Quiet Eye Training to Help with Visual Motor Skills

Are you familiar with "Quiet Eye Training"?  This is a technique that attempts to get the eye to focus more instead of flicking about during coordination tasks.  It teaches the eye to look at the ball long enough to process the information.  The individual is reminded to briefly look at the exact spot where you want to send the ball (throwing or kicking) and then settle your eyes onto the ball and leave your focus on the ball.

A recent study in Research in Developmental Disabilities looked at using the Quiet Eye Training (QET) with 30 children with developmental coordination disorder (DCD).  Previous research indicated that QET was more effective than traditional training (TT) when teaching 8-10 year old children to throw and catch.  Traditional training teaches children how to control their arm movements during throwing and catching.

During the training the children were evaluated on performance and gaze.  In addition, motion analysis data was collected at pre/post-training and 6-week retention.

The results indicated that the QET group significantly increased QE durations from pre-training to the 6 week retention whereas the TT group experienced a reduction in QE.  QET participants showed significant improvement in the quality of their catch attempts and increased elbow flexion at catch compared to the TT group.

The researchers concluded that: QET changed DCD children's ability to focus on a target on the wall prior to the throw, followed by better anticipation and pursuit tracking on the ball, which in turn led to improved catching technique. QET may be an effective adjunct to traditional instructions, for therapists teaching visuomotor skills to children with DCD".

Do you use QET in your therapy sessions?  Would love to hear about the outcomes?

Reference:  C.A.L. Miles, G. Wood, S.J. Vine, J.N. Vickers, M.R. Wilson.
Quiet eye training facilitates visuomotor coordination in children with developmental coordination disorder.  Research in Developmental Disabilities. Volume 40, May 2015, Pages 31–41. doi:10.1016/j.ridd.2015.01.005

Visual Motor Exercises includes 25 long mazes and patterns to print, assemble and complete to practice pencil control.  Find out more at http://yourtherapysource.com/vme.html

Motor Skills, ADHD and Medication

Research in Developmental Disabilities published a review of 45 research articles analyzing the motor skills of of children (between 6-16 years old) with ADHD  and the influence of medication on their motor skills.

The results indicated the following:

1.  more than half of the children with ADHD have difficulties with gross and fine motor skills.

2.  children with ADHD inattentive subtype presented with more impairment of fine motor skills, slow reaction time, and online motor control during complex tasks.

3.  the percentage of children with ADHD who improved their motor skills to the normal range by using medication varied from 28% to 67% between studies.  The children who still show motor deficit while on medication might meet the diagnostic criteria of developmental coordination disorder (DCD).

The researchers recommend that assessment of motor skills is needed among children with ADHD because of the risk of reduced participation in activities of daily living that require motor coordination and attention.

Reference:  M.-L. Kaisera,Schoemakerb, J.-M. Albaretc , R.H. Geuzea. What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature. Research in Developmental Disabilities
Volume 36, January 2015, Pages 338–357.

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Fantastic Fingers® Fine Motor Program
By: Ingrid C. King OT

Summary: The fine motor program includes ebook, music and instructional videos
which are user-friendly, economical and research based. It helps to improve the
development of children's fine motor skills, pencil grip and posture.

FIND OUT MORE AT http://yourtherapysource.com/fantasticfingers.html

Strengthening Versus Balance Exercises for Juvenile Idiopathic Arthritis

The American Journal of Physical Medicine and Rehabilitation published research on 30 children with juvenile idiopathic arthritis (JIA) comparing the effects of muscle strengthening exercises versus proprioceptive-balance exercises on lower extremity function.

Each child was evaluated for pain, passive range of motion, muscle strength, balance, and functional abilities using the Numeric Rating Scale, goniometer, handheld dynamometer, Flamingo Balance Test, Functional Reach Test, 10-meter walking test, 10-stair climbing test, and Childhood Health Assessment Questionnaire. The participants were randomly assigned to the strengthening exercise group or the proprioceptive-balance exercise group.

The results indicated the following:

1.  statistically significant improvements in all outcome measures were recorded except muscle strength in the hip and ankle after strengthening exercises.

2.  statistically significant improvements were found in all outcome measures after the proprioceptive-balance exercises.

3.  Intergroup analysis showed statistically significant improvement in all outcome measures in the proprioceptive-balance exercise group except for the Numeric Rating Scale, Childhood Health Assessment Questionnaire, and passive range of motion scores and hip extension and knee flexion muscle strengths.

The researchers concluded that exercise treatment significantly improves musculoskeletal symptoms in children with juvenile idiopathic arthritis. Balance-proprioceptive exercises were shown to be more effective than strengthening exercises for improving lower extremity function such as walking, climbing stairs, and balance in children with juvenile idiopathic arthritis.

Reference:  Baydogan, Saime Nilay MSc, PT; Tarakci, Ela PhD, PT; Kasapcopur, Ozgur MD.  Effect of Strengthening Versus Balance-Proprioceptive Exercises on Lower Extremity Function in Patients with Juvenile Idiopathic Arthritis: A Randomized, Single-Blind Clinical Trial. American Journal of Physical Medicine & Rehabilitation.  Published ahead on print on 3/24/15. doi: 10.1097/PHM.0000000000000279

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Cross the Beam Game
By: Your Therapy Source

Summary: Download of game that encourages balance skills and
visual perceptual skills.  Find out more at http://yourtherapysource.com/beam.html

Brain Breaks for Spring $0.99 Until Tomorrow

Just finished the Brain Breaks for Spring and they are only $0.99 until 3/12/15.  I usually don't put the seasonal brain breaks on sale but due to Spring fever here I figured I would lower it to only $0.99 to help get kids moving!  Get more information at http://www.yourtherapysource.com/brainbreaksspring.html

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8 Simple Tips to Empower Students to Reach Their Goals

Here are 8 simple tips to help students reach their goals:

1. Change up the tools, toys or activities that you are doing. It may be just as simple as approaching the skill using a different tool or material.

2. Change the environment. Perhaps trying accomplishing the skill outdoors, in a quiet room or with a peer.

3. Be positive. If you assure the student that they have the ability to accomplish the goal you will provide them with the ability to believe in themselves. The power of positive feelings can go a long way. Check out Positive Affirmation Posters and Cards to provide your students with a visual reminder at http://yourtherapysource.com/positiveaffirmation.html.

4. Change your teaching style. If you are only providing verbal directions, perhaps offer a demonstration or a visual picture of what the student needs to accomplish. If you are always offering verbal feedback, perhaps try diminishing how often you provide feedback to see if that makes a difference.

5. Offer rewards. Some students respond very well to a reward system. Check out free positive reinforcement ideas to use during therapy sessions at http://yourtherapysource.com/blog1/2014/03/29/5-free-positive-reinforcements-ideas-to-use-for-therapy-sessions/.  Try using Punch Cards and Reward Cards for therapy.  Find out more here http://www.yourtherapysource.com/punchcards.html

6.  Set goals each session.  Work with the child to set mini goals each session.  This will empower the student experience small successes will help you reach the larger goals.

7.  Teach the child to focus on their strengths.  By educating the child on what they do best you can help them use different strategies to reach their goals.  The typical way to achieve a skill may not be the best way for each child.  Start off my keeping track of what the child can do.  Check out these free "I Can" cards to keep track off all of his/her accomplishments.  Get them at http://www.yourtherapysource.com/freeicancards.html.

8.  Teach the child to track their own goals.  The student can track his/her goals over
time, by monitoring the skills over the course of a day, week, month or quarter. This allows the student to get a visual picture of improvement, decline or maintenance of different skills.  By having the students track their own goals they will take ownership of their progress.  It doesn't get any easier than this to track progress.  Check out My Goal Tracker to get started.  More info at http://www.yourtherapysource.com/goaltracker.html.

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Title: My Goal Tracker
By: Your Therapy Source Inc

Summary: Download of materials to create a binder for student generated data collection on his/her goals. Two versions - Handwriting with Tears® and Zaner-Bloser® Style.

Find out more at http://www.yourtherapysource.com/goaltracker.html

 

 

Educate! Educate! Educate!

As pediatric occupational and physical therapists 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.  A 30 minute pull out therapy session may be beneficial but even better is to train someone else who is with that child all day, every day, on how to do what you do during a therapy session.

Hang up this sign in your therapy room or toss it into your folder to remind you to educate!  You can download it at http://yourtherapysource.com/freeeducate.html

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Farm Animal Detectives - Visual and Sensory Motor Freebie

Print and play this fun visual perceptual and sensory motor activity for children to guess and move like the animal.  Print your free copy at http://www.YourTherapySource.com/freefarmanimals

Self Regulated Strategy Development

Self regulated strategy development (SRSD) is an instructional model to teach writing strategies to students.   SRSD has been researched and shown to result in significant and meaningful improvements in writing knowledge, writing quality, writing approach, self-regulation skills, and motivation.  School based occupational therapists may focus on the actual skill of handwriting and also the skill of self regulation.  Hopefully, the end result is the ability to function in the educational environment which included completing written assignments (getting thoughts onto paper).  SRSD may work well with some of the students that you work with. In fact, as pediatric therapists we usually work with a similar model from start to finish based on our motor control backgrounds.  Therefore, you are probably doing many of these already but perhaps not in this exact order.  There are six stages to SRSD:

Stage 1: Develop background knowledge. Identify what skills the student needs to complete the assignment. If any skills are lacking pre-teach these skills or utilize modifications to achieve the skills. (Translation in therapy terms - evaluate)

Stage 2: Discuss it. Make sure the student is motivated to make changes. Review the student's current performance and progress monitoring. Introduce the steps of the strategy. (Translation in therapy terms: explain evaluation findings)

Stage 3: Model it. Show the student the new strategy. Discuss the pros/ cons of the strategy. Have the student create positive statements to remain motivated throughout the writing process. Introduce goal setting. Repeat any steps as needed. (Translation in therapy terms: Teach the new skill)

Stage 4: Memorize it. Practice the new strategy until the student can perform it independently. Provide visual or written cues if needed to remember all the steps. (Translation in therapy terms:  Practice in isolated setting)

Stage 5: Support it. Student gradually takes ownership and responsibility of the new strategy. This can be practiced with peer instruction, constructive feedback and positive reinforcement on the teachers part.  (Translation in therapy terms: Practice in all environments, provide feedback and modify environment if needed).

Stage 6: Independent performance. The student is able to use the new strategy in different settings or various tasks. (Translation in therapy terms: Goal achieved!)

Do you see the connection between what we do in therapy and this strategy?  +This could be applied to any modifications or accommodation used in the educational setting.  For example, it would be useful for implementing sensory diets in the school settings, teaching motor skills to participate in physical education or recess, handwriting techniques, etc.

Have you ever used this specific SRSD strategy for writing skills?  Would love to hear your experiences.  Want to read more about SRSD, read the entire article at http://www.updc.org/assets/files/resources_by_topic/literacy/SummerWriting13/Graham_SRSD.pdf.

References:  Santangelo, T. et al.  Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds”.  Remedial and Special Education Volume 29 Number 2. March/April 2008 78-89. doi 10.1177/0741932507311636

Modifications and Interventions for School - Reporting Forms
Product Details: Download of Electronic book with 72 pages including 66 reproducible forms and hundreds of suggested interventions.

Find out more information at http://yourtherapysource.com/modifications.html

 

5 Steps to Visualize Success at Motor Goals

[caption id="attachment_1211" align="aligncenter" width="300"] Photo from Flickr Tamckile[/caption]

Do you ever use visualization techniques to help children improve their motor skills or reach their goals?  Visualization is a common practice among athletes to improve their performance and take their skills to the next level.  Research among adults indicates that mentally rehearsing a sport can help to improve performance, trigger responses from the autonomic nervous system and help in the construction of schema.

Here are 5 steps to carry out for visualization techniques:

1. Determine what the overall goal is that the child would like to reach.


2. Instruct the child to relax and visualize him/herself achieving the goal.


3. Right before the child is going to try the skill again ask the child to visualize him/herself performing the skill perfectly.


4. Throughout the attempt at trying/practicing the skill have the child imagine success.


5. After the skill, have the child visualize the skill again.  Ask the child was there anything he/she could do different the next time to improve the skill.

Reference:  Saint Clair, Erica. Visualization: The Simple Tool for Even Greater Athletic Success. Retrieved from the web on 2/10/14 at http://breakingmuscle.com/sports-psychology/visualization-the-simple-tool-for-even-greater-athletic-success.



Imagination Action Journeys are 10 fun filled stories that encourage literacy, physical activity, imagination and creativity. Children will enjoy reading and acting out the stories. These can be completed indoors or outdoors with one child or a group of children. What a great way to promote literacy and physical activity! Find out more at http://yourtherapysource.com/imagine.html

Top 10 Blogposts of All Time

With the end of the year approaching, here are the top 10 blogposts of all time from Your Therapy Source:

10.  10 Tips for New Pediatric Occupational and Physical Therapists 
http://yourtherapysource.blogspot.com/2013/08/10-tips-for-new-pediatric-occupational.html

9.  Letter School App Review 
http://yourtherapysource.blogspot.com/2011/12/letter-school-app.html

8.  5 Make and Take Therapy Ideas for Summer
http://yourtherapysource.blogspot.com/2013/05/5-make-and-take-ideas-for-summer.html

7.  Motor Planning and Graded Movement
http://yourtherapysource.blogspot.com/2009/04/motor-planning-and-graded-movement.html

6.  Scissor Skills - Not So Cut and Dry
http://yourtherapysource.blogspot.com/2009/07/scissors-not-so-cut-and-dry.htmls

5.  Perceptions on Pediatric Group Therapy Sessions
http://yourtherapysource.blogspot.com/2012/06/recent-study-examined-administrators.html

4.  10 Tips for Transitions
http://yourtherapysource.blogspot.com/2013/06/10-tips-for-transitions.html

3.  10 Bilateral Coordination Activities for the Body
http://yourtherapysource.blogspot.com/2012/12/10-bilateral-coordination-activities.html

2.  Brain Breaks Game
http://yourtherapysource.blogspot.com/2012/04/new-freebie-brain-breaks-game.html

1.  10 Tips to Help Develop Self Control
http://yourtherapysource.blogspot.com/2013/09/10-tips-to-help-develop-self-control-in.html