Tag Archives: classroom strategies

Classroom strategies encompass OT-informed approaches that support attention, posture, sensory needs, and motor skills to help students succeed academically and socially.

Tools to Build Self-Regulation: Ready, Set, Learn! Seminar Recap

Events & Conferences, Sensory Regulation, , , , ,

A captive audience representing a broad range of disciplines attended Therapro’s September Saturday Seminar featuring Lise Gerard Faulise, MS, OTR/L, BCP. Lise is the founder of Rehab New England, a private sensory integration-oriented practice in Rhode Island, and co-founder of the Wolf School in East Providence, Rhode Island, designed for K-8 children with learning differences. Her presentation, Ready, Set, Learn: Tools to Build Self Regulation, provided a clear view of how self regulation develops from in utero and beyond, how dysregulation might occur, and how treatment can affect function.

Lise’s discussion of foundational skills that impact somatosensory experiences of a child before, during, and after birth was comprehensive. She led us through the developmental process where sensory and motor development are intimately linked, and showed how they help develop cognitive skills efficiently from the “bottom up.” She referred to the “Pyramid of Learning,” developed by Occupational Therapists MarySue Williams and Sherry Shellenberger, authors of the Alert Program – How Does Your Engine Run?, which teaches children how to identify and change self regulation using the analogy of an engine.

When there is a problem with self regulation, where the child either seeks or avoids sensory input, we may see behavioral changes in the child, which should raise red flags and further questions. Lise recommended the book, Is It Sensory or Is It Behavior? to help us examine if the behavior is intentional or whether it is a by-product. She suggested observing the timing of the behavior and whether it is limited to specific environments. For a child who experiences sensory modulation issues, Lise suggested providing the child with a large dose of sensory input activities so that behaviors don’t escalate and/or the child doesn’t feel threatened. For a child who experiences sensory overload, she suggested a quiet area or space at home and in the classroom that has things available that comfort the child, like a Cozy Caterpillar Sock, and comfortable clothing like Compression Clothing. She noted that oral or hand fidgets can help with self regulation as well. In addition, Lise identified somatosensory activities that involve deep tactile pressure, heavy work, rhythmical movement, music, breathing, and mindfulness as research-supported activities that are calming. Treatment materials to use may include scooter boards, Deluxe Peanut Balls, Rainy Day Playground: 2 in 1 Rotary Platform Swing, Heavy Work Bands, to name a few. When a child is self-regulated he/she is ready to tackle higher-level function.

We were engaged fully in Lise’s seminar and wanted to hear more as the two hours of her presentation evaporated. Her skills as a clinician, researcher, and lecturer in the area of sensory processing disorders were evident from her solid and inspiring presentation.

Attendees offered these positive remarks:

“What a pleasure! Great presenter and excellent information.” – Beth B., Occupational Therapist

“So much information that I can really use in my classroom. Clarified a lot! Could have been 2-3 classes!” – R. B., Teacher

“All educators should be equipped with tools to help children with self-regulation.” – Anonymous, Teacher

“Very informative and relatable to all disciplines.” – Amanda S., Behavior Analyst (ABA)

“Great seminar – loved the specific examples, backed by evidence-based practice.” – Marianne T., Occupational Therapist

Thank you, Lise!

Filomena Connor, MS, OTR/L
September 9, 2017

25th Annual OT/PT School-Based Conference: Highlights

Events & Conferences, School-Based Practice, ,

The Annual Ohio OT/PT School-Based Practice conference celebrated its 25th year on August 7-8 in Columbus! From one year to the next, this conference attracts therapists from Ohio as well as surrounding states. This year the venue was bursting with almost 700 energized attendees. The conference always offers exceptional speakers who present the latest information for both new and seasoned therapists.

We were proud that Therapro author Tere Bowen-Irish, OTR/L presented the Keynote address entitled: “Weaving Visualization and Mindfulness into Your Practice.” She offered a variety of sessions throughout the conference, attracting capacity crowds eager to hear her lively presentations incorporating her Drive Thru Menus. Tere introduced a brand new addition to her product line-up called: Sensory Processing Support Planning Guide.

Other presentations offered show the diversity and breadth of this conference: Athena Oden, PT presented “Ready Bodies, Learning Minds: Cultivating the Complete Child.” Take a look at her website for learning more about her unique approach that provides developmental support for integrating both the sensory systems and motor systems as a basis for academic success. Just a few of the other excellent sessions included: “Integrating Primitive Reflexes to Improve School Function’ by Kim Wiggins, OTR/L, “Developmental Coordination Disorder: Best Practices for Recognition and Management in the School Setting,” by Erin Iverson, PT, DPT, PCS and Patti Sharp, OTD, MS, OTR/L, and “Are We Ready to Meet the Obesity Challenge?” by Cindy Miles, PT, PhD, PCS.

Therapro owner/president Karen Conrad Weihrauch and I enjoyed greeting all the therapists who stopped by the Therapro exhibit. Attendees eagerly tried out some of the latest Therapro products: Safety Grip Scooter Board, Eazyhold universal cuffs, Yoga Spinner Game, Gyrobi fidgets, Stikbot, and Peg Friends: Around the Town.

The Therapro game, Letter Treasure Hunt, was acclaimed by therapists who purchased it at last year’s conference. One therapist excitedly relayed that she loved the game because it was so versatile. She discovered she could use it for students of a variety of ages and abilities. For example, she told us that with one student, she used just the spinner part of the game to help develop fine motor skill.

Fine Motor Olympics a OT/PT School-Based Conference favorite

The new revised edition of Fine Motor Olympics was hard to keep on the shelves! Therapists loved the 64 beautiful color card deck photos of children’s hands performing various fine motor tasks. On the reverse side of the cards there is information on how to perform and adapt the activity as well as identification of the hand functions that are being targeted by the activity. The revised manual includes a quick screening form, a fine motor observation checklist, a record form, plus an in-service training program. All agreed that Fine Motor Olympics is a very practical, important tool to add to the therapy toolbox!

 

Mary Kay Eastman, PT, MS and Molly Dodge, OTR/L co-chaired this event once again seamlessly. With a dedicated team of hard workers, the two-day conference hummed along and offered attendees a broad selection of relevant, interesting topics. Conference coordinator, Holly Bartholomew of First Class Conferences, once again made sure all ran smoothly throughout the conference. Great job, ladies! Thank you for two exhilarating days. We look forward to seeing you next year!

Filomena Connor, MS, OTR/L

I Can Work! Pre-Vocational Curriculum

School-Based Practice, Vocational Prep, , ,

Educator, Rebecca Tock teaches at the Elsie Allen High School in Santa Rosa, California. She generously gave us permission to share her glowing testimonial about theI Can Work Curriculum, a 5 module pre-vocational program designed by Therapro author, Angela  (Angie) Mahoney, M.Ed. With Angie’s broad experience as a pre-vocational teacher and as a consultant to other schools in developing their pre-voc programs, her I Can Work! program continues to evolve into a practical, exciting course that builds on basic job readiness skills such as how to greet a supervisor, how to dress for work, how to fill out a job application, appropriate job behaviors, etc. Learning those basic skills provides a firm foundation on which to build more advanced skills. The I Can Work! curriculum instructs students in 5 different jobs: clerical, food service, retail, and grocery.

Rebecca Tock‎

I Can Work

I Can Work! A Work Skills Curriculum

I was introduced to the “I Can Work” curriculum at an educational conference I attended in Spring 2015. Immediately, I knew it was special. It was so different from other vocational curriculums I have used in the past and I thought that this may be the piece that I needed to provide a well rounded pre-vocational education experience in my class. After the presentation, I approached Angela Mahoney, the developer of the curriculum, for some clarifying questions about the program. I was impressed by how user friendly the program appeared to be. Angela was clear, concise and knows her stuff! She was very helpful. What was quite amazing was that it was a total of $49.95. That is unheard of in this profession!

 

I was able to immediately purchase the curriculum due to its affordability and size. The modules provide comprehensive and clear lesson plans that are easy to use and even easier to incorporate into an existing classroom curriculum. The material presented provides visuals and a guide for the use of real world everyday materials. When working with young adults who have severe disabilities the use of familiar objects is imperative for success. I appreciate the way in which “I Can Work” really uses large graphics and touches upon prior knowledge of the students.

The instructions to set up lessons are easy to follow, and really make this an accessible space for my students. It has definitely enhanced my pre-vocational lessons and given my students more ways to participate in pre-vocational activities.

I love ‘I Can Work!’ It was the best class curricular decision I could have made. I recommend it to any teacher who teaches a pre-vocational class to students/individuals with moderate to severe disabilities.

Ms. Tock teaches students in grades 9-12 who have been identified as having severe special needs.  We would like to direct you to her request for funding ADA accessible tables for her students’ use at mealtimes in school, so they can join their peers. Please visit the site to learn more about her project.