Creating a Sensory Box for Under 25$

1.                   Include free online resources regarding calming breathing techniques and include a feather or pinwheel of any kind! Here is a PDF: http://www.lianalowenstein.com/articleProfDeepBreathing.pdf

2.                  There are all kinds of free resources for classroom friendly sensory breaks. Check out this roll the dice game at: http://www.yourtherapysource.com/rollsomefunfree.html

3.                  Theraband and Theraputty are must haves in every Occupational Therapy closet, complete a few quick exercises in between school tasks! If you don’t have Theraputty, try silly putty! Trial tying the Theraband around the base of the student’s chair to provide a bouncy surface for the feet.  

4.                  Chewy candies, sour flavors, and the oral input of sucking on a hard candy can be a quick way to regulate the sensory system. Offer as a reward for educational accomplishments!

5.                  Fidget toys such as water snakes, squishy balls, and stress balls are a great way to keep a student’s hands busy! Make sure to educate on appropriate and discrete use in the classroom.

6.                  Easy to make sensory baggies are a fun project for the student and rewarding to use during brain breaks! The baggies below include shaving cream, hair gel, marbles, rice, space foam and foam cubes. Add some funky duct tape, glitter, sequins and food coloring to spice things up!

7.                  Slap some two sided Velcro under the student’s desk for easy to access sensory input. It’s there whenever they need to feel it, it’s affordable and discrete!

8.                 A wiggle disc is a great way to promote prolonged attention while seated in the classroom. Most therapists have some on hand to loan to classrooms, but if not Amazon has them for as little as $12.00: http://www.amazon.com/Isokinetics-Brand-Exercise-Balance-Cushion/dp/B000WQ4Z7Q

P.S. I apologize for the upside down/ sideways positioning of a few of the images. I cannot adjust the settings :). 

All images were from my personal collection or gathered from google images (Wiggle Disc and Velcro)  

Independence: Just a Click Away

Windows: Ease of Access Center > Mouse options

The Ease of Access Center is a great Windows option that allows you to customize certain computer features to your needs. These features may enable a student to participate in a classroom setting and independently complete assignments. See below for some tips and tricks!  For more info visit: http://windows.microsoft.com/en-us/windows/what-accessibility-features-windows-offer#1TC=windows-7 

1. You can find the Ease of Access Center from your control panel:

Note: Your computer may look slightly different than the images provided. 

Select the Ease of Access Center from the Control Panel Menu (4th Column on this image) 

2. Once you are in the Ease of Access Center you will see all of the available options. Select “make the mouse easier to use”:

3. Once you are in the Mouse menu, select “Mouse Settings” and a pop-up menu will appear (take special note of the tabs on top of the menu for more accessibility options):

4.  Details on the features you may choose:

·         Button Configuration: You can choose to switch the primary click and secondary click on the mouse. This would be helpful if a student has trouble clicking with their index finger. If there is more function in the middle or ring finger, you can switch the primary click to be activated on the right side of the mouse.  

·         Double Click Speed: Increase or Decrease the time allowed between clicks when making a selection.

·         ClickLock: Allows you to click and drag or highlight without holding down the mouse button. You just have to double click to activate, move the mouse to the desired location and double click to drop the item.   

·         Adjust your pointer to be more visible and have a trail.

·         Do you often lose your pointer? Does it move off the screen? There is a feature that will allow you to press the “control” button and your mouse will reappear on the screen.

·         Adjust your pointer speed for increased control and efficiency.

·         Snap To: is a feature that automatically moves the mouse to the default button in a dialogue box.

·         Adjust the rate of which the mouse wheel will scroll when activated.

Remember that the Ease of Access Center has options available for display, keyboard, and sounds – have fun exploring! 

eATing Without Barriers

A student has to successfully function in many environments when in school. These environments include: playgrounds, classrooms, lunchrooms and bathrooms. An occupational therapist in the school setting has the skills to analyze and optimize student’s performance in each of these environments with adaptations and accommodations (AOTA, 2010).

In school, the lunchroom is a fun and social environment. For some children, the task of self-feeding is a challenge. This challenge can take away from the social aspect of lunch time, making it a stressful situation.

Check out the assistive technology resources below that can decrease stress and promote success in the lunchroom for all students.

Eating:

•          Nonslip materials to hold plate in place

Dycem is a non slip product that can be used to stabilize plates/bowls. Shelf liner is also a great low-tech option. 

Dycem also makes place-mats! 

•          Materials to build up handles

Utensil handles can be built-up easily with foam. This makes them easier to hold when eating. They can also be weighted! 

•     Adapted utensils 

Utensils can be angled to facilitate independent self-feeding for individuals who have limited range of motion. 

A rocker knife is a great option for individuals who use one upper extremity - it eliminates the need to stabilize the plate/food when cutting. 

• Adapted devices to hold utensils 
  
  

  

  This is a universal cuff paired with a right angle to promote self-feeding for individuals who cannot independently hold utensils. 

• Positioning of the arm

A Mobile Arm Support is a mid-tech device that enhances range of motion for those who cannot get food from the plate to the mouth. 

Place this simple solution on top of a table to elevate the plate. This decreases the space between the plate and mouth while still allowing the student to sit upright when eating. 

•      Adapted dishes

Compartments provide more "ridges" to increase ease of piercing/scooping food without it moving around the plate. 

Scoop dish 

Plate guard

•     Liftware: Liftware is a high-tech device that assists in counteracting tremors when eating. It has attachments for a spoon, knife, and a key! 
•     For a video demonstration visit: https://www.liftware.com/how/

Drinking:

•        Regular cups (sippy cups, mugs, two handled, cups with covers)

Nosey Cup's have a nose cut-out to reduce spills 

Water bottle with a straw guarantees no spills and does not need to be picked up. 

Handled cups with a wide base

•     Adapted handles

•     Positioning aides for stabilizing cup or glass on table surface

Cup with base 

Rounded-base, Anti-tip 

•     Straws 

Bend to any angle or height 

Oxygen tubing is also a great option for heavy duty straws! 

Various sizes straws can increase or decrease flow of liquid 

•       Lids (spouted, recessed, flow adjusted, anti-splash/spill)

Flow Adjusting lid 

Anti-Splash Lid 

•     Self-Hydration
•      This is an image of a self-hydration system that I made on a fieldwork rotation for an individual who had no upper-extremity use. The water bottle hangs from the wheelchair and is supported by gravity. Oxygen tubing is used as a straw and is strung up through lock line. The tubing surfaces near the individuals mouth and is easy for them to access. It is also easy to bend out of the way when transferring! 

Transporting your lunch tray:

•      Carrying a lunch tray can be a challenging task. These simple and common items can be a great solution to facilitate independence in the lunchroom! 
•       Lap tray for wheelchair

•     Rolling cart

•      Wagon

Resources: 

AOTA, 2015: https://www.aota.org//media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/School%20Settings%20fact%20sheet.pdf   

****Note: There are MANY more examples of assistive technology, the ones mentioned in this blog are devices that I am becoming familiar with through my rotation.

All images in this blog were collected from Google images

iPad Apps for Children

IPads are a fantastic technology resource to have in the classroom! 

Apps for limited movement/easy reward with sound:

• Awesome Xylophone
• Cause and Effect Sensory Light Box
• Cause and Effect Sensory Sound Box
• Paint Sparkles
• Magic Zither
• Piano Pals
• Magic Piano
• Touch Band
• Little Fox Music Box
• Pocket Pond
• Fireworks Arcade
• Bubblish
• Old McDonald by Duck Duck Moose
• Peek-A-Zoo HD by Duck Duck Moose
• Itsy Bitsy HD by Duck Duck Moose
• Fish HD by Duck Duck Moose
• Peekaboo Barn
• Peekaboo Wild
• Peekaboo Forest
• Music Color
• Sound touch
• Baby Rattle 123
• Rattle
• Draw Stars!
• I Love Fireworks
• Baby Rattler Plus My First Colors
• Fisher Price Giggle Gang
• Fisher Price Where’s Puppy’s Nose?
• Fisher Price Shapes & Colors Music Show
• Fisher Price Let’s Count Animals
• Fisher Price Animal Sounds
• Volt Lite
• Baby’s Magical Hands

Apps for limited movement/easy reward without sound:

• Art of Glow
• Tesla Toy
• Fluidity
• My Scene by First App
• Baby Screen
• Laser Light Show
• Kaleidoscope

Apps for playtime:

• EZ Bake Oven
• Any of the Toca Boca apps
• Trucks HD by Duck Duck Moose
• Musical Me by Duck Duck Moose
• Elmo’s Monster Maker
• Swapsies
• Play Home Lite
• Curious George at the Zoo
• Lego Duplo

Apps for low vision:

• Infant visual stimulation
• Baby Screen
• Music Color
• Sound Touch
• Bloom HD
• I love Fireworks
• Little Bears Sees Tap-N-See Zoo
• Laser Light Show
• Baby Rattler Plus My First Colors
• Volt Lite
• Color ID (uses camera to speak the name of colors)
• Bigger and Brighter

Apps for learning and writing letters:

• Writing Wizard
• Letter School
• Touch and Write
• Handwriting Without Tears
• I Write Words
• Elmo’s ABC’s
• Pocket Phonics
• Kids ABC Letters

Apps for pre-writing skills:

• Lazoo Let’s Color
• Lazoo Squiggles
• Letter School
• Let’s Make Shapes!
• Dot to Dot Numbers and Letters
• Doodle Dots
• Hand writing without tears: Wet-Dry-Try
• iWritewords
• Ready to Print
• Kandy Fish (color matching, patterning finishing, and tracing)
• Any free drawing apps such as Drawing Pad, Crayola Paint & Create, Kids Doodle
• Trace Blast
• Write my name by Injini

Sensory Apps:

• Avoiders:
• Annoying Sounds
• Balloon Pop
• deciBel
• Sounds Annoying
• Too Loud
• Seeking:
• Art of Glow
• Fireworks
• Fruit Ninja
• White Noise
• White Noise Recorder

Apps for visual perception:

• Numerous puzzle apps to search for with wide range of difficulty
• Numerous memory match games available
• Kidz Hunt HD
• Rush Hour
• Little Things
• Found It
• Thomas & Friends Engine Activities (puzzles and memory match)
• Kids Love Puzzles
• Hello Kitty Jigsaw
• Hello Kitty Match
• Tangrams
• Labyrinthe
• My First Tangrams Lite
• Tangrams HD
• Tetris
• Monkey Pre-school lunch box
• Visual Attention Therapy

Apps for fine-motor:

• Dexteria
• Dexteria Jr.
• Color and draw for kids
• Colorific
• Shelby’s Quest

Apps for Body awareness:

• Recognise

Visual Timers/Schedules:

• Time Timer
• Children’s Countdown—visual countdown timer for preschoolers
• The Clock app included on the Ipad has a timer with a visual feature as well as a stopwatch
• Activity Timer Trial
• Nudge (simple reminder app)
• First then board
• Picture Card Maker
• My choice board
• iPrompts ($49.99 schedule board)
• Off We Go (social story) 

Speech Development/AAC:

• Quick Talk AAC
• Say Hi AAC
• Articulation Coach (word sound cards)
• Articulation Station (learn to speak and pronounce)
• WordToob (Learn words and new skills vis video modeling)

My favorite kids books:

• Monster at the End of This Book
• Another Monster at the End of This Book
• Jack and the Beanstalk by Mindshapes
• Toy Story
• Lots of interactive free books available through Tab Tale

Other Apps:

• SnapType (take a picture of worksheet and use iPad to type in answers) 

Apps about more apps:

• Autism Apps
• Smart Apps for Kids (website)
• KinderTown
• Moms with Apps

 HUGE Thank-you to my wonderful clinical educators for letting me build upon their ideas for this extensive list! 

Resource: http://www.aota.org/practice/children-youth/cy-apps.aspx

Classroom Modifications

Classroom Modifications can be used to enhance the learning environment for all students.  Many times, these modifications consist of low-tech assistive technology.  

While this classroom looks fun and interactive, it is very visually stimulating. This much visual input could possibly be too much for some learners. 

The diagnosis of Autism is used as an example throughout this blog to incorporate research promoting evidence based practice.

The concept of an “inclusive” classroom is supported by evidence in that students with autism are more successful when matched with typically developing students (Clark & Chandler, 2013). According to the IDEA Act of 2004, children with autism spectrum disorder “are entitled to a free and appropriate public education in the least restrictive environment.” The reaction to sensory stimulation in the environment can affect the child’s ability to participate in the classroom. According to Koening et al. (2009), the classroom has the potential to be a “major vehicle” for change in children with ASD and should fit their individualized needs for a least restrictive learning environment. The role of occupational therapy in the school or classroom setting should include evaluation of the environment for sensory stimuli that may interfere with participation and modify it as needed (Clark and Chandler, 2013). 

Tips and tricks:

·         Organization:

o   Organize the classroom by dividing it according to subjects areas, such as music, work or snack areas.

o   Arrange the furniture so that it is not placed haphazardly throughout the room and is consistently in the same location.

o   Reduce the amount of visual clutter in the classroom. If there are open shelves, eliminate distractions by covering the shelf unit with a solid-colored cloth.

o   Provide a social story to facilitate successful classroom interactions.

·         Lighting:

o   Use curtains and blinds on windows to control the level of illumination at different times of the day and to avoid glare.

o   Use non-reflective surfaces to eliminate glare from overhead lighting.

o   Use individual lighting (such as a desk lamp) to help distracted students focus on a specific task.

·         Vision:

o   Use visual and tactile signs along the child’s route to provide cues for orientation and mobility purposes.

o   Use contrasting colors for all activities. Highlight important information and color code relevant information.

o   Avoid using a patterned background for work surfaces.

o   Enhance toys that are not visually stimulating with colored tape to provide more contrast.

o   Make an individual visual schedule for students who need increased structure.

·         Sensory:

o   Have students who need to calm down or focus use the swings and monkey bars when at recess or during sensory breaks.

o   Carry heavy objects to incorporate proprioception (heavy work) into the day (chair push-ups are a great non-distracting stationary way to incorporate heavy work into the classroom).

o   Provide fidget toys if the student can use them safely and appropriately.

o   Put something in mouth to bite, crunch, suck, chew, or blow when needing to focus.

o   Continually assess lighting, temperature, smells, and sounds in the classroom.

o   Incorporate exercise into the day and promote recess attendance.

P.S. Did you know that old phone books can be used as a footrest for students who can’t reach the floor? Make them fun and visually appealing with colored duct-tape!

For more tips and tricks visit:

• ·          http://www.perkinselearning.org/activity-bank/tips-modifying-learning-environment-children-visual-impairments-and-additional
• ·         http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf
• ·         http://ese.dadeschools.net/tbi/2classroom.html
• ·         https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

What is a social story?

• ·         http://www.educateautism.com/social-stories.html

References:

Clark, G. F. & Chandler, B. E. (2013). Chapter 25: Best Practices in Supporting Children with Autism.

Best practices for occupational therapy in schools (pp.276-277). Bethesda, MD: The American

Occupational Therapy Association, Inc.

Individuals With Disabilities Education Improvement Act (IDEA) of 2004, Pub. L. 108-446, 20

U.S.C. § 1400 et seq.

Kinnealey, M., Pfeiffer, B., Miller, J., Roan, C., Shoener, R., & Ellner, M. L. (2012). Effect of classroom

modification on attention and engagement of students with autism or dyspraxia. American

Journal of Occupational Therapy, 66, 511–519. http://dx.doi.org/10.5014/ajot.2012.004010

Koening, K., Bleiweiss, J., Brennan, S., Cohen, S., & Siegel, D. (2009). A model for inclusive public

education for students with autism spectrum disorders. Teaching Exceptional Children. Retrieved 

from: http://steinhardt.nyu.edu/scmsAdmin/media/users/al170/TECArticle.pdf

P.S. I got a puppy this weekend! Meet Cash, the future therapy dog!