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Supporting your child’s readiness for social and academic growth

By: Shannon Martin M.S. OTR/L Nicole Brachfeld M.A. CCC-SLP/L. Supporting your child’s readiness for social and academic growth. There are many factors that affect a child’s readiness to learn.

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Supporting your child’s readiness for social and academic growth

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  1. By: Shannon Martin M.S. OTR/L Nicole Brachfeld M.A. CCC-SLP/L Supporting your child’s readiness for social and academic growth

  2. There are many factors that affect a child’s readiness to learn.

  3. Approximately 10 – 15% of all typically developing preschool children have chronic mild to moderate levels of behavior problems. (Campbell, 1995)

  4. 3 Hopes • self regulation • social participation and acceptance • self esteem and confidence (Cohn, Miller, Tickle-Degnen, 2000).

  5. Sensory Processing • Our senses receive a variety of information from inside and outside our bodies. • The convergence of all of these sensations is called sensory integration; or more newly known as sensory processing.

  6. Research indicates that 1 in 20 people experience symptoms of SPD significant enough to impact their ability to participate in activities (Miller, 2006).

  7. Our Senses • External • Tactile Sense • Olfactory and Gustatory Senses • Visual Sense • Auditory Sense • Internal • Interoceptive Sense • Vestibular Sense • Proprioceptive Sense

  8. Self Regulation • Self-regulation is when a person or group governs or polices itself without outside assistance or influence. • In order to develop appropriate motor or behavioral responses our senses must work together which help us to self regulate.

  9. The ability to interpret and organize sensory information allows children to self-regulate and maintain the “optimal level of arousal”

  10. Children demonstrate a range of abilities when processing sensory information. • Hypersensitivity • Hyposensitivity • Often times children can demonstrate hypersensitivity to some sensation and hyposensitivity to other sensation throughout their day.

  11. Sensory Checklist Activity • Oral Motor Input • Vestibular/Proprioceptive Input • Tactile Input • Visual Input • Auditory Input

  12. 3 Hopes • self regulation √ • social participation and acceptance • self esteem and confidence

  13. Social Skills “Sharing space with others effectively or adapting to others effectively across contexts” - Michele Garcia Winner

  14. Early Cognitive and Communication Based Social Skills • Active Listening (3-6 months) • Joint Attention (7 months) • Communicative Intent (7-12 months) • Theory of Mind (15 months) • Verbal Rejection (15-18 months) • Body Awareness (18 months) • Verbal Imitation (18-24 months) • Orientation to person/space (24-30 months)

  15. Early Play Based Social Skills • Demonstrates a social smile (6 months) • Demonstrates object permanence (9 months) • Symbolic use of objects (12-15 months) • Environmental awareness (12-15 months) • Pretend play emerges (18-21 months) • Problem solving..physical plane (24 months) • Shares toys with others (30 months) • Engages in novel play schemes (36 months)

  16. Within the Curriculum • Introductory Social Skills • Intermediate Social Skills • Advanced Social Skills

  17. 3 Hopes • self regulation √ • social participation and acceptance √ • self esteem and confidence

  18. Make a Relationship Deposit • Daily progress • Regular praise for little things • Self confidence » self-control.

  19. Every Behavior Has A Reason!

  20. Activities to Promote Sensory Exploration • Auditory/Hearing • Music can have a great impact on children • Provide headphones • Gustatory/Taste • Provide a variety of tastes • Chewy/crunchy foods

  21. Olfactory • Light/sweet smells • Heavy/strong smells • Somatosensory • Hide objects in rice/sand and have your child find them. • Give “deep” or “bear” hugs regularly.

  22. Vestibular/Movement • Encourage movement in a variety of ways (crawl, animal walks, hop, skip).

  23. Enhancing Self Regulation • Visual strategies • Replays • Social Stories

  24. Key areas of Social support • Cognition • Language • Play

  25. Supporting Older Children • Boring Moment • The Social Fake • Problem Solving

  26. Reframing Activity Problem Statements vs Reframed Statements

  27. References/Resources • Social Skills Checklist for EI, Readiness Indicators, Penina Pearl Rybak MA/CCC-SLP • Social Skills Curriculum Checklist, Penina Pearl Rybak MA/CCC-SLP • www.usevisualstrategies.com • www.thegraycenter.org • Carol Westby Play Scales

  28. References/Resources • http://www.teachingheart.net/bucket.html • Center on the Social and Emotional Foundations for Early Learning • www.autismteachingtools.com

  29. Additional Handouts • http://csefel.vanderbilt.edu/modules/module1/handout5.pdf • http://csefel.vanderbilt.edu/modules/module1/handout3.pdf • http://csefel.vanderbilt.edu/modules/module3b/handout2.pdf • http://www.pathintl.org/images/pdf/conferences/national/presentations%20for%20web/Adult-Preference-Sensory-Motor-Checklist.pdf

  30. Thank You Shannon Martin, MS, OTR/L smartin@mtcus.com Nicole Brachfeld M.A. CCC-SLP/L nbrachfeld@mtcus.com

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