HOW TO PUT CLASSROOM MODIFICATIONS INTO ACTION
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Transcript of HOW TO PUT CLASSROOM MODIFICATIONS INTO ACTION
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Table of Contents HOW TO PUT CLASSROOM MODIFICATIONS INTO ACTION ........................................................................ 3
RESEARCH ON HANDWRITING AND WHY IT IS STILL IMPORTANT! .......................................................... 4
KINDERGARTEN READINESS AND LATER OUTCOMES .............................................................................. 6
HOW TO DEVELOP SELF CONTROL IN CHILDREN ...................................................................................... 7
MIND BODY CONNECTION IN CHILDREN .................................................................................................... 9
MUSCLE STRENGTHENING AND WALKING IN CHILDREN WITH CEREBRAL PALSY ............................. 12
EFFECTS OF SCREEN TIME ON EMOTIONAL REGULATION AND ACADEMICS ....................................... 13
PLAY IN THE SNOW – YOUR SENSES WILL THANK YOU! ........................................................................ 14
HOW TO DEAL WITH SENSORY OVERLOAD AT SCHOOL ......................................................................... 15
COVID RESTRICTIONS AND ADHD ............................................................................................................ 17
IMPROVE PARTICIPATION WITH THIS ONE SIMPLE IDEA ........................................................................ 18
FOCUS AND SELF CONTROL – 3 STEPS TO HELP KIDS IMPROVE ......................................................... 19
FIND AND CIRCLE THE WINTER LETTERS – FREE PRINTABLE............................................................... 20
WINTER TIC TAC TOE – FREE INTERACTIVE AND PDF GAME ................................................................. 23
SNOWMAN GRAPHING GAME .................................................................................................................. 25
PENGUIN THEME – MOVEMENT ACTIVITY FOR KIDS ............................................................................. 26
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HOW TO PUT CLASSROOM MODIFICATIONS INTO ACTION
When students require modifications in the classroom it can be beneficial to put an action plan into place to ensure that the classroom modifications are actually helping the student.
Sometimes teachers, related service providers, or school psychologists recommend modifications to occur in the classroom on a day to day basis. It is important to make sure that the modifications are doable and helpful.
7 Steps to Implement Classroom Modifications
Here are some steps to take to move into action with a teamwork approach.
1. Collaborate and strategize with the team to determine the modification or accommodation that the student requires.
2. Determine the objectives/purpose of the modification. Set goals.
3. Schedule when the modifications will occur.
4. Establish who will help (teacher, therapist, parents, peer, student) implement the modification.
5. Decide where the modifications will be implemented (in class, outside of class, at home, etc).
6. Student ACTS and uses the modification.
7. Check improvement and MONITOR PROGRESS! This is such an important part of establishing the benefit of modifications or accommodations for students. Sometimes year after year, modifications continue to roll over on students IEPs into the next school year without have data to back up why or how the modification is beneficial for the student. Remember to revisit the goals that were set when creating the action plan and collect data on whether the modifications are advantageous for the student. If not, start over again back at step one.
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RESEARCH ON HANDWRITING AND WHY IT IS STILL IMPORTANT!
One of the most common reasons for referral to school based occupational therapy services is handwriting assessment and treatment. Here is some research on handwriting for Occupational Therapists, teachers, and other professionals on why students still need traditional handwriting practice.
You Need Handwriting Practice To Improve Handwriting
The Canadian Journal of Occupational Therapy published research on handwriting that included a review of the interventions used to improve handwriting. After reviewing 11 studies that tested relaxation and practice with or without EMG, sensory-based training without handwriting practice, and handwriting-based practice (including sensory-focused or cognitive focused handwriting practice) the researchers concluded that interventions that did not include handwriting practice and those that included less than 20 practice sessions were ineffective (Hoy, 2011).
Traditional Handwriting Practice Is Better Than iPad Handwriting Practice
The Journal of Occupational Therapy, School and Early Intervention published a small study comparing traditional handwriting practice versus iPad handwriting instruction. For the 12 kindergartners and first graders who participated, the results indicated that traditional methods of handwriting instruction were superior in terms of letter formation and letter orientation when compared to iPad-mediated practice. In addition, letter recognition increased for those using traditional handwriting methods but stayed stable for the iPad-mediated group (Wells, 2016).
You Have to Teach Handwriting
Educational Psychology Review performed research on handwriting to determine if teaching handwriting enhanced legibility and fluency and resulted in better writing performance. The results indicated that when compared to no instruction or non-handwriting instructional conditions, teaching handwriting resulted in statistically greater legibility and fluency. Motor instruction did not produce better handwriting skills but individualizing handwriting instruction resulted in statistically significant improvements in legibility. Handwriting instruction produced statistically significant gains in the quality, length, and fluency of students’ writing (Santangelo, 2016).
You Need To Practice Writing All Letters of The Alphabet For Fluency
Research on handwriting practice stated that just because a letter occurs less frequently than another one in the English language, it does not mean that the development of automaticity in writing that letter is any less important.
When handwriting workbooks do not offer children with roughly equivalent amounts of practice with all letters of the alphabet, those traditional handwriting workbooks may have mistakenly provided children with too little practice with low frequency letters.
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Research on Handwriting for Letter Recognition
Some research on handwriting has concluded that any handwriting may increase letter recognition because it facilitates gains in visual–motor coordination (Zemlock et. al, 2018).
Visual motor skills play an important role in handwriting. Visual-motor integration skills have been shown to be related to the ability to copy letters legibly (Daly et. al, 2003).
When it comes to written assignments, reduced visual-motor integration may contribute to the poor spatial organization of written work as well (Barnhardt et. al, 2005).
Eye-hand coordination skills in children have also been shown to be related to math, reading and writing attainment (Giles et al, 2018).
What Handwriting Interventions Work?
The Journal of Occupational Therapy, Schools, and Early Intervention (Fancher et al, 2018) recently published a systemic review on handwriting acquisition and interventions for handwriting for preschoolers through second grade. The results indicated the following:
• writing letters in late preschool contributes to letter recognition.
• Elementary students do better when handwriting is explicitly taught.
• Legibility improves with adequate practice.
• Interventions based on motor learning theory and cognitive learning strategies are effective in improving legibility.
• remediation of performance deficits was not shown to be effective.
References for the Research on Handwriting:
Barnhardt, C., Borsting, E., Deland, P., Pham, N., & Vu, T. (2005). Relationship between visual-motor integration and spatial organization of written language and math. Optometry and Vision Science, 82(2), 138-143.
Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American journal of occupational therapy, 57(4), 459-462.
Fancher, L. A., Priestley-Hopkins, D. A., & Jeffries, L. M. (2018). Handwriting Acquisition and Intervention: A Systematic Review. Journal of Occupational Therapy, Schools, & Early Intervention, 11(4), 454-473.
Fears, N. E., Walsh, L. E., & Lockman, J. J. (2020). Letter writing instruction for children: Case-sensitive letter frequencies in children’s handwriting workbooks. Reading and Writing, 33(1), 171-185.
Giles, O. T., Shire, K. A., Hill, L. J., Mushtaq, F., Waterman, A., Holt, R., … & Mon-Williams, M. (2018). Hitting the target: Mathematical attainment in children is related to interceptive timing ability. Psychological Science.
Monica M. P. Hoy, Mary Y. Egan, and Katya P. Feder. A Systematic Review of Interventions to Improve Handwriting. Canadian Journal of Occupational Therapy February 2011 78: 13-25, doi:10.2182/cjot.2011.78.1.3
Kevin E. Wells , PhD, Tracey N. Sulak , PhD, Terrill F. Saxon , PhD & Leanne L. Howell , PhD. Traditional versus iPad-mediated handwriting instruction in early learners. Journal of Occupational Therapy, Schools, & Early Intervention Volume 9, 2016 – Issue 2
Santangelo, T. & Graham, S. A Comprehensive Meta-analysis of Handwriting Instruction. Educ Psychol Rev (2016) 28: 225. doi:10.1007/s10648-015-9335-1
Zemlock, D., Vinci-Booher, S., & James, K. H. (2018). Visual–motor symbol production facilitates letter recognition in young children. Reading and Writing, 31(6), 1255-1271.
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KINDERGARTEN READINESS AND LATER OUTCOMES
When you work with young children you see firsthand how important kindergarten is for a student. It is the year that students continue to develop self-regulation, self-care, academic, and social emotional skills. Kindergarten readiness is all about what children need to start kindergarten with skills such as language, early literacy, math, fine motor, gross motor, self-care, and social emotional. Recent research examined kindergarten readiness and academic, psychological, and health risks by end of high school.
Methodology of the Study on Kindergarten Readiness
The participants included 966 Canadian children who were assessed at age 5 for number knowledge, receptive vocabulary, and kindergarten classroom engagement. Then at age 17, each participant reported academic grades, school connectedness, anxiety sensitivity, substance abuse, physical activity involvement, and height and weight. High school dropout risk was also estimated.
Results of the Study
Following data analysis, the researchers determined the following:
• kindergarten math skills contributed to better end-of high school grades and lower dropout risk
• receptive vocabulary predicted lower anxiety sensitivity
• kindergarten classroom engagement predicted higher end of high school grades, lower dropout risk, better school connectedness, lower risk of substance abuse, and more physical activity involvement.
• kindergarten classroom engagement was also associated with a 65% reduction in the odds of being overweight at age of 17.
Conclusion
The researchers concluded that children who display kindergarten readiness skills when they start school, gained a lifestyle advantage, had a reduced health burden and possibly a decreased high school dropout rate. Promoting kindergarten readiness could greatly help young children throughout life.
Reference: Fitzpatrick, C., Boers, E., & Pagani, L. S. (2020). Kindergarten Readiness, Later Health, and Social Costs. Pediatrics, 146(6).
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HOW TO DEVELOP SELF CONTROL IN CHILDREN
One of the most important skills for children to develop in self control. It helps them get their bodies and minds ready to learn and take in new information. Here are 10 tips and suggestions on how to develop self control in children.
Practice Following Directions
Do activities that require you and the child to follow step by step directions such as making crafts, playing a board game, or following a recipe.
Let Children Wait
The ability to wait is not a trait that magically appears. Children need to practice this skill and adults need to also practice making children wait. If you are busy doing something and a child requests your attention, it is beneficial for the child to learn to wait patiently for you to finish.
Offer Cues
Provide verbal or visual cues for how long a child may have to wait. Explain to the child that when you are done writing this note, you can play the game. Set a timer and tell the child that when the timer goes off he/she can play with a certain toy. You can use different types of prompts to scaffold learning the ability to self control.
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Co-Regulate
Partner up to problem solve. If the child is having trouble completing a difficult task, offer to help to assist but do not take over. Encourage the child to remain in control even though frustrated. Teach the child self control skills when frustrations are on the rise. Try using some self calming strategies.
Practice Perseverance
Work on something that takes a long time to finish to help develop self control in children. Try completing a large puzzle together over a weeks time, baking bread from scratch (waiting for it to rise), growing a plant or making rock candy.
Set a Good Example
Model self control. Adults get frustrated and can lose self control too. Show the child that even though you are losing your patience or annoyed you remain calm and in control.
Offer Options
Provide suggestions to the child if they are not displaying good self control. For example, suggest that he/she plays with a different toy while waiting for a toy a friend is playing with. Exercise or quiet spaces can be excellent options to reduce frustration and anger.
Be Realistic
Do not set your expectations too high. Remember the age of the child. For example, a young child may easily lose self control waiting in a long line next to a large selection of candy. Older children may have less self control following a bad day at school. Children who are expected to sit for hours without burning off any energy will be at risk for losing self control. Overwhelming, crowed or loud places may put children at risk for melting down.
Take Breaks
Provide down time. Children are expected to go all the time – school, after school activities and sometimes evening activities. Children who are over-scheduled will most likely melt down easier. Allow plenty of time for children to explore their own environments at home and with friends. This creates realistic life situations where self control is required and they will learn though practice.
Step Back When Kids Are Ready
Know when to back off. Children need to develop self control skills for themselves. Once you observe that a child is gaining control, let him/her proceed without your help.
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MIND BODY CONNECTION IN CHILDREN
Do you consider the mind body connection in children when teaching them new skills? Let us stop for a moment and think about our own mind body connection. For example, when you have a headache, and your forehead is throbbing are you able to focus on your work? Or perhaps, you feel exhausted after staying up all night with a child or worry and you do not feel productive at work? Maybe after sitting at your desk for 3 hours straight, your mind starts to wander. There are so many examples we could list where the state of our body effects the state of our mind and our ability to think.
Now think about your students or your children. Their brains have to be on all day long taking in new information. Often time their bodies may not be able to maintain a “just right state” to have their brains at an optimal level of learning.
A Closer Look at The Mind Body Connection in Children
The mind body connection helps children to develop critical self regulation skills which helps them be ready to learn.
Physical coordination precedes and lays the foundation for cognitive coordination.
If you want to develop the mind, you must develop the body. That means multiple sessions daily of movement, play, and exercise.
Regardless of your child’s challenges or strengths, if s/he is difficult, stressed, crabby, withdrawn, anxious, etc., s/he probably needs more physical play or just plain free time to explore.
Fun movement is the biologically built-in developer of body-mind-feelings awareness and management.
Research indicates that regular participation in physical activity may improve academic performance. Schools that have added physical activity into their curriculum showed a 6% increase in student’s standardized test scores when compared to peers who had inactive lessons (Donnelly, 2011).
One comprehensive research review included 59 studies, indicated a significant and positive effect of physical activity on children’s achievement and cognitive outcomes, with aerobic exercise having the greatest effect (Fedewa & Ahn, 2011).
Ninety minutes per week of cardiorespiratory fitness has been associated with improvements in the cognitive control of working memory in preadolescent children. Children who participated in 90 minutes/week of moderate to vigorous physical activity during an after school program displayed improvements in working memory (Kamijo, 2011).
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Physically active lessons including physical activity breaks have been shown to reduce time-off-task (20.5%) and improve reading, math, spelling and composite scores (Kibbe, 2011). In another study, children who participated in physically active lessons had significantly greater gains in mathematics speed test, general mathematics, and spelling scores although no changes were seen in reading scores (Marijke J., 2016).
Physical education classes and recess offer opportunities for students to increase physical activity throughout the school day. Although, at times children are sedentary even during these periods. Research indicated that children who participate in physical activity during physical education lessons may facilitate immediate and delayed memory (Pesce, 2009).
Many studies show that the more vigorous the physical activity is the larger the effects on academic performance (Carlson, 2008; Castelli, 2011).
Mindfulness is a sensory-motor skill.
Impulse control, emotional intelligence, self-regulation and executive function develop as children become aware of and understand what happens inside their own bodies. It is through interactive activity such as exercise instruction and pretend play that they build the inner sensory-emotional awareness necessary for self-control.
Embodied sensory motor education helps children to access and understand their own perception, character, and relationships by using the feelings/sensations of the body. Play and intentional movement help them grow mindful as well as socially – emotionally competent.
To get the benefits on the mind body connection, you have to do the practice.
Exercise is a natural mind-body regulator and integrator. Active play causes kids to be less impulsive and more primed to learn by literally building brain cells, turning on the attention system, and firing up the executive functions — sequencing, working memory, prioritizing, inhibiting, and sustaining attention.
To realize these effects means you have got to actually prioritize and spend more time playing and exercising and less time sitting and on screens. Why? Because intentional movement and playful instructional exercise promote and improve:
• Creative problem solving
• Language skills
• Memory
• Focus, Attention and Sustained Concentration
• Impulse control
• Balance and coordination
• Anxiety and Hyper-Activity
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References on the Mind Body Connection in Children
Carlson SA, Fulton JE, Lee SM, et al. (2008) Physical education and academic achievement in elementary school: Data from early childhood longitudinal study. Am J Public Health. 98(4):721-727. doi:10.2105/AJPH.2007.117176.
Castelli DM, Hillman CH, Hirsch J, Hirsch A, Drollette E. (2011) FIT Kids: time in target heart zone and cognitive performance. Prev Med. 52(Suppl 1):S55-S59
Donnelly JE, Lambourne K. (2011) Classroom-based physical activity, cognition, and academic achievement. Prev Med. 52 (Suppl 1):S36-S42.
Fedewa AL & Ahn S. (2011) The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Res Q Exerc Sport. 82(3):521-535.
Kamijo K, Pontifex MB, O’Leary KC, et al. (2011). The effects of an afterschool physical activity program on working memory in preadolescent children. Dev Sci. 14(5):1046-1058. doi:10.1111/j.1467-7687.2011.01054.x
Marijke J. et al (2016). Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial. Pediatrics, Mar 24;137(3):e20152743. Epub 2016 Feb 24.
Pesce et al (2009) Physical activity and mental performance in preadolescents: effects of acute exercise on free-recall memory. Ment Health Phys Act. 2(1):16–22.
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MUSCLE STRENGTHENING AND WALKING IN CHILDREN WITH CEREBRAL PALSY
Pediatric Physical Therapy published research on muscle strengthening and walking in children with cerebral palsy. The purpose of this research was to determine whether changes in lower-limb muscle strength can make changes in walking capacity following 14-week periods of usual care, power training and follow-up for children with spastic cerebral palsy.
Methodology
A previous study indicated that functional power-training was an effective training for improving walking capacity in young children with cerebral palsy. This study was a secondary analysis of the previously conducted double-baseline controlled trial of 22 children with spastic cerebral palsy. Statistical analysis was completed in order to evaluate the relationships between within-subject changes in isometric muscle strength and walking capacity over 3 periods.
Results of the Study on Muscle Strengthening and Walking in Children with Cerebral Palsy
Following statistical analysis the results indicated that:
• changes in hip abductor strength were associated with changes in the Muscle Power Sprint Test.
• changes in gastrocnemius and hip abductor strength were associated with changes in the Shuttle Run Test.
• changes in gastrocnemius strength were associated with changes in the 1-minute walk test.
All associations supported better walking capacity with increased strength.
The researchers concluded that walking capacity, especially sprint capacity, can be improved by increasing strength by functional power training in children with spastic cerebral palsy.
References:
van Vulpen LF, de Groot S, Rameckers E, Becher JG, Dallmeijer AJ. Improved Walking Capacity and Muscle Strength After Functional Power-Training in Young Children With Cerebral Palsy. Neurorehabil Neural Repair. 2017 Sep;31(9):827-841. doi: 10.1177/1545968317723750. Epub 2017 Aug 8. PMID: 28786309.
van Vulpen, Liesbeth F. PT, PhD; de Groot, Sonja PhD; Rameckers, Eugene A. A. PT, PhD; Becher, Jules G. MD, PhD; Dallmeijer, Annet J. PhD Improvements in Muscle Strength Are Associated With Improvements in Walking Capacity in Young Children With Cerebral Palsy, Pediatric Physical Therapy: December 02, 2020 – Volume Publish Ahead of Print – Issue – doi: 10.1097/PEP.0000000000000764
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EFFECTS OF SCREEN TIME ON EMOTIONAL REGULATION AND ACADEMICS The Journal of Early Childhood Research published a study on the effects of screen time on emotional regulation and academics in children. With so many young children using digital devices, the researchers wanted to take a closer look of the effects of screen time on emotional and cognitive functioning.
Methodology of the Study
In this 4-year longitudinal study on the effects of screen time, a sample of 422 children and their mothers, the researchers evaluated the hypothesis that the use of digital devices as smartphones and tablets at 4 years of age is related to later dysregulation symptoms and to lower academic achievements both at 6 and 8 years of age.
Children’s mothers reported on whether their children had access to digital devices and what was their average screen time was on a typical day. In addition, the mothers were also requested to specify whether they used to participate in their children’s activities during screen time and to report their children’s emotional/behavioral functioning.
The Teachers Report Form was completed by the children’s teachers to assess academic achievements and dysregulation symptoms in their students.
Results of the Study on the Effects of Screen Time on Emotional Regulation and Academics
Following data analysis, the researchers determined that:
• screen time at 4 years of age was directly, positively and significantly associated with dysregulation.
• screen time at 4 years of age was negatively associated with mathematics and literacy grades at 8 years of age of the child.
The researchers concluded that the results could help establish additional guidelines for the use of digital devices by very young children.
Reference: Cerniglia, L., Cimino, S., & Ammaniti, M. (2020). What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age. Journal of Early Childhood Research, 1476718X20969846.
Additional Research on Screen Time
Previous research on the effect of screen time in very young children indicated that:
• Children were viewing screens for an average of 17.09 hours per week at 24 months, 24.99 hours per week at 36 months, and 10.85 hours per week at 60 months.
• higher levels of screen time at 24 and 36 months were significantly associated with poorer performance on developmental screening tests at 36 months and 60 months.
Reference: Madigan S, Browne D, Racine N, Mori C, Tough S. Association Between Screen Time and Children’s Performance on a Developmental Screening Test. JAMA Pediatr. Published online January 28, 2019. doi:10.1001/jamapediatrics.2018.5056
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PLAY IN THE SNOW – YOUR SENSES WILL THANK YOU! Looking for some ideas for your children to play in the snow? For some areas, the snow is an amazing sensory motor experience right outside your door.
10 Fun Activities to Play in the Snow
Make snow angels – a wonderful proprioceptive, body awareness and motor planning activity.
Go sledding – it does not get any better than this in terms of a overall sensory motor activity. You get vestibular input, proprioceptive input, muscle strengthening and motor planning.
Create snow sculptures – combines the the heavy work of packing snow, working on the hands and knees and creativity. Get out your sand toys to add to the fun.
Make a snowman – here is some serious pushing work along with heavy lifting. Add in some activities of daily living by dressing the snowman with a hat, scarf and mittens.
Snow targets – spray the snow with colored water and aim snowballs at the targets.
Climb snow hills – Children LOVE to climb big snow hills made by a snow plow. They love to work their way all the way to the top only to tumble back down to the bottom. Simple activity but a work out.
Letter Writing – practice writing letters in the snow with a gloved finger or large stick. Try stomping out letters in the snow with your feet. If you know a child who presses too hard when he/she writes, try writing letters on paper on top of the snow. You have to press very lightly or the paper will sink into the snow.
Build a snow hill – Children love to play in the snow by shoveling and scooping snow. Work together to create a snow hill. Try creating different sizes: small, medium and large.
Scavenger Hunt – create a list of a few items that you could possibly find outdoors where you are i.e. leaf, small stick and rock. The children have to dig in the snow to find the items. Do not hide them yourself. Just let the kids explore the snow.
Snowball challenges – Who can make the biggest snowball that will hold together which you can still hold in your hands? Who can throw a snow ball the longest distance? Who can create the tiniest snowball with just their fingers? Who can walk the longest distance with a snowball balancing on their head? Who can make the most snowballs in 30 seconds? Want more challenges like this?
Other Ideas to Play in the Snow Indoors
If you cannot get out into the snow, play in the snow indoors. Get a large plastic bucket and fill it with snow. Use kitchen utensils to dig in the snow. Put some on a cookie sheet and drive cars through a “snow storm”. Build mini snowmen in the bucket and use toothpicks for arms. Put mittens on and transfer the snow to another bucket. Take measurements of how long it takes for the snow to melt. There are so many other possibilities, too! Children will most likely create many of their own unique creations with the snow!
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HOW TO DEAL WITH SENSORY OVERLOAD AT SCHOOL
At the start of the school year, during special events or holidays or anytime after a school break, students may have a difficult time adjusting to a new routine, any changes in the classroom environment or even different students. Learning how to deal with sensory overload at school is important for all educational staff and parents.
One of the most effective ways to avoid sensory meltdowns is to prevent them from occurring in the first place. Here are some suggestions on how to prevent and deal with sensory overload at school. Of course, these tips are only to provide a general overview. Consult an Occupational Therapist for help on specific students.
Be Aware
Take a moment to look around the classroom to determine what changes have been made. Will the students need any environmental modifications right away in order to have their bodies in a ready to learn state? All students benefit from a sensory balanced environment. When teachers practice a universal design approach in the classroom, it helps everyone.
How to Deal with Sensory Overload at School – Tactile System
Here are some suggestions regarding the tactile system (sense of touch) to prevent sensory overload:
• approach all students from the front so they can see who or what is coming their way.
• never force a student to touch anything.
Preventing Sensory Overload at School – Smell/Oral
Suggestions for how to deal with sensory overload from smells or oral input here are some suggestions:
• avoid wearing perfumes.
• if the classroom is using any sort of essential oils or scented sprays make sure all of the students tolerate the scents.
Preventing Sensory Overload at School – Auditory
Schools can be loud places. Whether it be students, staff, lawnmowers, etc it is can easily escalate the noise levels. Suggestions for how to deal with sensory overload from auditory input are:
• offer a quiet space for students to retreat if necessary.
• keep headphones available for any students if needed to provide favorite music if beneficial to learning.
• keep noise at a reasonable level.
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Preventing Sensory Overload at School – Visual
Many teachers enjoy decorating their classrooms and hanging up students’ accomplishments. This can quickly lead to a visually over-stimulating environment. Here are some tips on how to prevent sensory overload from visual input:
• reduce complicated patterns on the walls or carpets.
• avoid fluorescent light bulbs that can flicker or make noise.
• do not over complicate visuals with extraneous decorations or designs. Keep it as simple as possible.
How to Prevent Sensory Overload at School with Movement Activities
Students have varying sensory preferences when it comes to movement. When there is extended sedentary periods of time, some students will become lethargic but other students may become overly active and fidgety. It is important to provide a balance of movement breaks throughout the day to reduce sedentary time and provide a brain break. Here are several suggestions on how to prevent sensory overload at school following movement breaks:
• provide frequent movement breaks with the same routine each time so students know what to expect.
• rhythmic movements such as rocking are calming and may help to prevent sensory overload.
• proprioceptive activities can help to calm the body and get students ready to work.
Here are suggestions to change your own actions to deal with sensory overload at school:
1. Talk in a low, calm voice. If we start the lesson or activity out with a quiet, low, calm tone of voice children will model our behavior.
2. Minimize your own movement. Stay in one place while you instruct the class so the students can direct their focus to one location.
3. Minimize your own gestures. Try not to only stay in one place but also try to start the lesson out minimizing your gestures. Avoid talking with your hands, pointing and general fidgeting yourself.
4. Change the lighting. If possible dim the lighting to encourage the students to return to a calm state with their bodies ready to learn.
5. Direct the student’s attention to an area that is organized, clutter-free and has limited visual distractions. Perhaps have an area in the room that has decreased visual input. Position yourself in that area so the students can focus their attention directly on you.
Set Realistic Expectations
Set realistic expectations. Make sure students are educated on what your expectations are to maintain a peaceful classroom. Keep in mind as teachers and therapists, students can only sit still for so long. Provide movement and brain breaks throughout the day. Physical activity can help to reduce stress. Be aware that all students are different and certain students may lack the self-regulation skills to remain calm during the school day. Try teaching students some calming strategies for the classroom. Contact an Occupational Therapist for specific suggestions.
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COVID RESTRICTIONS AND ADHD
Do you work with students who have ADHD? A recent research article took a closer look at the effects of COVID-19 restrictions on children with ADHD. To examine the association between COVID restrictions and ADHD during the lockdown in Australia last Spring, 213 parents completed a survey.
Results of the Study on COVID Restrictions and ADHD
Following data analysis the researchers determined that compared to the pre-pandemic period of time the children with ADHD during COVID restrictions had:
• less exercise.
• less outdoor time.
• less enjoyment in activities.
• increased television time.
• increased social media use.
• increased gaming.
• increased sad or depressed mood.
• increased loneliness.
COVID 19 stress in the children was associated with increased general worry, sadness, anxiety/nervousness, fidgety behavior, fatigue, distractibility, irritability, loneliness, and negative thoughts.
Most parents (64%) though did report positive changes for their child including more family time.
Conclusion
The researchers concluded that the stress associated with lockdown (e.g., less social contact, cancellation of events and extra-curricular activities, changed routine) may possibly be associated with poorer mental health in children with ADHD. Overall, the COVID-19 restrictions for children with ADHD were associated with both positive and negative impacts.
The researchers suggested that following restrictions, providers can help families develop a media plan to reduce screen time and use a fading approach to slower reduce problems areas and increase exercise and outdoor time.
Reference
Sciberras, E., Patel, P., Stokes, M. A., Coghill, D., Middeldorp, C. M., Bellgrove, M. A., … & Bellows, S. T. (2020). Physical Health, Media Use, and Mental Health in Children and Adolescents With ADHD During the COVID-19 Pandemic in Australia. Journal of Attention Disorders, 1087054720978549.
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IMPROVE PARTICIPATION WITH THIS ONE SIMPLE IDEA
Do you struggle to get children to participate in certain activities? Do you find it hard to engage children in non-preferred or difficult tasks? Perhaps the children do not follow your directions or do not remain on task. This makes it difficult for children to learn new skills to participate in activities of daily living, academic tasks or social interactions. Many times, positive reinforcement is used and children are rewarded after they complete the task appropriately.
Prevention is Key
Have you ever considered trying to improve participation by avoiding these behaviors before they even start? One simple way to improve participation is to offer children choices to prevent non-compliance. This helps to avoid the behaviors before they occur. Research indicates that by offering interventions before the behaviors occur may help to limit avoidance of tasks and interfering behaviors. In addition, it helps to promote an environment where children are ready to learn.
What Does the Research Say?
Offering children choices before the task has been shown to reduce disruptive behaviors, increase task engagement and decrease the amount of time to complete the task. Although there is a risk that children may avoid less-preferred tasks.
Research in the Journal of Special Education evaluated the effects of choice of a less preferred task sequence (i.e. wash dishes, communicate with classmate, complete puzzle, etc) on noncompliance, task engagement, and duration to complete activities across two individuals with autism spectrum disorder and one participant with a speech and language impairment. The results indicated the following:
• choice of task sequence effectively reduced noncompliance in two participants.
• choice was initially effective although treatment effects failed to replicate in the third participant.
• task engagement was greater during choice than the no-choice condition for only one participant.
• there were no changes in duration to complete tasks.
The researchers concluded that to improve participation try providing choices before a low-preferred task sequence to reduce noncompliant behavior.
Reference: Kautz, M. E., DeBar, R. M., Vladescu, J. C., & Graff, R. B. (2017). A Further Evaluation of Choice of Task Sequence. The Journal of Special Education, 0022466917735655.
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FOCUS AND SELF CONTROL – 3 STEPS TO HELP KIDS IMPROVE Learning How to Maintain Focus and Self Control Starts at a Young Age
All young children need to learn self control and how to focus. At times, there are children who may need extra help to learn these skills in order to function better in the classroom and at home. It is never too early to start even in infancy. As parents, therapists and teachers sometimes we can dive right into “fixing” an issue rather than take the time to determine what is already working.
Three Steps to Help Children Improve Self Control and the Ability to Focus
Here are three steps to help children improve focus and self control:
Step 1: Find out What Works
To begin with take the time to determine what helps the child maintain self control and focus. Observe very closely at school and at home, when is the child able to stay focused and exhibit self control.
Collect data if necessary to investigate the precursors to when a child is able to maintain self control better than others.
Step 2: Build Upon the Child’s Strengths
Use the approach from what you learned in step 1 to help the child to stay calm and focus.
For example, perhaps the baby is able to control emotions better when swaddled. Maybe the child can maintain self control when in a quiet area. Getting physical activity before academic lessons can help some children stay focused. Some children are able to maintain self control better when children are able to express their emotions.
Use the strategies right away to establish an environment that makes it easier for the child to maintain self control. If the teacher, parent, therapist or the child is able to figure out exactly what helps them to stay in control and focused, then the child is able to take the initiative to manage his/her own self control. When the child does succeed, recognize his/her efforts with clear, concise, positive reinforcement.
Step 3: Practice the Skills All Day Long
Children need opportunities and time to practice focus and self control. Too much screen time requires zero self control. Be sure to provide daily opportunities for children such as practicing waiting or turn taking when playing games, following two step directions, and free play time.
Provide specific examples to teach the children how to incorporate self control into the child’s everyday routine. Help the child to carry out these strategies throughout the day to assist him/her to stay in control and focused.
Overall, the goal is to use the techniques that the child already has to build upon to further improve self regulation and the ability to focus throughout the day.
Reference: Galinsky, E. (2010) Mind in the Making. NY, NY. Harper Studio.
© www.YourTherapySource.com
FIND AND CIRCLE THE WINTER LETTERS – FREE PRINTABLE
This Find and Circle the Winter Letters free printable is ready to go to see if you can find and circle the six letters in the word W-I-N-T-E-R. Sharpen your pencils and get ready. You can download this freebie at the bottom of the post.
Grab a pencil and see if you can find and circle the six letters in the word W-I-N-T-E-R
When Is A Good Time to Use This Puzzle?
Kids and adults would love to complete this puzzle when:
• you need a quiet activity at home for when the kids unplug
• it is indoor recess
• your students finish early
• you need a calm station for a winter party.
What Skills Does this Puzzle Work On?
Puzzles are fun to complete no doubt but did you know that they also work on brain power! Children are working on the following skills with this puzzle:
• visual motor skills
• visual discrimination skills
• visual scanning skills
These three skills are all important factors in helping children with reading!
Want to Extend this Activity?
After you complete the Find and Circle the Winter Letters puzzle, color it in.
Need to work on scissor skills? Print the puzzle page on cardstock paper. Have the child cut the puzzle into several pieces after they complete it create a puzzle.
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WINTER TIC TAC TOE – FREE INTERACTIVE AND PDF GAME
Winter time is upon here is the Northeast for sure even though it officially doesn’t start until tomorrow.Everyone loves to play in the snow outside but not everyone gets to enjoy snow. This FREE Winter Tic Tac Toe game can bring snowman fun to where ever you live!
How Does the Winter Tic Tac Toe FREE Game Work?
• Print the game on the next page OR make a copy of the Google Slides version below for your Google Drive and use the game interactively.
• Take turns and try to get three snowman buttons in a row win the Winter Tic Tac Toe game.
REMINDER: You will need to make a copy of the Google Slides version. Use the Google Slides version in EDIT mode. Click on the link below to gain access to TIC TAC SNOW Google Slides.
THIS FILE IS PLAYED IN EDIT MODE.
https://docs.google.com/presentation/d/1h1zgYHf_5D8iUs3saJe2A34NUUFcmKclEpJSh-2qmDo/copy
When Is A Good Time to Use This Game?
Kids and adults would love to play this game when:
• you are participating in a telehealth session or distance learning
• you need a quiet activity at home for when the kids unplug
• it is indoor recess
• your students finish early
• you need a calm station for a holiday party.
What Skills Does this Game Work On?
Games are always fun! Children are working on the following skills with this Winter Tic Tac Toe game:
• visual motor skills
• visual spatial skills
• scissor skills
These three skills are all important factors in helping children with fine motor skill development, reading, and math, too!
© www.YourTherapySource.com
PENGUIN THEME – MOVEMENT ACTIVITY FOR KIDS
