2vaCTI3">Right or Left Games</a>. This digital packet helps children to practice right and left discrimination, bilateral coordination, fine motor skills, balance skills, body awareness, motor planning and visual-spatial skills.</p>
<p><a href="http://ift.tt/2vaCTI3"><img class="aligncenter wp-image-30079 size-medium" src="http://ift.tt/2jniCK4" alt="Right or Left Games" width="232" height="300" srcset="http://ift.tt/2vav6K6 232w, http://ift.tt/2uAZVKX 768w, http://ift.tt/2uAVoIp 796w, http://ift.tt/2vaWJmb 1159w, http://ift.tt/2uBdyJX 545w, http://ift.tt/2vafC91 450w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p> </p>
<p><a href="http://ift.tt/2Act674" target="_blank" rel="noopener">DOWNLOAD YOUR FREE LEFT OR RIGHT ANIMAL WORKSHEET</a></p>
<p><a href="http://ift.tt/2jniABW"><img class="aligncenter wp-image-40752 size-medium" src="http://ift.tt/2joUu9V" alt="Left or Right Worksheets from Your Therapy Source" width="232" height="300" srcset="http://ift.tt/2Ac6Bz6 232w, http://ift.tt/2jniEla 768w, http://ift.tt/2AcjLMF 797w, http://ift.tt/2jniFpe 1161w, http://ift.tt/2AcjMQJ 546w, http://ift.tt/2jniFWg 450w" sizes="(max-width: 232px) 100vw, 232px" /></a></p>
<p>This activity is from the <strong><a href="http://ift.tt/2jniABW">Left or Right worksheet</a></strong> packet. <strong><a href="http://ift.tt/2jniABW">Left or Right Worksheets</a></strong> digital download includes 20 black and white worksheets to help learn the concepts of left and right. Directions include writing from left to right, coloring objects on the left or right, circle the correct direction, handwriting activities and more. Encourage visual-spatial skills.</p>
<p><img class="aligncenter wp-image-40785 size-full" src="http://ift.tt/2AcjNnL" alt="Directionality Worksheet - Which way is the animal facing" width="726" height="1103" srcset="http://ift.tt/2jniH0k 726w, http://ift.tt/2AcjOYR 197w, http://ift.tt/2jnBB7l 678w, http://ift.tt/2Acg6yk 464w, http://ift.tt/2jqug6K 450w" sizes="(max-width: 726px) 100vw, 726px" /></p>
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<p>The post <a rel="nofollow" href="http://ift.tt/2n5KsiX">Directionality Worksheet – Which Way is the Animal Facing?</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-72773048096185863022017-11-22T23:52:00.001-08:002017-11-22T23:52:03.993-08:00Cyber Week Deals and Happy Thanksgiving!<p>For Black Friday and Cyber Monday we are offering three different coupons. They are active until 11/27/17. Use the codes below when you check out to get your Cyber Week deals! Coupon can not be combined.</p>
<p><img class="aligncenter wp-image-40578 size-large" src="http://ift.tt/2mVa3LB" alt="" width="1030" height="340" srcset="http://ift.tt/2zuZLYo 1030w, http://ift.tt/2mUN3MP 300w, http://ift.tt/2zuB4vh 768w, http://ift.tt/2mVddio 1500w, http://ift.tt/2zwqvYr 705w, http://ift.tt/2mUN4jR 450w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
<p>Happy Thanksgiving to all from Your Therapy Source. We are so grateful for the amazing customers and following we have! Thank you!</p>
<p><img class="aligncenter wp-image-40579 size-large" src="http://ift.tt/2zuB52j" alt="Happy Thanksgiving from Your Therapy Source " width="1030" height="674" srcset="http://ift.tt/2mUN4QT 1030w, http://ift.tt/2zuB66n 300w, http://ift.tt/2mUIHVH 768w, http://ift.tt/2zvSirS 705w, http://ift.tt/2mVsEqI 450w, http://ift.tt/2zuB7Ht 1320w" sizes="(max-width: 1030px) 100vw, 1030px" /></p>
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<p>The post <a rel="nofollow" href="http://ift.tt/2mUN6Iv">Cyber Week Deals and Happy Thanksgiving!</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-62115614077914151632017-11-22T02:57:00.001-08:002017-11-22T02:57:28.082-08:00Color Cut Glue for December – Scissor Skills Practice<h2><img class="aligncenter wp-image-40569 size-large" src="http://ift.tt/2hUjtoY" alt="Color Cut Glue December" width="1030" height="1030" srcset="http://ift.tt/2jMfVWl 1030w, http://ift.tt/2hYcdZ3 80w, http://ift.tt/2jOJ0k1 300w, http://ift.tt/2hUah3F 768w, http://ift.tt/2jMfWJT 36w, http://ift.tt/2hTGNmT 180w, http://ift.tt/2jL7Tgl 705w, http://ift.tt/2hVvyKl 120w, http://ift.tt/2jMfYS1 450w, http://ift.tt/2hTGOqX 1200w" sizes="(max-width: 1030px) 100vw, 1030px" />Color Cut Glue for December – Scissor Skills Practice</h2>
<p>Everyone seems to LOVE these simple, black and white scissor projects. They are one of the most downloaded freebies on the website right now. Here is the color cut glue for December. It includes three black and white activity pages to practice coloring, cutting out simple shapes, planning out where to glue the pieces (the trickiest part) and then glue the shapes together to create the December themed pictures: ornament, tree, and holiday bell. Just print and it is all set to go.</p>
<p>This activity encourages:</p>
<ul>
<li>scissor skills practice</li>
<li>eye-hand coordination</li>
<li>bilateral coordination</li>
<li>motor planning</li>
<li>sequencing</li>
</ul>
<p>Remember to get your free copy sign up for our email newsletter at the bottom of the post.</p>
<p>If you need more activities that require cutting, pasting and sequencing, check out <a href="http://ift.tt/2gCs7Cc">Cut, Sequence, Paste and Draw Holiday edition</a>. If you need fine motor, gross motor, AND visual motor activities, check out this <a href="http://ift.tt/2gwPC0y">December Packet</a>.</p>
<p>If you need more specific information on the development of scissor skills, check out <em><a href="http://ift.tt/2p0Y9w8">The Scissor Skills Book</a></em>. This digital download is a huge resource for anyone who works on scissor skills with children. Written by the Functional Skills for Kids (FSFK) team of 10 pediatric physical and occupational therapists with years of experience in the field, <a href="http://ift.tt/2p0Y9w8"><em>The Scissor Skills Book</em></a> is the ultimate resource for tips, strategies, suggestions, and information to support scissor skill development in children.</p>
<div class="mailmunch-forms-widget-575563"></div>
<p><img class="aligncenter wp-image-40570 size-full" src="http://ift.tt/2hUjtFu" alt="Color Cut Glue December" width="726" height="2312" srcset="http://ift.tt/2jMg1xb 726w, http://ift.tt/2hTvY3W 94w, http://ift.tt/2jQcGNL 323w, http://ift.tt/2hTGQz5 471w, http://ift.tt/2jOqqIL 221w, http://ift.tt/2hTGR67 314w" sizes="(max-width: 726px) 100vw, 726px" /></p>
<p>Some clipart by Ksenya Savva/Shutterstock.com</p>
<p>The post <a rel="nofollow" href="http://ift.tt/2jMC7Q4">Color Cut Glue for December – Scissor Skills Practice</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
Your Therapy Source Inchttp://www.blogger.com/profile/06145002317929388735noreply@blogger.com0tag:blogger.com,1999:blog-252502646370362965.post-74183585665827157142017-11-21T08:48:00.001-08:002017-11-21T08:48:21.196-08:00Less Affected Hand in Unilateral Cerebral Palsy<h2><img class="aligncenter wp-image-40596 size-full" src="http://ift.tt/2hHWmdq" alt="Less Affected Hand in Unilateral Cerebral Palsy" width="1206" height="627" srcset="http://ift.tt/2zXITIY 1206w, http://ift.tt/2hJBUsG 300w, http://ift.tt/2zXJ9rq 768w, http://ift.tt/2hHZohF 1030w, http://ift.tt/2zXIUN2 705w, http://ift.tt/2hGU91P 450w" sizes="(max-width: 1206px) 100vw, 1206px" />Less Affected Hand in Unilateral Cerebral Palsy</h2>
<p>When working with children who have hemiplegia, do you address the less affected hand in unilateral cerebral palsy? Or do you assume that the less affected hand is within normal limits for typical child development? Sometimes, the difference between the hands, gives the impression that the less affected hand is functional and age appropriate but in reality, there may be decreased function in both hands.</p>
<p><em>Neurorehabilitation and Neural Repair</em> published research to compare hand function in 47 children, by timed motor performance on the Jebsen-Taylor Test of Hand Function (JTTHF) and grip strength of children with unilateral cerebral palsy to children with typical development. Each participant was evaluated for baseline hand skills and single-pulse transcranial magnetic stimulation testing to assess corticospinal tract and motor threshold.</p>
<p>The results indicated the following:</p>
<ul>
<li>the mean difference of the less-affected hand of children with unilateral cerebral palsy to the dominant hand of children of typical development the JTTHF was 21.4 seconds.</li>
<li>the mean difference in grip strength was −30.8 N</li>
<li>resting motor thresholds between groups were not significant.</li>
<li>age was significantly associated with resting motor threshold.</li>
</ul>
<p>Regarding the single-pulse transcranial magnetic stimulation testing:</p>
<ul>
<li>children with unilateral cerebral palsy ipsilateral pattern of motor representation demonstrated greater mean differences between hands than children with contralateral pattern of motor representation.</li>
</ul>
<p>The typical pattern is a contralateral motor pattern where the motor-evoked potential response is in the more-affected hand following stimulation of the contralateral, lesioned hemisphere. An ipsilateral motor pattern describes an absent motor evoked potential response in the more-affected hand following stimulation of the lesioned hemisphere and a present motor-evoked response in the more-affected hand following stimulation of the nonlesioned hemisphere.</p>
<p>Overall, deficits in speed and strength of the less-affected hand in children with unilateral cerebral palsy were observed when compared to the dominant hand of typically developing peers.</p>
<p>The researchers concluded that the less-affected hand in children with unilateral cerebral palsy underperformed the dominant hand of children with typical development. The less affected hand should be assessed and intervene if necessary during rehabilitation. Future research should focus on bilateral hand function.</p>
<p>Reference: Rich, T. L., Menk, J. S., Rudser, K. D., Feyma, T., & Gillick, B. T. (2017). Less-Affected Hand Function in Children With Hemiparetic Unilateral Cerebral Palsy: A Comparison Study With Typically Developing Peers. <i>Neurorehabilitation and Neural Repair</i>, 1545968317739997.</p>
<p><a class="aligncenter" href="http://ift.tt/2jNJq9z"><img class="wp-image-19244 aligncenter" src="http://ift.tt/2jTG2F1" sizes="(max-width: 664px) 100vw, 664px" srcset="http://ift.tt/2vOYSaS 1030w, http://ift.tt/2wIb4qn 300w, http://ift.tt/2vPi9Jl 768w, http://ift.tt/2wI0wHz 1500w, http://ift.tt/2vP4Zfd 705w" alt="Therapeutic Play Activities for Children Download" width="664" height="551" />Therapeutic Play Activities for Children</a>– Do you work with young children with cerebral palsy, autism spectrum disorders, developmental disabilities or delays? Are you in search of new, creative ideas for your therapy sessions? Do you need home exercise program sheets to encourage carryover of therapeutic activities? Do you need simple ideas that use materials that you have around your house, therapy room or classroom already? Do you work with children who receive constraint or bimanual therapy? <em>Therapeutic Play Activities for Children</em> includes 100 play activity sheets with a photo of the activity, purpose of each activity and materials list. The 12 tip sheets include topics such as modifications, peer interaction, guided play, prompts and several specifically for children with cerebral palsy. <a href="http://ift.tt/2jNJq9z">FIND OUT MORE INFORMATION</a>.</p>
<p><img class="aligncenter wp-image-40595 size-full" src="http://ift.tt/2hK4Jp1" alt="Less Affected Hand in Unilateral Cerebral Palsy" width="728" height="1321" srcset="http://ift.tt/2zXJdHG 728w, http://ift.tt/2hI06vz 165w, http://ift.tt/2zXJeLK 568w, http://ift.tt/2hGWslt 389w, http://ift.tt/2zXJ1rW 450w" sizes="(max-width: 728px) 100vw, 728px" /></p>
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<p>The post <a rel="nofollow" href="http://ift.tt/2hHQeSq">Less Affected Hand in Unilateral Cerebral Palsy</a> appeared first on <a rel="nofollow" href="http://ift.tt/1aNyO9o">Your Therapy Source</a>.</p>
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