Happy 2016 fabulous supporters of my sweet boy! I find it hard to believe I've not sent the homework notes since October but I can't seem to find the email so maybe I haven't. I apologize if they are redundant but here they are: from October to yesterday, Jan 7th, 2016. Thank you for integrating anything you can from here into your work/play with him. Of course the more consistency we can have across all disciplines, the more successful all of our work will be.
And again, I can not thank you all enough for being the most wonderful, loving, fun team of experts in your field. I thank our lucky stars daily for the fact that we found you all and that you have taken on the task of helping my sweet boy progress.
We both love you all!!! And I'm not just saying that. We both look forward to seeing each and every one of you for every session. His crazy schedule would not be possible if we were not happy to see you all. You can't force a child to enjoy therapy. It has to be a mutual enjoyable experience. I truly thank you for making it that!
Dec 2015 through Jan 2016
working on with iPad in the hospital especially -
When he's perseverating on something verbally, type out "we are done with x, tell me about something else. (maybe include a question such as "tell me what the weather is like today"
before they did anything non-preferred in the hospital, i would type exactly what was going to happen and put "first x then y" usually would be followed by iPad time or fav book or toy. we extremely helpful!
1/7/16
1 set of 10 with horn #4 and 1 set of 10 with horn #5 alternating allowing him to move his mouth into the different shapes. Cover the 2 holes on horn #5 to get whistle noise
Use woody and sea horse as the audience, they want to hear your t's, write t's on a board and say them
Give woody and seahorse the hats that the potato heads can ask for
"Seahorse may I have the green hat"
1/6/16
Put bubble wand in front of lips and ask him to say dooo and blow bubbles after
Work on getting him to stick his toungue out on command before finessing the th sound
Try sticking Cheerios on the tip of the tongue, at home ask Lila to model eating cheerios without hands, just sticking face in and using tongue to get them
12/17/15
On/off of the box, working on these concepts
In/out of the box
Using the iPad as a reminder typing out "out of the box"
Where questions
3 Sets of 10 with the horn - do 3-4 sets of 10 cuing with huff and puff and blow the house down.
12/16/15 Say Moo and blow right after to blow bubbles
Shoe
Two
Boo
To get the rounding
Final f work words like: chief, knife, leaf, roof, laugh, calf, loaf, thief, elf, cuff,
Who has the green, etc. what color do you want.. Who has the orange?
12/15/15
Laying prone on forearms and writing in shaving cream and coloring
12/9/15
With the board asking who wants the bone, etc
More o or bow, no, toe, show in the mirror to work on lip rounding, same with ou shoe, boot, food, etc with some prompting
Ask for items and ask him to follow my eyes and use gestures to point him to where things are rather than pointing with finger. Trying to get him to pay attention to body language, etc.
12/7/15
Bilateral coordination, using a left hand as a stabilizer for the paper when writing. Make sure to concentrate on this while writing
Can do vertical surface, which will be very tricky. And also using the hand on a flat surface
Ripping paper with both hands then glue then put on. Making a Christmas tree.
Over a peanut ball on belly roll out with hands, to target cervical extension (prone extension) and roll out to a medicine ball then use it to knock over small towers of blocks.
12/3/15
Pics showing item brought and the characters and Ian says "Benny brings milk" then bring items out along with 2 characters. Build pictures as reading the book.
Take away pictures away and bring 2 characters and 1 food Then ask at the end who brings the milk
When blowing bubbles he uses a long blow... Warm up with bubbles to get air flow going and the lips rounded.
Then say he huffs and puffs and blows, have whistle and bubbles ready and switch them out
12/2/15
Dora book sharing day talking about who is bringing what, she has different characters with all the different items they are bringing
Bring a bag with a shirt, shoes, pants, etc and amy will have hers and we will ask WHO'S SHIRT IS THIS, WHO'S SHOE IS THIS. Even doing it while folding laundry etc
12/1/15
Tongs to pick up felt pieces and move them over to a box
Playdough making an I
Rolling Laying on belly on scooter board picking up pieces
Putting shoes on and off by himself - getting better at using the thumb in the back and sequencing the steps to bend the leg
Stepping on the top hats
Backwards on the treadmill
Jumps with the belt connected to the cage but much lower setting so really only giving balance support
11/17/15
Sensory integration module listening program
11/12/15
Have him lean against the wall keeping pillow against the wall with the pillow while blowing to keep him from leaning into the horn
11/10/15
Dark room with listening program
Using brush on body asking him how it feels and what is Erin brushing? Hand leg and back.
11-9-15 Lisa OT
Taking him in a dark room and have the listening program.
Do focused listening put it in different part of the room
Play with the flashlight one night
Do some sensory/tactile stimulation of different kinds like vibration, etc
Try to get him to use central vision
Hand over hand pulling himself towards something on a scooter board
when he's physically out of control and dropping on the ground, say - Stop "your body is not safe right now"
Listening program on an all Craig's list maybe get it for cheaper
Biggest impairment is getting him to focus on non-preferred
Get him more organized from a central processing
During the brain break try an eye mask or in a dark room
When play iPad time limit to 2-4 programs or just do one with guided access
When watching tv try using headphones.
5 toys to access only
11-5-15
Horn #3
Try to keep him with better posture and only the tip of horn inside. 1 down, take and then 1 up counts as 2 reps. She did 5 sets
Just showing pics of boys and ask who is it? Then asking what is the boy doing towards the last few. Helps to include the puppets doing what the boy is doing
11-4-15
Still working on boy and girl. Who is it? Pointing at the girl in picture. Then have a bus and a girl, put the girl in the bus and ride her around. Then ask what is the girl doing. He answers "the girl is riding the bus"
Is this a boy or a girl?
11-3-15 Peter
When he's flipping around with his hands around say "I see you have busy hands" and give him a fidget toy and ask him to clap or quiet hands
10-39-15 Amy
Horns 3 sets of 15 for #2 horn
Read "Say Boo" working on the oooo blow a bubble to get his lips Rounded. Put the bubble wand in front of him and his lips rounded automatically and then worked on:
Dove says: Coo, Coo
Bat says : Boo Hoo, Boo Hoo
ghost says : Boo Boo
Owl says: Hoo Hoo
Cow says: Moo, moo
10/28/15
Working in pics looking at boy and girl helping with visual cards that read "boy" and "girl"
10/27/15 teacher Peter
Use a Pom Pom while eating so he picks up that first then picks up a grape so he can only get one at a time with his pinscher grasp
Maybe add a grip to the fork and make sure no scooping, only stabbing
Keep a napkin in his hand while eating so he doesn't stuff with the left hand.
Use a sensory item like the pink pokey cylinder
Try different forks
10-20-15
home
- Lots of issues with stealing food from the kitchen so we are now implementing a tap/tap and asking to go into the kitchen. Otherwise not allowed in the kitchen until we get it under control.
- Continuing to implement what Amy suggested, the "stop (signing stop when saying it), look (pointing at eyes) and listen (pointing at ears)" with a someone fast pace and bit raised voice to get his attention when he's totally gone.
- When perseverating on names and things and I have the iPad handy, I either type the name he's saying and bring him to the "describe" page or if I don't have it handy, or it's not appropriate, I just look around me and start talking about what I see. i.e. I see a bus, I see a tree, Wow look at the leaves, aren't they beautiful. If he doesn't join in, I ask him to by saying "tell me, what do you see?"
- When reading, using the iPad again to extrapolate on what's happening on the page. (I might type- Bad Kitty looks and bring him again to the describe page.) Sometimes he will take himself to the typing page and type out what he sees or feels.
10-16-15 with Ali working on Where questions with iPad. Where is the Thomas book (in the cabinet)
10-14-15 amy in speech
Working on boy and girl
What is the girl doing? "The girl is brushing her teeth."
What do we use to brush our teeth (showed toothbrush and spoon) he chose spoon so we need to work on that
Typed out full sentence on iPad "girl is brushing teeth with a toothbrush" then saying the sentence
Asking what do we use to color (crayons/pens/pencils), what do we use to cut (scissors),
Have been working on who is eating,
10-13-15 with Erin, painting with Q-tips (holding down the paper with the left hand) working on bilateral coordination, and swinging on tire swing
10-2-15 Ali AAC
Watching a show, pausing it and talking about what's going on in the scene with his iPad, starting sentences and allowing him to finish them. Or asking him what someone is feeling, etc. Asking him to type it out.
Word wizard is good for phonics
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