Follow that Monster Visual Perceptual Activity

Challenge visual discrimination, visual spatial relationships and visual motor skills with this free printable.  Download just in time for Valentine's Day at http://yourtherapysource.com/vpvalentinefree.html

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Tips for Successful Pediatric Group Therapy Sessions

Many children receive group physical and occupational therapy sessions. Children benefit from group therapy sessions by modeling their peers, using cooperation and acknowledging each other’s strengths. In a group setting children can communicate their ideas with each other and problem solve motor activities. In addition, group therapy may benefit children by providing social interaction. By achieving skills and tasks in front of their peers, a child’s self esteem may improve. These benefits are wonderful when the group therapy session goes smoothly. But, what about when the therapy session does not go so smoothly such as having children who refuse to participate or exhibit non-compliant behavior?

There are several ways to help ensure that the group therapy session is successful.  First and foremost, be prepared. Children tend to exhibit inappropriate behavior when they become complacent during unstructured times. It is critical to plan out in advance exactly what goals you will be addressing during the session and design an activity keeping those goals as the focus. Always have in mind a few extra activities. Some activities that you may think will take 20 minutes may take 5 minutes leaving you with a chunk of unstructured time.

When determining what activities to utilize during a group session, keep all of the children’s skills and goals in mind. Make sure that all of the children can complete the tasks while
being challenged. If one child finds a task too difficult, frustration may result in non-compliance. On the other hand, one child may find the task too easy which could lead to inappropriate behavior while waiting for the next activity to begin. Creating that balance for all the children in your group can be difficult but with proper planning it can be achieved.

Establish a structured routine and clearly communicate rules that you will follow each therapy session. The children will know what to expect each and every session. Perhaps, begin with a short warm up activity, followed by the main task and then finish up with a cool down activity. Another option, would be to open and close each session with a particular song which gives the children a clear sign that group is starting and ending.

The activities and tasks that are planned for the session should be fun, exciting and novel as well as pertinent to the children’s goals. If the children are having fun while achieving their goals the participation level will most likely increase. In addition, a motivated child will exhibit appropriate behavior in order to participate.

Provide positive reinforcement to the children in order for them to realize that effort is just as important as accomplishing the task. All children in the group may not be able to participate at the same level. If the child is working hard, recognize their determination.

Remember to be flexible. If the children are not able to complete a planned activity they may become frustrated, refuse to participate or exhibit inappropriate behavior. Be sure to adjust accordingly. First, try to simplify or repeat the directions to ensure that the children understand what is being asked of them. Also, try to simplify the tasks or break the skill down into smaller parts so that the children can accomplish the activity. If the children continue to exhibit difficulties after modifying the planned activity, you may need to move on to a new activity.

If you are working with a large group, try recruiting another staff member to create a collaborative treatment session. Motor activities provide an excellent resource for language development. For example, concepts such as prepositions can be physically acted out lending further understanding of the words. Perhaps the speech therapist can address certain goals while you are also addressing your goals.

Another option when working with a large group, is to break the group up into smaller groups. Establish several activity stations to be accomplished during a certain amount of time. You can monitor one station where the children will need more supervision. Plan several other
stations that can be completed independently. Rotate the smaller groups through each of the stations. The smaller group setting will allow each child to participate more often again limited the amount of unstructured time.

If you are unable to break a large group up or recruit other staff members to assist make sure that the children are actively engaged at all times. Attempt to plan activities that keep the whole group active throughout the session. If the activity does require turn taking, try having the children line up shoulder to shoulder or in a large circle, instead of one behind the other. This allows the children to benefit from seeing each child take a turn. For some children, seeing the task repeated over and over again can make it easier for them to complete the task.

Group occupational and physical therapy sessions can be greatly beneficial for the children involved. By carrying out good planning strategies, flexibility and positive reinforcement, therapy sessions can be more effective. If you are looking for easy and quick group sensory motor activities, 25 Instant Sensory Motor Group Activities, is a great resource at http://yourtherapysource.com/instant.html

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10 Way to Make Your Own Puzzles

Here are some simple ways to make all different types of puzzles using objects from around your house or classroom:

1.  Big Shape and Letter Puzzles at http://yourtherapysource.com/blog1/2014/05/05/big-shape-and-letter-puzzles/

2.  Vertical Puzzles at http://yourtherapysource.com/blog1/2014/03/19/vertical-puzzles/

3.  Ping-Pong Puzzles at http://yourtherapysource.com/blog1/2013/11/22/ping-pong-puzzles/



4.  Complete the Name Puzzle at http://yourtherapysource.com/blog1/2013/10/17/complete-the-name-puzzles/  You could use the child's name or any spelling or vocabulary word.



 

5.  Puzzles on Paper to print and complete at http://www.yourtherapysource.com/puzzlepaperfree.html 



 

6.  Twisted Puzzle at  http://yourtherapysource.com/blog1/2012/02/06/twist-literally-on-puzzles-part-2/



7.  Complete the Picture puzzle at http://yourtherapysource.com/videocompletethepicture.html



 

8.  Kitchen Puzzle at  http://growingplay.blogspot.com/2012/06/kitchen-puzzle.html

9.  Outdoor Complete the Puzzle at http://growingplay.blogspot.com/2012/06/outdoor-puzzle-race.html



 

10.  Match the Shape Puzzle at http://yourtherapysource.com/blog1/2013/08/07/diy-fine-motor-and-visual-perceptual-toy/



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Balance Skills and Obesity in Children

Appetite published research on whether balance skills and quality of life are influenced by childhood obesity.  Eighty seven children who were classified as Class 1 obese (BMI SDS 2.0-2.49) and Class 2 obese (BMI SDS > 2.5) were evaluated using the BOT-II to measure balance and the PedsQL to determine quality of life.  Statistical analysis indicated the following:

1.  the mean balance was 26.52 ± 5.2 out of a maximum of 37 on the BOT-II


2.  overall 71.26% of the children had impaired balance


3. C2 obese children (BMI > 2.5) had lower balance scores compared to C1 obese children


4. the mean quality of life score was 59.0% ± 19.8% (C1 60.7% ± 19.1; C2 57.44 ± 19.8)


5. the children with balance impairment had lower quality of life

The researchers concluded that balance was impaired in children who were obese and that those children had a lower quality of life. The researchers recommend conducting a physiotherapy assessment in children who are obese.

Reference: O’Malley, G. et al. Are balance and quality of life impaired in children who are obese? Appetite Volume 76, 1 May 2014, Pages 198

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Title of Electronic Book: 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://www.yourtherapysource.com/beam.html

Quick Brain Break - Q and A Body Game

Need a quick game to rest and refresh your student's brain?  Try this Q and A Body Game:

Purpose: Promote body awareness, motor skills and listening skills.

Materials: none

Activity: This can be played with one player or a group of children. The adult faces the group. Explain the directions of the game. The adult is going to ask the children to move certain body parts based on questions. The children are not to answer the questions. They should move the body part that is the answer to the question.

Here is an example:
Question: What body part waves hello?
Answer: Children wave hands in air.

Here is a list of several questions and answers or make up your own. See what questions the children can come up with.

Q: What body part makes funny faces?
A: Child moves mouth or tongue

Q: What body part wears socks?
A: Child moves feet.

Q: What body part uses crayons?
A: Child wiggles fingers.

Q: What body part smells skunks?
A: Child moves nose.

Q: What body part climbs ladders?
A: Child moves arms and legs

Now change the game and request actions based on different noises:

Make a clapping sound with your body.
Stomp your feet
Snap fingers
March in place
Smack lips
Slap knees
Tap shoulders quietly

Now have children close their eyes. Make one of the sounds with your body that you practiced together. Can the children guess what body part you are using to make the sound.

Need brain break ideas? Check out all of our Brain Break downloads at http://yourtherapysource.com/brainbreaks.

Or order our Brain Breaks Card Set at http://yourtherapysource.com/growingplaycards.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

 

 

Holy Ball Pit Batman!

Wow!!!!!  This guy takes the ball pit to a whole new level!

 

Hidden Cups Video Activity

Watch this video activity idea that encourages fine motor skills, forearm pronation/supination, eye hand coordination, grading of movements and counting.  You can view it at http://www.yourtherapysource.com/videohiddencups.html

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Co-Teaching Handwriting

The American Journal of Occupational Therapy published research on a handwriting and writing program co-taught by teachers and occupational therapists for first-grade students. The study consisted of 4 classrooms (n = 80) receiving the Write Start co-teaching program, and four (n = 58) receiving regular handwriting and writing instruction. The co-teaching consisted of 2 teachers and 1 occupational therapist for 24-sessions.  The sessions included station teaching and individualized supports with a focus on practice in small groups.  The coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation.

The results showed the following:

1.  students who participated in the Write Start co-teaching program improved more in handwriting legibility and speed than the group receiving standard instruction.

2.  writing fluency and written composition were no different between groups at posttest.

3.  although writing fluency was significantly higher for Write Start students at 6-mo follow-up.

4.  the students who participated in the Write Start co-teaching program who had low legibility at baseline made significant improvements.

Reference:  Case-Smith, J et al. Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students. Am J Occup Ther. 2014 Nov-Dec; 68(6): 690–698. Published online Nov-Dec 2014. doi: 10.5014/ajot.2014.011585

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Handwriting Stations 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 with Tears® style and Zaner-Bloser®
style). This download is great for classroom use, therapy sessions or to send home
with a student.  FIND OUT MORE at http://www.yourtherapysource.com/hwstation.html

 

5 Ways to Work on Pre-Writing Skills without a Pencil

Here are 5 simple ideas to work on pre-writing skills without ever picking up a pencil -

1.  Sensory Trays for Pre-Writing.  Put some shaving cream, sand, rice, salt, etc. in a tray.  Have the child practice "writing" horizontal, vertical, diagonal and curved lines using their finger.



2.  Draw some horizontal, vertical and diagonal lines o paper.  Have the child place stickers along the lines.



3.  Have the children make their bodies into different types of lines - vertical, horizontal and curved.  Try shapes.

4.  Draw lines on a chalkboard or whiteboard.  The child can erase the lines using a small sponge.

5.  Use pipe cleaners or wax strings to create the lines and shapes.  If you don't have pipe cleaners, look for different items in your school or house that you could use ie wooden spoons for lines, jar lids for circles, etc.

Need more ideas to work on lines and shapes?  Try Wax String Activities at http://yourtherapysource.com/wax.html.  This download promotes fine motor skills,
figure ground skills, visual perceptual skills, visual closure skills, visual motor skills, tactile input and cognitive skills.  Get some free sample pages to start practicing.



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Penguin Pencil Challenges Freebie

Get more information on the latest download - Penguin Pencil Challenges at http://www.yourtherapysource.com/pencilchallengespenguin.html



Here are some free sample pages from Penguin Pencil Challenges to practice visual motor skills. You can download them at http://www.yourtherapysource.com/pencilchallengespenguinfree.html

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Handwriting Size and Children with Autism

Research in Autism Spectrum Disorders published a study of  26 boys with autism spectrum disorders (ASD) and 17 typically developing children and their ability to regulate the size and consistency of fundamental handwriting movements when using writing guides.    Each participant wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. The results showed the following:

1. movement size and consistency was comparable between groups when the writing guides were set at 10 mm


2. handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm.


3. neuromotor noise was comparable to that of typically developing children across both writing sizes.

The researchers concluded that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present.  They surmise that problems of handwriting legibility in ASD may be due to other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing.

Reference: Johnson, P. et al. Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation. Research in Autism Spectrum Disorders
Volume 11, March 2015, Pages 20–26

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Need handwriting activities?  Check out all of our resources at http://yourtherapysource.com/handwriting.html

5 Key Themes that Parents View as Important in OT Assessments

The British Journal Of Occupational Therapy published research to determine what parents view as important, relevant, and understandable in occupational therapy assessment reports, and to explore evidence for best clinical report-writing practices in pediatrics.

This study comprised of only 10 parents but in-depth interviews were carried out to determine parent perspectives on reports written for their children.

The results identified 5 key themes that parents view as important:

1. generating an accurate record of assessment.


2. answering referral questions.


3. understanding the language and terms in the reports.


4. using the report for information sharing and partnership building.


5. being prompted to take action with recommendations that parents can implement during everyday activities.

Reference: Makepeace, E. and Zwicker, J. Parent Perspectives on Occupational Therapy Assessment Reports. The British Journal of Occupational Therapy November 2014 vol. 77 no. 11 538-545. doi: 10.4276/030802214X14151078348396

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Title: Therapeutic Activities for Home and School

by: Your Therapy Source

Summary: Therapeutic Activities for Home and School provides pediatric therapists with
over forty, uncomplicated, reproducible activity sheets and tips that can be given to parents
and teachers. Each activity sheet is written in a simple format with no medical terminology.
The therapist is able to simply mark the recommended activities for each child. By
providing parents and teachers with these handy check lists, therapists will be
encouraging therapeutic activities throughout the entire day rather than time set aside for
traditional home exercise programs. This book is a essential tool for all school based
therapists to facilitate carry over of therapeutic activities in the home and classroom.

Find out more at http://yourtherapysource.com/therexbook.html

10 Activities to Work On Hand Strengthening

Here are 10 activities to give the muscles in the fingers and hands a workout:

1.  Ways to Use Clothes Pins with Craft Sticks from http://www.yourtherapysource.com/freeclothespin

2.  Clothesline Numbers from http://www.yourtherapysource.com/clothespinfree.html

3.  Clay Marble Mazes from http://yourtherapysource.com/blog1/2014/04/14/clay-marble-mazes/

4.  Hole Punch Palooza Sample Page from http://yourtherapysource.com/holepunchpics.html

5.  Hand Strengthening Activities in the Kitchen from http://yourtherapysource.com/blog1/2014/07/16/3-hand-strengthening-activities-in-the-kitchen/

6.  5 Things to Do with Loom Bands from http://yourtherapysource.com/freeloombands.html

7.  Bubble Wrap Story Time Printables from http://yourtherapysource.com/freebubblepop.html

8.  Water Squirt Race at http://yourtherapysource.com/videosquirt.html

9.  Spray Shapes and Patterns at http://yourtherapysource.com/blog1/2012/05/09/spray-shapes-and-patterns/

10.  Hatching Birds Clothespin Activity at http://www.yourtherapysource.com/freehatch.html

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Trunk Control, Gross Motor Function and Cerebral Palsy

Developmental Medicine and Child Neurology published research on the relationship between segmental control of the trunk and the corresponding gross motor function in 92 children with cerebral palsy (Gross Motor Function Classification Levels I to V).  Each participant was assessed with the Gross Motor Function Measure (GMFM), the Pediatric Evaluation of Disability Inventory (PEDI), and the Segmental Assessment of Trunk Control (SATCo).

Statistical analysis showed the following:

1.  a positive relationship between the segmental level of trunk control and age, with both gross motor function and mobility.

2.  segmental trunk control measured using the SATCo could explain between 38% and 40% of variation in GMFM and between 32% and 37% of variation in PEDI.

The researchers concluded that the strong association between segmental trunk postural control and gross motor function and mobility has significant clinical implications for the treatment of children with CP.

If you want more information on the Segmental Assessment of Trunk Control (SATCo) you can view it here http://www.the-movement-centre.co.uk/wp-content/uploads/2011/08/SATCo-Form-and-instructions.pdf

Reference:  Curtis, D. J., Butler, P., Saavedra, S., Bencke, J., Kallemose, T., Sonne-Holm, S. and Woollacott, M. (2014), The central role of trunk control in the gross motor function of children with cerebral palsy: a retrospective cross-sectional study. Developmental Medicine & Child Neurology. doi: 10.1111/dmcn.12641

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Classroom Activity Posters is a collection of 16 exercise activities, 4 large posters and a brief, simple video demonstration of each exercise.  Find out more here http://yourtherapysource.com/cap.html

Developing the Mind Through Movement

"Watching a child makes it obvious that the development of his mind comes through his movements". - Maria Montessori

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Play - Move - Develop : 100 reproducible games and activity ideas to encourage motor skill development and learning in children. Great resource for fun, home exercise program activities.  Find out more at http://yourtherapysource.com/playmove.html

 

Gender Differences and Handwriting

[caption id="attachment_2284" align="aligncenter" width="625"] clip art by edu-clips[/caption]

Previous research has indicated differences in handwriting based on gender such as girls have often been shown to write faster and more legibly both in elementary school and in higher grades.  Although some research on the underlying components of handwriting has been done to determine why these differences may exist, very little has been explored regarding cognitive skills or self awareness.

The British Journal of Occupational Therapy published research examining the handwriting self-awareness and performance of 86 Israeli middle school students, girls and boys, and the relationship between self-awareness and handwriting performance.  A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires.  Self-knowledge was defined as "one’s understanding of one’s own cognitive strengths and limitations in different areas of functioning that exist outside the context of a particular task" and on-line awareness was defined as "the ability to monitor, regulate, and evaluate performance of an activity within a specific context".

The results indicated the following:

1.  differences were found between boys and girls in relation to students’ self-awareness
of their handwriting performance.

2.  boys perceived their handwriting to be faster, even though their actual handwriting performance was slower.

3.  boys showed a significant correlation between self-knowledge and performance regarding legibility.

4.  boys and girls demonstrated significant correlations between on-line awareness and performance.

The researchers concluded that  students aged 12–14 are only moderately aware
of their handwriting performance, yet there are gender differences in relation to
this awareness.  In addition the researchers recommend evaluating handwriting
self-awareness (self-knowledge and on-line awareness) to help plan handwriting intervention.

Reference:  : Lahav O, Maeir A,Weintraub N (2014) Gender differences in students’
self-awareness of their handwriting performance. British Journal of Occupational
Therapy, 77(12), 614–618. DOI: 10.4276/030802214X14176260335309

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Need handwriting activities?  Check out all of our resources at http://yourtherapysource.com/handwriting.html