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Presented by: Michele Parkins, MS, OTR/L Date: March 20, 2016

4th International California Conference

Awakening Human Potential in Mind and Body

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Carrie Davis, OTR/L and Michele Parkins, OTR/L Co-Founders of Connect Experience Write (CEW)®

Carrie T. Davis, MS, OTR/L

v  Graduated from Rutgers University with a Bachelor of Arts in Psychology, with honors

v  Received a Master of Science in Occupational Therapy from Columbia University College of Physicians and Surgeons

v  SIPT-certified; DIR-certified; Certified in Integrated Listening Systems and Interactive Metronome

v  Has worked as an occupational therapist within both school settings and private practice

v  Co-founded Connect Experience Write with Michele Parkins, OTR/L

v  Personal connection with and understanding of people with disabilities

Michele Parkins, MS, OTR/L

v  Received a Master of Science in Occupational Therapy from Seton Hall University

v  Fellow of Lucy Jane Miller PhD, OTR v  SIPT-certified; DIR-certified; Certified in

Integrated Listening Systems v  Faculty Sensory Processing Foundation v  Assistant Faculty Profectum Foundation v  Co-founded Connect Experience Write with

Carrie T Davis, OTR/L v  Owner Great Kids Place, Rockaway New

Jersey v  Has worked as an occupational therapist

within both school settings and private practice

Tell us about YOU Objectives For Today

n Discuss the importance of handwriting in the 21st century n Review research on affect, sensation (movement, music and visual- spatial development) and executive functioning in relation to the occupational of handwriting n Provide practical ideas to incorporate affect, music, movement and visual-spatial supports into teaching letter formation and supporting early literacy

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Why are we still teaching handwriting?

“Who Needs Handwriting?”

NPR Podcast (Freakonomics radio)

Who Needs Handwriting (NPR)

Handwriting in the 21st Century

n Function n Connection n Core Curriculum Standards (print through first grade) n Learning and Memory- Research indicates that handwriting • Helps students absorb knowledge more than audio or

visual presentations (Cahill, 2009)

•  Is more effective in absorption of knowledge than typing •  Increases brain activation •  Influences reading, writing, language, and critical thinking

(Longcamp et. al. 2005, James 2009)

Handwriting in the 21st Century/ Evidence-based

n Research indicates handwriting can • Increase brain activation

• Impact performance across all academic subjects • Provide a foundation for higher-order skills • Influence reading, writing, language, and critical

thinking (Longcamp et. al. 2005, James 2009)

n Helps students “absorb knowledge” more than audio or visual presentations (Cahill, 2009)

Handwriting in the 21st Century

n Consequences of failure to develop this capacity (Case-Smith 2002)

•  Increased effort to form letters impacts ability to plan, organize and produce work to the child’s capability

•  Falling behind in school

•  Negative impact on –  Well-being

–  Concentration

–  Motivation

–  Attitude

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Handwriting in the 21st Century, Recommendations

n Experts recommend 15 minutes of handwriting instruction per day n Continuing with older students

In typical development fine motor skills needed for handwriting continue to develop through10 years of age

Hanover Research 2012

Connection between Reading and Writing

Pre-Literacy Components

n Pre-literacy skills include pre-writing, pre-reading, listening, and speaking (“Language by hand, by eye, by ear and by mouth”). n Aspects of readiness to read and write include auditory discrimination, visual discrimination, classification, and the ability to understand space (Bell & Swinth, 2005).

Reading, Writing and the Brain

n  Reading and Writing are inextricably linked. We write something in order for ourselves or someone else to read it. (Language by Hand / Language by Eye)

n  As children learn to write letters, they start to understand letters in the world around them.

n  In order to read, we must integrate the auditory, visual and executive functioning areas of our brains.

n  Writing adds a sensory-motor component and activates even more areas of the brain.

Reading Connection in the Brain

n Recruitment of “reading circuit” seen in MRI during letter perception after writing the letters.

versus typing or tracing James, K. H., & Engelhardt (2012)

• Left fusiform gyrus

• Inferior frontal gyrus • Posterior parietal cortex

n Brain imaging shows individuals with better handwriting had increased overall activation in reading areas of the brain Beringer, V.W., Richards, T.L., Stock P.S., Abbott, R.D., Trivedi, P.A., Altemeier, L.E., Hayes, J.R. (2009).

Reading Connection

n Spelling (Edwards, Lana; Jimenez, J.E. & Rumeau, M.A. (1989); Graham, S., Berninger, V. W., Abbott, R., Abbott, S., & Whitaker, D. (1997). Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).

n Word recognition Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).

n Phonemic awareness (Haney, M.R., & Bissonnette, V. (2003)

n Meaning & Comprehension (Villaume, S.K. & Wilson, L.C. 1989; Richards, T. L.,

Berninger, V. W., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. (2011). Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).

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Reading Connection

n Language (Brenneman, K., Massey, C., Machado, S.F., & Gelman, R. 1996; Haney, M.R., & Bissonnette, V. 2003; Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006).

n Letter recognition (Bloodgood, J.W. 1999, Treiman, R., & Broderick, V.1998; James, K. H., & Engelhardt (2012); Christensen, C. A. (2005). n Idea generation Beringer, V.W., Abbott, R.D., Jones, J., Wolf, B.J., Gould,

L., Anderson-Youngstrom, M., Shimada, S., & Apel,K. (2006).; Berninger, V. W., & Amtmann, D. (2003).

n Reading of words Ritchey, K. D. (2008).; Vander Hart, N., Fitzpatrick, P., & Cortesa, C. (2010).

Important Aspects of Learning Affect Emotion Meaning Sensation

Memories from childhood

“Memory Lanes”

Ways that information moves from short-term and working memory to long-term memory Sprenger, M (1999) Learning and Memory: The Brain in Action

– Semantic (discussion and reading)

– Episodic (picturing an event) – Emotional (emotionally-charged events= most potent)

– Automatic (readily available) – Procedural (related to movement) ** Automatic and Procedural memory are processed through the Cerebellum (part of the brain that coordinates movement) (Lengel, Kuczala 2010)

Integration

Affect

Movement

Music/ Auditory

Vision AFFECT

Importance of Affective Interactions

n Affect and relationships enhance engagement and give meaning to experiences n Affect activates, organizes, and sequences actions making them meaningful and purposeful (Wieder, S.)

n Dual coding of experience – Emotional and cognitive capacities develop simultaneously (Wieder, S.)

When we are having fun we learn!

Importance of Meaningful Experiences

n Meaning facilitates integration of experience and leads to long term memory and learning (Kuczala, 2014) n When handwriting is taught in a meaningful context it becomes purposeful and children are more motivated to master this skill (Denton, et. Al. 2006)

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Sensory Experiences

n Review: Sensation, Processing, Adaptive Response n Sensation includes: 5 senses and Interoceptive PLUS TWO (Proprioceptive and Vestibular, both related to movement) n All movement is a sensory experience

• Sensory cues facilitate movement patterns • Sensory cues provide feedback on movement • The more sensational the experience the more complete the

picture n The brain stores information through sensory cues (Kuczala, 2010) n Sensory cues allow for information to be learned more quickly and remembered more accurately (Kuczala, 2014)

Sensory Experiences

n Multi-sensory occupational therapy–based instruction led to statistically significant improvements in the handwriting readiness skills of preschool students (Lust & Donica 2011)

Integration

Movement

Movement

Music/ Auditory

Vision AFFECT

Movement

n Implicit learning (movement, emotions, and experience) is the brain’s preferred way to acquire information (Kuczala, 2014)

n Helps to build a motor program for content being practiced through movement (Wulf et al 2010)

n Movement and experience enhance competence

Movement

n Problem: Decreased time in PE with increased focus on academics (starting with No Child Left Behind); Sedentary play; Screens n Solution: Integration of learning with movement n Ways that movement supports learning:

• Activation of the cerebellum (learning and movement center)

• BDNF (brain-derived Neurotrophic factor) • Increased blood flow to the brain

• Stress reduction

Hall, Erin M. (2007) Integration: Helping to Get Our Kids Moving and Learning

Movement

Cerebellum (“Little Brain”) n 10% of the brain’s mass, but 50% of the brain’s neurons n Used to be thought to be only related to movement n Now known to be involved in attention and language

http://neuroscience.uth.tmc.edu/s3/chapter05.html

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Movement

BDNF (Brain-derived neurotrophic factor)

n “Mirace Gro for the brain” (John Ratey, 2008) n Promotes growth of new dendritic branches n Binds to receptors at the synapse, increasing signal strength n Inside the cell, activates genes that call for the production of more BDNF

** Exercise promotes production of BDNF in the hippocampus (brain center for learning)

Ratey, J (2008) Spark: The Revolutionary New Science of Exercise and the Brain

Movement

Kinesthetic Classroom (Lengel/ Kuczala, 2010) Six Ways to Use Movement in the Classroom n Preparing the brain n Providing brain breaks n Supporting exercise and fitness n Developing class cohesion n Reviewing content n Teaching content

Movement for Pacing

n Slowing down helps learner pay attention to variable parameters (Jongmans et al 2003)

n Effective strategy for children with impairments in writing (Schoemaker et al 1994)

• These students have been found to have high velocity movement patterns (Smits-Engelsman et al., 1997; Van Galen et al., 1993)

n We have had success doing this through the use of music and modeling

Movement

n Biology points to benefit of movement and exercise in learning (Jensen, 2005)

n Movement is particularly helpful to learners with special needs • Facilitate a productive mental mind state

• Activates the brain across a variety of areas • Increases energy and alters mood to think and recall

• Blood flow and oxygen increase in the brain (Jensen, 2005)

Embodied Cognition

n The mind is not only connected to the body but the body influences the mind (Gallagher, 2005) n Cognitive activation of movement

• Mirror Neurons – Encodes actions based on seeing actions performed

• Canonical Neurons – Encodes actions based on seeing actions around

forms touched

n Motor facilitation occurs during observation (Hari et.al, 1998; Fadiga et. al, 1995; Cochin et. al, (1999) in Reddy, 2008)

Movement

Recommended books:

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Integration

Movement & Music

Movement

Music/ Auditory

Vision AFFECT

Music & Movement

n Movement and music are primary ways to manage state and obtain engagement (Kuczala, 2010)

n Our findings in using music to teach writing… • Rhythm in music and movement interactions (humming/

singing/mirroring) encourages intentional, purposeful movement

Music n Auditory system: Direct mapping in the brain, unlike any other sense (Levitin, D, 2007)

n Music has been found to enhance prewriting skills (Register 2001)

• Provides one more way to construct knowledge

n Children have predisposition to rhythm and melody • Ideal tool to teach facets of language including writing

(Kolb 1996)

Movement with Music

n Recognition of patterns is enhanced (Phillips-Silver & Trainor 2005)

n The auditory and motor system have a rich connectivity across a variety of cortical, subcortical, and spinal levels (Thaut & Abiru 2010; Grahn and Brett, 2007; Bengtsson et al., 2009; Chen et al., 2009; Grahn and Rowe, 2009)

• Auditory system projects into motor structures in brain

n Significant improvements shown in upper extremity function (Thaut & Abiru 2010)

Music and Movement

n Humans prefer music that facilitates synchronization and respond to it with movement (Madison et al 2011)

n People tend to move to music in an organized way (Godøy et al., 2006; Leman and Godøy, 2010)

n We have predisposition to rhythmic movement to music over speech (Zentner & Eerola 2010)

Music and Movement

www.advancedbrain.com Music by: Genevieve Gereb

www.interactivemetronome.com

www.integratedlistening.com

www.vitallinks.net

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Integration

Vision and Auditory System

Movement

Music/ Auditory

Vision AFFECT

Auditory and Visual Connection

n Auditory and visual systems are closely tied n We use sound cues to help us understand our visual world (eg, Baseball) n Brandeis research with objects moving towards each other- sound over-rode the visual information

Integration

Movement and Vision

Movement

Music/ Auditory

Vision AFFECT

Visual Spatial Development n Understanding of spatial relationships begins with the body = Visual and Movement neurological connection n Movement through space

• Crawling – horizontal • Standing – vertical, top, middle, bottom • Reaching – left, right, diagonal

n Visual Logical Reasoning/Representational Thought • Part to whole concepts • Copying/imitation • Transposition across vertical line • Sequential thought • Recall

Wachs, 1975 & Wachs & Wieder, 2012

Visual Spatial Development: Neuroscience

n The visual neural system is hypothesized to have two pathways that lead out of the occipital lobe(Ventral or “what” and Dorsal or “where”)

n Movement through space and spatial cognition draw on the dorsal stream from primary visual cortex to posterior parietal lobe for discrimination of spatial properties

n Construction requires spatial abilities processed by the dorsal system

n Dorsal system is primarily related to movement in space

Hendersen, Pehoski and Murry in Bundy and Lane

Connecting to Handwriting

n An accomplished writer uses vision only for spot checks and primarily uses position sense and movement through space n This supports the use of movement to teach handwriting versus solely visual- or language-related approaches

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Visual Cues & Working Memory

n Profile of a poor writer includes visual inaccuracy (Smits-Engelsman et al., 1997; Van Galen et al., 1993).

n Visual cues enhance success in learning to write (Berninger et al. 1997; Case-Smith et al. 2012)

n Working memory is important to writing process and some say MORE important than motor skills (Medwell & Wray 2007; Berninger & Graham 1998; Berninger & Amtmann 2004; Berninger 1994; Christensen & Jones 2000; Graham et al. 1997)

Executive Functioning

n Most advanced aspect of the brain, essential in impulse control, analyzing, planning, organizing

Executive Functioning

n Connection between affect, the senses and executive function

Connect Experience Write CEW®

n Incorporates musical tones paired with visual cues and movements as students learn and write letters

n Connection of movements with sight and sound for more complete brain activation and integrated learning experiences n Dyad and group implementation to facilitate affective interaction and engagement

Three Programs

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IT’S TIME FOR HANDWRITING! Imagine this… “Shake It From the Top” video

Video 1

The Evolution of CEW

n How we started and Challenges we faced with other programs n Our solution: Movement, Music, Engagement, Visual-Spatial n Pilot program at Celebrate the Children School n Collaboration with Grammy-nominated musician, Brady Rymer n Available for purchase at www.connectexperiencewrite.com n Pre-K and pre-school program and Special Needs Schools

have integrated the program into curriculum. n Presentations nationwide n Two research studies – ASD 5-13 years old and Typical 4 year

olds n Addition/ development of CEW- Developmental program

(CEW-D) n Software program n Worldwide following – Turkey, Dubai, Wales, Argentina, India,

Australia, South Africa n Patent pending

Evidence Base for Connect Experience Write

CEW®

n Multi-Sensory Cues & Experiences/ Sensory interconnectivity n Affect, Engagement, and Meaning n Visual Spatial Development n Modeling/ Mirror neurons n Connecting meaning

CONNECT

n Body Movement Integration n Body Mind Integration/ Embodied Cognition (Whole Body Thinking) n Music & Rhythm

EXPERIENCE

Evidence Base for Connect Experience Write

CEW®

n Importance of direct handwriting instruction n Developmental Sequences to Letter Formation n Tool-to-paper Sequence

See handout for more details & resources

WRITE

Evidence Base for Connect Experience Write

CEW®

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Auditory Visual Movement Integration

n CEW Music to connect, energize and reinforce spatial concepts n CEW Tones to designate types of lines to be formed and provision of boundaries for lines, first used with whole-body movement, then translated into tool-to-paper n Use of predictable templates – building letter types from initial template of vertical dots • NOT dot-to-dot, in order to promote thinking • Using “anchor lines”, for example, for H and K

Auditory Visual Movement Integration

n Develops a rhythm and timing to writing • Pacing

• Motor pattern • Visualization

n Helps children FEEL the writing steps vs. cognitive process

Following Verbal Spatial Directions for Formation

Developmental Sequence to Letter Formation

Letter groups created with consideration to: n Developmental strokes: Vertical, Horizontal, Curved, Diagonal n Number of strokes: One to Two-step strokes to start n Juxtaposition of lines: Grounded starting point relating pieces together versus pieces apart/ “pencil pick-up” n Spatial elements of letters: Introduce “whole space” then move to “half space”

Research Study Support

n Data from both of our studies (with children with disabilities and with typically developing children) has supported the efficacy of CEW n Significant changes in functional use of writing and letter formation n Significant improvements in phonemic awareness and letter recognition n Significant improvements in fine motor abilities, grasp patterns, etc.

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Research with ASD

n Design •  Cohort retrospective design •  CEW pre and post tests; Beery VMI •  Nine-week intervention - October to December 2014 •  CEW intervention provided by site OT 3 times/week for

30 sessions n Setting and Participants •  School in northwestern New Jersey •  10 students (N=10) diagnosed with Autism Spectrum

Disorder (ASD) n  n= 8 males, n=2 females (Ages 5-13)

Research with ASD

n Data Collection •  Secondary analysis of de-identified data from

pre/post test information n  collected from the Beery VMI and CEW tests; n  Age, gender and attendance record n  Data Analysis •  Descriptive statistics of frequency counts for all

pre/post test scores •  Wilcoxon Signed Rank Test •  Paired Sample T-test with bootstrapping

Clinical Significance

n The identification of “L” and “E” increased four-fold and the identification of “F” doubled. n Seven students’ scores increased for “L” and “E” formation and six students’ scores increased for “F” formation. n  Additionally, a paired sample T-test determined statistical significance using a 95% confidence interval and BCa 2000. Results indicated a significant difference amongst the participants for formation of letters, “L”, “F”, and “E” (p=.004; p=.010; p=.053). n  A Wilcoxon Signed Rank Test yielded significant results for identification of letters, “L”, “F”, and “E” (p=.034; p=.025; p=.014).

VMI pre and post VP subtest

“L” Identification Pre-test “L” Identification Post-test “F” Identification Pre-test “F” Identification Post-test

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“E” Identification Pre-test “E” Identification Post-test

Research with Typical Pre-K

n Design •  comparative pretest-posttest experimental design with

random assignment •  pre and post tests of alphabet and name; Beery VMI •  Ten-week intervention - October to December 2014 •  CEW intervention provided by OT 4 times/week with

treatment group •  Control group encouraged to write letters and their names

but not provided with curriculum on letter formation n Setting and Participants •  Country Day School in northwestern New Jersey

•  10 students: 5 in control (3 girls, 2 boys) and 5 in treatment (4 boys, 1 girl) all 4 years old

Research with Typical Pre-K

n Data Collection •  Secondary analysis of de-identified data from

pre/post test information by blind analyst •  Collected from the Beery VMI and handwriting samples n Data Analysis •  Wilcoxon Signed Rank Test on VMI scores •  Functional analysis of handwriting samples –

formation, sizing, and spacing (of name)

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Clinical Significance

n Significant improvement on visual motor (value of p = .007825) n Students slowed down their pace and were able to perform more controlled fine motor movements n Increase in handwriting skills documented in pre and post test samples with regard to formation, sizing, and spacing n Regulation, posture, efficiency reported by OT running the sessions

Improvements in VMI Pre-Post Scores

0%

10%

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100%

Participant 1 Participant 2 Participant 3 Participant 4 Participant 5

Treatment Group VMI Scores

Pretest

Posttest

VMI Differences Treatment vs. Control Group

-30%

-20%

-10%

0%

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40%

Participants

Percent Difference with Posttest VMI Scores

Treatment Group

Control Group

PRE

[Note: Size and consistency of letters have significantly improved]

POST

PRE

POST

PRE-CEW

POST-CEW

Appropriate pencil pressure now being used; “X” is now created using clearer diagonals

Size and consistency of letters have significantly improved

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POST

PRE Pre & Post results CEW-D & CEW

n CEW-Developmental program with an OT for 6 weeks 4 times a week n CEW Letter Formation with Teacher (OT consult) n 4 year olds n Results

• Names much smaller and more controlled • Pictures of themselves demonstrated improved body

awareness and visual spatial abilities.

CEW-D 6 weeks with OT and CEW-C OT Consult with teacher

running groups

CEW-D 6 weeks with OT and CEW-C OT Consult with teacher

running groups

Quote from a Parent

“We have seen incredible improvements with M since starting your program. His pencil grip has improved tremendously as has the pressure he puts on the paper. His letters are written so much clearer and more accurately. He has also started to have an increased understanding for the sounds that the letters are making. He has started to sound out words and really begun to read. We are blown away with the difference in his understanding of letters, what they look like, how to write them and what they mean.  We appreciate you and all your hard work tremendously.” Lisa Beck, mom of a Pre-Kindergarten student in our research study

Connect Experience Write (CEW)®

BASIC GROUP FORMAT n Connect to Meaning n MOVEMENT SONGS: “Shake it from the Top,” “Ready to Write” n LETTER FORMATION:

• WHOLE BODY MOVEMENT: “Mirror Movements” of each letter paired with CEW music

• VERTICAL SURFACE: CEW Vertical Templates/ CEW music • TABLETOP: CEW Templates/ CEW music

n Pick the best and WHY

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n WHOLE BODY n Students learn spatial concepts needed for writing: TOP, BOTTOM, LEFT, RIGHT n Engages students through music and movement n Videos can be used as a training tool for teachers

*Left and right will be backwards from the students perspective

Shake it from the Top by Brady Rymer

n ISOLATION MOVEMENTS n Students move from their shoulders to their fingers: SHOULDERS, ELBOWS, WRISTS, FINGERS

n Gets students’ hands ready to write n Videos can be used as a training tool for teachers

*Left and right will be backwards from the students perspective

Ready to Write

by Brady Rymer

WHOLE BODY/ “Mirror Movements” VERTICAL SURFACE TABLETOP

Three Main Components

after Movement Songs n Whole body movements to letters being practiced n CEW music n Visual letter for students to see n Whole body movements by both the staff and student(s)

1. “Mirror Movements” WHOLE BODY

As The Teacher/Therapist…

YOU NEED TO DO ALL OF THE MOVEMENTS BACKWARDS!!! n For “left” you move your arms to the right n Forming letter L in the front of the class, you move your arms to the left to form the bottom line

“Mirror Movements”

n Let’s try some…

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2. VERTICAL SURFACE

n Eliminates demands • Seated position

• Holding a writing utensil

n Fosters development of foundational support • Upright posture

• Wrist extension • Finger isolation

n CEW: CEW vertical letter templates with CEW music

VERTICAL TEMPLATES

3. TABLETOP- CEW

n Large group or centers – DO WHOLE BODY FIRST n Follow sequence outlined in manual n Visual templates and listening to letter-specific music (CEW) n Model letter formation on the template to the rhythm of the music n Fade one of the sensory cues as you progress

• Template

• Music

TABLETOP TEMPLATES

Full support

TABLETOP TEMPLATES

Faded Cues

TABLETOP TEMPLATES

Review Words

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Typical Development of Writing Strokes

n Vertical n Horizontal n Circular n Cross n Diagonal Innate feeling of success facilitates persistence….

Letter Introduction Sequence

L F E O D P B R C G H T I J U S Q Z V W N M X A Y K

l i t h n m r b f c o a d g q p j e s u v w x z y k

Let’s try it

n Vertical Templates n Table top templates

CEW Developmental Program (CEW-D)

n Teaches spatial concepts needed as a foundation for writing: TOP, MIDDLE, BOTTOM, UNDER, LEFT, RIGHT, BIG, LITTLE n Helps develop line strokes needed for writing n Starts with WHOLE BODY MOVEMENT n Encourages gross- and fine-motor development n Teaches letter sounds/ phonemic awareness, meaning and formation through fun, engaging activities

CEW Developmental Program (CEW-D)

BASIC GROUP FORMAT n WHOLE BODY MOVEMENT: Reinforcing concepts through developmental movements/ “Mirror Movements” n VERTICAL SURFACE: Reinforcing concepts and letter formation through activities on a vertical surface n TABLETOP/ FINE MOTOR: “Finger Finding”; Grasp development tasks; Developmentally appropriate letter formation

WHOLE BODY: CEW-D

n Reinforces spatial concepts and line strokes being worked on through whole body movement n Examples include:

• Climbing to the TOP in an obstacle course • Frog jumping along a large taped “F” on the floor • The “limbo” UNDER a stick • Rolling to the BOTTOM of a large wedge to knock over

bowling pins • Roll a ball inside of a hula hoop CIRCLE • Parachute games in a CIRCLE, and bringing it to the

BOTTOM

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VERTICAL SURFACE

n CEW-D: Reinforcing spatial concepts and line strokes through Felt board activities, Making shapes with tape, CEW vertical templates and CEW music, Painting on paper on the wall, etc. n Eliminates demands

• Seated position

• Holding a writing utensil

n Fosters development of foundational support • Upright posture

• Wrist extension • Finger isolation

TABLETOP- CEW-D

n “Finger Finding”: Buzz-Snap on each finger, Finger Lifts n Reinforces spatial concepts being worked on n Helps student to develop fine motor skills needed for writing n Reinforces formation of line strokes and letters n Follow sequence outlined in manual

CEW-Online CEW-Online (CEW-O) powered by

n Shake it From the Top game n Writing using CEW-Online (CEW-O)

•  Intro: This is the letter L

•  Making meaning: L is for Lion

•  Demonstration (how to make L)

•  Vertical surface: Baseline, Outline, Two dots, One dot

n Print Templates

Child moves to form the letters and..

HEARS musical tones & SEES the line they are

forming

Immediate feedback on movement patterns

Motivation

n Visual that the letter is completed n Move on to word review when complete 3 letters n Reward games after every three letters

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Therapists get…results Carryover… n Develop homework plans n Child plays at home n Therapist/Teacher views results

What Is Needed In Order To Play

n Computer n Web cam n Circular objects: Red, Green, or Blue

• Pen with Play-doh at the end • Peg • Marker cap

• Ball

How to Get CEW

n For CEW-Classic (USB, CD/USB, CEW Manual, Brady Rymer CD), go to our website at http://www.connectexperiencewrite.com/cew-classic.html

n For CEW-Developmental http://www.connectexperiencewrite.com/cew-d.html

n For CEW-Online http://www.connectexperiencewrite.com/cew-online.html

Thank you To the AMAZING teachers, staff, students and

families at Celebrate The Children School

And To Brady Rymer for creating inspiring music that

gets our kids moving and writing!

celebratethechildren.org bradyrymer.com

More information…

Information on CEW: n www.connectexperiencewrite.com n facebook.com/connectexperiencewrite

n Or email us @ connectexperiencewrite@gmail.com Information on DIR: n www.profectum.org