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He turns his chair when he needs to
Permitted to sitalternative ways
Teacher reported:“Now, I am not hearing impulsive calling out when sitting on the rug” 66
Climbing ON equipment, instead of
just playing chase
Class is doing: The Rocking Puppy, Spider Push Ups and
Airplane
67Electronic Quick Tips will allow recess aide to record # of times uses climbing equipment
#3 The
Fragile Egg
68
68
Tool Chest
69
# 13 rules
Tools for Students
DVD
The SPM & SPM-P Quick TipsDiana A. Henry, MS, OTR/L, FAOTA
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70
SPM QT Record Form
71
Completed by the
Main Classroom KG teacher
72
Day care Why important to record data!!!
Unfortunately, after a month, stopped using the strategies because the student was “Doing well”
Importance of the QT Record Form
73
Recording the data is a critical part of the intervention process.
Properly recorded data will help you and your team discern which strategies are or are not contributing to the child’s progress.
Recording data daily will hold each team member accountable.
Consistent participation by each team member is encouraged.
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March 8, 2011his PE teacher wrote:
We had scooter relay races on their belly We ran through 3 part obstacle coursesWe begin class with supermans and yoga poses to hold (tree, mountain)We used balloons to hit in the air, to the wall and back and forth with each other
He is more focused and is not bumping into other students or walls as he had
74 75
March 7, 2011his ART teacher wrote:
I changed his seat so he doesn’t have to twist to see the boardHe collects the heavy crayon buckets I number, repeat directions, and cue himI incorporate media that strengthens fine motor. We have worked with clay, and done a project that involved crumpling paper
I now cue him less, he gets his work doneand he seems more comfortable sitting 76 77
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March 14, 2011his Music teacher wrote:
Movement is now integrated into each classAltered his seating when necessaryfor added comfortI have asked him to some lifting (usually chairs)
He has shown someimprovement incontrolling calling out
7879
Speech Therapy
Crawling under table
to pick things up
Walking on rocks during transitions
SITTING ON CHAIR BALL
80
Carried items during the long transitions from speech room
81
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82
Jan. 27, 2011 his Mother wrote:
Every night he and his Dad have backwards crab races up the stairs.We have obstacle courses in the backyard on a regular basis. He and his sister love this. I make sure that climbing over and under are incorporated in each course.I place a bean bag on top when he has difficultyfalling asleep. That helps him settle down and drift off.
83
February 21, 2011 his mother shared
His favorite thing is the chair ball.Today he was able to sit still while eating. He did sowhile sitting on his knees.
Since the SPM team meeting, he seems to have made leaps and bounds with reading and writing too!His drawings have seemed to improve as well
84School psych called re gifted program
He has been doing Karateand he tries to do push-ups.
I have noticed that when theydo sit-ups, he is not ending up sideways on the mat as much as when he started the program.
85
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3- 18- 11(9 weeks post initial SPM)
He just learned to ride a bike!
He is graduatingfrom Karate today, obtaining a belt.
He has recently started walking by raising a leg up and clapping his hands underneath. Doing it on both sides.
86 87
88
January initial test (red)
March re-test(black)
Student: QT Main Classroom
89
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Other school environmentsSPM re-test
Other school environments
Red: Initial scores 1-11
90
Feedback April 1, 2011 after team used Quick Tips for 2 months
Re-test results on SPM PE, OT, SLP, Kg teacher
91
OT
PE
Teacher SLP
Preschool team brainstormed
and developed SPM-P Quick
TipsWorking from SPM-P test items to have a
conversation about the strategies92
Case B (Benjamin) in the SPM Quick Tips User Guide
Another initial team meeting example
93
o Elicit ideas from team to personalize what could be done in their own unique environments
o Encourage team members to define 3 strategies to integrate into daily interactions with the child
o Case study: Team: 2nd Grade Teacher, SLP, Spanish Teacher, Parents, SPED Teacher, OT
o DX with cognitive delays and motor planning challenges
o Does not ask for help o Does not self initiateo Frequently appears fatigued
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Jan 2012: in Speech
94
He is tired much of the time, across environments.Praxis challenges require a lot of additional thinking energy
to do that which is so automatic for others
March 2012: SLP Feedback in
Test and Re-test follow up2-13 through 4-17-09
Praxis
Ideation
Motor Planning
95
https://platform.wpspublish.com/account/login?timeout=yes&returnurl=/administration/details/73?cid=48
WPS Online Platform
Warren Fried President: Dyspraxia
96
Sensory Songs for Tots Chorus
Here they are, these parts of meAll together, on my bodyI’ll know them all, soon you will see
StanzasNose, toes, knee cap, and tummyChin, shin, shoulders, and my feetEyes, thighs, elbows, and my ears
97
Challenging your praxis
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Here’s my noseKnee cap, toes, tummy, nose(Reverse)
Nose, toes, knee caps & tummy
Shoulders, chin, feet, shin(Reverse)
Chin, shin, shoulders & my feet
Elbow, thighs, ears, eyes(Reverse)
Eyes, thighs, elbow & my ears 98
Typicals love this
song
Sequencing easierfor those with praxis challenges:
Here’re my earso Ears, eyes, nose, mouth,
tongue in meo Shoulders, side, bottom
and thighs on me o Kneecap, calf, feet,
toes on me!99
In the SPM QT User Guide Case D: Danielle5-year-old preschooler Autism and Praxis
Unable to dress herself Not potty trained Does not have many play interests Avoids using playground equipment Appears to have more challenges at home
than at school
100
Presenting Problems:
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OT Practice: Oct 13, 2014
Paper Forms
101
Gave SPM-P Home Form to mother/father Gave SPM-P School Form to teacher
All areas typically seen in a preschool are addressed in the one School SPM-P Form Dress-up Circle time (movement to music, playing instruments, etc.) Snack time Bathroom Nap time Table-top activities (glue, etc.) Playground/Recess
Scales: SOC, PLA, and all sensory systems as in SPM Now working on the SPM Infant Toddler and SPM for Teens
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102
1. Email SPM-P Forms to home/school2. Score form 3. Generate a Score Report
Initial HomeCopyright © by Western Psychological Services or Henry OT Services, Inc. All rights reserved.
Initial School
Contributing Items:
Praxis: Motor planning“The ability to carry out a series of movements in proper sequence”
103
SPM-P items Home Form 69: Confused about proper sequence
(example: dressing…) 71: Difficulty imitating demonstrated actions
SPM-P items School Form 70: Difficulty correctly imitating
demonstrations 74: Fails to complete tasks with multiple steps
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Observations at recess: 2-09
Avoids sensory motor challenges
when left on her own
104
Difficulty motor planning how to climb
Circle time challenges:
1:00
Attempts to trace numbers in the airIs unsuccessful even when assistant attempts to provide hand over hand assistance (1:00)
Imitation of Postures
Sequencing
105
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Copy Sentence below in Cursive Using Your Non-Dominant Hand
106
Sensory Songs for Tots
Choruso Boys, girls, you can make a mistakeo Learning from mistakes is how we get
greato Me, my, now there’s no need to cryo Everybody gets things wrong
107
Everybody gets things wrong
Initial SPM-P: 2-09 SpeechSuggested: How high can you go?
Cranium Hullabaloo game 108
How low can you go?
Praxis challenge:Difficulty
sequencing picture cards
109
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Integrated sensory activities in the classroom
Difficulty motor planning to lie
on her stomach
Has to ask ‘How do I get
out? Classmate joins in
110
Create opportunities for movement on belly, muscle and
pressure touch input
At home:
111
All over body deep pressure touch
112
I encouraged parents to find playgrounds to provide
proprioception Pretend she is “pizza dough”
Challenges:
• My tot does not appear to notice when she has to go to the toilet.
Did you know?
• Your tot must be able to receive and interpret sensory information from her body that signals a full bowel or bladder.
• Sensory information from bowel & bladder is subtler than from other muscles. 113
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Safety First!
Consider medical influences
An infection can cause discomfort with urination and can lead to ‘holding it’
Dietary issues and illness can cause constipation or diarrhea
Talk to your tot’s doctor, nutrition specialist or registered dietician
114
Potty Pleasers
Movement Tools
Use tools such as jumping on a mini tramp to develop abdominal control
Muscle Tools
Encourage rough housing, pushing and pulling to help develop overall body awareness
115
Potty PleasersEar Tools
Consider a musical potty or a musical diaper for your under responsive tot (www.tinkletoonz.com)
Linda Veldman’s idea
116
Put your wee in the
waterPee in the potty
Praxis: Ideation
“The ability to create a concept or mental image of a novel task”
117
SPM-P items Home Form 73: Has trouble coming up with new
ideas during play activities 74: Tends to play the same activities over and over rather
than shift to new activities when given the chance
SPM-P items School Form 67: Has trouble coming up with new ideas during play
(never wears dress-up clothing) 69: Requires props (cell phone) to engage in pretend play
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Before you create an Intervention Report
118
1. Develop a hypothesisPoor somatosensory processing may be contributing to difficulties in conceptualizing, planning, and organizing movements, noted both in ideation as well as in motor planning skills.
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Then2. Use the electronic system to sort and filter
Scales Sensory vulnerabilities Item scores
3. Select individual Quick Tips
Case D Intervention Report 2based on the tips selected
119
*
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119
120
Completed Quick Tips Record Form by the father**
**
**
*
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Completed Quick Tips Record Form by the preschool teacher
**
**
**
*
*
*
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122
Implemented Quick Tips Over Time
Sensory systems & integrative functions
Number of times at home: mom & dad
Number of times at school: teacher, OT, aide
Vestibular (movement) 39 76
Proprioception (muscle) 66 99
Hearing 9 4
Touch (deep pressure) 185 75
Motor planning (sequencing) 42 88
Ideation (creativity) 39 42
Total = 764 380 384*
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Two months post 4-09 (sequencing)Teacher: She now traces actual numbersTo help with sequencing too, we ask… What do we do next? Now what do we do?”
She can now attend and sequence rhymes because of the sensory input we now provide -- chair ball, t-stool, rocking chair, etc. to sit on
123
SLP: Ability to sequence 2 to 3 cards has improved Just weeks prior to your visiting us at the clinic, she
did not exhibit even the slightest ability to do this. Now able to act out 2 or 3 card scenes
124
Retest team meeting
Mom: “Sequencing has improved!NOW riding a bike,dressing, swinging and telling us when she needs to go potty!”
Teacher: “Creativity has blossomed!She is putting on clothes during ‘dress up’ and playing different parts.”
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Putting heads together…does bring results!
Thank You!
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Georgia Schools Research 2014‐2015 (slide 34)
Flagstaff Baseline Study 2015‐2016
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