Teacher up for national award for special-ed work

Teacher up for national award for special-ed work
November 20, 2009

visit the Sensory Interventions News Updates to read about this inspiring teacher
http://www.sensoryinterventions.com/content/Sensory_Interventions_News_Updates.htm

Stability balls and boards help with balance training

Work on your balance by incorporating stability tools such as rocker and wobble boards to help give your smaller muscles a healthy workout.

CHICAGO TRIBUNE — Balance is such a fundamental part of each movement that it hurts — sometimes literally — when it's gone. But to strengthen our balance, especially as we age, it turns out we do need to lose it. Or at least test it a little.

Kids do this naturally by walking, running on or scrambling up the most precarious surfaces they can find. Adults might be better off trying balance training, which can involve using unstable equipment, such as BOSU balance trainers, wobble boards, rockers and stability disks.

More than 90 percent of personal trainers now incorporate balance-training tools, according to an industry survey. But teetering on unstable surfaces isn't just fun and different. It forces you to activate the smaller, stabilizing muscles in knees, ankles and hips that don't necessarily get a workout when you're on solid ground.

“The stronger the stabilizers are, the better your result with any fitness quest, whether it's running or lifting weights,” professor of exercise science at the Human Performance Laboratory at Auburn University Michele Olson said.

For older adults, balance training can help reduce the risk of falls and shattered bones. It's also used for rehabilitation and to help children with sensory integration or attention-deficit disorders.

Still, while balance training has a place, it's often overused, Jay Dawes, education director for the National Strength and Conditioning Association said.

“When picking a training program, think about how it will transfer to your daily life,” Dawes said. If you're not a circus performer or Olympic skier, the benefits might not be as great as you think, Dawes said.

To add some healthy instability to your life, stand on one leg for 30 seconds and close your eyes. Or, step on one of the following boards and try to keep the edges from touching the ground. Start with 15 to 30 seconds, two to three times a week and work your way up to 30 seconds to a minute.

Title: Stability balls and boards help with balance training
Author: Julie Deardorff, MCT Campus
URL:http://www.thedailyaztec.com/features/health-fitness/stability-balls-and-boards-help-with-balance-training-1.1872115
Date Accessed: September 16, 2009
Not quoted in entirety.

visit SensoryInterventions.com today to purchase a Balance Board or Toy
http://www.sensoryinterventions.com/category/2012793501/1/Balance-Toys.htm

Bubbles are more than meets the eye

Lawrence Welk had one thing right -- dancing through bubbles can be the best way to end a day.

When I first began serving in nursery, I chuckled at the veteran women who resisted crumpling at 10 minutes to the hour. It was a simple application of the scripture's adage to "endure to the end" of a tough situation.

"The last 10 minutes of nursery are the longest 10 minutes of your life," one used to say every week through a frozen, clenched-teeth smile. The ladies' favorite coping mechanism was a battery-powered bubble blower that shot a stream of small bubbles above the reaching fingers of the nursery crowd.

The bubble operator stood in the center of the little ones keeping them entertained while the other adult helpers cleaned the room, set out items to be taken home and gathered scattered shoes. The goal was to keep the bubble euphoria as engaging as possible until parents arrived at the door.

While visiting another ward's nursery recently, I found a similar crew of dedicated bubble blowers. By the end of the two hours, the sun's afternoon heat overtook the capacity of the building's air conditioning and nursery was stuffy.

To circulate the air as well as mechanize bubble-time, the nursery leader brought a small, portable fan and set it on top of a waist-high cupboard. The fresh air did wonders to liven the spirits of teachers and kids alike and the wand dipped in soapy solution filled the air with hundreds of spectacularly iridescent bubbles.

While most children enjoy the fanciful play that bubbles provide (as long as they don't get soap in their eyes), the activity can do much to help develop the sensory capabilities of young ones as well.

In the book "The Out-of-Sync Child Has Fun," by Carol Stock Kranowitz, bubbles are considered one of the best old-fashioned methods of improving a wide array of sensory development. With 300-plus pages of activities designed to help those with sensory integration disorders (experienced singularly or in connection with autism, Aspergers, ADHD, etc.), the book lists the benefits of clapping at bubbles as:

    * Stretching and reaching in different directions to clap bubbles with both hands strengthens bilateral integration and midline crossing.
    * Clapping improves balance, gross motor control, grading of movement and motor planning.
    * Focusing on the floating bubbles improves visual processing.
    * Tipping from side to side ... (as a toddler reaches for bubbles) gets both sides of the brain "talking" to each other and calms and organizes the vestibular system. One positive end-result may be increased speech and language output.
    * Clapping bubbles is messy play that the child with tactile defensiveness may tolerate.

Most developmental delays or sensory obstacles haven't yet been identified in nursery-age children. If a child is uncomfortable, he or she might be nonchalantly labeled as a fussy, terrible 2-year-old. So it doesn't hurt to include nursery activities that may help in the development of those "out-of-sync" children.

After years of working to improve the sensory integration of my own son, my heart goes out to all children whose bodies may be "out-of-sync," causing everyday activities to be a frustrating and sad struggle. Understanding this latter-day identified trial of faith and patience helps us appreciate health and vitality even more.

With the right help and knowledge, there's no reason why children with sensory processing obstacles can't learn to successfully battle the natural man and all the trials that come with this set of disabilities.

Plus, it is pure joy to see them (finally) have fun.

I've recently had to replace our nursery's well-used plastic bubble blower with a new-fangled tiger-shaped blower that opens its mouth and sends bubbles in a stream when you clench the trigger.

The kids are delighted, the leaders are appreciative and deep down I hope the fanciful activity has long-term developmental benefits for all the children we serve.

Here's a simple recipe for bubbles if you want to make a batch at home and don't have glycerin handy:

4 cups water
1/2 cup light corn syrup
1 1/2 cups dishwashing liquid
(let the mixture settle for several hours before using)

Title: Bubbles are more than meets the eye
Author: By Stacie Duce
URL: http://mormontimes.com/mormon_voices/stacie_duce/?id=10524
Date Accessed: September 16, 2009

visit SensoryInterventions.com today to purchase The Out of Sync Child
http://www.sensoryinterventions.com/The-OutofSync-Child-Recognizing-and-Coping/A/0399531653.htm
 

Toilet training a child with Sensory Processing Disorder

Sensory Processing Disorder (SPD) also known as sensory integration dysfunction  happens when  the children experience information processed by  the 5 senses differently than  typical children. A child suffering from SPD may experience senses more intensely then the typical child or less intensely.  Due to aforementioned children who suffer from SPD may not behave or respond to things in the same manner as typical children.

One of biggest challenges for children with SPD can be toilet training.  In order for a child to be toilet trained they most be aware of their own body. This is often a struggle with children with SPD. According to Maria Wheeler, author of  Toilet Training for Individuals with Autism and Related Disorder, " The amount of awareness of one's bodily changes related to elimination, sensitivity to tactile stimulation from clothing conditions and environmental stimulation in the bathroom, influence the effectiveness of toilet training."

Many parents can become frustrated due to numerous failed attempts at toilet training. It is important to remember 4 basic concepts when potty training a child with SPD.

1. Avoid getting angry with the child. Toilet training can be a very frustrating process for not only you but your child.
2. Establish a routine. Sit your child on "potty "at the same time everyday, several times a day,  find out  what motivates your child and use it to help them overcome their anxiety about sitting on the "potty." For example: a cushioned seat with handles can make all difference in the world. Playing the child's favorite song while  he/she is sitting on the "potty "can provide some soothing relief.
3. Use picture cues to get your message across. By using picture icons that depict the steps that your child most accomplish to be successful in toilet training you will able to clearly communicate you message to your child.
4. Praise, Praise, Praise. Let your child know how proud you are them. This will make all worthwhile.
The experience of toilet training a child with SPD may be a difficult one. However,  it will create a sense of self worth and independence in your child he/she will carry for a lifetime.

Access URL: http://www.examiner.com/x-22645-Orlando-Special-Needs-Kids-Examiner~y2009m9d3-Tiolet--training-a-child-with-Sensory-Processing-Disorder
Title: Toilet training a child with Sensory Processing Disorder
Author: Arlene Rhodenbeck
Date Accessed: Monday, September 7, 2009 at 2:30 pm

Children With Autism Use Alternative Keyboard To Communicate

Children With Autism Use Alternative Keyboard To Communicate With Their Families And Their World

ScienceDaily (Sep. 1, 2009) — Autism can build a wall of poor communication between those struggling with the condition and their families. While a personal computer can help bridge the divide, the distraction and complexity of a keyboard can be an insurmountable obstacle.

Using a unique keyboard with only two "keys" and a novel curriculum, teachers with Project Blue Skies are giving children with autism the ability to both communicate and to explore the online world.

At the heart of the project is a device called the OrbiTouch. Human-factors engineer Pete McAlindon of BlueOrb in Maitland, Fl., conceived of the concept behind the OrbiTouch more than a decade ago as a way to prevent carpal tunnel syndrome and provide computer access to people with limited or no use of their fingers.

Developed with the support of two National Science Foundation (NSF) Small Business Innovation Research awards (9661259 and 9801506), the concept of representing keyboard strokes with paired movements was critical to the design from the start.

"If you are unable to use a keyboard and mouse effectively or at all because of a physical disability, what chance do you have of using a computer?," asked McAlindon. "The OrbiTouch is designed to keep people with physical or developmental disabilities connected to their computers."

The Project Blue Skies curriculum is based on the functions of the OrbiTouch, which allows a user to input letters, symbols and any other command by independently manipulating two computer-mouse shaped grips forward, back, diagonally and to the sides.

For people with carpal tunnel syndrome, as well as other hand and finger ailments, the motions driving the OrbiTouch are far kinder than those for a keyboard.

With Project Blue Skies, the hardware is matched to lesson plans, training aids such as games, and assessment tools. The two-grip device is ideal for people with autism because it is less distracting than a keyboard and does not require finger motion.

In addition, the various letter and number combinations are created by matching color schemes indicated on the two grips, so the training curriculum matches well to a game-like environment.

Teachers guide the students and monitor their progress, ultimately helping the kids better communicate with their families. While the primary goal of Project Blue Skies is to help people with autism develop stronger social skills, McAlindon is working with partners to start integrating standard coursework into the program.

"I have watched Pete McAlindon grow and change over the last decade," said Sara Nerlove, now program director for NSF's Partnerships for Innovation program. "He has taken the concept that he developed as dissertation research, and using his skills as a human factors engineer, turned it into a very creative device to help people with disabilities. The result of his skill and persistence is the evolution of his technology into an ingenious adaptation, one that makes his goal of providing for persons with disabilities a sustainable effort."

McAlindon continues to work with his colleagues to find applications for his approach, most recently applying the system to video game controllers, allowing hundreds of thousands of online gamers to say goodbye to their keyboards using BlueOrb's Switchblade software. The gaming approach grew exponentially last year when it was paired to the launch of one of the largest online multiplayer games in the world.

Documentation:
National Science Foundation (2009, September 1). Children With Autism Use Alternative Keyboard To Communicate With Their Families And Their World. ScienceDaily. Retrieved September 1, 2009, from http://www.sciencedaily.com/releases/2009/08/090831080957.htm

Soothie Newborn Pacifier 2 Pack - PBA Free

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http://www.sensoryinterventions.com/Soothie-Newborn-Pacifier-2-Pack-Pink/M/B001G3SDXQ.htm

Ten Things Every Child with Autism Wishes You Knew

When parents receive the news that their child is on the autism spectrum, the first instinct is to gather as much information as possible.  The internet provides a plethora of information, but it's easy to become overwhelmed.  I sure did.

To my rescue came the book, "Ten Things Every Child With Autism Wishes You Knew", by Ellen Notbohm.  In a clear, concise voice, the author gives the reader awareness into the minds and hearts of children on the autism spectrum.

Below is the essay, reprinted in its entirety with gracious permission of the author, that inspired the best selling book:

Ten Things Every Child with Autism Wishes You Knew
by Ellen Notbohm (from the book Ten Things Every Child with Autism Wishes You Knew (2005, Future Horizons, Inc.)

Reprinted in its entirety with permission of author

Some days it seems the only predictable thing about it is the unpredictability. The only consistent attribute -- the inconsistency. There is little argument on any level but that autism is baffling, even to those who spend their lives around it. The child who lives with autism may look “normal” but his behavior can be perplexing and downright difficult.

Autism was once thought an “incurable disorder,” but that notion is crumbling in the face knowledge and understanding that is increasing even as you read this. Every day, individuals with autism are showing us that they can overcome, compensate for and otherwise manage many of autism’s most challenging characteristics. Equipping those around our children with simple understanding of autism’s most basic elements has a tremendous impact on their ability to journey towards productive, independent adulthood.

Autism is an extremely complex disorder but for purposes of this one article, we can distill its myriad characteristics into four fundamental areas: sensory processing challenges, speech/language delays and impairments, the elusive social interaction skills and whole child/self-esteem issues. And though these four elements may be common to many children, keep front-of-mind the fact that autism is a spectrum disorder: no two (or ten or twenty) children with autism will be completely alike. Every child will be at a different point on the spectrum. And, just as importantly – every parent, teacher and caregiver will be at a different point on the spectrum. Child or adult, each will have a unique set of needs.

Here are ten things every child with autism wishes you knew:

1. I am first and foremost a child. My autism is only one aspect of my total character. It does not define me as a person. Are you a person with thoughts, feelings and many talents, or are you just fat (overweight), myopic (wear glasses) or klutzy (uncoordinated, not good at sports)? Those may be things that I see first when I meet you, but they are not necessarily what you are all about.

As an adult, you have some control over how you define yourself. If you want to single out a single characteristic, you can make that known. As a child, I am still unfolding. Neither you nor I yet know what I may be capable of. Defining me by one characteristic runs the danger of setting up an expectation that may be too low. And if I get a sense that you don’t think I “can do it,” my natural response will be: Why try?

2. My sensory perceptions are disordered. Sensory integration may be the most difficult aspect of autism to understand, but it is arguably the most critical. It his means that the ordinary sights, sounds, smells, tastes and touches of everyday that you may not even notice can be downright painful for me. The very environment in which I have to live often seems hostile. I may appear withdrawn or belligerent to you but I am really just trying to defend myself. Here is why a “simple” trip to the grocery store may be hell for me:

My hearing may be hyper-acute. Dozens of people are talking at once. The loudspeaker booms today’s special. Musak whines from the sound system. Cash registers beep and cough, a coffee grinder is chugging. The meat cutter screeches, babies wail, carts creak, the fluorescent lighting hums. My brain can’t filter all the input and I’m in overload!

My sense of smell may be highly sensitive. The fish at the meat counter isn’t quite fresh, the guy standing next to us hasn’t showered today, the deli is handing out sausage samples, the baby in line ahead of us has a poopy diaper, they’re mopping up pickles on aisle 3 with ammonia….I can’t sort it all out. I am dangerously nauseated.

Because I am visually oriented (see more on this below), this may be my first sense to become overstimulated. The fluorescent light is not only too bright, it buzzes and hums. The room seems to pulsate and it hurts my eyes. The pulsating light bounces off everything and distorts what I am seeing -- the space seems to be constantly changing. There’s glare from windows, too many items for me to be able to focus (I may compensate with "tunnel vision"), moving fans on the ceiling, so many bodies in constant motion. All this affects my vestibular and proprioceptive senses, and now I can’t even tell where my body is in space.

3. Please remember to distinguish between won’t (I choose not to) and can’t (I am not able to).
Receptive and expressive language and vocabulary can be major challenges for me. It isn’t that I don’t listen to instructions. It’s that I can’t understand you. When you call to me from across the room, this is what I hear: “*&^%$#@, Billy. #$%^*&^%$&*………” Instead, come speak directly to me in plain words: “Please put your book in your desk, Billy. It’s time to go to lunch.” This tells me what you want me to do and what is going to happen next. Now it is much easier for me to comply.

4. I am a concrete thinker. This means I interpret language very literally. It’s very confusing for me when you say, “Hold your horses, cowboy!” when what you really mean is “Please stop running.” Don’t tell me something is a “piece of cake” when there is no dessert in sight and what you really mean is “this will be easy for you to do.” When you say “Jamie really burned up the track,” I see a kid playing with matches. Please just tell me “Jamie ran very fast.”

Idioms, puns, nuances, double entendres, inference, metaphors, allusions and sarcasm are lost on me.

5. Please be patient with my limited vocabulary. It’s hard for me to tell you what I need when I don’t know the words to describe my feelings. I may be hungry, frustrated, frightened or confused but right now those words are beyond my ability to express. Be alert for body language, withdrawal, agitation or other signs that something is wrong.

Or, there’s a flip side to this: I may sound like a “little professor” or movie star, rattling off words or whole scripts well beyond my developmental age. These are messages I have memorized from the world around me to compensate for my language deficits because I know I am expected to respond when spoken to. They may come from books, TV, the speech of other people. It is called “echolalia.” I don’t necessarily understand the context or the terminology I’m using. I just know that it gets me off the hook for coming up with a reply.

6. Because language is so difficult for me, I am very visually oriented. Please show me how to do something rather than just telling me. And please be prepared to show me many times. Lots of consistent repetition helps me learn.

A visual schedule is extremely helpful as I move through my day. Like your day-timer, it relieves me of the stress of having to remember what comes next, makes for smooth transition between activities, helps me manage my time and meet your expectations.

I won’t lose the need for a visual schedule as I get older, but my “level of representation” may change. Before I can read, I need a visual schedule with photographs or simple drawings. As I get older, a combination of words and pictures may work, and later still, just words.

7. Please focus and build on what I can do rather than what I can’t do. Like any other human, I can’t learn in an environment where I’m constantly made to feel that I’m not good enough and that I need “fixing.” Trying anything new when I am almost sure to be met with criticism, however “constructive,” becomes something to be avoided. Look for my strengths and you will find them. There is more than one “right” way to do most things.

8. Please help me with social interactions. It may look like I don’t want to play with the other kids on the playground, but sometimes it’s just that I simply do not know how to start a conversation or enter a play situation. If you can encourage other children to invite me to join them at kickball or shooting baskets, it may be that I’m delighted to be included.

I do best in structured play activities that have a clear beginning and end. I don’t know how to “read” facial expressions, body language or the emotions of others, so I appreciate ongoing coaching in proper social responses. For example, if I laugh when Emily falls off the slide, it’s not that I think it’s funny. It’s that I don’t know the proper response. Teach me to say “Are you OK?”

9. Try to identify what triggers my meltdowns. Meltdowns, blow-ups, tantrums or whatever you want to call them are even more horrid for me than they are for you. They occur because one or more of my senses has gone into overload. If you can figure out why my meltdowns occur, they can be prevented. Keep a log noting times, settings, people, activities. A pattern may emerge.

Try to remember that all behavior is a form of communication. It tells you, when my words cannot, how I perceive something that is happening in my environment.

Parents, keep in mind as well: persistent behavior may have an underlying medical cause. Food allergies and sensitivities, sleep disorders and gastrointestinal problems can all have profound effects on behavior.

10. Love me unconditionally. Banish thoughts like, “If he would just……” and “Why can’t she…..” You did not fulfill every last expectation your parents had for you and you wouldn’t like being constantly reminded of it. I did not choose to have autism. But remember that it is happening to me, not you. Without your support, my chances of successful, self-reliant adulthood are slim. With your support and guidance, the possibilities are broader than you might think. I promise you – I am worth it.

And finally, three words: Patience. Patience. Patience. Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. It may be true that I’m not good at eye contact or conversation, but have you noticed that I don’t lie, cheat at games, tattle on my classmates or pass judgment on other people? Also true that I probably won’t be the next Michael Jordan. But with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh.

They may have had autism too.

The answer to Alzheimer’s, the enigma of extraterrestrial life -- what future achievements from today’s children with autism, children like me, lie ahead?

All that I might become won’t happen without you as my foundation. Be my advocate, be my friend, and we’ll see just how far I can go.

Title: Ten things every child with autism wishes you knew
Author: Brenda Anderson
URL: http://www.examiner.com/x-17910-Jacksonville-Autism--Parenting-Examiner~y2009m8d5-Ten-things-every-child-with-autism-wishes-you-knew
Accessed: August 06 2009 at 9:20 AM EST