All posts by Guest Blogger

The Guide to the Perfect Sensory Space

Autism, Occupational Therapy, Sensory, , , ,

The school and classroom provide a wealth of sensory information. Whether or not your students have special needs, processing sensory information can be a real challenge and also impact their behavior (e.g. difficulty paying attention, sitting still, working cooperatively with others, etc.).

Sensory processing difficulties arise when the brain can’t sort, organize, or integrate sensory messages. It’s like a “traffic jam” in the brain, with a few snippets of sensory information “stuck in circulation”. When this happens, certain parts of the brain don’t receive the sensory information they need to do their job1.

Providing a sensory space helps students to calm down and is a way to avoid disorganization. It’s a simple solution for improving social-emotional behaviors and beneficial for cognitive development.

What is a sensory corner?

A sensory corner is a designated area inside your classroom that is dedicated to supporting the sensory development of all students. It allows the child to take refuge there completely independently. Their withdrawal into this space helps them regulate their emotions and energy level in order to be more available to learn and interact with others.

A sensory space stimulates the primary senses, sight, hearing, smell, touch, vestibular and proprioception without creating overload because the senses are chosen on a voluntary basis.

The benefits of a sensory corner clock

The very preciouses moments, lasting at least 15 minutes, improves mood management by taking care of one’s emotions, increasing feelings of security, and help reduce agitation and apathy (lack of energy). No wonder they allow for the improvement in attention and quality of concentration.

Regulating our senses is important in maintaining our mental and physical well-being and self-esteem. The sensory space allows for wonderful one-on-one or supports a moment of guided learning, if the space is sufficient to accommodate the adult and the child.

How to design a classroom sensory space tools

  • It must be welcoming, comfortable and a defined space. The area has boundaries and is large enough to accommodate at least one seat (armchair, cushion, carpet, etc.).
  • Make sure the child will be isolated from ambient noise or the hallway.
  • Make sure you can adjust the light intensity or filter it. Some children will seek intense light while others will benefit from dim lighting.
  • Try to find a corner of the class where the student can have some privacy, out of sight of their peers. To enclose this space, you could use a curtain or furniture such as a bookcase or shelf.
  • Ideally, provide storage for the items or equipment that your corner will offer. The space should not be overloaded with things.

The objective is to be able to immerse yourself in a “cocoon-bubble” atmosphere in order to experience better sensory stimulation and enjoy all the benefits.

The effectiveness of a sensory corner has nothing to do with your allocated budget. It’s therefore not necessary to invest in expensive and sophisticated equipment.

What equipment should you provide in your sensory corner?

Your sensory corner can evolve over time and according to the needs of your students. Here are some suggested items that can stimulate the senses.

Touch

Smell

  • An accessory or cushion that you can put a few drops of essential oils on (ex: lavender)
  • Scented putty
  • Small cotton sachet (for the bottom of a drawer) with different smells

Sight

Hearing

Oral

Vestibular (balance and movement)

Proprioception

You could display or make available inspirational thoughts, relaxing music, pictures to color, breathing strategies, a timer to give child perspectives about time.

And the most important part …

Once your sensory space has been established, take the time to show it to your students and teach them how to use it, when, and why so that they understand the purpose of this space.

It’s also important to display the tools and resources available in the space. Don’t hesitate, for example, to demonstrate breathing techniques in a large group so that they know how to repeat them when alone.

Having a space like this is a great way to implement social-emotional learning strategies in your classroom.

And now, play on!

-The manimo team

1Sensory Spaces in School 2021. National Council for Special Education, NCSE-Sensory Spaces in Schools

Reflecting Back to the Beginnings of Therapro

Occupational Therapy

It has been 43 years since Therapro’s President, Karen Weihrauch left her teaching position at the University of Wisconsin-Milwaukee (UWM) for her new home in Boston.  In those 43 years a lot has changed, including the founding of Therapro! She reflected on those changes in her recent reunion message to her former occupational therapy students at their class of 1979 reunion in Milwaukee, WI.  Read on for her full remarks!

Dear UWM OT Class of 1979,

It is hard to believe that it has been 43 years since we were all together in the OT pediatric class! I remember your class very well for many reasons but here are the two prominent reasons that come to mind. First, I remember your enthusiasm for learning which in turn made teaching all of you a joy. In addition, it was my last year teaching at UWM and my last year of living in Wisconsin. For all of us, it was the ending of something familiar and the embarking on exciting careers ahead. 

I cannot help but think how much pediatric OT has changed since I taught you 43 years ago. What I taught was based on a medical model, not a school-based model which is what we now know of pediatric OT.  School based OT was just emerging and we all have had to make many adjustments to our therapeutic approach. 

When I came to Boston to get my doctorate in OT at Boston University, I also began to work part-time in the Brookline Public Schools. The caseload and the number of evaluations quickly escalated. I could foresee that OT services would become an important part of the academic program for struggling students. We, as OTs, had much to offer. 

However, I noticed that there were some missing parts that we needed to become part of this practice area. I could not find any resources to help me nor were there any relevant supplies or equipment related to working in the schools. When I complained about this to my husband, Paul, he began to think of it as a possible business idea and we created Therapro, Inc. to fill this void. 

35 years later, and 76 years old, I am still an OT utilizing my OT skills to preside over a company that is considered “The Therapy Resource for Families and Professionals.”

OT is a great profession, and I am so glad that you are part of it!!

My Very Best to each of you,

Karen Conrad Weihrauch, PhD, OTR/L

picture of a boy in a wheelchair completing an art project using the functionalhand to help hold his tools.

Executive Functioning – Making Strategies Inclusive

Assistive Technology, Executive Functioning, , , ,

Linda Merry, OTR/L, NDT/C

What is Executive Function?

The phrase “executive function” as described in the Harvard Journal, Developing Child, refers to a set of skills.  These skills underlie the capacity to plan ahead and meet goals, display self-control, follow multiple-step directions even when interrupted and stay focused despite distractions, among others.  

No one is born with executive function skills but nearly everyone can learn them.  Adults set up the framework for children to learn and practice these skills over time by establishing routines, breaking big tasks into smaller chunks, and encouraging activities involving rules, directions and planning skills.  

As our child becomes more competent and these areas of the brain develop, it enables them to plan for themselves.  It also allows them to focus and stay engaged with information to complete tasks.  Research has shown by 12 months of age, a child’s experiences are helping to lay the foundation for the ongoing development of executive function skills. 

Get Ready, Do, Done

Sara Ward and Kristen Jacobsen’s  framework, “get ready, do, done”, to support skill development provides a process to develop the executive functioning abilities.   This system is easily incorporated into all activities.  

Implementation

The first step is to help your child or student visualize what the project will look like when it is done i.e., what does the end look like.  Children need the opportunity to visualize the end before they plan their steps. This is especially true for a child who lacks the motor control to move their body or communication skills to verbalize their intent.  A child may have the ability to plan a task but lack the opportunity when others bring materials to them, place them on their surface and physically help with each step.

Next, you want the child to visualize the steps they need to take.  It may involve cutting a circle, drawing a picture, gluing, etc.  You want your child to think through the process. Let the child tell you what steps they want to take before beginning.

Last, to “get ready” the child should tell you what materials they need.  Is it markers, paper, ruler, glue stick, etc.?

Accessibility For The Child With Special Needs.

When a child can visualize what their completed project looks like, they can talk through the process and collect needed materials as independent as possible.  What if a child is unable to communicate verbally or walk over to get what they need?  Here are strategies that provide inclusive opportunities to use this framework.  It allows the child with neuromotor difficulties to participate in opportunities that lay the foundation for executive functioning.  The goal is to support their abilities and not allow their impairments to limit their learning.

Get Ready, Do, Done provides a visual or template to clearly demonstrate the thinking process.

Strategies To Support Inclusive Learning

  • Positioning Needs of the Child: When completing activities that require attention, concentration and upper extremity control, optimal positioning is important.  A child seated upright so they can view what their project looks like when completed.  Positioning  the child at 90:90:90 for the hips:knees:ankles  with feet supported is usually preferred.  
  • Tray Surface: Supporting the upper arm on a table surface provides a base of support for upper extremity control.  By increasing the contact surface of the forearm and hand, it provides stability and increased sensory awareness of movement in space. We have found a tray surface that supports the elbows, by curving around the body, makes a significant difference. The work surface should be large enough to fit materials and support the upper body.  Common errors are elbows falling off the table or not enough room for materials. 
  • Organization of Work Surface:  For the individual with motor coordination, it can be helpful to have a container where materials are placed avoiding knocking them off the tray.  This can be a small bowl or box that serves as a “waiting area” for items such as scissors and glue.
  • Vision Considerations: The size, colors and position of the project are important.  Placing the project that is “done” and showing what the end looks like should be of a size, position and contrast that supports vision needs.  Placing it on an easel, on the wall or at an angle that allows for easy viewing is helpful and allows the child to visually reference the project that they are completing.  Adjusting the size by enlarging pictures or having a black contrasting background may help the individual with vision impairments.
  • Activity Selection/Material Considerations:  Using templates and/or pre-made cut outs may help the individual with motor impairments.  If the end is a picture of a farm, using a template that supports coloring inside can be helpful.  Using stickers that allow the individual to place or glue them reduces the motor demands.  Forming Wikki Stix into shapes that allow the child to color inside simple shapes is another option.
  • Tool Use: Using adaptive crayons or adapted markers, glue sticks and other materials may allow the child to do the task without hand over hand assistance.  You want to reduce the motor demands when you increase the cognitive requirements.  There are many options to help children hold their own tools.  The Functionalhand allows children to hold objects in either the  horizontal or vertical orientation.  Any size crayon, marker, glue stick, dry erase markers or school tools can fit into the flexible cord system.  For children who are unable to sustain a grasp on the Functionalhand independently, the Eazyhold strap is the ideal complimentary product.  
Finished project displayed on a slant board as a visual reference for “Done”
Alistair references done while he uses the Functionalhand to paint his cow.  

Do 

Keeping the activity initially simple and building on the concept once the child is familiar is important. Initial activities may be to color pictures and glue them in position.   Having two sets of icons, one showing the action and the other showing the tool helps them to understand the difference.

Use a picture of the action for “Do”
Use a picture of the item for “Get Ready”

You may start by showing  the pictures and asking, “do we cut first or color first”.  Using “first” and “then” concepts allows your child to know there is a progression to activities and reflect on the order.  The child can point, answer or place the icons in order. 

Get Ready

Several strategies will assist the individual to be actively engaged in the “ Do” and “Get Ready” process.

  • Use picture icons that allow the child to point to or grasp to put in the “Get Ready” column. Using Velcro to keep the pictures in position may be helpful.
  • Use an augmentative communication device with a page that lists options and allowing the child to point to or use a stylus to access their selections individually. The child can then grasp the item to put into their “waiting area” bowl or box or you place them upon making their selection.

Summary

How does a child with neuromotor impairment that may lack the postural control to move, reach and communicate get the same opportunities to develop executive functioning skills as other children?  Structuring the learning opportunity and providing activities in a manner that supports their thought processes to plan and participate in the execution of tasks is important. Incorporating alternative strategies to minimize hand over hand assistance is the start.  The key is to  let the child do as much for themselves as possible both in terms of thought process and motor participation.  Learn more about Executive Functioning by listening to Therapro’s Lecture series on this and other topics.

References

Ward, S., & Jacobsen, K. (2014). A clinical model for developing executive function skills. Perspectives on Language Learning and Education, 21(2), 72-84.

What Is Executive Function? And How Does It Relate to Child Development? (N.D.) Center for the Developing Child Harvard University. https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/