The Recycling Occupational Therapist

Occupational Therapy Activities to Promote Visual skills

2012-02-10T05:16:00.000-08:00

These are my 2 favorite books for activities OTs can do to promote ocularmotor control, scanning, and visual perceptual skills. CVA is an older book but packed with great explanations as to the types of problems children with special needs may have, a chart of the classroom difficulties that impact functional vision and adaptations that might help.

Different..... Not Less

2012-02-07T16:50:00.000-08:00

In her new book –Different….Not Less, Temple Grandin reinforces the popular notion -that if you meet a person with autism….you have met ONE person with autism. Indeed, each of the 14 contributors in this collection creates a collage of the childhood and adult experiences that have made them the individuals they are today.

Grandin carefully chose a cross section of men and women with Aspergers syndrome from different fields (i.e. medical, art, technology and sales), various western cultures (i.e Australia and Scotland) and life situations (i.e. rural/urban, religious/non-religious upbringings) that show the similar social, communication and sensory challenges that people with Aspergers face despite varied backgrounds. These stories also demonstrate the unique talents and coping strategies that have enabled these individuals to achieve varying levels of life satisfaction and success.

I believe that within the context of these stories- “life satisfaction” and “success” may be considered almost synonymous. A common thread is that after a lifetime of being “different” and with varying degrees of family support- finding acceptance and meaningful activities (whether vocational or recreational) is critical to happiness and indeed, success. Unlike mainstream western values-success need not be equated with wealth, owning things, fame or having lots of friends.

Most of the authors did not learn about their Aspergers diagnosis until later in life. For some it was a relief to find an explanation for why they felt different and for others it made them angry to receive a label. Most of them consider their lives a work in progress as they take the diagnosis and use it to forge societal and self-acceptance.

Each contributor’s story was riveting- partly because I am an occupational therapist and I deeply understand Grandin’s message that people with autism shine when they develop their talents. Perhaps I loved this book because I believe that my mother (daughter of immigrants and obsessively religious) had undiagnosed Asperger’s and my Generation Y son (who is a brilliantly creative college student and entrepreneur with Aspergers) benefited from our modern day IEP and disability supports. There is much food for thought here….I believe that readers with autism and family members/friends of individuals on the spectrum will appreciate the following themes that run through many of the stories:

· Mentors are extremely important-if not one’s parents, then others (perhaps teachers, clergy, employers) who recognize and support the person’s abilities and goals

· High expectations of children to work and develop manners will contribute to future acceptance, persistence and feelings of self- worth

· People with autism think outside the box and therefore may do best working in settings where their creativity is a positive-such as running a business or artistic fields.

· Hard work pays off…

Readers whose lives are not personally touched by autism may also appreciate the inherent logic in raising children with these guiding principles and enjoy the many other insights offered by the contributors. I strongly encourage them to visit the intense visual arena that brought us the likes of Albert Einstein and Steve Jobs.

Many of the contributors describe how they were brought up to be kind, yet were victim to bullying. Some found solace in animal relationships. Others became deeply involved in helping others (a psychologist, nurse anesthetist, psychiatric rehabilitation worker). I think that Grandin may have chosen people with these backgrounds to dispel the techie nerd stereotype associated with autism. Some of the contributors are accomplished authors and public speakers despite communication challenges and others have overcome a history of jail time and alcohol abuse. They represent a wide swath of humanity.

Grandin concludes the book with her own chapter about how to find work opportunities. She reiterates that people with autism need alternatives to interviews (a weakness for people with communication challenges), mentors, early experiences that develop the work ethic and by all means- should take advantage of social media to show off one’s portfolio.

Reading these stories and Grandin’s brief synopsis of what each of the authors overcame- serves to emphasize that –people on the autism spectrum (as well as borderline neurotypicals such as myself) are different, not less. If we viewed every person on the planet with this simple frame of reference-wouldn’t it be a better world for us all?

Different....Not Less

If you use the code "PEDIA", you will get the book Different . . . Not Less by Temple Grandin for $16.96 instead of the $19.95 retail price.

2012-02-03T10:41:00.001-08:00

Here are a couple of interesting facts about Jackson Mississippi, first it’s the largest city in the state, and second, two experts in the world of Sensory Processing Disorder (Carol Kranowitz & Britt Collins) will be there on February 17^th, at Jackson Convention Complex, for one day only, to talk to you about; different types of SPD, recognizing co-existing problems, discussing research studies, defining sensory diets and describing how they work, employing sensory activities that kids LOVE, assisting students with difficult transitions and much, much more! Visit www.FHautism.com or www.SensoryWorld.com for more information. Use this code for a 15% discount! PEDIA

Book Review: Autism Every Day

2012-01-31T17:46:00.000-08:00

Teacher, autism trainer and mother -Alyson Beytien has performed a magic act. I don’t mean raising three boys with autism and not going insane. I mean writing an entertaining book about the challenges and joys of raising her unique and lovable guys while making readers LOL (… “laugh out loud”) and wonder - HDSDI (how does she do it!).

“Autism Every Day” is Alyson’s story of a life filled with the many acronyms familiar to every parent of a child with special needs,
the funny and not so funny experiences that make her laugh and cry and the strategies she has learned through her training and on the job parenting. I use the author’s first name because readers will quickly feel like they know Alyson. She is the shopper in Walmart trying to diffuse a tantrum, the parent who cries at IEP meetings and friend who dances next to her child in public to explain away his unusual body movements (it’s a family dance she says!!).

Pages saturated with love and humor are also pungent with words of wisdom such as:

· Visual schedules are life savers. They indicate what will happen, when and how long it will last (i.e. doctor’s visit, shopping, Christmas dinner)

· children with autism need to be taught flexibility by changing things up just enough to be tolerable but not so much as to cause a meltdown (hint: choice cards can help with this).

· recognize a child’s unique expression of love-such as creating physical contact by backing into a person

· Use advice from your most trusted supporters
even if the majority opinions differ

·
Bring a yummy treat to an IEP meeting to set the tone of teamwork (or one might say- bribery)

Readers won’t realize that they are learning 150 strategies since they are cleverly tucked into funny anecdotes later to be summarized at the end of the chapter. My favorite is the toilet training competition told by Ron the sportscaster with minute by minute descriptions of match-ups between son and mother in the battle of the bathroom. I am happy to report three successful toilet training contests –mom won with the aid of action figures, candy, dad demonstration and a toilet vigil.
As an occupational therapist and mother of a young man with Aspergers syndrome I was familiar with the sensory and behavioral strategies described in this book. But even those of us long enmeshed in the world of autism will love this book for its humor, honesty and poignant stories. For parents and other family members new to the bewildering world of autism your friend Alyson will remind you that every family is unique and wonderful. Now the rest of the world needs to learn this, too!

AutismEvery Day: Over 150 Strategies Lived and Learned by a Professional Autism Consultant with 3 Sons on the Spectrum is published by Future Horizons. It
is 286 pages long and costs $14.95.
Use the code "Pedia" to get 15% discount.

The Best Kind of different

2012-01-25T05:11:00.000-08:00

I wrote this review a while ago......just loved this book so sharing again on my blog!

A voice for parents seeking support and validation
During the 1950's parents were blamed for the apparently aloof behaviors manifested by children with autism. There was even a term for this- "refrigerator moms" who were viewed as so cold- they made their children antisocial. Shonda Schilling's story of how she was viewed resounds this familiar theme. Her son has the form of autism called "Asperger's syndrome" where the child typically has average or above average intelligence accompanied by struggles to communicate, process sensory information, focus and control impulses. Schilling's descriptions of how other's have viewed her as a failing parent, who can't set limits or control her child reflect the misguided concept that a child on the spectrum- a child with a neurological disorder whose behaviors make others uncomfortable is the fault of the parent. Many readers will relate to these experiences and appreciate Schilling's voice for parents experiencing the frustrations, guilt, shame and anger of raising a disabled child.

Packed full of Information
Readers will find it fascinating and shocking that with the increasing awareness and prevalence of autism- medical and educational professionals did not make a diagnosis or referral for services until their son Grant was ten years old. Schilling not only shares with her readers the emotional roller coaster she went through upon learning that Grant's behaviors were not his fault. She inspires them to advocate and find the resources they need to help their children and themselves. This involved explaining to coaches that winning isn't everything and children with learning differences deserve the opportunity to play and be part of a team even if they are not an asset to winning. Schilling discovers that parents should not be embarrassed by a disabled child's behavior- it is not a reflection of one's parenting style or foibles. Finding the right summer camp-one designed for children exactly like Grant enabled him to engage in the childhood rite of summer camp and with supports make friends. Schilling also learned that no parent should go through the special education process alone. If the spouse is away -find a friend who can not only provide emotional support but help advocate.

A Book Occupational Therapists Can Appreciate
Occupational therapists and other readers will love learning about how a sensory diet packed with vestibular and proprioceptive stimulation helped Grant control his behaviors and optimize learning. A weighted bean bag on his lap helped him to remain calm and the Alert Program for self regulation helped him know what energy level was appropriate for different situations. Schilling learned that her son slammed his body against others because he sought out deep pressure stimulation. Understanding his sensory needs helped her to understand and address his behaviors.

The Role of Animals
Schilling confirmed something that many parents, therapists, teachers and individuals with Asperger's syndrome have long known-animals often play an important role by providing an unconditional love, sensory stimulation and opportunities for communication void of misinterpretation and idioms. Author and lecturer Temple Grandin has long written about the importance of animals during her childhood leading up to her successful career as animal scientist. The schilling household has included numerous dogs, fish, lizards, turtles and hamsters. Like many other individuals on the autism spectrum, Grant gravitates towards pets and experiences a sensory based connection.

A Highly Recommended Book
I highly recommend this book not only for its quality writing and entertainment value- but because reading it gives insight into the inner resources a parent must discover in order to survive. Being married to a famous ball player probably played a pivotal role in finding a publisher for this memoir. But readers will be delighted with her brutal honesty, openness and optimism. This is a book that offers support, inspiration and basic information for all readers affected by autism.

Buttoning Board and Button Squares

2012-01-19T03:35:00.000-08:00

This may be a repeat but I like these so much here goes....... Removing and attaching the fabric pieces with slits in them is easier than actually buttoning and may be considered a pre-buttoning skill builder. I sewed the large piece of blue fabric to cover a sturdy piece of cardboard.

I cut the pink circles out of a detergent bottle and punched holes with a heavy duty puncher from an office supply store. Next, I sewed the pink buttons onto the fabric. Grade by using more or less of these. The student has to stabilize the pink pieces while attaching the fabric (or removing the fabric) and this is a bit easier than actually using buttons. The red and blue button squares shown here are large, the fabric is soft and feels good and is a bit stretchy making it easier and hopefully a bit fun to manipulate. You can set up sequencing containers to either button or unbutton these, depending on skill level. This is a lot less stressful than manipulating fasteners on clothing and the squares are easy to see on the table as opposed to on clothing.

Manipulation Snow Man

2012-01-17T10:42:00.000-08:00

I've been thinking for a while how a large white orange juice container can be cut up to make a snowman.

I cut into one side to create the 3 snow balls.

Then I cut a circle from a different color bottle.

Punch a few wholes into the circle and background so that the holes align. I took my leather shears and made the holes extra big so that they would be easy to lace. I drew a face on the blue circle.
I attached the cord to one of the holes so that it won't get lost and will be easy to begin lacing.

I realized that the cord was too long and cut it shorter, attached tape to the end to make lacing easy and it is now long enough to lace through the 4 holes.
I cut two more circles to make buttons. I punched holes in the green buttons shown here and the snowman so that I could lace them into place. then I cut a slit in the red fabric. It is soft and stretch and easy to pull on or off the "button".

For some reason the photo won't rotate correctly but you can see the completed snow man with a scarf tied around his neck and a screw cap hat.

So now- to make the snowman children need to button, screw a cap, tie a knot on the scarf and lace the face.

It is easier to open and remove the clothing than attach. This activity can be used with children between 2-5 years of age, but adapted according to their abilities. Some children may assist with lacing the last hole, completing the button, pulling the ends of the cord to tie the knot on the scarf or giving a twist to the hat. Over time they will do more and more of the steps independently.

Some children will find it easier to undress the snowman.

I attached a container inside to hold the clothing articles and opening and closing the lid provides another great opportunity to manipulate.

2012-01-15T07:08:00.000-08:00

I just decided to sell this book that has been on my shelf for decades.....Enjoy....
Here is a photo of the paper clips attached that are inserted into straws to construct various shapes and objects described in the book.

Attaching the two clips is a great motor planning activity and inserting each into the end of a straw works on manipulation skills and then designing what to build works on visual perceptual skills. Great fun!!!

Visual Techniques for Developing Social Skills: A Book Review

2012-01-12T09:42:00.000-08:00

Visual Techniques for Developing Social Skills is not only a useful tool for teachers, therapists (and parents, too) who want concrete directions on how to provide social skills training but is also a thought provoking description of how social deficits impact lives of children with high functioning autism and asperger’s syndrome. As an occupational therapist and mother of a young adult with asperger’s syndrome I appreciate Rebecca Moyes’ emphasis on addressing these issues in the Individual Educational Plan (IEP) in the same nonjudgmental manner one would treat dyslexia or coordination problems.

Using skills gained as a teacher, author, parent and presenter, Moyes has organized the chapters in logical, skill building sequence beginning with an introduction that explains

· why social skill building activities and lesson are essential

· how to be positive using reinforcement, utilizing a child’s strengths and understanding the important difference between incompetent and noncompliant behaviors

· the logistics of creating groups that include both children with disabilities and typically developing role models

Social skills training begins with learning about interpersonal interactions and I love the activities designed to promote eye contact, maintain appropriate personal space and respect for other’s belongings. As the book’s title suggests many visual strategies are described- such as a game involving looking at a sticker placed between someone’s eyes to promote approximate eye contact and hoola hoops that enable students to see and feel socially acceptable personal space. Moyes actually describes an eclectic approach that includes

· Reading/listening to social stories

· Role playing

· Games

· Use of videotaping

I like the frequent use of contrast to get across a concept. For example, Moyes might suggest that one child lean across another student’s desk to demonstrate an intrusion into personal space.

Lessons related to developing communication skills involve handling objects such as a colander to explain how children need to filter their words. Speedometers, scales, visual schedules and traffic lights are other visual strategies used to teach about speech volume, speed, prosody and perseveration.

The last section about working successfully in groups may be the most thought provoking because this is an area where many children on the autism spectrum struggle. Reading this reminded me of when my son had been required to work on school group projects. This created a great deal of anxiety because he wanted a good grade and thought it unfair that his grade depended on others. Of course, the social skills groups described in this book are therapeutic and not graded but I think it would have been relevant to discuss dealing with the reality of school demands.

Moyes suggests an activity where each student chooses a group role (such as editor or artist). Group behavior is complex in general and here is where I would have liked a bit more description of various types of group projects that were successful, why and how they were adapted to meet the needs of individual students.

As Moyes explains, learning about another person’s perspective can be very challenging and frustrating and again Moyes does an excellent job of explaining the types of barriers children face. Readers will learn how children need to differentiate “acquaintances” from “friends”, when behaviors cross the line and become ‘stalking” and that lessons need to be short, pleasurable and involve positive reinforcement. Moyes explains how children learn about points of view by:

· Sharing a similar experience yourself

· Talking about having a similar experience

· Imagining what it feels like to feel the way the person is feeling because you can “put yourself” into their experience.

Moyes suggests that lessons involve learning perspective by discussing social stories and role playing with the assumption that there is no right or wrong answer as to how characters feel because one cannot know for sure what is going on in the mind of the person in the story. This is useful but I would also like to learn what to do when students clearly have socially unacceptable values. For example, a child might feel that no one should cry over the death of a pet because now the owners won’t have to spend money feeding it. Many people would find these values offensive, so how is a student to know which ideas to share and which to keep to himself?

I highly recommend Visual Techniques for Developing Social Skills. No matter what your discipline or role in the child’s life- this book provides insight into the social challenges faced by students on the autism spectrum and the educational systems obligations to address them. Every school should purchase a copy and let the programs begin!

If you purchase from Future Horizons use the code PEDIA to get 15% off.

Holiday/Seasonal Paper Puzzles

2012-01-10T12:16:00.000-08:00

Paper puzzles are a bit time consuming to make but once its made you can photocopy and use for many years and therapy sessions. Pick your own theme. I copied an internet photo in honor of the upcoming martin Luther King Jr. holiday.

I trimmed away the excess white border,

placed it on a sheet of paper and traced the border with marker.

Next, make measurements with a ruler to draw lines. In this case I drew 1 vertical line and 3 horizontal lines to make a puzzle with 8 pieces. Make a puzzle with more pieces if the student is able to perform a more complex task or less pieces if the student needs a less challenging task. Number the squares or rectangles on the grid.

On the back of the picture draw a matching grid.

Write numbers on back of the picture and cut on lines.

Students place matching shapes on grid and glue or tape in place.

This activity works on many skills such as:

cutting on lines
forming numbers
matchiing numbers
using ruler to make a straight line
sequencing and organization

Students can be involved in making the project from scratch, do part of the preparation or be given the grid and pieces to complete the puzzle.
Don't forget to make lots of copies of the grid and photo before cutting up the first picture!

Knitting Bag

2012-01-10T04:15:00.000-08:00

I made this knitting bag out of plastic bags from the Boston Globe (blue, red and yellow) and supermaket- (whites and browns).

2011-12-12T06:26:00.000-08:00

The Great Sensory Mix-Up
http://www.bostonglobe.com/ideas

I found the article The Great Sensory Mix Up - about how one sense influences another to be quite interesting. For example, one study found that if subjects watched one light flash but heard 2 beeps or were tapped twice, they reported seeing 2 lights. However, I would like to clarify a couple of points the author, Courtney Humphries made about autism and sensory integration.
She seems to think that sensory integration and sensory diet interventions are focused on using the senses together. Here is the definition of 'sensory integration" given by A. Jean Ayres, the occupational therapist and researcher who pioneered SI theory:
"The organization of sensory, input for use. The "use"may be a perception of the body or the world, or an adaptive response, or a learning process, or the development of some neural function. Through sensory integration,the many parts of the nervous system work together so that a person can interact with the environment effectively and experience appropriate satisfaction. "
So, SI is all about the brain working to organize sensory input and use in a meaningful way. SI treatment focuses on the movement and touch senses (tactile, vestibular, proprioceptive) and often integrate visual activities (vision is closely related to the vestibular sense). For example, an ideal and common SI activity would be to jump on a trampoline while throwing bean bags into a box. SI activities don't usually involve taste or smell, but a sensory diet might.
"Sensory diet" is a term coined by occupational therapist Patricia Wilbarger who originally described its use to treat sensory defensiveness. It is also used to help children with autism (and other developmental disabilities) to regulate their nervous systems so that they are not overly excited or underattentive. A typcial sensory diet to help an overstimulated child might include:

slow rocking in a char
sitting in darkened area
listening to slow music or wearing head phones to block out sounds
wearing a weighted vest or being wrapped in a heavy blanket

The sensory diet is designed to help the person achieve an optimal level of alertness to attend and learn. The focus is not to use the senses together. In fact, many people with autism are overwhelmed when using more than one sense which is why they may avoid looking at the teacher in a classroom. They can focus on the words better when not using their vision!

Unstrange Minds

2011-12-02T04:04:00.000-08:00

I finished reading Unstrange Minds: Remapping the World of Autism by anthropoligist Roy Richard Grinker, a very good description of attitudes about autism around the world and changes in diagnostic criteria that help explain the rising numbers.

2011-11-21T03:31:00.001-08:00

Some interesting work and art on this blog
http://bessinabout.weebly.com/litter-project.html

Peabody Essex Museum Kid Stuff

2011-11-13T17:22:00.000-08:00

The Peabody Essex Museum in Salem Massachusetts has some great children's activities, often crafts using recycled materials.

The kids were dropping small objects insdie the ooblik (made of cornstarch and water) to see which would sink the fastest.

I was particularly impressed with the styrofoam pieces that come in different colors. They are made with cornstarch instead of plastic and sold in craft's stores but I hear that there is a push to have all packing peanuts made from cornstarch instead of plastic.

Check out this site http://www.magicnuudles.com/

On the way home my husband discovered that the trash bin at the famous House of Seven Gables Museum held straw bales from Holloween decorations. He needed them for his strawberry patch and here are a few pics of my recycling husband....

Last but not least I want to share the awesome world renowned John and Rebecca Higby Yoyo show:http://yoyoshow.com/

Traveling with a Child with Autism

2011-11-08T03:14:00.000-08:00

Are We There Yet?”

Traveling with a Child with Autism

By Pamela Levac

Autism Asperger’s Digest,Nov-Dec 2007 issue (www.autismdigest.com)

Family vacations can be stressful under the best of circumstances. Throw a child or two with autism into the mix, and it can seem overwhelming and perhaps easier to just stay home. But more and more families who have children with autism spectrum disorders are traveling to all kinds of destinations near and far. Though vacationing with a spectrum child requires a good amount of planning, it can be a fun and rewarding experience for the whole family.

Preparation is key when traveling with a child with autism. It is essential to begin planning the vacation long before the actual date of departure. There are many things to consider, from getting the child acclimated to the idea and the destination to choosing appropriate lodging or ensuring your child will have familiar food available.

When making travel and hotel plans, take into account your child's particular sensory issues. Book rooms on the quiet side of the hotel, arrive at less-crowded hours, or bring along a kit filled with ear plugs, familiar toys, video games, snacks, comfortable clothes or whatever else might be needed to ease the transition.

Talk to your child about the upcoming trip and involve him or her in making plans. Have the family explore the destination beforehand: visit internet sites, get library books, travel brochures, and perhaps even request photos of the hotel room you'll be staying in. Some parents create story books that describe the vacation from start to finish, including each day's activities. If you are driving, map out a route for your child to follow, with all the stops (including breaks!) marked along the way. This can ease travel anxieties and make a long trip more palatable to the concrete thinking mind of the spectrum child. Be sure to talk about the vacation frequently to calm worries and rev up excitement, or read your travel story book regularly.

As every parent of a child with ASD knows, routines and predictability are like air and water for a child who doesn’t handle new situations easily. And, travel to unknown destinations can literally starve these kids of the familiarity that is their lifeblood.

Go back to your story book and be sure to emphasize things that will remain the same. We’ll still eat meals together; you’ll have your favorite T-shirt; there will be your beloved cereal for breakfast. If vacation involves a repeat destination year after year, for instance to a family condo, the transition turmoil will get better with time. Peggy, mother of Eric who has autism, says "The first few times you go someplace new, it's hard. He wants to come home so badly. But each year it gets easier."

Danielle, the mother of Pierre and William, both with autism, takes her family on an annual car trip to visit relatives at Christmas time. She offers the following advice: "Keep the events as simple as possible. They like to do the same things every year. Create new traditions."

Airports, planes and trains can be sources of fascination, distress, or both for children with autism. Peggy says, "Eric finds airports and planes to be interesting, but delays, long lines and schedule changes are difficult." Some delays are unavoidable, but traveling off-peak, bringing along books on tape, hand-held video games or puzzles can help. Scan the area for a quiet space to retreat to when you notice signs of overload. If you can talk to airport personnel ahead of time or bring a copy of your child's diagnosis, you may be able to sidestep waiting in long lines. If you must wait, one of you can take the child aside to distract her with stories or a snack.

Choosing to travel as a family alone or with other people is also an important consideration. If you do decide to vacation with others, Peggy recommends traveling with people who "get it." Pair up with friends or relatives who you know can deal with your child's need for space, regularity, simple routines and familiar food. Also make sure you travel with someone who can handle meltdowns without getting upset or offended. Somewhere, sometime, they will occur.

Danielle strongly believes that spectrum children should not be hidden away. "The world is vast and diverse. Because individuals with autism tend to not want to socialize by nature, I believe it is important to impose the reality of having to accept and deal with the fluctuations of daily life." Though it may be challenging at times, it is worth getting out there and seeing the world, both for the child with autism and for everyone he meets.

More and more families are enjoying the comfort and familiarity of travel options arranged specifically for people who live with children or adults with ASD.

One such venue is a cruise run by Autism on the Seas (http://www.alumnicruises.org/Autism/Autism_Home.htm). Director Michael Sobbell decided to offer these cruises as a simple business venture, but he says the overwhelming positive response from parents has been heartwarming.

The cruise ships have an Autism Group Specialist on board and even cater to a child’s special dietary needs. There are opportunities to dine with other families or children with autism. Activities for the whole family, such as bingo, are adapted so everyone can have fun together. Sibling celebrations offer the brothers and sisters of spectrum children a chance to socialize and maybe share some of their highs and lows. There are social gatherings for teens with autism, and even respite time for parents. It’s a supportive environment where families can build new friendships and feel comfortable.

Sometimes it might be necessary to consider traveling without your spectrum child. Peggy has two adopted daughters from China who do not have autism. She would like to travel with them to their birth country unencumbered by the significant adaptations they would need to make for Eric. Peggy fears the long distance, the very unfamiliar sights, sounds and food of China will be too much for Eric to handle. She doesn't want her girls to be stuck in a hotel room watching TV on a once in a lifetime trip. So, even though it is a difficult decision to divide the family, she and her husband will travel to China with their daughters. As for Eric, he’ll spend time with favorite relatives while they are away, and Peggy plans to take him on a special train trip to Vancouver when they return from China.

Finally, if at all possible, don't skimp on those fundamental things that will make or break your vacation. It's worth paying a few extra dollars for a seat in first class or a nicer hotel room with free movies, if this will make your child’s (and therefore your family’s) trip easier and more enjoyable. Anticipating vacations is often half the fun. With spectrum children, a month or two (or three) of anticipation, careful planning and preparation can make all the difference. Bon voyage!

Travel Tips

create a story book about your trip to read to your child beforehand
choose an appropriate destination (quiet, somewhat familiar)
call ahead to ask about special services, meals and accommodations
consider a vacation rental instead of a hotel, so you can prepare your own meals
if you are driving, map out stops ahead of time, and prepare for delays
carry with you a “sensory pack” containing plenty of familiar food, toys and other essentials
brainstorm possible problems and create a contingency plan
talk to other families who have traveled for real-world ideas and advice
plan structured activities for every day; don’t abandon using visual schedules just because it’s vacation!
make sure to include some activities for everyone, including parents and other siblings
travel at quieter times of the year
bring a copy of your child's diagnosis to show personnel if necessary
be flexible, and try to keep your sense of humor

Helpful Resources

Making Peace with Autism: One family's story of struggle, discovery and unexpected gifts by Susan Senator. Trumpeter Books, December 2006.

"How to Plan a Vacation with Your Autistic Loved One" by About.com’s autism guide, Lisa Jo Rudy. http://autism.about.com/od/copingwithautism/ht/vacationstep.htm

UK Guardian’s website has a helpful travel section: http://travel.guardian.co.uk/article/2005/jan/08/userstraveladvice1

BIO

Pamela Levac lives in Canada where she writes, paints and mothers her children. She is fascinated by the workings of the brain and has a keen interest in Autism Spectrum Disorders. She welcomes email at pamela-246@hotmail.com.

Card or Name Holder

2011-11-07T03:12:00.000-08:00

I think that there can be many uses for this card holder to teach:

spelling words
math concepts
name identification
Matching activities

Ask your kids to make name tags to place at your holiday dinner table!

Detergent and Water Bottle Turkey stencil

2011-11-06T06:24:00.000-08:00

Here's what I made with my extra daylight savings hour this sunday while hubby is away hiking a mountain (with a group of guys who love beer and racy jokes).
I am not sure if it looks like a turkey but when you make crafts for kids that is not as important as the fine motor skills involved and having fun.

I cut the turkey's body out of a detergent bottle. The head and flabby neck thing are cut from the top of a spring water bottle. It fit inside the handle opening nicely.

Press down on paper to use as a stencil. Kids can color inside the cut out shapes and around the border to make a basic turkey shape and then add details and colors. Some kids will prefer free form coloring but others might be encouraged by having a model to work from.

Children can also wrap yarn around the openings to decorate.

Detergent Bottle Book Stand

2011-11-02T12:55:00.000-07:00

I went to an interesting seminar about strategies for occupational therapists supporting students with assistive technology. The seminar was provided by Institute for Educational Development (IED) and taught by Janet Peters .

I learned that assistive technology can be considered either:

Low tech:
     no batteries
     no electricity
Mid Tech
     Batteries
     Basic circuitry
High Tech
      Computers
      Mobile devices
      Augmentative communication

This book stand made out of a detergent bottle is an example of a low tech device that makes it easier for students to read since the book is stabilized in the vertical plane. It is especially helpful when the student needs to copy from a text to the computer. It is surprisingly stable, but you can always put a small bag of sand or can of soup inside to make it heavier.

I took photos of the bottle in the various angles. I think I came up with this idea on the way home. Janet had passed around a book stand that seemed a bit flimsy to me. Since I make many of my adapted activities out of detergent bottles I decided to give it a go and didn't really know how to do it until I started cutting. I use old leather shears to cut plastic. They are sharp when first purchased but after cutting a lot of plastic they are not as sharp (you are less likely to get cut) but they still work well.

You can use smaller detergent bottles for smaller books and experiment with the angles and thicknesses of the opening where you insert the book. The great thing about these bottles is the student can pick their favorite color, and they are free. So go ahead, experiment and mess up a few.....

IPAD Applications

2011-10-25T11:08:00.001-07:00

I love this blog. click onthe video to see how the Ipad is used with kids with autism.
http://otconnections.aota.org/blogs/otjourney/archive/2011/10/24/ipad-apps-for-people-with-autism.aspx?CommentPosted=true#commentmessage

Recycling OT HOlloween

2011-10-23T13:56:00.000-07:00

Most of these decorations were recycled from last year's decorations or other OT projects. But I did buy the red wig for the skeleton lady. The small hanging ghosts were lacing boards I made last year out of white juice containers. I gave some out to trick or treaters and had some extras left over. The large ghost's head is made out of the pouring spout of a detergent bottle and his ears are made from the bottle handles.

Etch A Sketch Fun

2011-10-22T06:00:00.000-07:00

What better way to recycle than using an Etch A Sketch? (no paper/no mess). However, if you like what you created you may want to save it with a photo. I made the following pictures years ago when my son was little and we hung out together a lot with lots of arts and crafts materials and fine-motor toys such as the classic Etch A Sketch
Manipulating the 2 knobs develops bilateral coordination. The knobs are small so that the index, middle fingers and thumb develop motor control to turn the dials at the same time in order to create curves or diagonals. If you don't like what you see just turn it over and shake. Some children like this easy removal of a not so great drawing. Etch A Sketches come in different sizes including small for car travel and they require no batteries. Most people don't expect a great work of art- almost any recognizable object is considered a success and young children can begin with forming basic shapes and faces.
Can you identify these scenes?

More Lindsey Biel Tips

2011-10-19T03:30:00.000-07:00

Autism Asperger’s Digest March-April 2011 issue
Column: Sensory Smarts www.AutismDigest.com

How To Diversify a Diet When A Child Has a Significantly Limited Food Repertoire

Do not withhold the few foods that are acceptable. If you take away that one brand of mac n’ cheese, you’re taking away one of the few sources of nutrition for your child, even if it is a poor one. Pizza can be healthy if you buy or make it with high-quality ingredients.

I start by identifying one food the parent would like to add to a child’s diet, typically a fruit or vegetable. If possible, the child selects the particular fruit or vegetable.

Here’s how we approached a similar situation with a client your daughter’s age. She and her mom identified bananas as a food she would consider eating “when she is older.” For about 10-20 minutes each session, we worked on bananas. Session 1: We made a collage of banana pictures. Real bananas were within sight. Sessions 2-4: she learned to slice bananas and fed them to her mother, in a playful, unpressured interaction. She smelled and felt the banana and observed her mother enjoying it. Sessions 5-8: She touched one banana slice to her lips before either feeding it to her mom or throwing it away. Sessions 9-12: She touched the banana slice with her tongue and threw it away. Sessions 13-14: She nibbled on the banana slice and then spit it onto a napkin. On the 15th session, she swallowed the nibble. Sessions 16-17: She ate one slice of banana. Session 18: She ate half a banana. Now she loves bananas and has selected sweet peas as a vegetable she will eat when she is older.

While you do want to “work on” just one food at a time, don’t give up introducing new foods. When it’s dinner time, go ahead and serve her favorite food but also make other food available on the table. One exception is if your child cannot bear the smell of a food such as brussel sprouts, which may be so nauseating that she will be unable to eat at all. Remember that it may take dozens of introductions before a food becomes familiar enough to try. Here are a few other ideas:

* Combine acceptable foods with new foods. While your sensitive child will immediately detect when you’ve snuck some peas into her mac n’ cheese, you may be able to get her to dip a “tree” (broccoli) in the cheese sauce. Many kids are willing to try new foods if they can dip them into a favorite sauce such as ketchup, tahini, or salad dressing.
* Try introducing a food that is similar to another food the child already eats, such as a different and healthier brand of frozen pizza or chicken nuggets. Remember, you may have to introduce the new food dozens of times. Change accepted foods slightly to present new textures, shapes, and colors. Break crackers into four pieces instead of two, cut bread into a funny shape. Experiment with food temperatures. A child might try frozen blueberries or snow peas for the novelty of it.
* Avoid empty calories. Don’t let your child fill up on high-sugar fruit juice during the day or snack on high-calorie junk foods like chips. Keep treat portions small. Rather than give a full bag of Veggie Booty (which doesn’t count as a vegetable), serve a small
bowlful.
* Provide “oral comforts” that help normalize mouth sensation. These nonfood items are safe to suck and chew on and come in a variety of shapes and textures. Some favorites include: Chewy Tubes, Chew-Eaze, Dr. Bloom’s Chewable Jewels, and Kid’s Companion Jewelry. You can find these in most therapy catalogs and on the sensorysmarts.com website under Toys & Equipment/Oral Comforts.

Above all, avoid food battles. Mealtimes are social time, not therapy time. Serve food you know your child will eat when your family sits down for a meal and focus on having a pleasurable family experience.

You may need to work with a feeding specialist (usually an occupational therapist or speech language pathologist) especially if your child has significant oral sensory issues, oral motor weakness, muscle tone problems, or extreme reactions to food. The feeding therapist will evaluate your child’s issues and implement a therapeutic program with a home component. Also investigate supplements such as multivitamins and essential fatty acids to make sure your child is getting the nutrients he or she needs to stay healthy.

Find more on eating difficulties and other sensory challenges in Raising a Sensory Smart Child and at sensorysmarts.com. You may also want to check out these books: Just Take a Bite (by Lori Ernsperger, available in bookstores and online) and Happy Mealtimes with Happy Kids (by Melanie Potock, available at MyMunchBug.com).

Got a question? I’d love to hear from you. Please email questions to Lindsey@sensorysmarts.com.

Reposting Lindsey Biel's Autism Digest article

2011-10-19T03:17:00.000-07:00

Autism Asperger’s Digest March-April 2011 issue
Column: Sensory Smarts www.autismdigest.com
Happy Mouths, Happy Meals

Sensory Problems Usually Are the Problem with Difficult Eaters
Dear Sensory Smarts,
My five-year-old is such a picky eater! There are only a few foods she’ll eat: pasta, pizza, and ice cream. She wants to eat macaroni n’ cheese almost every meal, but it has to be one particular brand. If the store is out, she will not eat another brand. My parents and in-laws think it’s because I spoil her. They all say I should serve her what everyone else is having and if she doesn’t eat, then tough. I did try it once and she simply did not eat. Help!
From,
Mac n’ Cheese Maven’s Mom

Dear Maven’s Mom,
Kids with oral sensory issues and food aversions will not eat foods they find repulsive and may wind up with nutritional deficiencies. Your child did not become an extremely selective eater because of something you did. It may help to consider the underlying factors that may be impacting your child’s inability to tolerate a wider variety of foods.

Oral Sensory Problems
Kids with sensory challenges, especially those on the autism spectrum, often have sensory issues in and around the mouth. Remember that the lips, tongue, inside cheeks, and throat are lined with skin. A child may be exquisitely sensitive to textures, and unable to tolerate foods that are lumpy, slippery, chewy, crunchy, or a combination of textures, like yogurt with granola. Some kids are particular about flavors, and may only eat foods that are bland, sweet, or even highly spiced. Some kids are particular about temperatures and insist on or refuse foods that are cold, hot, or lukewarm. Some kids stuff their mouths to feel there’s something in there. Other kids object to the way food looks or when items touch each other on a plate.

Some problem feeders have oral-motor weakness, and lack strength and stability in the lips, tongue, and jaw for nursing and later for eating solid foods. Jaw weakness makes chewing difficult while tongue weakness makes it hard to form a bolus (round food mass) to swallow. High or low muscle tone in the mouth can also be an issue. A child may have a hyperactive gag reflex and avoids eating and gagging. At its most extreme, a child may throw up when an offending food is tasted, smelled, or simply mentioned.

Most kids on the spectrum crave predictability. Your daughter may insist on exactly the same brand of mac n’ cheese cooked exactly the same way as a form of control in a world that sometimes feels out of control. If she has successfully eaten that one type of mac n’ cheese in the past, it’s got to be the very same kind in the future.

It sounds like your daughter sticks to “the white diet,” consisting of carbs and cheese, a common diet among kids with sensory issues. These foods are relatively soft and have an easy “mouth feel.” Unfortunately, these foods consist of gluten and dairy, which many kids with autism do
not tolerate well. Gluten is the main protein in wheat and other grains and casein is a protein in cheese and other dairy products. The theory is that these proteins trigger immune responses in some kids, resulting in a pleasurable, druglike response. Gluten and casein sensitivities are worth exploring with a nutritionist or allergist.

When a child has a significantly limited food repertoire, do not withhold the few foods that are acceptable. If you take away that one brand of mac n’ cheese, you’re taking away one of the few sources of nutrition for your child, even if it is a poor one. Pizza can be healthy if you buy or make it with high-quality ingredients.

I start by identifying one food the parent would like to add to a child’s diet, typically a fruit or vegetable. If possible, the child selects the particular fruit or vegetable.
Find more on eating difficulties and other sensory challenges in Raising a Sensory Smart Child and at sensorysmarts.com. You may also want to check out these books: Just Take a Bite (by Lori Ernsperger, available in bookstores and online) and Happy Mealtimes with Happy Kids (by Melanie Potock, available at MyMunchBug.com).

Got a question? I’d love to hear from you. Please email questions to Lindsey@sensorysmarts.com.

I love home made holloween costumes

2011-10-10T03:50:00.001-07:00

http://engagingtoddleractivities.wordpress.com/2011/10/10/homemade-race-car-costume/#comments

Pincer Grasp Craft

2011-10-02T09:44:00.000-07:00

I hope that this video shows how quick, easy and versatile this craft is. You can create any shape you want- in this case I cut an apple shape. But try a white ghost from a juice bottle or a green leaf or tree from a green dishwasher soap bottle. Younger children can trace the shape, cut the contact paper and very young children can work on their pincer grasp by pushing the small plastic circles inside the holes.

Manipulating buckles

2011-09-27T06:13:00.000-07:00

I love the Melissa and Doug Basic Skills board with fasteners. It teaches functional manipulation skills that are carried out in other areas of the child's daily life- like opening/closing buckles on belts and helmets.

Amazing Numbers

2011-09-22T04:14:00.001-07:00

http://sn110w.snt110.mail.live.com/default.aspx#!/mail/ViewOfficePreview.aspx?messageid=8295f9bb-e4b5-11e0-a342-00237de33370&folderid=00000000-0000-0000-0000-000000000001&attindex=0&cp=-1&attdepth=0&n=2038269655

I love the message at the end of the slide show........

Basket Ball

2011-09-19T06:11:00.000-07:00

I am soooo lucky. While taking a walk on beautiful Saturday I came across a yard sale, mentioned my hippotherapy work and learned that the seller has a 15 year old daughter who owns 2 horses and a son who has autism and loves to ride. She gave me this old basketball stand and a few balls. The basket that I knit last year out of supermarket trash bags is a perfect fit.

Birthday Party Memories

2011-09-18T06:40:00.000-07:00

http://www.boston.com/community/moms/articles/2011/09/18/kids_birthday_parties_are_best_in_small_portions/
Reading Stephanie Ingersoll's article critiquing birthday parties brought back memories of our only child's desire to be invited and the extravaganzas we provided. As a child with social and sensory challenges we were thrilled when any child invited him to any event even if it was because the entire class was invited. We knew that chucky cheese type venues were overwhelming so we were always at his side providing support. These were not always pleasant events but our own parties were memorable, big on planning, preparation and creativity and low on cost.
One year we had a space theme where the children crawled through play tunnels into an empty shed. The floor was covered with a large metal sheet and children were provided with "space boots' made out of detergent bottles with magnets taped to the bottom so that they could experience space walking on a heavier planet.
The small plastic pool was filled with plastic stars cut out of food container lids with paper clips attached so that they could fish for them with sticks and magnets.
Unrelated to the space theme but very fun for 5 and 6 year olds back in the mid 90's was throwing water balloons at the Barney towel hung on the side of the shed. For some reason they decided that they were old enough to be done with Barney and he deserved to be soaked.
The grand finale involved the two buckets balanced on the ceiling. One needed to be weighted with tossed bean bags to get tipped over and out came packages consisting of a battery, wire with battery holder and a buzzer (all from radio shack) . Then the kids made the connections to create buzzers. These were their goody bag prizes.
We told each child to say their thank you upon leaving, no need for spending on postage.... somehow we earned a reputation for throwing great parties and this contributed to my struggling child's self-esteem.

Recycling OT's Husband Rcycles his Childhood Bed

2011-09-17T06:39:00.000-07:00

My husband's father built the house he grew up in and much of the furniture. He and his 3 brothers slept in this 3/4 size bed (my husband was the youngest of 7). We slept in it until giving it to my son who used it until buying a full size bed last year. Here is my husband's childhood bed as it transitioned from bed to bedboard for our queen sized bed.

Inner tube Briefcase

2011-09-12T05:29:00.001-07:00

I think that this is very cool......

http://www.recyclart.org/2009/02/inner-tube-briefcase/

Color matching Stringing Shapes

2011-09-06T04:21:00.000-07:00

I labored at the ocean yesterday and found some blue, orange and yellow cord used in the fishing industries. I love to combine fine motor activities with teaching cognitive concepts so adapted lacing shapes to involve color matching. I tied a big knot on the bottom of the blue and yellow cords and inserted them though openings in the yellow and blue bags. I haven't yet found orange bags to knit but may buy some when the pumpkin leaf bags go on sale after Holloween. Add tape to the cord end to make stringing easier.
You can use the original thick cord or separate the 3 strands to make a thinner cord. If you do decide to use the thinner strand, it will have a spiral shape so that after a shape is inserted it will spiral down in a fun to watch way. It will take some coordination to hold only the cord tip while watching the shapes spiral down.
I tell my kids to put the blueberries on the blue cord and bananas on the yellow cord to associate colors with objects of that color. Work on other colors by making red strawberries or hearts, white snowballs, etc.

Adapted Lacing

2011-08-30T04:38:00.000-07:00

Its easy to adapt lacing to assure success by making a board with extra large holes. Grade the level of difficulty by using as few as 4-5 holes add more as skill develops. Be sure to use thick cord for beginners and children with fine motor challenges.

Attaching a smaller shape (see the fish) to a larger one is a bit more challenging but can also be graded by making larger holes. Then cutting up the top shape to make a puzzle adds extra challenge for the kids who love puzzles and have pretty good motor planning. Cutting up some of the plastic and cardboard that surrounds us provides free materials for seasonal themes- apples, pumpkins, leaves, ghosts etc.

Teaching Skills to Fasten a Belt

2011-08-19T13:37:00.000-07:00

I have been been trying to think of an activity that would teach the motor skills used to open and/or close a belt. The following idea finally came to me while swimming laps. The pieces are made out of detergent bottles, so totally free and I didn't even have to use Velcro as I thought I might.

First I made a round cut around a large bottle.

Then I continued trimming to make the round shape shown in the picture with the blue round piece.

Cut two slits for insertion. Trim the inserting end so that the part inserted is a bit more narrow than the rest. This will make it easier to see which part gets inserted.

I added black contact paper to create color contrast.

Inserting the narrow end from the bottom up through the first slit and then down into the second one teaches the motor skills similar (but much easier) to those used in closing a belt buckle.

Once a child learns how to do this motor sequence, it will be easier to add the tricky part of pushing the metal piece (what is that called anyway?) into the hole in the belt.

Taking this apart is much easier than putting together so teach that sequence first. You can present two rings that are already linked together, then ask the child to open, separate and if able close again before inserting onto a ring stack. I plan on trying to incorporate this into the reaching activities I use during hippotherapy so that the clients drop them down a long pole.

I'll Tell You Why

2011-08-12T06:56:00.000-07:00

I recently came across this book series. I haven't read it yet, but it looks very helpful since the author shares from a child's perspective as she experiences tactile defensiveness. According to author, Noreen O'Sullivan....

Combining my education in English, Art and Early Childhood Education, I launch my series of children's books:
I'll Tell You Why...
•Having worked for many years as a teacher in Manhattan and Stockholm, my experience ignites my true passion for understanding seemingly unexplained behaviors in the classroom and in the home.
•My intention is to provide emotional advocacy for children with a variety of developmental delays.
•It is my extensive exploration of Sensory Processing Disorder (SPD) that inspires the basis for the current book series.
•My first hand experience, as a mother of daughters with various sensory issues, provides me with insightful views into the thoughts and emotions of these children.
•A native New Yorker, I now live in Denmark with my husband and three daughters- sharing a love of animals and nature.

New AA DIGEST article- Cooking together

2011-08-02T04:51:00.000-07:00

GFCF Cooking Together: Learning Can be Fun!

AADigest Exclusive

Reprinted with permission from a 2011 column on “GFCF Cooking Together with Kids” offered by the Autism Asperger’s Digest magazine. This selection is featured in the July/August 2011 issue. Find previous GFCF Cooking Together articles at the Article Library page of the AADigest website, www.AutismDigest.com.

The kitchen is a natural learning environment. From organizing ingredients, to creating lists, and teaching basic math concepts, it’s not hard to imagine turning time spent cooking together into an incredibly fun learning experience.

Lay the Foundation

While any time spent cooking together can become a learning opportunity, do not introduce your child to cooking for the sole purpose of teaching. The key word is “fun!” Your child needs to be comfortable being together in the kitchen with you first, so if you haven’t begun the process, take steps to gradually introduce him to food, cooking, and sharing time in the kitchen. (Check out our earlier GFCF Cooking Together articles for some great tips!)

Don’t Forget the Food

It sounds silly to say “don’t forget the food,” but the point is simply this: There is no greater motivation to learn in the kitchen than for the end product to be the reward. This means making sure you choose foods your child loves to eat.

Basic Skills

One of the best things about using cooking to teach skills to our children with autism, is that it’s so easy to tailor the information and level of difficulty to meet their needs.

· Organization and Sequencing. Write each step of the recipe on a separate card, or list them on a dry erase board in simple terms so you and your child have a visual sequence of steps to follow. Make a list of ingredients and utensils you will need, then collect them and organize everything on the counter in the order in which it will be used. The extent of your child’s participation depends entirely on her ability and comfort level in the kitchen. If necessary, begin by asking her to find just one utensil and make it her “assigned” utensil. For example, her utensil could be a spoon and when that step is reached in the recipe, she has responsibility for stirring. Put a star next to the steps that she will complete.

· Sharing Together. This is a great time to implement strategies like turn taking and synchronizing actions together. Examples might be: “I’ll pour this, then you’ll pour that,” “I’ll get the mixing bowl, you get the spoon,” or “I’ll add eggs while you stir.”

· Verbal Communication. Keep a happy, chatty conversation going, even if you’re delivering a monologue. Remember that the idea is for you to model the steps and teach while you’re in the cooking process, whether your child is watching or actively participating. Every now and then ask a simple question and give him sufficient time to respond.

· Descriptive Language. While you’re talking, use as much descriptive language as possible to define colors, textures, tastes, and smell. Pause to let her experience and absorb the similarities and differences in ingredients.

Math in the Kitchen

Could there be a better place to teach essential math than the kitchen? This is the perfect opportunity to give real-world substance to abstract concepts. Depending on your child’s academic level, you can work fractions, measurements, addition, subtraction, multiplication, division, and even weight (if you have a kitchen scale) into any simple recipe.

· Counting. Count the number of times you stir, every time you add an ingredient, the number of steps in the recipe, the number of ingredients, etc. Make it a game by taking turns counting or by pretending you can’t remember the next number so your child can pitch in and help.

· Double the Recipe. Create the opportunity to teach addition or multiplication by doubling the recipe. Your child can count out loud, and physically measure and pour each ingredient twice, which gives you multiples chances to reinforce the concept. Make it more complicated by increasing the recipe by 1 1/2.

· Reduce the Recipe. On the flip side, teach subtraction or division by cutting the recipe in half.

· Fractions. Measure one cup of flour (or other ingredient), then measure again using half cup, third cup, and quarter cup measures. Talk about how they’re different. Demonstrate that you can pour two half-cup measures into one cup to equal the same amount. Another great visual method is to choose a food item that your child likes, whether several carrots or slices of bread, then lay one item out whole, cut another one in half and place it under the whole one, cut another one in thirds and place it directly underneath, etc.

TIP: You’ll need more than one set of measuring cups to show the relationships. You’ll need two half cups, three third cups, and four quarter cups.

Shapes, Sorting and Fine Motor Skills

Scholastic.com had a great lesson plan for teaching shapes and sorting. Complete directions can be found by going to their web site and searching for “fruit-shape kebabs,” but here’s the idea:

· Cut different fruits into shapes. Use any type of fresh or canned fruit and cut each one into a variety of shapes. For optimum sorting, you’ll need enough of the fruit to cut each one into the same shapes. Ultimately, the fruit will be made into kebabs, so plan to have enough pieces cut to make several kebabs.

· Sort by type of fruit. Talk about their different colors, textures, tastes and uses in cooking.

· Sort by shape. This gives you the opportunity to teach different shapes. You can also compare the cut shapes to the original shape of the fruit.

· Separate the fruit into piles. Decide how many kebabs you’re making and create a pile of fruit for each one. Count as you divide the fruit into separate piles.

· Slide each pile of fruit onto a bamboo skewer to make kebabs. Be careful about safety issues if the skewers have sharp points, but if it’s appropriate for your child, placing fruit on the skewer helps fine motor skills.

· Enjoy the snack! Serve with a GFCF yogurt for dipping, sprinkled with some raw sugar on top. De-licious!

Spending time in the kitchen together offers all sorts of opportunities for learning, from academics like math, history (origins of food), or geography (when using ethnic foods), to working on sensory issues or social skills. The key here – and everywhere – is to make learning fun for the child!

Read More Online! Our companion e-article (available only to subscribers during July & August) focuses on converting recipes to GFCF. Plus, look for a delicious, nutritious warm-weather recipe to try out with your child. www.AutismDigest.com

----------------------------------------------------------------------------------

2011-07-29T06:59:00.001-07:00

From Rattles to Writing: A Parent's guide to Hand Skills

Rotary Occupational therapy Speech

2011-07-29T05:09:00.000-07:00

I spoke yesterday at the beautiful Emerson Inn in Rockport, Mass. It was a fun group and I loved how the members spent about 15 minutes sharing happy thoughts! I spoke about how hippotherapy helps children with developmental disabilties, how I discovered my talent for making therapeutic activities out of recycled materials and my experiences helping my mom when she had alzheimers disease.

I enjoy speaking about my professional and personal experiences, but especially in such a stunning environment.....

I don't know why blogger won't let me use the rotated photo!

2011-07-13T04:47:00.001-07:00

Vision, Movement and Learning: Activities that Promote Reading Readiness
http://www.brighthub.com/education/special/articles/121233.aspx

Guest blog: Britt Collins, M.S., OTR/L

2011-07-05T11:34:00.000-07:00

Compliments to our Blogger Network, from Autism Asperger’s Digest magazine.

Sensory Savvy Parenting!

By Britt Collins, M.S., OTR/L

Reprinted with permission from a featured article that appears in the just-released July/August issue of Autism Asperger’s Digest magazine. Learn more, www.AutismDigest.com.

Your first child. What an exciting, wonderful, and anxious time it is! When you found out you were pregnant, you probably read stacks of baby books, and read even more as your baby grew into a toddler. When you discovered your child was on the autism spectrum, you undoubtedly searched out any and every book you could find that would help you understand your child better.

Along the way you may – or may not – have read about sensory processing disorder (SPD) or sensory processing problems in spectrum kids. Recent studies report that approximately 5-10% of all children experience sensory symptoms significant enough to affect their everyday life functions. Within the ASD population that number can be as high as 95%! (Tomchek, 2007) Sensory issues may have resonated with you to some degree; you grasped what sensory sensitivities might feel like to your child. But, noticing them – before your child is in sensory overload – well, perhaps you’re a little lost there. No worries! I’m here to help you become a more sensory savvy parent! Jackie Olson (a mom) and I co-wrote Sensory Parenting: From Newborns to Toddlers (Sensory World, 2010) to reach out to new and pregnant moms with information about our sensory systems and how they work. For many new parents, this is foreign territory!

So, let’s assume you know the basics: there’s not five senses (touch, taste, hearing, smell, sight) but seven (add in vestibular and proprioception) and some experts say there are lots more! Our kids can be hypo (under) sensitive or hyper (over) sensitive in any area. And, that sensitivity level can vary sense to sense and day to day, or even hour to hour depending on the conditions at hand! You understand this is biology at work within your child: it’s not something he can control at will. And, that sensory issues cause very real problems in your child’s life that interfere tremendously with her ability to be calm, focused, attentive, and happy.

But - how do you know when your child is in sensory overload? Are there early warning signs, behaviors to look for that tell you something is amiss? Yes there are, and as a parent you have to play detective to figure out your child’s specific sensory sensitivities and recognize the red flags. Your goal is to help your child avoid sensory overload (it’s no fun!) or offer strategies to calm down afterwards.

I believe almost everyone has some sort of sensory issue. Maybe you buy tag-less t-shirts because the tag drives you crazy, or you prefer a certain type of comfortable clothing (I prefer anything cozy, like a large sweatshirt and warm socks). It’s really irritating when strangers keep bumping into you in a crowded subway, and you never go to loud concerts because they hurt your ears. Rides at Disneyland that go up and down or round and round? Forget it; you’d be nauseous in under a minute! All that is sensory based.

And so is the flip side. You love deep pressure massage; it’s so calming to your system. You go to the gym to release the frustrations of the day. You relax in a warm bath, scented with your favorite aromatherapy products – ah, how good they make you feel! And there’s nothing better than the smooth, creamy texture of good ice cream. That’s all sensory-based, too!

I’ve met scores of parents who start to realize their own sensory issues when they begin to educate themselves about their children’s sensory challenges. When they feel, first hand, what it’s like, they start better understanding what their child may be experiencing on a daily basis when the world is too loud, too bright, too fast – too intense!

Everyday sensory sensitivities become a problem when we are so affected by them we can no longer function as we should. This is what happens with our kids, and they express this through their behavior – the only way they know how to tell us! And yet, many parents attribute behavior problems to “something else” and don’t realize how much of an impact sensory issues have. They put their children in uncomfortable situations every day: the grocery store, the mall, the playground, loud birthday parties, restaurants, and the like – and they expect the kids to “behave.” More often than not these situations are way too overwhelming and a meltdown or shut down results.

As a sensory savvy parent you learn to look for the signs of sensory overload. Every child is different and you’ll need to learn to read your own child’s warning signs. That said, let me give you some things to look for. If your child covers her ears, she is more than likely trying to shut out disturbing auditory sounds. If he blinks a lot, averts his eyes, or his eyes water frequently, he could be bothered by too-bright lights (to him!) or the sun. If she pushes away certain foods, and you notice a pattern (they’re all soft or all crunchy) it’s probably a tactile issue. As sensory overload approaches, kids can have different reactions. She may begin to get quiet or disengage if before she was talking to you. You may notice he’s starting to verbally stim or fidget or whine, or grind his teeth. All of these things can be signs of sensory stress. Other signs you might notice:

* singing or talking really loudly to drown out other uncomfortable sounds

* crying or screaming because something touching her doesn’t feel right or hurts

* pulling away from you because he’s scared or anxious to go where you want him to. He may remember last time, when someone dropped a jar of pickles on the floor and the smell was so bad.

You may be wondering: is it all sensory related or is some of it just plain “behavior?” Good question! The difference between sensory and behavior is an article in itself, but you can look for cues from your child and the environment to know what’s what. Is he throwing a tantrum because you told him he cannot have ice cream for breakfast? That’s behavior. Or is it because you washed his favorite shirt with a new detergent and now it smells terrible? That’s sensory. Is she shutting down because you’re asking her to write her spelling words (behavior)? Or is it because you’re frying fish for dinner in the kitchen, the smell makes her gag, and she can’t focus on the task (sensory)? If it’s sensory, remember your child can’t control this – so you need to be proactive, stop and think about what’s going on and what might be causing the behavior. If it’s a sensory issue, it’s your job to step in and help your child. That means you change your behavior and adapt the environment to alleviate your child’s sensory issue at hand and help her regain sensory equilibrium.

Sometimes sensory issues are obvious; at other times they’re not. I work with a child who has impaired hearing. When an adult puts his hearing aid in, he gets upset and grinds his teeth. He is not used to hearing so many sounds and all of a sudden the world is probably like a rock concert to him. I work with another child who begins to physically shake when a peer approaches her to talk. She walks up on her toes and begins to grimace. She will eventually engage and we encourage her to interact, but do so with plenty of breaks so it doesn’t become too overwhelming. One parent I know couldn’t figure out why her son wouldn’t stay in his bed at night. She eventually discovered their cat had deposited a “gift” right under the middle of his bed while they were away on vacation. Her son’s sensitive smell detected the lingering odor when she could not.

Being a sensory savvy parent is one part curiosity, one part sleuth skills, and one part perspective. Be open to seeing the world through your child’s senses and at first, adapting the environment to make it more conducive to your child’s needs. Over time, and with the help of a good OT, you can set up a sensory plan that will help your child learn to self-regulate and deal with the sensory issues. And finally, forgive yourself for those moments we all experience. Here’s a common one: you’re getting three kids ready for school in the morning and you’re running late for work. Your child with ASD/SPD begins to melt down because in the rush you put on the socks that have little tiny strings inside that drive him crazy. Now one child is screaming, another is telling you she forgot to do her homework the night before and the teacher will be mad, and the third child is telling you to pick him up from soccer practice after school! You notice your own meltdown meter skyrocketing! It’s okay, you are not alone – it happens to all of us. Stop, take a deep breath, and play detective to find out why your spectrum child is upset. Retrace your steps and once you figure out it’s the socks, go find the seamless ones, switch them out, and then everyone can calm down. Just toss one of those little chocolate Dove bars into your purse for the ride to work… you know, the kind that make you sigh with a sense of pleasure? Now you understand what it means to be a sensory savvy parent!

BIO

Britt Collins is a pediatric occupational therapist who lives in Salem, Oregon. She has an award-winning OT DVD series (otdvds.com) and a newly released book, Sensory Parenting. For more information visit sensoryparenting.com.

Recommended Reading

Growing an In-Sync Child: Simple, Fun Activities to Help Every Child Develop, Learn, and Grow. Carol Kranowitz, MA, and Joye Newman, MA

Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding & Supporting Your Sensory-Sensitive Child. Christopher R. Auer, MA, with Susan Blumberg, PhD

Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Integration Issues. Lindsey Biel, OTR/L and Nancy Peske

Sensational Kids: Hope and Help for Children with Sensory Processing Disorder. Lucy Jane Miller, PhD, OTR/L and Doris Fuller

Too Loud, Too Bright, Too Fast, Too Tight: What to do if You are Sensory Defensive in an Overstimulating World. Sharon Heller

Copyright © 2011 Autism Asperger’s Digest. All Rights Reserved.

2011-06-28T03:58:00.001-07:00

This looks like fun to use. .....
http://www.facebook.com/pages/The-Recycling-Occupational-Therapist/113805848640610?ref=ts#!/photo.php?fbid=209641092414671&set=o.113805848640610&type=1&theater

2011-06-21T12:34:00.001-07:00

Understanding the Five Types of Pervasive Developmental Disorders

Pockets from old pants used to teach manipulation skills

2011-06-21T12:01:00.000-07:00

I used the pockets from my son's old pants in this activity. They have zipper or Velcro closures. I placed small plastic animals in each one and then placed each in a detergent bottle that has the handle cut so that I can attach it to hang over a fence. During hippotherapy this little girl pulled the reins to stop at a bottle, removed the pocket, opened it to remove the toy and then put the toy in a bag attached to the tack. I Loved how this involved sequencing several steps and she loved seeing the animals. I realized after doing 3 of these that she is pretty good at feeling the animal while it is inside the bag and identifying what it is just by touch. This works on tactile discrimination. I will next build on these skills by asking her to do this while facing backwards (which she is not too fond of doing) or while on her belly in superman position.

My client did a really nice job of using her hands together while opening and closing the zipper or velcro.

Daily Living Skills Worksheets: A Book Review

2011-06-11T07:36:00.000-07:00

Occupational therapist and author, Linda Harrison asked if I would write a review for her new book “Daily Living Skills Worksheets”. I said yes because I love learning about new resources, but didn’t see how an entire book could be devoted to reproducible forms.

I don’t work in settings where I would need these types of daily living skills forms. But I am pleased to report that if you work with adolescents or adults with mental health conditions such as depression or manic depression, memory impairments, neurologically- based communication disorders such as asperger's syndrome or are just plain disorganized due to ADD or poor parenting experiences while growing up –this book has every form you might conceive of to help clients function in our ever increasingly complex world.

I love how the graphics are attractive, easy to read, yet attention is paid to keeping a mature appearance- the illustrator avoids being “cutesy”. Linda Harrison demonstrates a wealth of experience as she shares the types of daily skills she has learned are essential for clients who are getting ready to or already moved into the community. She has the hindsight to know where the pitfalls are and the worksheets are designed to avoid them.

Every worksheet has a description on the back – explaining the purpose, when to use, directions and specific tips such as “avoid focusing on too many goals” or “encourage your client to practice each step until she is comfortable with it before moving on to the next step”.

The forms cover a huge number of daily living skills areas-in fact, I can’t think of any that she left out. They include:

• Goal-setting

• Time management

• Money management

• Household management

• Personal care

• Memory/safety

• Leisure/productivity

• Communication

• Meetings

• Problem-solving/reflection

• Recording thoughts and feelings

This book is perfect for occupational therapists who might be new to working with these relatively high functioning clients. But even the more seasoned therapists will find this comprehensive resoruce beneficial and will surely come across some new ideas. It’s a must for other staff-perhaps counselors, teachers and even parents eager to push the little chick out of the nest. Happy launching!

Daily Living Skills Worksheets will be available soon on the website Dailylivingskills.com and costs $44.95.

A Father's Day Story

2011-06-10T10:55:00.000-07:00

Compliments from the Blogger Network, from Autism Asperger’s Digest magazine. Just in time for Father’s Day!

A Father's Moment

By Patrick Paulitz

Reprinted with permission from a featured article that appeared in the September/October 2005 issue of Autism Asperger’s Digest magazine. Learn more, www.AutismDigest.com.

All of us make daily choices in life. Most of these choices are trivial, like what to have for dinner or what color socks to wear. Other choices are more life-changing, like whom to marry, where to live, or what house to buy. Sometimes, choices are made which at the time seem to be in error, but allow us, if our ears, eyes, and mind are open, to learn about life, our children, ourselves. Sometimes a wrong turn can lead to nothing less than a miracle.

It was a spring Saturday in the Bay Area. There was nothing exceptional about the day, except that it wasn't raining. Not bad for a weekend in the wettest year California had experienced in decades. The sky was blue with white puffy clouds, and it was on the cool side - a great day for a picnic.

April and I decided to spend the day in Sausalito, a trendy upscale town on the waterfront just north of the Golden Gate Bridge. We packed a lunch and ate hot dogs, chips, and sodas with a spectacular view of the San Francisco skyline. The pigeons and sea gulls, we discovered, are only your friends when you're eating. They're not one of God's more loyal creatures, to say the least. Later that afternoon we blew bubbles with Shamus, our four- year-old autistic son, in a local park before starting the drive back to our home on the Peninsula.

On the way home I took a minor detour; I wanted to show April some nice places to have a picnic another time, with a great view of the San Francisco Bay. As luck would have it, despite our best efforts to follow the signs to the freeway we somehow took a wrong turn. Or was it a wrong turn?

We soon found ourselves among green rolling hills that we could see eventually led to the Pacific Ocean. We were debating whether to turn around, or just keep going and enjoy the ride. It was so beautiful, we decided to venture on. By the time we arrived at the ocean, April had no interest in making the short trek to the water. I parked the van and walked to the beach by myself, staying only a few minutes. It was no fun being there without my wife and son. That's just not the way God intended it.

Before maneuvering home, we knew Shamus needed a potty stop. Even though the restroom building was not more than a few hundred feet across the parking lot, we figured the less walking our boy did here, the better. Parked cars are a real distraction for Shamus. Once “business” was done, I turned to Shamus and said, "Shamus, do you want to go to the beach?" He was never a beach-lover before, but I thought I’d give him the option. Surprisingly, he said "yes." Kids, even autistic ones, do change sometimes, I guess…

We watched the waves tumble in, leaving the hissing, white-green foam behind. Shamus seemed to be enjoying it so much - the sound of the ocean, the frothy surf, the big sky overhead.

Now, Shamus is a native Californian and our home is only 10 miles from the ocean. He had been to the beach many times before and had never been too interested in exploring beyond the blanket he was sitting on. But today was different; he wanted to get his feet wet.

San Francisco is not a “beach” town, despite its physical proximity to the ocean. The water is cold, and summer weather along the coast is usually cold and foggy the entire day. Bay Area residents, especially coastal residents, don't wear shorts and don't keep beach towels in their car. Extra blankets and jackets are a far more practical item to have on hand.

But here was my son wanting – for the first time - to get his feet wet. So, we rolled up his pants, took off his socks and shoes, and I did the same. Shamus got his feet wet. He was ecstatic. As for me, the water felt like ice, my feet were frozen, my rolled-up pant legs soon unraveled, and in no time, both our pants were soaked - and we had no dry clothes. And yet, I wouldn't have traded that moment for anything in the world. It was our moment - father and son - playing in the surf. Nothing else in the world mattered to either of us. For most four-year-olds, such a moment would be routine. With our dear Shamus, however, I take nothing for granted.

April is such a “Mom.” Even today my own mother, who is 82 years old, often tells me to put on a sweater when she is cold. A mother's nurturing nature transcends generations and crosses cultural lines. As April motioned for us to come out of the water, even trying to bribe Shamus with a bag of potato chips, I shook my head. I laughed and laughed and shook my head. “No way,” I was thinking to myself. This is our special moment in time. I knew what she was thinking. We were cold and wet - more specifically, Shamus was cold and wet. Dad can take care of himself. And I knew that I would allow nothing - not even a loving Mom waving a bag of potato chips - to spoil this moment. Potato chips and a warm minivan could wait.

After we came out of the water, April drove home as I sat in the passenger seat, stripped down to my T-shirt and underwear. Shamus wore only a shirt and a towel – and a big smile on his face. As we drove south across the Golden Gate Bridge, I thought about what a miracle God had given me that day - and all because of a wrong turn.

BIO

Patrick Paulitz, a freelance writer, lives with his wife April and son Shamus in San Mateo, California.

Copyright © 2011 Autism Asperger’s Digest. All Rights Reserved.

Plastic Flowers in Real Gardens

2011-06-02T03:45:00.000-07:00

After a recent visit to an art exhibit I was inspired to spend a couple of hours making a plastic sunflower out of detergent bottles and laced with strands made out of trash bags. I punched holes in the yellow and orange petals and laced them to attach to the green center of the flower. The tricky part (I am not sure I can explain this) is attaching the flower to the green piece (shown left) this is the top of a dishwasher soap bottle. I took a second bottle and inserted the spout through the spout of the small green piece and screwed the cap to hold in place. The piece shown in my hand had holes punched in it and I sewed the sunflower onto this by lacing through all the holes. I think it is fun to integrate flowers crafted out of plastic with real ones in this way since children may be involved in lacing simple flower shapes and there are many creative options in the designing process.

2011-06-01T13:25:00.000-07:00

Here is a video of my hippotherapy clients using the suspended bottles....

Suspended Containers for Color Matching/Fine-Motor Activities

2011-05-31T11:49:00.000-07:00

Detergent and dishwasher bottles are easy to suspend and incorporate into fine motor activities. This picture shows clips that children can either attach or remove and place inside (depending on their abilities). They can match the pin color to the color of the container. Decide the height of the cord depending on how high you want the child to reach and his or her position. For example, you may want her to stand on tip toes or kneel depending on therapeutic goals. Lower functioning or younger children may simply place objects inside. See if they can place or remove the bottles from the line. The photo below shows where I cut on the bottle to separate the handle in order to hook it over the line. Maybe the kids can do this during a relay race, while on skates, on their bellies (using a low line), with eyes closed, standing on one leg, while on a trampoline....any more ideas?

Cut and paste picture puzzles

2011-05-27T04:59:00.000-07:00

These are easy but a bit time consuming to make-however, a great activity to develop fine motor and visual perceptual skills. I first printed out a large photo to fit the size of a sheet of printing paper. Next I cut the picture into 6 squares and numbered them. I glued them to paper and photocopied so that I can use this activity repeatedly. I made the corresponding graph with the 6 numbers. the student needs to match the numbers in order to create the finished picture shown below. then paste in place for the finished prodcut. See if they can guess what the picture is before completing the puzzle.

Summer Occupational Therapy Activity Ideas

2011-05-24T03:58:00.001-07:00

Active Imagination: Book Review

2011-05-19T07:11:00.000-07:00

http://specialchildren.about.com/u/reviews/goodbooks/writeareview/Active-Imagination-Activity-Book.htm?r=un2

Having fun with clothespins

2011-05-17T12:02:00.000-07:00

Squeezing clothespins is a great activity to strengthen fingers and develop coordination between the index and middle fingers and thumb. Pulling the pins off the mane is a fun way to engage in squeezing pins and it doesn't hurt the horse! Notice all the postural control my almost six year old client is demosntrating as he reaches for the pins.

Lots of arena designing this week at DivinityFarm as I attached my home made (knit out of trash bags) basket for tossing activities. I have a bag of weirdly textured balls (i.e. koosh, squishy etc) all ready to use.

I made this stop sign out of a red manilla folder. I figure the octagon red shape with the word STOP is pretty basic in terms of learning to read, learn about danger and follow directions to pull/reins and stop. It will be interesting to see if our work during hippotherapy helps one of my clients learn to recognize and respond to the word STOP.

Simulated Envelopes to Label

2011-05-16T09:23:00.000-07:00

Its easy to make simulated envelopes using cardboard or plastic. I prefer using cardboard with its natural color that is similar to the color of some envelopes.

Placing the wider length piece of Velcro simulates placing stickers and placing the smaller piece on the top right hand corner simulates attaching a stamp.

If you need to simplify start off by using an "envelope" with only one of the velcro shapes attached (either the label or stamp shapes).

Provide several of these to give students lots of practice on a skill that may be useful in a pre-vocational setting.

Recycled Crib turned into Vertical Surface

2011-04-23T07:11:00.001-07:00

I love this recycling project
http://blog.craftzine.com/archive/2011/03/discarded_crib_turned_chalkboa.html

Cone Holder for Placement Activities

2011-04-22T08:47:00.000-07:00

I always thought that those orange holders at the Trader's Joe store designed to clip onto the card and hold flowers would be useful for hippotherapy. So I asked and the store manager gave me one.
The cones fit in perfectly and I was able to attach the holder onto the side of the basketball stand. This freed up my hands and positioned the holder in a nice location for reaching while inserting cones. I like teaching the kids to turn them over in order to make them fit-a good concept to work on with 2-3 year olds.

One child was able to do this while standing on top of the horse and then squatting to insert each cone/standing to receive another. This worked on motor planning,sequencing, postural control and balance as he reached toward the cone holder from the squat position.

Teaching How to Open and Close Fasteners

2011-04-21T04:14:00.000-07:00

It is generally easier to open fasteners than close them, so I suggest starting out opening as many objects with fasteners as possible to develop coordination between the hands especially to stabilize with the nondominant hand. I often ask my very young hippotherapy clients to help me get out my sunglasses by opening and then zipping closed the case shown below. This photo shows anactivity I made that involves opening buttons, a buckle,snap and zipper to find the toy horse.

I suggest teaching how to close a zipper by having the child stand up wearing a jacket with a pretty large zipper. Stand behind the child so that you both have the same perspective. The jacket is easier to manipulate while standing rather than bunched up on the lap.
Zipping is complex so I suggest using the backward chaining teaching method. this involves teaching the last step first. Consider attaching a cute toy or pin to the zipper tab to make pulling up easier. Then YOU connect the zipper together and place the child's nondominant hand to pull down on one jacket side while the other hand pulls the zipper upward.

After success with this step work on connecting the zipper into the slider part that zips by using the hand-over-hand method. You may consider color coding the two sides so that you can say "pull down the red jacket with this hand" and "pull up the blue zipper with this hand". Be sure to do all of this when the child is feeling rested, happy and then reward for trying with a favorite activity.

Dressing and undressing dolls and other toys with fasteners is a good supplement to working on using fasteners that the child is wearing.

Teaching Cognitive Skills

2011-04-13T04:20:00.000-07:00

I like teaching cognitive concepts such as coin identification, size and shape sorting by using activities where the activity itself cues on whether or not the client is successful.
This coin sorter is an example. I made the slit in the bottle only large enough for pennies to fit and provided pennies, nickels and quarters (no small dimes). Only the pennies will fit inside so if the client tries to insert a nickel or quarter they will see that they can't do it.
I have done the same thing with teaching color matching by combining it with shape matching so that the when the shapes fit the colors match. For example, provide a rectangular shaped blue stack and rectangular shapes and a smaller round stack and round red shapes. When they correctly place the matching shapes on the stacks, they will also be color matching.

Flower Garden

2011-04-10T09:08:00.000-07:00

I am going to gradually add real and plastic flowers to this big planter and see what I end up with. Check back for updates!!!

All materials are carved out of detergent or dishwashing soap bottles and yarn.

Plastic Handle on Container: Another Variation

2011-03-31T09:23:00.000-07:00

I usually buy coffee in a can but one day bought some folgers coffee when it was on sale and liked the plastic container. Here is a variation of making an enlarged handle that makes grasping easier for children with hemiplegia or weak hand strength. I cut slits in the containers and inserted the yellow flaps into the flits. The yellow handle is cut out of a dishwasher soap container. The view of the inside shows how I taped the yellow flaps into place to secure them.

Sword Activity to Promote ROM and Strength

2011-03-29T06:00:00.000-07:00

I use two different swords from the dollar store. One is long and the other short depending on the child's needs. I cut the plastic rectangular pieces from detergent bottles. Stacking them works on visual perceptual skills since they need to orient the ring to fit, bilateral hand skills since they need to stabilize the sword, reaching and head extension since they will need to extend the head in order to see the tip of the longer sword. This can be used on or off the horse.

Thinking Outside the Hoop

2011-03-28T14:01:00.000-07:00

I combined a few different activities in this video all involving using recycled objects and a hoola hoop.

Teaching how to Fold in Thirds

2011-03-21T12:56:00.000-07:00

Learning how to fold paper in thirds is an important prevocational skill. I recommend teaching this first using cardboard before teaching how to fold paper in thirds. If you cut the sides of a cardboard box you can create an activity that will easily fold into thirds because of the box's creases. The following video with demonstrate how to do this.
Once you have the folding cardboard, attach small pieces of velcro so that it will stay closed after folded. This photograph demonstrates an activity that required lacing followed by folding into thirds and securing closed with the velcro. You can see the small velcro piece on the left side between the 2 holes. But you can't see the velcro that is on the other side of the right flap (where the cord extends)
You can make many different variations such as:

opening up to insert a picture, then folding closed
opening up to place stickers in outlines, then folding closed
opening up to attach shapes with velcro and then folding closed
folding closed and then attaching a rubber band around it

Feed the bunny

2011-03-19T05:45:00.000-07:00

Here is one of my favorite activities and I guess its the season to share it. I made the bunny out of an oatmeal container and taped some fur to it.I cut the head out of a detergent bottle, punched two holes for the nose and attached the head to the lid with a pipe cleaner. I cut out lots of fruits and vegetables I printed from the internet and covered them with clear contact paper.

I use this during hippotherapy to encourage kids to engage in language. I ask what do you want to feed the bunny- a carrot or celery? Placing the food into his mouth works on eye hand coordination. When I hold the bunny in different locations the children have to reach and balance in order to do this. Sometimes I make the children hold the bunny while inserting so that they have to use both hands-a challenge for many.
I can also use the bunny to make the kids turn around on the horse in order to reach it. then they end up facing sideways and backwards-getting different types of sensory input.
Barbara Smith, M.S., OTR/L
The Recycling Occupational Therapist on Facebook
Web site: RecyclingOT.com

Milk Crate Garden

2011-03-18T11:21:00.000-07:00

This is what I would do if I had the space, lots of crates laying around and the inclination. I would love to sleep inside the milk crate garden!
http://www.recyclart.org/2011/03/milk-crates-shelter/

Hand Squeezing Activity

2011-03-15T04:14:00.000-07:00

This video shows an activity I designed to strengthen the intrinsic muscles of the hand. I thougth of it when working with older kids and adults with developmental disabilities who tended to use the fingertips and avoid touch to the palms. You can set this up as a nesting activity or a sequencing task by having the cups in one container and the squeezables in a second container. Then show the clients how to take one of each, insert together and put in a third bin with completed pieces. This teaches prevocational sequencing skills.

Sensory Rings with Music Switch

2011-02-16T12:16:00.000-08:00

Here's something fun to do with those old socks and supermarket trash bags.

TEACCH Programming

2011-02-02T03:40:00.003-08:00

New article
http://www.brighthub.com/mental-health/autism-pdd/articles/105362.aspx

The Definition of Rett Syndrome

2011-02-01T07:45:00.001-08:00

New Article about Rett Syndrome
http://www.brighthub.com/mental-health/autism-pdd/articles/105316.aspx

The Autism Matrix: Book Review

2011-01-30T09:42:00.000-08:00

http://www.amazon.com/review/R2LW8CACI00V5F/ref=cm_cr_rdp_perm

A Use for all those Holiday Cards

2010-12-31T11:41:00.000-08:00

I have used clothespins in many different ways. but this video reminds me that kids who don't quite have that pincer coordination yet can first work on squeezing to release the papers.

Recycling Stereogram

2010-12-29T13:23:00.000-08:00

Stare at this until you see the details in 3D! This is a great way to relax the eyes and force them to work together. It helps if you hold your head close to the picture and slowly move it away. Enjoy!
http://www.custom-stereograms.com/

Pediatric Seminars

2010-12-19T08:11:00.000-08:00

Check out my upcoming pediatric seminars in Aprilin Syracuse and Buffalo New York.

http://www.iedseminars.org/bro.cfm?seid=XOS1S1-SYR
http://www.iedseminars.org/bro.cfm?seid=XOS1S1-BUF

License plate bowls

2010-12-11T09:38:00.000-08:00

License plate bowls

Barbara Smith, M.S., OTR/L author of, The Recycling Occupational Therapist

2010-12-04T08:41:00.001-08:00

How is Retts Syndrome Different from Autism?

2010-11-30T09:29:00.001-08:00

Vision Therapy For Children with Strabismus

2010-11-21T15:08:00.000-08:00

http://www.brighthub.com/mental-health/autism-pdd/articles/96162.aspx

Jessica's Bracelet

2010-11-16T03:22:00.000-08:00

I really like this bracelet my niece Jessica made. she painted on a piece of her mother's paint canvass and added a snap.

2010-11-11T08:25:00.001-08:00

This article may help parents choose appropriate toys for children on the autism spectrum:
http://www.brighthub.com/mental-health/autism-pdd/articles/95065.aspx

Very Cool Recycling Art Site

2010-11-04T09:25:00.001-07:00

http://www.recyclart.org/2010/10/skateboard-deck-stairs/

Basketball Net

2010-10-24T09:24:00.000-07:00

I was originally planning on making another bag to carry groceries but the opening seemed too large. Then I discovered that it would make an excellent basketball net and the rim that I cut from the dollar store wash basin fit perfectly to create a rim in the new basket. I punched holes into the plastic rim and sticched it in place with yarn. I just need to figure out how to position this to use during hippotherapy. I will either attach it to the horse so that children can thow objects into it at close range or attach it to a post. At this time there is no basketball stand at my new facility at Stone Ridge Farm in Haverhill, Mass, so this will be very useful.

By the way, I knit this out of supermarket grocery bags. Its a great free craft that makes useful products and keeps me from munching on junk food while watching movies.

The boy Who Harnessed the wind

2010-10-11T12:05:00.000-07:00

The book "The boy Who Harnessed the Wind" was fantastic. It might be of interest to occupational therapists as a case study of ingenuity, the drive toward purposeful activity and overcoming adversity. the boy William Kamkwamba from Malawi Africa was born to be a scientist despite living in a culture that believes in magic, struggled against famine and required students to pay fees in order to attend school. Instead of becoming hopeless when his family could no longer pay the school fees and driven to improve life he reads science books in the library and learns about how to turn wind energy into electricity that can bring electric lighting and irrigation to his family's home and farm.
As the recycling occupational therapist it was exciting to read that he found almost all the materials to make the wind mill in the junk yards, spending countless hours searching through broken machinery to find the needed parts. Being poor he even made makeshift tools such as a screwdriver by flattening out wire and compensated for the wrench being the wrong size by wrapping a bicycle spoke inside the hole to strip off rusted nuts in the scrapyard. It is hard to read about the government corruption, famine and hunger but the reader can be assured that since this book did get written, William succeeded and has the academic support he so much deserves.

2010-10-06T04:06:00.001-07:00

http://www.brighthub.com/mental-health/autism-pdd/articles/89954.aspx

Make Your Own Books

2010-09-25T15:44:00.000-07:00

Gretchen Hanser's article "Making Simple Books" in OT Practice has some fun activities. I love the "fluffers" used to make turning pages easier. She descirbes these on her web site: http://www.creativecommunicating.com/tips-pf.cfm
The article also describes how to make books out of food boxes and pages filled with plastic bags of materials such as dried peas to feel and view. As Hanser concludes: "students with disabilities need access to a wealth of books-no different than students without disabilities. Occupational therapy practitioners can make books thatr not only meet student's sensorimotor needs, but also their literacy needs."

Ghost Lacing Boards

2010-09-23T04:56:00.000-07:00

I'm preparing for Holloween early this year with a ghost theme. I made these lacing boards out of large plastic orange juice containers and taped a chocolate kiss inside a hole for a nose. I will hand these out to the 2 and 3 year olds....

Finding Toys

2010-09-06T15:25:00.000-07:00

One aspect of being the RecyclingOT is being good at finding free toys or materials to use for work. I took a walk this morning and came across boxes of free toys on the street. Obviously, someone was cleaning house. I was wearing a day pack since I had just dropped some books off at the library and was able to load up on plastic animals and a few other items including a Pony memory game. They all survived a run in the washer. I am planning to place the larger animals on the hippotherapy trail and use smaller animals for insertion activities.

Visual Perception and Illusions with Spools

2010-08-29T08:43:00.000-07:00

The background picture is made up entirely of spools of thread. When I held up the glass globe the image was reversed so that the girl's face appeared correct. Pretty amazing! I saw this at the "The Eye Spy" exhibit at the Essex Peabody Museum in Salem, Massachusetts

2010-08-02T12:40:00.001-07:00

I think that this is a rather clever activity to make out of those extra pipe cleaners that are lying around.....

Making a Scare Crow

2010-06-17T17:08:00.000-07:00

I came across this pediatric web site filled with resources. Check out the slide show at:
Miss Sue's OT Classroom

2010-06-12T17:52:00.001-07:00

Information about Infant Hypotonia

New Grocery Bag

2010-06-11T14:46:00.000-07:00

I finally finished knitting this grocery bag out of the supermarket bags and it is extremely strong and comfortable to carry. I made the handle by dropping stitches for a couple of inches then when I came to the same spot again I added stictches. I am not a very experienced knitter but somehow it worked out.

Barbara
RecyclingOT.com

Sensory Symptoms & Ocd | LIVESTRONG.COM

2010-05-24T15:58:00.001-07:00

Sensory Symptoms & Ocd. Obsessive-compulsive disorder OCD is considered an anxiety disorder. According to psychologists Padmal de Silva, a clinical psychologist at the University of London, and Stanley...

View >>

2010-05-21T13:23:00.001-07:00

Fine-Motor Activities that Help Children with Autism Develop Visual and Visual Perceptual Skills

2010-05-21T13:22:00.000-07:00

Gross Motor Activities that Help Children with Autism Improve Visual and Visual Perceptual Skills

Adhd & Vision | LIVESTRONG.COM

2010-05-17T16:18:00.001-07:00

Adhd & Vision. Children with attention deficit disorder, or ADD, may have visual problems that are structural, functional or related to how the brain interprets or perceives visual information. H...

View >>

What Are The Benefits Of Dmg For Autism? | LIVESTRONG.COM

2010-05-12T15:32:00.001-07:00

What Are The Benefits Of Dmg For Autism?. Dimethylglycine DMG is technically classified as a nutrient found in small amounts in brown rice, liver and other foods. According to the Autism Research Institute, DMG is chemic...

View >>

Great Visual Closure Activity

2010-05-07T14:48:00.000-07:00

I love this activity that can make very good use of old calendar pages.

High-function Autism Symptoms | LIVESTRONG.COM

2010-05-07T10:32:00.001-07:00

High-function Autism Symptoms. Autism is a neurological disorder that presents with widely diverse symptoms. As with all forms of autism, those with the high-functioning type experience difficulties with communi...

View >>

The Lost Art Of Building With Your Hands

2010-05-02T16:07:00.000-07:00

I found an article in today's Boston Globe Parade section fascinating. Its about a boy named William Kamkwamba from Malawi who was too poor to go to school but went to a junkyard where he gathered a bicycle rim, PVC pipe, and an old tractor fan and made a windmill that was able to power a light bulb.

http://www.parade.com/news/backpage/mitch-albom/100502-the-lost-art-of-building-with-your-hands.html

Barbara Smith, M.S. OTR/l
RecyclingOT.com

Stretch Toy for Body Awareness

2010-04-30T05:27:00.000-07:00

Attaching stretchy spandex like material between two handles provides a great motor planning activity that increases body awareness because it provides proprioceptive feedback. I ask children to do this while riding a horse and work on following directions such as- hold arms up high, turn to the left or touch the head with it. Here are some other tips for increasing body awareness:
http://www.livestrong.com/article/113295-helpful-tips-sensory-integration-disorder/

Barbara Smith, M.S., OTR/L
HorseOT.com