Category Archives: Life Skills

Webber® Activities of Daily Living Photo Sequencing Cards

A Fresh Approach to Teaching Essential Life Skills

Unlocking Independence With The Webber® Activities of Daily Living Tips and Teaching Companion & Photo Sequencing Cards

The Webber® Activities of Daily Living Tips and Teaching Companion and Webber® Activities of Daily Living Photo Sequencing Cards offer a fresh approach to teaching essential life skills and help you unlock your student’s potential for independence with self-care activities and routines that are vital for everyday life (i.e., activities of daily living).

Webber® Activities of Daily Living Photo Sequencing Cards for teaching life skills

Discover a vibrant and innovative way to teach essential life skills with Webber® Activities of Daily Living Photo Sequencing Cards. Created by Occupational Therapist Dani Kinsley, the Photo Sequencing cards can be used with students from preschool through adulthood. Dive into 20 self-care tasks each meticulously broken down into 6 steps, offering a total of 120 daily activity cards. Real-life photos, accompanied by written and verbal prompts, make learning engaging and relatable. Customize lessons effortlessly to the needs of the learner with Basic Directions, Expanded Directions, and Extension Questions for each photo card.

Beyond the basics like Brushing Teeth and Getting Dressed, this tool addresses more specialized target skills such as Straight/Curly Hair Care, Sneezing and Using a tissue, and Basic First Aid. 

Companion Excellence: Webber Activities of Daily Living Tips and Teaching Companion

Webber® Activities of Daily Living Tips and Teaching Companion

Enhance the power of the Webber Activities of Daily Living Photo Sequencing Cards with the Webber® Activities of Daily Living Tips and Teaching Companion. Packed with 188 pages, this invaluable resource aids in creating personalized lesson plans. Track progress with Data Sheets, implement effective strategies with Tip Sheets, and enjoy clear suggestions for enriching learning through How-to visuals. 

At Therapro, our commitment to discovering impactful products is unwavering. We continuously seek tools that benefit therapists, teachers, families, and caregivers. Teaching essential life skills (ADLs) systematically and practically elevates the learning experience, catering to a diverse age range with varying skill levels.  The Webber® Activities of Daily Living Tips and Teaching Companion paired with the Photo Sequencing Cards will unlock your student’s potential for independence!

Guest Blogger: Filomena Connor, MSOT, Retired

Self Care with Flair

On Tuesday, July 28, Therapro was happy to host another successful webinar. Presenters Ginger McDonald, OTR/L and Bhanu Raghavan, MS, OTR/L spoke to viewers about Self Care With Flair and teaching independent living skills. These wonderful ladies have over fifty years of combined experience working with students across a variety of settings. Throughout the presentation they drew from these years of experience to provide illustrations of how a consistent, step by step approach works for teaching self care skills. Viewers left the webinar with helpful takeaways, including: 

Mastery of self care skills is critical for a child’s self esteem. The presenters spoke passionately about the importance of mastering self care skills early on and how this can  improve a child’s self esteem. To exemplify this they discussed toilet training: a skill needed for acceptance in a school setting, community involvement, and employability in later years.  

Use a team approach. The presenters described what they called the partiship triad, where parents or caregivers, teachers, and therapists work together in the teaching of both the self care skill itself and the prerequisite hands skills needed for successful participation. As one viewer noted, “Lots of information for both OT, teachers and parents. Love the team approach and having more information in the book will be an asset for every classroom.” – KF

Use a uniform approach. The presenters discussed the importance of consistency between everyone involved in the teaching process; from grandma, to the therapist, to the classroom teacher. Using consistent language and teaching approaches promotes learning and retention.  In the Self Care With Flair program, the same steps, the same pictures, and the same cues are used, leading to successful learning outcomes. Another useful aspect of Self Care With Flair is that the visuals can be shared with everyone working with the child, ensuring consistency across settings! As one viewer stated, “This is an excellent resource. The work has been done – rhymes, pictures, repetition. It speaks for itself!” – AH

Use rhythms. Rhymes are easy to memorize and make learning the steps of a task so much easier. Rhymes are also a great way to promote consistency across multiple environments and to help with self correction. The presenters pointed to research that supports the use of rhymes for teaching the steps of a task.

Teach Prerequisite Skills. Another important point that was covered in the webinar was the importance of addressing the foundational hand skills needed for success with self care tasks. In the book Self Care With Flair, each prerequisite skill needed for the given self care task is listed with the self care task itself. The final chapter in Self Care With Flair includes activity ideas  to address the essential hand skills needed (finger strengthening, finger to thumb opposition, forearm strengthening, lateral pinch, power grasp, thumb strengthening and wrist extension).  
The presenters also discussed modifications to meet the needs of all users, teaching tips to use when introducing these tasks, and ideas for personalization. Check out the recording of the webinar here! Also be sure to check out our free resources page for examples from the book!

6 FAB Strategies for Improved Behavior During Pediatric Therapy

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  

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 and click on the News & Events tab.