All posts by Guest Blogger

Therapro A-Tech Virtual Learning

Activities, Education

by Abbie King, MS, CCC-SLP, ATP

2020 has brought a whole new set of challenges where we as educators need to get creative. Simple low to mid-tech assistive technology tools can make the virtual learning experience less stressful and more productive for all students. 

Here are some simple low tech tips and tricks to make virtual learning easier. 

  1. Use a visual schedule. 
    • Why? Visual schedules allow students to visually see an overview of their entire day. This can help reduce frustration and ease the anxiety relating to transitions.
    • What?  These schedules should include the time each activity is occurring and a picture or word to represent the activity. These schedules can be created using real photos, images, or icons. 
    • Easy Option: For a ready to go option, our new  SchKidules provide these symbol representations for everyday school and home-based activities. 
  1. Make sure your laptop is at the correct angle and height. 
    • Why? When a computer is too low, it creates a tendency for the body to lean forward. This causes strain on the neck and discomfort!
    • How?  One great way to create the correct angle and height is by using a slant board and a piece of Dycem. Place the Dycem on top of the slant board and the laptop on top of the Dycem. The Dycem will create a non-slip surface so the laptop does not slide off. Ahhh…relief from neck pain!!
  1. Break down visually overwhelming information. 
    • What? When using worksheets or printed work, the directions and visuals may be visually overwhelming for students who have difficulty filtering out extraneous visual stimuli.
    • How? We can reduce these visual distractions by using highlighter strips, reading guides, or even laminated index cards. The student can guide these low tech tools across their piece of paper to block out all extraneous material and focus on each sentence they are trying to read. 
  1. Use adapted tools whenever needed . 
    • Why? Students with physical disabilities should be supplied with adapted tools to promote the most independence as possible. 
    • What? Examples of some of these tools include, adapted scissors, EazyHolds, and the Functionalhand. 
      • Adapted scissors allow students with decreased fine and gross motor abilities to independently use scissors. A variety of options exist including scissors on a sturdy base, scissors that open on their own, and scissors that don’t require the user to place their fingers in the holes. 
      • EazyHolds and the Functionalhand allow a student who does not have a functional grasp pattern to independently use a pencil, marker, spoon, stylus, etc.  The Functionalhand can give a student a sturdy grip on objects while allowing the student to use the object at a functional angle. The Eazyhold can be used in conjunction with the Functionalhand to securely hold the handle of the Functionalhand in the student’s hand. Eazyhold can also be used on their own to support independent grasp of everyday objects (e.g., cups, brooms, spoon, etc.)
  1. Provide alternative access solutions when necessary. 
    • What? If a student cannot independently access virtual work, they should be provided with an alternative way to access the material, whether that is on the computer or via printed materials. 
    • How? A BIGtrack 2 trackball, provides a sturdy base with a rolling ball that can be used in lieu of a typical mouse.  

There are many options available to make virtual learning more accessible, we hope you have found a tip or two to make your virtual learning experience successful! 

The functionalhand® supports your child’s learning!

Handwriting

For children who have difficulty with muscle tone, movement and motor skills, they may lack the hand control to hold writing utensils.  This may impact their ability to complete academic skills at the level they are capable of.   Participation in learning is made easier with the functionalhand®.  It reduces fine motor demands allowing your child to focus on discovering letters, numbers, counting skills and so much more.

Children learn through a variety of sensory experiences. Processing auditory and visual cues in combination with movement enhances cognitive or academic concepts.  The functionalhand® reduces the physical demands of academic tasks and allows the child to have more energy to focus on learning. Tracing and copying activities are completed with less effort.

The functionalhand® allows children to participate in formal writing programs that teach letters such as “Handwriting without tears”.

Dot markers are another “tool” that the functionalhand® assists children to hold and practice number recognition and matching skills.

In addition to number recognition, there are a variety of activities a child can participate in that supports math skills.  This universal device enables individuals who cannot hold a writing utensil in their hand, to complete academic skills.

Linda Merry, OTR/L, NDT/C and Celine Rosati Skertich, PT, MS, PCS, NDT/C, creators of The functionalhand®.

6 FAB Strategies for Improved Behavior During Pediatric Therapy

Activities, Life Skills, Sensory

By John Pagano, Ph.D., OTR/L

  1. Increase structure – Especially with students (e.g. sensory seekers) who trash your therapy room getting increasingly dysregulated, increase the structure. One way is by starting the session with all the toys locked up, and listing or assembling pictures of all the activities the client will do in order, before starting the session. Praise the client and check off each activity after they complete it and clean up, then unlock and begin the next activity. Another option for motivating clients when developing the activity list is to alternately have them choose the first activity and the therapist chooses the next one. Groups can also be structured with pictures listing the activities in order, or by having group members draw and review a praxis comic depicting the group activities in sequential order.
  2. Preferred Activities & Choices – Clients will work better if given choices between 2 or more activities, and presented with tasks they like to do. To assure that therapeutic goals are addressed you can present 2 choices addressing the same therapeutic goals (e.g. for deep pressure to reduce arousal offer wheelbarrow walking or wall pushups).
  3. Alternate seated with preferred gross motor tasks – For evaluation and treatment sessions it is often helpful to alternate seated fine motor writing tasks with preferred gross motor activities.
  4. Intersperse Easy – Instead of giving 10 challenging tasks, help improve the client’s motivation and effort in trying challenging new tasks by presenting 5 new tasks (covering all the concepts in the original 10 tasks you were going to teach), and alternating so every other task is something the client likes to do and has mastered, then reinforce him for doing it correctly.
  5. Reduce distractions – Especially in groups or the classroom, minimize problematic sensory distractions to improve attention. Study carols help minimize visual distractions, while noise canceling headphones are useful for auditory distractions. It often helps to give the teacher noise canceling headphones to help a student who has difficulty behaving appropriately due to the loud sound of fire drills.
  6. Increase sensory stimulation of challenging therapy tasks – Particularly for students who are under-responsive it can be helpful to add sensory input that accentuates therapy and academic tasks. This can be done by highlighting important print, plus signs, emphasizing the guide lines of the paper, or simultaneously having the student listen to and read a story.
  7. Getting clinic clients to leave – Many skilled clinic therapists who use sensory integration strategies have a problem getting clients to leave when their session ends. While it’s a compliment showing the client enjoys and can learn better during therapy, it’s a problem because the therapist has another client waiting and aggressive behavior in the clinic is bad for business. Think about this ahead, and if it is a problem structure the last task in a special room with only the door leading outside unlocked. Use this as a last activity room with their parent present (a good place to review home programs), give five and two minute warnings, do deep pressure calming sensory activities, then escort them out and give them a prize if they leave appropriately.
John Pagano PhD OTR/L

John Pagano, Ph.D., OTR/L is an occupational therapist who developed FAB Strategies® to help students with complex behavioral challenges. He just completed his first book called FAB Functionally Alert Behavior Strategies.  Dr. Pagano has been presenting FAB Strategies® workshops internationally for over twenty years, and is known for his humorous interactive presentations and website www.fabstrategies.org  

He will be offering a free Therapro webinar on Tuesday, 10/29/19:  Integrating Behavioral, Sensory, & Mindfulness Interventions in your Pediatric Therapy and a seminar at Therapro on Saturday, 11/16/19: Advanced Treatment Strategies for Youth with Complex Behavioral Challenges. For more information about these events, please refer to the Therapro website at www.therapro.com and click on the News & Events tab.