Mary Duguid Occupational Therapist Aberdeen Royal Infirmary.
PowerPoint Presentation...Padlet (c) The Pocket Occupational Therapist, 2019 31 32 33. 5/9/2019 12...
Transcript of PowerPoint Presentation...Padlet (c) The Pocket Occupational Therapist, 2019 31 32 33. 5/9/2019 12...
5/9/2019
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Accelerating Student Outcomes in Your
School-BasedOccupational Therapy
Practice
Mother to two children with autism.
Advisor for OT and contributing author for
Autism Asperger’s Digest Magazine, Asperkids, Autism Parent
Speaker across the US for Universities, Future Horizons Autism
Conferences, state and local organizations
Co-Founder of Aspire Pediatric Therapy, Founder of
Route2Greatness, LLC, & Owner of The Pocket Occupational
Therapist, and OT2OT Program
Executive Vice President of Content for www.myHana.org
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• Examine evidence-based treatment strategies to increase your effectiveness and efficiency as a school-based therapist.
• Utilize fresh, new, & innovative ideas for your therapy toolbox – including accommodations, interventions, and adaptations for better goal achievement.
• Set SMART goals using AOTA’s framework terminology outlining the distinct value of OT in your treatment plans.
• Develop effective treatment plans and interventions that address foundational skills for improving function in school.
• Select specific strategies to help students increase participation and independence with attention and focus in the classroom.
Course Objectives
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Course Objectives
• Demonstrate the best uses of technology in the process of written language while considering apps and assistive technology.
• Utilize interventions to boost students’ focus, attention, working memory, and organization.
• Describe evidence-based strategies to better manage executive function deficits.
• Incorporate sensory and brain-based treatments for difficult sensory and behavioral issues affecting classroom performance.
• Identify proven interventions to boost postural support and upper extremity stability to improve functional outcomes.
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Today’s Agenda:
Begin at 8:30
Mid-Morning Break
Lunch: About 11:45 am – 1 pm
Mid-Afternoon Break
Finish: 3:15
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Pencil grasp is NOT your priority!
Let’s Review Your Course Workbook
Table of Contents
Corresponding Handbook Page Number
References ALL Listed
Questions After conference: [email protected]
Any Handouts Listed HERE: www.PocketOT.com/SchoolResources
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Handbook Page
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ACCELERATE
The end goal:
transitive verb
1: to bring about at an earlier time Circumstances accelerated their departure.
2: to cause to move faster accelerated his steps also : to cause to undergo acceleration
3a: to hasten the progress or development of accelerate our efforts
b: INCREASE accelerate food production
4a: to enable (a student) to complete a course in less than usual time
b: to speed up (something, such as a course of study)
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Why now?
Our children are under pressure to perform
Stress is greater for kids today
Parents can ‘entertain’ by handing children devices.
• We used to work with the sun.
• Rested when sun went down.
• No devices and artificial light to extend our day.
• Midbrain is stimulated by blue light.
• Blue light affects sleep and melatonin release.
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Limited time exploring inside and outside.
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Response to Intervention (RTI)
A multi-tier approach to the early identification and support of students with learning and behavior needs.
The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.
Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning.
What is RTI? http://rtinetwork.org/learn/what/whatisrti
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Tier One High-Quality Classroom Instruction, Screening, and Group
Interventions
Tier Two Targeted Interventions
Tier Three Intensive Interventions and Comprehensive Evaluation
Response to Intervention (RTI)
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Educational Vs. Clinical Models of Occupational Therapy
One of the most frequently asked questions in two of the Pediatric OT Facebook groups I moderate.
Different funding sources.
Check state resources regarding prescriptions, Medicaid billing, OTA supervision, licensure
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Pages 12-13
AOTA Vision 2025
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Effective: Occupational therapy is evidence based, client centered, and cost-effective.
Leaders: Occupational therapy is influential in changing policies, environments, and complex systems.
Collaborative: Occupational therapy excels in working with clients and within systems to produce effective outcomes.
Accessible: Occupational therapy provides culturally responsive and customized services.
Equity, Inclusion, and Diversity: We are intentionally inclusive and equitable and embrace diversity in all its forms.
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https://www.aota.org/
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~Richard Branson
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VARK Questionnaire
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VARK:
▪What is it?
▪What are my preferences?
▪How can I use VARK?
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http://vark-learn.com/the-vark-questionnaire/
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A LEARNING STYLE
▪Is the way in which an individual concentrates, processes and remembers new or difficult information and skills.
▪It is also the way in which individuals communicate with their environment.
(Inwards and Outwards)
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Foster your own learning.
Modify teaching methods to learner’s
preference.
Match teaching methods to subject matter.
Use multiple methods.
(Clark, 2000; Kitchie, 2011; Learning Styles Online, n.d.; University of Massachusetts Dartmouth, n.d.,
VARK Learn Limited, 2018)
Importance of Learning Styles
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VARK is about a your preferences for:
SoundLight
Temperature
Learning environmentMotivation
Persistence
Who takes responsibility for learning
Structures for learning
Working with, peers, self, pairs, team, adults, mixtures…
Intake e.g. food Time of day
Movement
Perceptual modes
It tells you nothing about your other learning preferences.
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The modes are:
VISUALAURAL
READ/WRITE
KINESTHETIC
And mixtures of these(c) The Pocket Occupational Therapist, 2019
Let’s use the questionnaire and find out your communication preferences?
Each question has four options You may select one, two, three, or even four options.
At the end, find your totals for each of
V, A, R and K.
Avoid empathy!
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http://vark-learn.com/the-vark-questionnaire/
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Written or Visual Learning Strategies
Write a Facebook, Instagram post, or tweet about a concept
Pictionary to draw a concept
Cartoons or comic strips
Post three images and ask student to choose the correct or best one
Find an image that best relates to the concept.
Write or show the correct way and wrong way and ask someone to choose which is right.
Art gallery
Flip book
Greeting cards
Scrapbook
Collage
Bulletin board (c) The Pocket Occupational Therapist, 2019
Pages 15-18
Aural (Auditory) Learning Strategies
Listen to music and write feelings down
Chanting or making songs out of rules, letters, etc.
OddCast.com provides a song to text the student enters in
Write a commercial
Puppet show
News report
Game show
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Read/Write Multimedia Ideas
Go Animate
Toon Doo
Show Me iPad App
Edu creations
Photo Story
Power Point
Dragon Dictation
Virtual Whiteboards
Padlet
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Tagxedo
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Kinesthetic Learning Strategies
Signal response cards
Dry erase boards
Stand up if yes or true
Cross your arms if something is true
Touch your toes while spelling…….
Hold up a red bean bag for yes/no
Chant ________ while touching your tummy, etc.
Make up a song or rap while dancing
Models
Costume
Scavenger Hunt
Mask
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Professional Development
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Caseload Vs. Workload – Why Should OTs Care?
Advocate for additional occupational therapy staff positions.
Clearly define the role of occupational therapy in your school.
Facilitate discussions to address therapy roles and responsibilities.
Determine occupational therapy service needs and program capacity.
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Caseload Vs. Workload
IDEA services support access to the general education curriculum
Evidence-based shows limited generalization with caseload in school settings.
To meet the needs of children, teachers, parents, and school a workload approach helps in the development of work patterns (workflow) that optimize effectiveness and impact.
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Caseload
Direct work with students
Traditional thinking
Counts number of students
Pull-out services built around clinical model of predictable, routine “appointments”
Limited support in the educational literature
Do not promote generalization of skills to classroom or other settings.
Workload
Direct AND Indirect Services
Includes collaborative teamwork and data collection
Can be done in bus line, cafeteria, recess, etc.
Utilize interventions at the
POINT of
PERFORMANCE
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Eat the FROG
“If it’s your job to eat a frog, it’s best to do it first thing in the morning.
And if it’s your job to eat two frogs, it’s best to eat the biggest one first.”
~Mark Twain
Workload Responsibilities
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TIME MONDAY TUESDAY WEDNES THURS FRIDAY
8-8:30 Team Meeting Evaluation Billy in Language Arts
Documentation Handwriting in-service
Bobby in PE
8:30-9:00 Sensory Group Evaluation Training/supervision of Billy’s aide
Handwriting in-service
Case management
9:00-9:15 Documentation Set up for next preschool motor group
Travel to next site
Early intervening services in Mrs. Smith’s class
Parent Consult
9:15-9:45 Travel to Next Site
Consult with kindergarten teachers on fine-motor centers
IEP meeting Katie Tx. Collect data on Katie’s progress
https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/Workload-fact.pdf
Step 1: Make a Chart
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Step 2: Group Into Categories
Services to the child, hands-on services (individual and small groups)
Activities that support child/student programming (e.g., collaborating with team, planning meetings)
Activities that support children/students in natural environments or general education curriculum (e.g., in-service to kindergarten teachers on fine-motor centers)
Activities that support other federal, state, and local requirements (e.g., documentation, data collection).
For each category, calculate the percentage of your time spent per week performing each activity. Once you have calculated your time allocations, put the information in a chart or table so that you have a visual record of your workload. (c) The Pocket Occupational Therapist, 2019
Step 3: Analyze Results
The information you collect represents the current demand for occupational therapy services in your program or district.
If you are unable to meet all of the demands of your workload, use this information to collaborate with your team, administrators, or supervisors to determine solutions.
Some suggestions include:
Varying the frequency of services provided (many students may not need weekly services)
Determining services based on individual criteria instead of
30-to-60-minute weekly time slots
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Outcome Measures
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Identify Measures for Your Students
Clinical Utility *NEXT SLIDE
Cost
Equipment
Time to administer / score
Burden to patient / clinician
Scoring complexity
Psychometric Information
Reliability
Validity
Floor / ceiling Effects
Normative Values
Indices of Change
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Clinical utility
Cost of Instrument
Training Required
Time to administer
Type of MeasurePatient-reportedClinician-rated
Burden of measureTo the clinicianTo the patient
Resources required?Clinical space and
equipment
Instrument-specific requirements
Organizational constraints
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https://www.sralab.org/rehabilitation-measures
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Brain Developmentfor Learning
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Over 83 percent of school children sit at chair-desk combinations that are not suitable for their body height. The researchers also purport that most school furniture is out of date and doesn’t confirm to minimum orthopedic-physiological requirements. Collmer, 2016
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Helpful Downloads www.PocketOT.com
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Writing Strategies
Place prompt at midline
Alternate colors on the board
Book rests/props
Paper tents
Slant boardsHARMON ANGLE is 20°
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Harmon in 1938 The Coordinated Classroom
9 years and over 60,000 students
Dr. Harmon discovered, among many shocking results:
53.3% of the children had visual difficulties
30.2% of the children had postural difficulties
20.9% had chronic fatigue
Harmon concluded that “posture relates not only to spatial judgments, but also to performing visual tasks.”
“Eyes are not cameras…meaningful vision is learned – learning like
every other learning – by doing, by the constructive use of bodily stress.”(c) The Pocket Occupational Therapist, 2019
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Best Practice Interventions
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Common Types of Learning
Disabilities Dyslexia Difficulty reading Problems reading, writing, spelling, speaking
Dyscalculia Difficulty with math Problems doing math problems, understanding time,
using money
Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing ideas
Dyspraxia
(Sensory Integration Disorder)
Difficulty with fine motor skills Problems with hand–eye coordination, balance, manual
dexterity
Dysphasia/Aphasia Difficulty with language Problems understanding spoken language, poor
reading comprehension
Auditory Processing Disorder Difficulty hearing differences between
sounds
Problems with reading, comprehension, language
Visual Processing Disorder Difficulty interpreting visual information Problems with reading, math, maps, charts, symbols,
pictures
*resource - http://www.helpguide.org/mental/learning_disabilities.htm(c) The Pocket Occupational Therapist, 2019
What is NOT Considered a Learning Disability
Anxiety
Depression
Emotional trauma
Stressful events
ADHD
Autism
NOT Considered a Learning Disability
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Signs of Dysgraphia
Generally illegible writing
Unfinished words or letters
Inconsistent spaces between words and letters
Misuse of lines and margins
Mixed upper case and lower case letters
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Types of Dysgraphia
Dyslexic Dysgraphia – written work is illegible, spelling is bad.
Motor Dysgraphia – insufficient fine motor skills, poor muscle tone and poor dexterity.
Spatial Dysgraphia – lack of understanding of space. Illegible work, but may have normal spelling.
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Signs of Dyscalculia
Difficulty learning math concepts beyond basic math
Trouble with mental math calculations
Difficulty with finding different approaches to one problem
Confuses similar numbers; reads numbers out of sequence
Inability to measure—telling time, using money
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Specially Designed Instructions
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Specially Designed Instructions (SDIs)
Universally required for all students through IDEA.
Actions by the TEACHER or THERAPIST not the STUDENT.
Directly address IEP goals and not 1:1 correspondence between goal and SDI.
Spans ANY domain on the IEP including: academic, social, behavioral, communication, and functional.
NOR lower standard but enables student to reach the highest standards.
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(c) The Pocket Occupational Therapist, 2019
Specially Designed Instructions
Accommodations Modifications
Methods used to determine our approach to achieve student’s
goals.
DO NOT change the content. Supports to help students access general curriculum.
Change in expectations and content.
Graphic organizers with titles, words, labels, pictures.
Graph paper to help organize math facts.
Outline in place of essay for test.
Executive function and behavior support. Use of social stories and peer buddies.
Token reinforcement for behavior.
Projects substituted for written reports.
Breaking down tasks into manageable parts, step by step checklists
Tape record lectures Turning in film or video assignments instead of essay.
Use of mnemonics, visual supports
Ability to use computer for writing.
Questions on exam re-worded or word bank of choices given.
Specially Designed Instructions (SDIs)
Highlighter Tape
Rewordify.com (makes reading easier)
Textcompactor.com (shortens sentences)
Wiki Stix
Sticky Arrows
Personal Strategy List
Clear Plastic Covers
Pre-reading Guides
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Rewordify.com
Specially Designed Instructions (SDIs)
Offer digital options such as comic strips,
Infographics
Word banks on post-its
Cut up problems for scavenger hunt
Personal common error list
Timeline for completion (self-check)
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COLLABORATION
Establishing goals as a team Working toward common goals
Sharing expertise
Improving student outcomes
Griffin, 2017 suggests establishing collaborative student goals and data collection methods benefit students
Collaboration brings a holistic view of the student (Phillippo & Stone, 2006).
Synthesize different perspectives
Boost shared resources(c) The Pocket Occupational Therapist, 2019
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Meaningful Collaboration Through 2 Lenses
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TEACHERLearning Specialist
THERAPISTSpecialist in Activity Analysis
STUDENTAccess to LearningSupported
Wilson and Harris, 2018
Strategies Examples
Identify unique skill sets Joint projects based on professional interests and student needs (developing adapted materials)AAC, visual supports, activity analysis, positioning.
Find areas of common ground Professional skills and interests audit.
Strengths-based approach with both colleagues and students
Acknowledge the positive contributions others make to the team; recognize successes
DANCE rather than WRESTLE(Rollnick et al., 2008).
Use empathy to understand different perspectives. What motivates others?
Collaborate outside the ‘work’ of service delivery
Journal club, one time monthly have lunch. Community projects.
Address disagreements EARLY, OPENLY, with RESPECT
Communication, trauma-informed practices, parity. Where is tension?
ONE student at a time.Re-assess constantly
Start with likely successes. Alliances that lead to student outcome improvement.
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Big Change:
STRATEGIES EXAMPLES
Consider coaching and collaborative team approaches as effective alternatives todirect service delivery
Systems-wide andworkload approach
**next slide
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Systems-Wide Workload Approaches
UDL: Universal Design for Learning
Designed Leadership are defined by a true modeling of the UDL
framework, a call on leaders to be expert learners, engaging all
stakeholders, leveraging UDL as a district-wide decision-making
tool, and focusing on student outcomes.
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Degner, 2018
Massachusetts Educator Evaluation Framework
Designed to support and promote educators' continuous growth and professional learning.
The framework, which apply to both administrators and teachers throughout the state, is designed to:
Promote growth and developmentPlace student learning at the centerRecognize excellenceSet a high bar for professional teacher statusShorten timelines for improvement
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PARITY …… the Magic Word
Is there PARITY in the school budget?
Is there PARITY in the school staff?
Is there PARITY among students?
How should you build PARITY?
Discuss with a partner.
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Suggestions for Parity
Both names are listed on the student schedule.
Both names are listed on everything that goes home for that subject area that is co-taught.
Both names are on the grade report.
Both names are on any paperwork related to that subject or class.
Materials are shared between both teachers, including answer keys.
Both teachers have access to the grade book.
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Group Collaboration Resources
Google Drive
TEAM Checklist (www.PocketOT.com/SchoolResources)
Massachusetts Educator Evaluation Framework
Plan Book PlanBookEdu.com
Common Core CommonCurriculum.com
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http://www.doe.mass.edu/edeval/
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Brain Development forLearning
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Harvard University Research
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In the first few years of life, more than 1 million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.
https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/
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Higher Abstract Concrete Thought Affiliation AttachmentSexual Behavior Emotional Reactivity Motor Regulation Arousal Appetite/SatietySleep Blood Pressure Heart Rate
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Interoception
Page 29
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Center on the Developing Child (2007). The Science of Early Childhood Development
Dr. Nadine Burke Harris, M.D. The Deepest Well
ACES
Antidotes
Sleep
Mindfulness
Mental
Health
Healthy Relationships
Exercise
Nutrition
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Behavior Issues in School
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Stress Is Individual:
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Optimal Arousal
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Pages 30-35
Dr. Daniel SiegelDr. Tina Payne Bryson
The Whole Brain Child
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Upstairs vs Downstairs Brain
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Tantrum:
• Conscious choice
• Strategic and manipulative
• Can reason, make choices
• Emotions under conscious
control
• STOP when demands are
met
Sensory:
• Flood of hormones
• Over-ride conscious choice
• Loss of body control
• Can NOT be reasoned with
• Not capable of choices
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HULK!
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Interoception
Receptors internally that detect INTERNAL responses
Organs, muscles, skin, bones, smooth muscle
Toileting, sexual drive, hunger, thirst, fatigue, heart rate, deep
breathing
May significantly affect our external responses
Chemically controlled
Basic brainstem functions
Higher level functions and
emotions
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Pages 31-35
Interoception
• Intuition
• Perspective-Taking
• Self-Awareness
• Mindfulness
• We feel nervous prior to reading aloud in class and our body responds
• Teach children to ‘control’ their internal body such as breathing, relaxation, visualization.
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Writing SMART Goals
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Page 100
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The trouble with not having a goal is that you can spend your life running up and down the field and never score.
– Bill Copeland
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•Benjamin Bloom
•3 Domains of Learning
oCognitive
oPsychomotor
oAffective
(Plack & Driscoll, 2011; Vanderbilt University, n.d.)
Bloom’s Taxonomy & Objective Writing
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Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Higher Order Thinking Skills_____________________________________
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
___________________________________
Lower Order Thinking Skills
Bloom’s Taxonomy Cognitive Domain
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Higher order
____________________________________________________________
Origination
Adaptation
Complex or overt response
Mechanism
Guided Response
Set
Perception
______________________________
Lower order
Simpson’s Psychomotor Domain
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Higher order--------------------------------------------------------------------
Characterization by a value set Organization
ValuingResponding
Receiving-----------------------------------------------------------------
Lower order
Bloom’s Taxonomy Affective Domain
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SMART Goals
Goals and objectives do not state the actual intervention but what are you trying to achieve.
______ will hold 2 prone Belly stretches for at least 10 seconds, with 1 cue, 2 of 3
consecutive therapy sessions, by the end of the 3rd quarter.
Given two different S’cool Moves posters, __ will scan with eyes only in a left to right, top to bottom approach, performing the movements in the proper sequential order, 4 of 5 attempts with 1 prompt.
By the end of the school year, ___ will replicate crossing midline/bilateral coordination asymmetrical movements with 80% accuracy 3 of 4 sessions.
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Example: Posture While Seated
Given a desktop activity, ___ will demonstrate the ability to maintain an upright posture during a fine motor/class activity for __ minutes with cues/prompts/independently, __ out of __ observations/sessions/trials, by ___quarter/end of annual IEP.
Intervention:
S’cool Moves Belly Focus positions 1 time with OT and 1-2 times in class
Measure: Informal records and observation
How long holding poses at baseline & then at end of month/interim/end quarter?
How long sitting upright at desk, at baseline & then after received intervention?
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Example: Participation in School Activities
Self-Regulation: By the end of the school year, ___ will independently utilize a calming strategy to regulate behavior when attempting a frustrating activity (writing, math) 3 of 4 observations.
Play
Transition
Intervention:
Collaborating with and training teachers to utilize multisensory methods to promote literacy skills:
tapping with sight words and spelling words
using manipulatives, adding movement or music while learning
Therabands to promote spelling and phonetic learning
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S- specific
M- measureable
A- attainable
R- relevant
T- time bound
SMART Objectives
https://www.otschoolhouse.com/single-post/SMART
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Common implied components:Measureable
Passing a coursePassing fieldwork assignmentDemonstrating a skill
Time-boundBy the end of the fieldwork assignmentBy the end of the courseBy the end of the lecture
**SMART objectives are required.**
One last thing to note….
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Executive Function
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Neuroscience’s Star Patient
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Phineas Gage:• Injured by explosion• Changed
personality• Impulsive• Poor decision
making
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What IS Executive Function:
▪Set of skills to manage tasks we complete every day.
▪What we will pay attention to and what we choose to do.
▪Manage emotions and thoughts so we can be efficient.
▪Regulate behavior when difficulties arise.
▪Assist in ability to function with independence.
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What Makes up executive function
Self-awareness
Inhibition
Attention management
Visual imagery
Problem solving
Self motivation
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What IS Executive Function:
▪Important to know both order in which skills emerge AND what each skill ‘does.’
▪Begin after birth and continue to adulthood.
▪Frontal and Pre-frontal cortex
▪Two ‘types’ of skills
Thinking (cognition)Doing (behavior)
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Two Types of Skills
• Planning• Organization• Time Management• Working Memory• Metacognition (Self-
observation and assessment) Looking at self and evaluating how you’re doing.
Thinking
• Response Inhibition• Emotional Control• Sustained Attention• Task Initiation• Flexibility• Goal-directed activity (not be
distracted by competing activities/interests)
Doing
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Frontal Lobes Jobs:
▪Direct attention/behavior
▪Link behaviors to past experience
▪Control our emotions and behavior
▪Regulate
▪Observe, assess, fine-tune so we ‘won’t do THAT again.’
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Teach Forethought – Predict outcome
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What will finished
work look like?
How will I feel?Look back and reflect
Accommodation strategies:
▪Make the learning process as concrete and visual as possible.
▪Allow a child to dictate information to a “scribe” or parents
▪Use graphic organizers to provide visual prompts and help a student to organize their thoughts.
▪Use post-it notes and word webs to brainstorm essay ideas
▪Social stories geared to specific students
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Accommodation strategies:
▪Paired learning (students make up their own problem, swap and discuss/correct answers)
▪Peer tutor
▪Mnemonics (memory tricks)
▪Visual Posting of key information on strips of poster board.
▪Use a scoring rubrics to define what is to be included in class assignments and what a quality end product includes. Rubric can be written as a checklist.
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Let’s Play!
Time Management
Flexibility
Attention
Perseverance
Apps
ORGANIZATION ❑Checklists ❑Real-Simple❑Paperless ❑My Homework ❑The Homework App❑Remember the Milk ❑Hi Future Self ❑Organize:Me Personal Task Manager❑GTD Manager
❑Be Focused: Focus Timer/Goal Tracker
NOTE TAKING ❑Dragon Dictation ❑Audio Note ❑Quick Voice ❑Note Pro! ❑Penultimate ❑Evernote
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Evidence-based Practice
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Evidence-Based Practice
How do we begin?
https://www.cebm.net/category/ebm-resources/tools/
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Pages 119-126
CEBM Levels of Evidence Chart for Critically Appraisal
Want the highest level of evidence for an article used in your classroom
Systemic reviews are much more desired than single case studies
Capstone for OTD does NOT do research, but looks at existing research to help with a problem
PhD is when you DO research.
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CPGs Through AOTA
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AOTA website http://www.aota.org/Practice.aspx .Go to your area of practice and click on the "evidence-based practice" tab. Look for a "Practice Guidelines," which is typically in the first list.
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CPGs – Ways to appraise and summarize evidence
Find the “TABLE OF RECOMMENDATIONS”, which stems from the systematic reviews: this will be where your focus is when you implement a recommendation. Here is where the tables of recommendations are in the guidelines:
Productive Aging Community Dwelling Older Adults, p. 56.
Older Adults with Low Vision, p. 50.
Autism spectrum disorder, p. 67.
Early Childhood: Birth through 5 Years, pp. 52-56.
Home Modifications, p. 36.
Driving and Community Mobility for Older Adults, pp. 56-58.
Adults with stroke, pp. 63-65.
Adults with traumatic brain injury, pp. 25-26.
Mental health in children, pp. 66-69.
Adults with neurodegenerative disorders, pp. 44-45.
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AOTA Website
Framework III
Turn to page 102 in your conference booklet.
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Pages 102-118
Evaluation According To Framework III
Evaluate- Select evaluation measures to determine
Performance skills: fine motor, visual motor, visual perception, sensory processing, social emotional and self-regulation abilities, social interaction
Occupational Performance: Self-care, IADL’s, handwriting, academic and work tasks, play, social participation, rest, sleep, leisure/interests
Environment Considerations: classroom, PE, art, music, cafeteria, playground
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Goal Attainment Scaling (GAS)
http://elearning.canchild.ca/dcd_pt_workshop/assets/planning-interventions-goals/goal-attainment-scaling.pdf
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Turn to page 90 in your course workbook
VAMPSAssessment*Foundational Skills for Classroom Tasks
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What do we see?
Handwriting referrals
Kids seeking stability with both arms and legs
Can’t keep up with physical demands in gym, recess.
Walking around the playground perimeter.
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Postural Concerns and Symptoms
Abnormal posture
Head tilt
Anterior neck position
Dizziness
Nausea/vomiting
Clumsiness
Visual perceptual differences
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Auditory System
Vestibulocochlear nerve (CN VIII)
Originates from pons and medulla
Branches off into vestibular nerve and cochlear nerve
Sound, movement, orientation of space
Cochlear system turns sound/vibration into electrochemical messages relayed throughout the nervous system
Critical for auditory processing
Stabilization and attention, arousal, posture, movement
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Auditory SystemSensorimotor integration!!
Receptors alerting us to sound give us spatial info to tell us where to look and what to focus on
STARTLE: low frequency DETAILS: high frequency
This Photo by Unknown Author is licensed under CC BY-SA
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Vestibular control of posture
Maintain muscle tone
Helps to efficiently contract muscles for tasks
Isometrics depend on vestibular system
Coordinates hands with eyes during visual tracking
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Signs of Complex SPD:
Sensory MODULATION disorder
Problem regulating in response to input
Results in withdrawal of/negative responses
Signs:Upset by noises and
sounds Easily distracted by visual
stimuliDifficulty falling/staying
asleepHypersensitivity to
clothing
Sensory DISCRIMINATION disorder
Problem in recognizing/interpreting differences or similarities in qualities of stimuli
Signs: uses too much forceCrashes/bumps into objectsDrops or knocks things overAfraid of heightsPoor balance
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Pages 74-75
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OTD Why??
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✓Leadership✓Health literacy, diversity, cultural
competence, occupational justice✓Community practice✓Evidence-based practice✓Critically appraising the evidence✓Looking deeper✓Contributing to OT with the capstone
project
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www.facebook.com/PocketOT
www.instagram.com/pocketot/
www.pinterest.com/pocketot/boards/
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Writing SMART GoalsREFERENCES
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Bastable, S.B., & Doody, J.A. (2011). Behavioral objectives. In S.B. Bastable, P. Gramet, K. Jacobs, & D.L. Sopczyk, Health Professional as Educator (pp. 377-418). Sudbury, MA: Jones & Bartlett Learning.
Carnegie Mellon. (n.d.). Design & teach a course. Retrieved from http://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Cline, J. (2012). Creating successful learning objectives. Retrieved from http://youtu.be/_woMKwBxhwU
Clark, D. (2015) Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Effron, S. (n.d.). Bloom’s revised taxonomy. Retrieved from http://saraeffron.files.wordpress.com/2012/10/blooms-revised-taxonomy.jpg
References
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Illinois Central College. (n.d.). Revised Blooms taxonomy- verbs, materials/situations that require this level of thing, potential activities and products. Retrieved from http://icc.edu/faculty-staff/files/2014/07/ICC-Assessment-Revised-Blooms-Taxonomy.pdf
Jahn, B. (2011). Blooms taxonomy (revised) and writing SMART goals. Retrieved from http://youtu.be/CXqm1gwuTKQ
Louisiana State University Center for Academic Success. (2012). Bloom’s taxonomy. Retrieved from http://www.youtube.com/watch?v=Qfp3x_qx5IM
Plack, M. & Driscoll, M. (2011). Systematic effective instruction: Keys to designing effective presentations. Teaching and learning in physical therapy: From classroom to clinic (pp. 65-115). Thorofare, NJ: SLACK Incorporated.
References
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University of Connecticut. (n.d.a.). Learning taxonomy- Krathwohl’s affective domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf
University of Connecticut. (n.d.b.) Learning taxonomy- Simpson’s psychomotor domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf
Vanderbilt University. (n.d.) Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/
Wilson, L.O. (2013). Anderson and Krathwohl: Bloom’s taxonomy revised. Retrieved from http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
References
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CPG Resources
http://www.openclinical.org/guidelines.html#purposes - there is also a list of other websites at the end of the page for your consideration.
https://www.guidelinecentral.com/summary-intended-users/occupational-therapists (not all pertain to treatment in occupational therapy, but all refer to rehabilitative practices among either OTs or professional colleagues).
Australian clinical guidelines in OT http://www.clinicalguidelines.gov.au/browse.php?pageType=13&intendedUserCode=9&itemsPerPage=10&pageNumber=0&
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PresentationREFERENCES
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References
Anderson, P.J. (2002). "Assessment and development of executive functioning (EF) in childhood". Child Neuropsychology 8 (2): 71–82
Anderson, R. Jacobs & P. Anderson (Eds). Executive functions and the frontal lobes: A lifespan perspective (24-48). New York:Psychology Press.
Balmer, K. (2012). Executive functioning activities at home. Retrieved from: http://nspt4kids.com/therapy/executivefunctioning- activities-at-home/
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.
Baron-Cohen, S., & Robertson, M. (1995). Children with either autism, Gilles de la Tourette syndrome or both: Mapping cognition to specific syndromes. Neurocase, 1, 101–104.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford, England: Oxford University Press.
Best, John R., and Patricia H. Miller. “A Developmental Perspective on Executive Function.” Child development 81.6 (2010): 1641–1660. PMC. Web. 2 July 2016.
Bock, Allison M.; Gallaway, Kristin C.; and Hund, Alycia M., "Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding" (2015). Faculty Publications –Psychology. Paper 5. http://ir.library.illinoisstate.edu/fppsych/5
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ReferencesBrown, C. (2011). Cognitive skills. In C. Brown & V. C. Stoffel (Eds.), Occupational therapy in mental health: A vision
for participation (241-261). Philadelphia: F.A. Davis Company
Brown, C. & Stoffel, V. C. (Eds.). (2011). Occupational therapy in mental health: A vision for participation. Philadelphia, PA:F.A. Davis Company.
Cantio, C., Jepsen, J. R. M., Madsen, G. F., Bilenberg, N. and White, S. J. (2016), Exploring ‘The autisms’ at a cognitive level. Autism Res. doi: 10.1002/aur.1630
Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved fromwww.developingchild.harvard.edu.
Cramm HA, Krupa TM, Missiuna CA, Lysaght RM, Parker KH. (2013). Executive functioning: a scoping review of the occupational therapy literature. Canadian Journal of Occupational Therapy. 2013 Jun;80(3):131-40.
Clark, D. (2000). Learning styles & preferences. Retrieved from http://www.nwlink.com/~donclark/hrd/styles.html
Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202. http://doi.org/10.2147/NDT.S104620
Dawson, P. and Guare, R. (2010) “Executive Skills in Children and Adolescents, Second Edition”. New York: Guilford Press
Degner, J. (2018). A System-Wide Approach to Universal Design for Learning Implementation. Educational Renaissance, 6(1), 44-47. https://doi.org/10.33499/edren.v6i1.111
Geurts, H. M., Broeders, M., & Nieuwland, M. S. (2010). Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder. European Journal of Developmental Psychology, 7(1), 135-151. 10.1080/17405620902906965
Garon, N.; Bryson E.; Smith, I. M. (2008) Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, Vol 134(1), Jan 2008, 31-60. http://dx.doi.org/10.1037/0033-
2909.134.1.31
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References:
Hudry K, Aldred C, Wigham S, Green J, Leadbitter K, Temple K, Barlow K, McConachie H; (2013)
PACT Consortium. Predictors of parent-child interaction style in dyads with autism. Res Dev
Disabil. 2013 Oct;34(10):3400-10. doi: 10.1016/j.ridd.2013.07.015. Epub 2013 Aug 2. PubMed
PMID: 23911646.
Kitchie, S. (2011). Determinants of learning. In S.B. Bastable, P. Gramet, K. Jacobs, & D.L. Sopczyk, Health Professional as Educator (pp. 103-150). Sudbury, MA: Jones & Bartlett Learning.
• Koscinski, C.N. (2013). The Pocket Occupational Therapist. London. Jessica Kingsley Publishers.
Lagattuta, K.H. & Wellman, H.M. (2001) ‘Thinking about the Past: Early Knowledge about Links
between Prior Experience, Thinking, and Emotion’, Child Development 72: 82–102.
Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The
Reporter, 7(3), 18-25.
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References
Learning Styles Online. (n.d.). Overview of learning styles. Retrieved from http://www.learning-styles-online.com/overview/
Marinan, J.J., 2015, ‘Mindblindness Theory: Touchstone for Interdisciplinarity’, PsyArt 19, pp.
85–102.
Mazefsky CA, Schreiber DR, Olino TM, Minshew NJ. (2013). The association between emotional
and behavioral problems and gastrointestinal symptoms among children with high-
functioning autism. Autism. 2013 Oct 8. PubMed PMID: 24104507.
Mukherjee S, Rupani K, Dave M, Subramanyam A, Shah H, Kamath R. (2013). Evaluation of
Effectiveness of Integrated Intervention in Autistic Children. Indian J Pediatr. 2013 Sep 21.
PubMed PMID: 24057967.
National Dissemination Center for Children with Disabilities;
http://www.nichcy.org/resources/transition101.asp
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References:
Rajendran, G. & Mitchell, P. (2007) ‘Cognitive Theories of Autism’, Developmental Review 27:
224–260.
Reynhout, G., & Carter, M. (2007). Social StoryTM efficacy with a child with Autism Spectrum
Disorder and moderate intellectual disability. Focus on Autism and Other Developmental
Disabilities, 22(3), 173–182.
Richard, Annette E., "Visual Attention Shifting in Autism Spectrum Disorder" (2014). Master’s Theses and Doctoral Dissertations. Paper 596.
Rowe, C. (1999). Do social stories benefit children with autism in mainstream primary schools?
Special Education: Forward Trends, 26(1), 12–14.
Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behaviour of children on the autism spectrum be tested? Autism, 10, 125–138.
Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story
interventions for children with autism spectrum disorders. Focus on Autism and Other
Developmental Disabilities, 19, 194–204.
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Web Resources & Clip Art Credit
http://www.children-special-needs.org/vision_therapy/what_is_vision_therapy.html
http://synergyclinic.net/retained-neonatal-reflexes/
Bruce D. Perry, M.D., Ph.D. www.ChildTrauma.org Body Temperature
http://serendip.brynmawr.edu/bb/kinser/Structure1.html
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Best Books to Read About Severe Sensory Problems
How Can I Talk if my Lips Don’t Move by Tito Rajarish Muhopadhyay*
Carly’s Voice by Arthur Fleischmann with Carly Fleischmann*
The Reason I Jump by Yoshidat and David Mitchell
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http://www.youtube.com/watch?v=Qfp3x_qx5IM
http://youtu.be/_woMKwBxhwU
http://youtu.be/CXqm1gwuTKQ
Bloom’s and SMART goals videos…
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http://icc.edu/faculty-staff/files/2014/07/ICC-Assessment-Revised-Blooms-Taxonomy.pdf
http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf
http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf
For Further Learning About Bloom’s Taxonomy:
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