USING OT/PT GADGETS TO HELP YOUR S TUDENTS

1. USING OT/PT GADGETS TO HELP YOUR STUDENTS ….. finding that “just right” state for learning!

2. GET READY TO MOVE! • Choose 1 color of Starburst and divide into groups by color • (You may eat your candy at any time, but don’t forget to notice how it makes you feel!) • Take index cards for writing down your questions as you go through the 4 stations • Rotate to the next station when the red Visual Timer dings

3. Sounds and Scents • Before moving to your first station, please note the background music and aroma of the scented candle • As the session progresses, notice how the changing sounds and scents around you affect your mood and ability to concentrate

4. Using Movement Strategies in Your Classroom Station Leaders: Karen and Terri • Yoga • Yoga Bear, book by Karen Pierce, Northwood Press • Yoga Kit for Kids, Instruction manual and cards, published by Imaginazium • Yogarilla, 55 Card Deck, by Kimberly Mielke, MSOT, OTR/L and Megan-Lynette Richmond, M.S., CCC-SLP - Ages 3 & Up • www.integrationscatalog.com

5. Drive Thru Menus • Exercise Posters for Relaxation and Stress • Exercise Posters for Attention and Strength • Tere Bowen-Irish, OTR/L, Therapro • Tool Chest - Manuals for Students, Teachers, Tots and Teens, by Diana Henry, OTR/L • Brain Gym - Paul and Gail Dennison, Edu-Kinesthetics • Fifteen Second Breaks • RCCSEC staff handout • Designed to be done while seated at a desk

6. Other Movement Breaks • Sitting and bouncing on a gymnastics ball- should be “kid size” • Can also “wheelbarrow walk” over it on thier tummies or backs • Wall push-ups • Carrying something (heavy) to the office • Wearing the backpack w/ supplies for teacher for recess, field trips

7. Teaching Students to “Fidget” Effectively Station Leaders: Michelle and Sarah • Why are they fidgeting? • Sometimes it is to try to get comfortable! Desks and chairs have to FIT the individual student • Other students have to be in motion to attend. • Air-filled cushions allow whole body movement in seat • Consider alternative seating, such as ball chairs

8. Keeping Their Hands Busy so they can listen • Stress balls, consider different levels of resistance • Koosh balls, anything stretchy to give resistance • “fidget” pencils (pencil toppers and twisty pencils) • Kneadable erasers • “Tangles”, or things that twist and move in the hand • Wrist bands • Velcro strip under desk • Tiny pop beads or other manipulatives

9. Cheap stuff: • Recognize when they are inventing their own (hair twirlers, clothes stretchers) • Straws, coffee stirrers, paper clips • Make your own! • e.g. Flour-filled balloons Remember: You can always check to see if they are listening!

10. Using Weight and Pressure Station Leaders: Sue and Mary • Garments - Pressure vests • Weighted Vests • Other garments (shorts, water shoes, running socks) • Other Weighted Items • Blankets • Lap Pads • Pencils

11. Other Forms of Resistance, Pressure and “Cocooning” • Body Sock • Theraband tied to desk • Bean bag chairs • Getting UNDER their desks to work!

12. Using the Mouth for Calming or Alerting Station Leaders: Tina and Nancy • The mouth is a “lifelong, universal, primal, powerful support system” (Patti Oetter, MA,OTR, FAOTA!) • “MOUTH ACTIVITIES INCREASE WITH STRESS”! • i.e. chewing, biting, grimacing, yelling, eating, drinking, smoking (Patti Oetter is herself a smoker!)

13. Non-Edibles • Tubing (latex, non-latex, and clear plastic) • Oral Motor Toys (Chewelry, P’s and Q’s, Chewy Tubes) • Cloth Necklaces • Rubber Wrist bands • Sweat Bands • Hair Holders • Straws/Coffee Stirrers • Pencil Toppers

14. Edibles • GUM! Chewing it is one of the most powerful organizers, and growing evidence of its ability to aid concentration exists • Crunchy Foods (pretzels, chips, crackers, ice chips, celery, carrots, apples) • Sucking (drinking from a sports bottle, hard candy) • Resistive ( large amounts of gum/jawbreakers, taffy, beef jerky) • Sour (Warheads, lemon drops, sour spray, Starburst, etc. – how did YOURS make you feel???)

15. What are YOUR Sensory Preferences? • We hope this workshop has helped you understand how EVERYONE needs to self-regulate using sensory input. Even US! • Adults are just more clever at doing it in unobservable ways • Kids need more intense input for longer periods of time, more frequently than adults do, just to hold it together in school (What does this tell us about reducing recess time???)

16. SO, in Closing…. • Please take home a Sensory Motor Preference Checklist For Adults • As you consider your own needs, you will find it easier to go back to your classrooms and design a beneficial sensory environment for your students. THANK YOU FOR COMING TODAY!

17. RCCSEC Occupational and Physical Therapy Staff • COTA’s • Sue Green 892-8877, ext. 152 greensa@rccsec.org • Terri Maulding 892-8877, ext. 154 mauldingt@rccsec.org • Tina Babbs 892-8877, ext. 153 babbst@rccsec.org • Sarah Perry 892-8877, ext. 156 sperry@rccsec.org

18. OTRs • Nancy Yeagle 892-8877, ext. 126 nyeagle@rccsec.org • Michelle Roberts 892-8877, ext. 151 robertsmd@rccsec.org • PT Staff • Karen Jannusch, PT 892-8877,ext.125 jannuschk@rccsec.org • Mary Martin, PT Assistant 892-8877,ext. 174 martinme@rccsec.org