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Occupational Therapy in the Schools

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Occupational Therapy in the Schools The Autism Connection Presenters: Kristin Denault, Colleen Ungurean Sheila Bott Clare Woods Academy A non-profit specialized ... – PowerPoint PPT presentation

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Title: Occupational Therapy in the Schools


1
Occupational Therapy in the Schools
  • The Autism Connection
  • Presenters
  • Kristin Denault,
  • Colleen Ungurean
  • Sheila Bott

2
Clare Woods Academy
  • A non-profit specialized school providing a
    nurturing, individualized curriculum, assisting
    students with special needs to maximize their
  • full potential.

3
About the School
  • 1. Located in Bartlett, Illinois
  • 2. Founded in the late 60s by the Sisters of
    Saint Joseph of the Third Order of St. Francis
  • a. Converted part of their residence/community
    college into a school for special education of
    area children
  • b. First year enrollment in 1968 was 5 students
  • 3. A private, non-public alternative day school
  • 4. Educating special needs children/young adults

4
Our Students
  • Licensed for educating students ages 3 to 21
  • Currently the youngest student is 5 years old
  • With special educational needs in the areas of
    mental or emotional impairment
  • Clare Woods Academy is one of the only schools
    in Northern Illinois accepting students with such
    diversification of impairments
  • in one facility.

5
  • Students arrive from 51 communities across
    Northern Illinois
  • From all races, ethnic groups, religious
    denominations and economic/social classes
  • Current enrollment of 120 full time students
  • Through the years hundreds of students have
    attended Clare Woods Academy

6
Curriculum
  • Day school, not residential
  • 9 am to 3 pm
  • 176 days year (Illinois Law)
  • Core curriculum
  • Math, science, reading, language arts and social
    studies
  • Art, music, physical education, computer
    labs, library and health classes

7
Educational Departments
  • 1. Primary
  • 2. Intermediate
  • 3. Secondary/High School
  • 4. Vocational

8
Our Faculty
  • 1. Currently 85 staff for 120 students
  • One-to-one ratio often the norm instead of the
    exception
  • 2. Many have advanced degrees in education
  • 3. Many are certified in multiple areas of
    instruction and include specialists in reading
    and behavior.

9
Topics
  • The role of O.T at Clare Woods Academy
  • Special Therapeutic Interventions
  • Sensory Systems
  • Behavior Communications
  • Strategy Checklist
  • IEP Goals and Objectives

10
Occupational Therapy
  • Fine Motor
  • Handwriting Skills
  • Sensory Integration
  • Motor Planning
  • Oral Motor Functioning
  • Self-Help skills
  • Adaptive Equipment Environmental Modification
  • Environmental Adaptations
  • Play/Socialization

11
Behavior Communication
  • Look at all behaviors as a form of
    communication !
  • The behavior chosen is helpful to the child,
  • that is why it is chosen.
  • Stereotyped behaviors lower cortisol (stress
    hormone) levels.
  • Behavior only reflects the amount of
    disorganization.

12
Special Therapeutic Interventions
  • Wilbarger Protocols
  • Listening Therapy
  • Brain Gym /Educational Kinesiology
  • Therapeutic Yoga
  • Handwriting without Tears Program
  • Mary Benbow Cursive Program

13
Wilbarger Protocol
  • The Wilbarger Protocol (Wilbarger, 1991) is a
    specific, professionally guided treatment regime
    designed to reduce sensory defensiveness. The
    Wilbarger Protocol has its origins in sensory
    integration theory and has evolved through
    clinical use. It involves deep-touch pressure
    throughout the day.

14
Listening Therapy
  • Benefits children 2 and up with Sensory
    Processing Difficulties
  • Therapeutic Listening uses special electronically
    altered music and sounds to impact multi-sensory
    processing and integration.
  • A typical listening program will require 2-3
    modulated CDs, a portable player and special
    headphones.

15
Brain Gym
  • Brain Gym is used by teachers and therapists in
    programs for children with developmental and
    learning difficulties.
  • Brain Gym is a series of activities that uses
    simple body movements to exercise the two sides
    of the brain.

16
Therapeutic Yoga
  • Yoga works on the whole body
  • All ages and physical abilities
  • Ideal way to enjoy movement and exercise
  • Promotes strength, endurance, flexibility and
    improves balance.
  • Teaches children how to relax and concentrate

17
Handwriting Without Tears
  • The goal of Handwriting without tears is to make
    legible and fluent handwriting an easy and
    automatic skills for all students. The curriculum
    uses multi-sensory techniques and consistent
    habits for letter formation to teach handwriting
    to all students.

18
Mary Benbow Kinesthetic Approach to Cursive
Handwriting
  • Cursive handwriting is a kinesthetic skill taught
    by reinforcement on the feel of the motion.
  • The 26 letters of the alphabet are reduce to four
    main groups determined by their lead in strokes.
  • All activities are giving information to the
    skin, joints, and tendon receptors that guide
    correct letter formation while having FUN.
  • Essentially all children learn better using
    kinesthetic techniques.

19
Sensory Diet
  • A sensory diet is a planned and scheduled
    activity program designed to meet a childs
    specific sensory needs.
  • Wilbarger and Wilbarger (1991) developed the
    approach to provide the just right combination
    of sensory input to achieve and maintain optimal
    levels of arousal and performance the nervous
    system.

20
Team Approach
  • Parent
  • Teacher
  • 11 Assistant
  • Speech Therapist
  • Occupational therapist
  • Social Worker
  • Physicians

Combined Effort will Provide the Greatest
Advantage
21
  • The important thing in science is not so much to
    obtain new facts as to discover new ways of
    thinking about them.
  • Sir William Lawrence Bragg

22
Sensory Integration
  • The process of organizing and interpreting
    information for use.
  • Most learning occurs first through the sensory
    system then the cerebral cortex
  • Neurons must be stimulated to form connections
    making pathways.

23
Sensory Systems
  • Tactile
  • Vestibular
  • Proprioceptive
  • Visual
  • Auditory
  • Olfactory

24
Just a Thought
  • Do what you can with what you have where you are.

25
Tactile system
  • The tactile system receives information from
    receptor cells in the skin

26
Tactile Dysfunction
  • Characteristics
  • Hypo sensitivity to touch
  • Exhibits delayed or no response to input
  • Craves input/ touches everything
  • Poor body awareness
  • Messy eater

27
Tactile Dysfunction
  • Characteristics
  • Over sensitivity to unexpected or light touch
  • Exhibits fight or flight response
  • Dislikes messy activities
  • Picky eater
  • Dislikes bathing, teeth brushing or hair cuts.

28
Vestibular System
  • Definition
  • Vestibular system is responsible for integrating
    information relating to movement , gravity,
    balance and space.
  • Provides information about movement, gravity, and
    the changing head position.
  • Tells us where we are moving and how fast.

29
Vestibular Dysfunction
  • Hypo sensitivity Characteristics
  • Craves input bump and crash
  • Thrill seeker
  • Constant motion
  • Enjoys inversion

30
Vestibular Dysfunction
  • Hypersensitivity
  • Intolerant of movement
  • Over reactive to slight changes in position
  • and feet leaving the ground.
  • Dislikes physical activities
  • Motion sickness
  • Fails to protect self from falling

31
Proprioceptive System
  • Definition
  • The unconscious awareness of your body position
    giving us information necessary to coordinate
    movement.
  • Information from muscles, joints, tendons and
    ligaments about movement and body position.
  • Receptors communicate how much force is necessary

32
Proprioceptive Dysfunction
  • Characteristics
  • Problem with gravity and movement
  • Poor sense of body awareness
  • Bump and crash against people or objects
  • Breaks toys or classroom supplies
  • Stomps while walking
  • Pulls or plays with clothing

33
  • Childhood visions of a magic machine was my
    search to satisfy my damaged nervous systems
    craving for tactile input!
  • Temple Grandin

34
Oral Motor
  • Hypo sensitivity characteristics
  • Food stuffers
  • Eating non food objects
  • Crave spicy foods
  • Biters
  • Chew clothing

35
Oral Motor
  • Hypersensitivity characteristics
  • Poor speech
  • Picky eaters
  • Not aware of spillage
  • Avoid textures
  • May not chew food before swallowing

36
Gustatory System/Oral Input
  • Suggestions
  • Alerting Cold, sour/tart, spicy, mint, crunchy
    foods.
  • Organizing chewy foods granola, licorice cheese,
    suckers and gum.
  • Calming suckers, hard candy, Popsicles, water
    bottle, vibration and any blowing toys such as
    bubbles, pinwheels and whistles.

37
Visual System
  • Definition Visual Perception is defined as the
    total process responsible for the reception and
    cognition of visual stimuli.(Zaba, 1984)

38
Visual Dysfunction
  • Characteristics
  • Overreact to harmless objects coming toward him
  • Difficulty locating objects
  • Hypersensitivity to light
  • Minimal eye contact
  • Squinting

39
Fine Motor Development
  • Foundation Skills
  • Development of hip trunk stability
  • Shoulder girdle stability
  • Head control
  • Visual tracking

40
Visual Input
  • Suggestions
  • Printed schedules
  • Overlays
  • Solid / cool colors
  • Soft or Natural lighting
  • Highlight directions and lines
  • Slant Board
  • Increase font on worksheets
  • Visual timers, Schedules, PECS

41
Auditory System
  • Definition The ability to perceive, process and
    respond to sound.
  • Auditory Defenensiveness has been defined by the
    Wilbargers (1991,p.4) as oversensitivity to
    certain sounds and may involve irritable or
    fearful responses to noise like vacuum cleaners,
    motors, fire alarms, etc.
  • Hypo sensitivity Delayed auditory processing.

42
Auditory Dysfunction
  • Hypersensitivity characteristics
  • Appears overly sensitive to sound
  • Difficulty understanding you
  • Distracted by background noises
  • Covers ears to shut out sound
  • Hums, sings or self talks through a task
  • Difficulty following auditory directions

43
Now what..
  • Discovering the children's sensory needs..

44
TEAM
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