Tag Archives: therapist resources

Explore curated resources for therapists, including intervention tools, educational materials, assessment supports, and treatment strategies. Designed for therapists and educators, these resources help professionals plan effective sessions, support diverse client needs, and stay current with best practices in therapeutic and educational settings.

Self Care with Flair

Self Care with Flair!

Dressing & Hygiene, ,

Self Care with Flair! is an innovative approach designed to support children with disabilities in developing essential self-care skills. Created by Bhanu Raghavan, MS, OTR/L and Ginger McDonald, OTR/L, this method utilizes engaging pictures and rhymes to teach daily living activities, making learning both effective and enjoyable.​

A Creative Approach to Teaching Self-Care

Understanding the challenges children face in mastering self-care tasks, Raghavan and McDonald developed a strategy that combines visual aids with rhythmic patterns. This multisensory technique aids in memory retention and skill acquisition, providing a consistent framework for teaching activities such as dressing, grooming, and hygiene.

Benefits for Therapists and Caregivers

The Self-Care Occupational Therapy Guide offers numerous advantages:​

  • Consistency: Provides a uniform method for teaching self-care across various settings.
  • Engagement: Utilizes fun and interactive materials to maintain the child’s interest.
  • Collaboration: Facilitates teamwork among therapists, teachers, and parents.
  • Adaptability: Suitable for children with diverse learning needs and abilities.​

By incorporating this guide into therapy sessions, professionals can enhance the effectiveness of their interventions, leading to greater independence for the children they support.

Life Skills Program for Deaf Students with Complex Support Needs

Events & Conferences, Life Skills and Transition Planning, ,

Therapro hosted its very first international speaker for the Saturday Seminar Series on February 15. A post professional master’s student at Tufts, occupational therapist Jill Massey, from the United Kingdom, presented her talk entitled: A Life Skills Program for Students, 10-19 years of Age, Who Are Deaf and Low Functioning. On a day that threatened a snowstorm, a brave and focused group of attendees learned how this therapist went about developing a program in a facility that had never had an occupational therapist on its staff and learned of her vision for a life skills approach to the Deaf, low functioning students at her school.

Jill’s seminar provided a brief overview of OT practice in the UK within community based pediatrics. She also discussed understanding and awareness of issues for children/young adults who are Deaf and introduced a Life Skills Program for this population. Jill clarified the difference in the use of the two terms “deaf” and “Deaf” when discussing Deaf culture. The quote she documented from the UN Convention on Rights of Persons with Disabilities says: “Persons with disabilities shall be entitled, on an equal basis with others, to recognition and support of their specific and linguistic identity, including sign language and Deaf culture.”

Jill’s position at Oak Lodge School was a brand new service to the students, with no budget. She had her work cut out for her and has worked tirelessly in conjunction with the school speech and language therapist to educate staff as well as provide evaluation and class-based intervention for the students Her work became focused on real world integration of the students and empowering parents to work with their children to promote independence. Evidenced based studies were shared that indicate that context-based exposure in building life skills is key to success. Her goal is to do international research in this area of practice to demonstrate the efficacy of a program that is directed to student independence in life skills at home and in the community.

Jill taught us Deaf etiquette through a true-false quiz, gave us tips for providing optimal environmental adaptations with Deaf students, and offered practical suggestions on how to communicate effectively with a Deaf person. It was quite an interesting seminar!

Here are a few of the comments received from attendees:

“Presenter is an advocate, trailblazer, and passionate about her work. She is dedicated to research.”

“Even though I don’t work with a lot of deaf students, all the info could be applied to other school life skills.”

“Very informative. I learned a lot, especially about Deaf awareness/culture.”

Thank you, Jill!

Filomena Connor, MS, OTR/L

February 15, 2014

Brain Gym®: Movement-Based Learning Readiness

Events & Conferences, Motor & Movement, Sensory, , ,

This past Saturday, Therapro was thrilled to host a dynamic and highly attended professional development seminar at our headquarters, with over 80 enthusiastic participants in attendance.

Pamela Formosa, MA, OTR/L, delivered an engaging and insightful presentation exploring the benefits of Brain Gym®, a movement-based learning readiness program that supports children with a variety of challenges including sensory integration difficulties, attention issues, emotional regulation concerns, and learning differences. Her session focused on how Brain Gym can empower students to “solve their own puzzles” by using movement as a tool for self-regulation and improved focus.

Brain Gym® is an internationally recognized program that uses intentional movement to enhance brain function and prepare the body and mind for learning. Rooted in neuroscience and developmental movement, this approach integrates physical activity with goal setting and self-awareness to create a holistic framework for academic and personal success.

Formosa guided attendees through a range of Brain Gym activities that are designed to activate both hemispheres of the brain, improve body coordination, and promote cognitive development. These exercises can be seamlessly incorporated into classrooms, therapy sessions, or home routines to support readiness for learning and overall engagement.

Why Movement Matters in Learning

Movement is a critical component of brain development, particularly in early childhood and for individuals with diverse learning needs. Programs like Brain Gym® help children access the neurological pathways required for attention, memory, and emotional regulation. When incorporated regularly, these movement-based learning readiness programs can make a meaningful difference in a child’s ability to process information and thrive in educational environments.

Check out this short clip from the workshop to see Brain Gym in action:

Explore More Movement-Based Resources

If you’re seeking more engaging and effective ways to support students’ sensory, motor, and cognitive development, be sure to explore Therapro’s Move to Learn collection. These resources offer therapists, educators, and parents a wide array of movement-based tools designed to enhance readiness for learning, support attention, and promote physical engagement in a fun and accessible way.

From balance and coordination tools to activities that target executive functioning and sensory regulation, our Move to Learn products align well with the principles of Brain Gym and other movement-based learning readiness programs.