Tag: utah occupational therapy

Teach The Alphabet Through Movement: ABC’s of Active Learning Book

I’m loving this new book written by pediatric physical therapist, Laurie Gombash, and want to share! You all know I love to encourage movement for all children. Teaching the alphabet and reading does not have to be a sedentary activity. This book has so many ideas for little learners to move and learn at the same time! I’m excited to have Laurie write about her new book below:

 

Thanks for this opportunity to guest blog and tell everyone about my new book, ABC’s of Active Learning©. Most people are attracted to a story. Skilled speakers know that a story can grab the audience’s attention and help them remember the lesson being taught. Children especially learn best when they are engaged in a literacy-based curriculum that is enriched with the arts and movement.

The ABC’s of Active Learning© offers a multisensory approach to recognizing the alphabet and learning letter sounds. Each of the twenty-six ABC’s of Movement alphabet letters is accompanied by:

  • suggestions for pre-literacy activities
  • a story
  • a fine motor craft
  • multisensory pre-writing activities that can be used and graded for learners of all abilities
  • skywriting instructions
  • sensory activities for taste and smell
  • a gross motor game

This book is fun, engaging, and filled with fresh ideas for multi-step crafts and movement activities that are fun for both children and adults. School support staff will especially appreciate activities that can be adapted to meld academic and therapeutic goals. Teachers and parents will have a book that makes academics fun. Grandparents and childcare providers will find the stories, crafts and movement activities great entertainment. The ABC’s of Active Learning© can stand alone or be a supplement to The ABC’s of Movement® activity cards.

The book and activity card downloads are available at ABCs of Movement. Amazon also sells the paperback book, activity cards, and an option to buy the activity cards with music CD (Amazon affiliate links for Yums Theraplay).

 

Laurie Gombash is an experienced physical therapist who has a knack for turning ordinary items into fun therapeutic tools. She is also the brains behind The ABC’s of Movement®, and the webinars, “Pushing into the Classroom: Practical Strategies for Pediatric Therapists” and “Creative Pediatric Treatment Strategies Based on the Evidence” available through The Inspired Treehouse.

Anxiety Success Story: Jackson The Weatherman

In the spring and fall of 2016, northern Utah experienced two severe windstorms, including a few areas of tornados. The winds were scary and destructive, destroying big, strong trees, trampolines, roofs, and full houses.

Jackson was a 3rd grade student during the first windstorm and a new 4th grader for the second. He experienced the scary reality of these windstorms firsthand and couldn’t forget the fear. Jackson who also has Autism and has a tendency to become obsessed and anxious with certain topics, began to talk and worry nonstop about the weather and if the next windstorm was on its way. He was scared to leave the house and so worried about the weather that he couldn’t think about anything else. One day, he even called 911 to come to his house without his parents’ knowledge, in hopes that a police officer should be able change the bad weather.

His good parents did all they could to calm his fears and anxieties with logic, reassurance, love, prayers and special blessings, but his worries and obsession continued. In 4th grade, his fears intensified, especially as his teacher began the 4th grade weather unit. His parents took him to a counselor who helped and gave his parents ideas, such as limiting the amount of times they could look up the weather or talk about the weather as he earned rewards for discussing the weather less and less. In the fall of his 4th grade year, Jackson’s parents, teachers and principal brainstormed an idea. Jackson could be the school weatherman. He could research and give a weather forecast on the announcements each day for the entire school.

So often, parents, teachers and other adults immediately try to calm children’s fears and anxieties with statements such as, “Don’t worry.” Our focus is on telling a child with anxiety what NOT to do. But oftentimes, adults forget to tell or find something that an anxious child CAN do with their anxious energy. Jackson’s story is a perfect example of empowering an anxious child with what he CAN do!

Jackson thrived as the school weatherman! He took his new job seriously and did a fabulous job! Teachers and students throughout the school looked forward to his daily weather report on the announcements. His parents were relieved that this successful partnership with his school, along with the other strategies they had continued, had eased his anxiety about the weather at home and at school.

In December 2016, after a couple months of being the school weatherman, Jackson came up with an idea all on his own.  He decided he should write a letter to share with other schools about the importance of having a school weatherman. He wrote the letter and sent it to all the elementary schools in his school district. He felt so successful with his school weatherman job that he wanted to others to feel the same success! Below are some excerpts of his letter:

“Hi there, school principal, I’m a fourth grader [and] I’m the school’s weatherman. Do you have a weatherman too? If you don’t, you should get one. I’m going to tell you what you should do if you get your school’s weatherman (if you want to, that is)… If any of the kids… want to, they can tell the teacher… You might need someone who knows a lot about clouds and what the weather is going to be today… So, in the morning, have your weatherman ready to tell the weather for the day. Here’s the things he or she need to say. How it’s going to be over the next few hours, how it’s going to be tomorrow, and the high and the low. Well, there’s the stuff you need. I really hope you get one, because since I’m my school’s weatherman, I wanted other schools to have one too… P.S. I became the weatherman because I wanted to and it’s not a punishment.”After Jackson’s mom endearlingly shared his letter on Instagram to her friends, Utah’s KSL TV station ended up seeing it. KSL’s weatherman, Grant Weyman, highlighted Jackson in a their “High Five” segment. They surprised Jackson with a visit to his school and then invited him to be an honorary weatherman on KSL. You can see their visit to Jackson’s school here.


Funny side note that Jackson’s mom shared with me… Jackson really hates the sound of his own voice on camera. He loves watching the KSL videos, but he has never watched the videos with any sound.

Jackson is pretty proud of his weatherman super star status. And what is even better is that he goes about his days at home, school and in the community with calm confidence in any weather. What a great success story about empowering an anxious child with something they CAN do! Nice work Jackson and all his supporters! I hope this success story might help another child’s parents, teachers and other supporters to brainstorm what their anxious child CAN do!

I’m All Right Book Review by Larry Haddock, a survivor of a Traumatic Brain Injury

I’m excited to share Larry Haddock’s book about his life and experience with a TBI (Traumatic Brain Injury). Larry and I met at Brigham Young University during our freshman year. He and his friends were just as Larry describes them in his book. Since I’ve known Larry, he’s always had a zany sense of humor and has no shame about it. Larry loves to make people smile and laugh. Larry and I were acquaintances during this time and I’m grateful that we knew each other well enough to remember one another when we met again 5 years later. After graduating from OT school in Colorado, I started my first job as an occupational therapist in Ogden, Utah, where I’d grown up and Larry’s family had recently moved. In that small circle of therapy in Ogden our paths have crossed many times in the past decade and a half.  I loved reading Larry’s book and recognizing his humorous optimism among the names of BYU college friends and therapy friends from Ogden. Larry has often reminded me as we’ve crossed paths, that my OT title really stands for “occupational terrorist”.

Larry survived a car accident after he had recently returned home from a mission in Spain for the Church of Jesus Christ of Latter-Day Saints and was attending Brigham Young University. His book shares his life story, highlighting important experiences and people before and after that have kept him strong through his life-altering traumatic brain injury.

I am inspired by the picture of Larry’s determination in the rehab gym, wearing a sweat-soaked t-shirt, walking on a treadmill while an uneven thump of his left foot is heard in the background. Larry’s friend, Hope, describes this scene so perfectly in the forward of the book. Larry inspires me to keep pushing through life’s challenges, even at a slow pace and in my sweaty mess.

Larry and I started out on similar life paths. Our paths look quite different now. I’ve often pondered this. But as I read his book, I realize that our life’s missions are still the same. We are still striving for the same purposes: serving others with Christ-like love,  enjoying and caring for our spouses and families, and continuing to progress personally and professionally. Larry and I (and many others) are all still very much the same in our purpose despite the difference in our life’s circumstances. Larry gives me hope and inspiration to keep going despite my challenges, with a smile on my face.

This book is quite an accomplishment for Larry and I only expect more from him in the future. He not only inspires, but gives a realistic picture of life after a TBI. Anyone in the Utah area who reads this will also be introduced to a variety of community resources that Larry has found to support his quality of life to continue to participate in fulfilling his life roles.

Larry truly has a gift of optimism to inspire others. Larry’s voice in this book is the real, authentic Larry. He’s been blessed with such a wonderful support system of family, friends and professionals who have made possible his determination to reap the rewards of accomplishment. All will be inspired as you read Larry’s story.

You can buy Larry’s book at lulu.com. He also did a short interview about his book on Good Things Utah.

How to be a Friend to Someone with Autism

Happy Autism Awareness month and Happy Occupational Therapy month this April! What better way to celebrate than by sharing some tips on how to be a friend to someone with Autism from an OT!

Most likely, you know someone with Autism. Most likely, you want to be kind and friendly with them, but are not quite sure how to interact and go about building a friendship. They may act differently from you, but they share a similar desire to have a friend with whom they feel safe. They and their families appreciate when someone will take the time to really get to know them and build a friendship. Over many years, I’ve been able to enjoy many friendships with people who have Autism. My Autistic friends make me smile! I’m grateful for the many lessons they’ve taught me and the memorable moments we’ve shared.

VIDEO: See Tera talk about how to be a friend to someone with Autism with FOX 13 The Place here.

 

CHARACTERISTICS OF AUTISM

When interacting with someone with Autism, it’s important to recognize the basic defining characteristics of Autism. As you’ll notice, these defining characteristics listed below make social interactions especially difficult for them. Recognize that all these characteristics may make the Autistic person uneasy with a new person initiating social interaction, but does not mean people with Autism do not want friends!

  • Social Skill Difficulties
  • Communication Difficulties
  • Repetitive Behaviors, Routines and Isolated Interests
  • Sensory Processing Difficulties

“THE SPECTRUM”

“Autism Spectrum Disorder” is the official name of the Autism diagnosis. “Spectrum” is used to define a very wide variety of behaviors that encompasses the above characteristics. Each person with Autism will exhibit these characteristics very differently. Each person with Autism is unique and building a friendship with them will mean you must get to know each individually. Below are some clusters of behavior you may see from people on the Autism Spectrum.

Social Skill Difficulties: 

  • May not make eye contact; may be uncomfortable being close in proximity to new people; may find different ways to get your attention, such as throwing objects.
  • May not recognize social cues as to when to stop talking; may not recognize how to enter a group to socialize; may have difficulty learning to share with others.

Communication Difficulties:

  • May not speak, but understands many words or phrases; may only repeat words or phrases; may use alternative ways to communicate, such as pictures or hand gestures.
  • May speak and understand well, but very literally; may not communicate tactfully; may talk excessively.

Repetitive Behaviors, Routines and Isolated Interests:

  • May use movements, such as flapping hands or rocking back and forth, when excited or nervous; may enjoy playing with the same objects or doing the same activities over and over, such as lining up cars or watching fans spin; may get nervous and upset when going to new places, getting new shoes, having furniture moved out of their familiar spot or having new people in their safe environments at home or school.
  • May want to talk about the same topic in detail all the time, such as Minecraft, Pokemon or dinosaurs; may not recognize subtle social cues that you are ready to change subjects or stop talking; may get stressed or not function well through seemingly small changes, such as a new haircut, long holiday weekends or an assembly that changes the school schedule.

Sensory Processing Difficulties:

  • May be over-sensitive to normal amounts of sensory input around us: such as lights seeming to be too bright; noises seeming to be too loud and needing to cover his/her ears; being startled and seeming to over-react to accidental bumps or a pat on the back;  refusing to touch or wear certain textures; being bothered or distracted by smells; being unable to tolerate tasting a variety of foods; being scared of movement activities, such as swinging.
  • May be under-sensitive to normal amounts of sensory input around us: intensely staring or watching others or objects, such as spinning fans or wheels; frequently humming or making his/her own noises; craving hugs, always fidgeting or seeking out certain textures to touch; smelling people and objects; licking, mouthing and chewing on many different objects, not just food; craving movement, such as spinning, jumping and rocking.

HELP THEM FEEL SAFE

When you approach someone with Autism, address them by name in a pleasant, non-intrusive way. Be calm, avoid light touches and loud entrances so you don’t startle them until you become familiar with their sensory processing preferences. Be sure to be predictable or tell them what you’re doing so they know what to expect.

Watch and observe to see if they have a toy, a book or maybe a shirt that they may have an interest in. How can you find a way to interact over something that feels safe or enjoyable to them? With people who speak, you can discuss the subject, listen and ask questions and share their interest. With people who don’t speak, how can you enjoy an activity together? Maybe you can hand them cars from a pile as they line them up, careful not to interfere in their routine. Maybe you can both hit balloons up into the air together.

LET THEM SET THE PACE

Some people with Autism may need to take your interaction slower than you’re used to. They may not be ready to look at you, respond to you or answer your questions. These behaviors don’t mean they’re not listening. You can tell them, “That’s ok. We can talk more in a while. I can wait.” Try again later. It may be that you have to do this over several encounters until they are comfortable with you. They might be willing to give high fives or fist bumps before they are ready to talk.

Don’t give up! And don’t ignore them! Most people with Autism understand more than you realize and feel the effects of being ignored. Be patient and keep trying to be friends with them.

Some Autistic people will be overly excited and want all your attention. When you’re first making friends with them, share that excitement and give them attention. After your friendship is built and you learn to trust each other, you can start to change the pace slowly to also meet your needs by talking frankly, but politely. “Hey, how about you spend a few more minutes talking about Minecraft and then I can tell you about the new things I did yesterday?!”

DON’T BE OFFENDED BY THEIR BEHAVIOR AND COMMUNICATION

Don’t assume that people with Autism are being rude, disrespectful or selfish as they interact with you or others. If you find yourself thinking that their behavior or communication is any of these things, remember they inherently process information and think differently than you, especially social communication. Quickly forgive any offense and be patient as they learn. Just as you are learning how to interact with them, they are learning how to interact with you.

Be sure to clearly tell them what behaviors you appreciate in your friendship, such as, “I like when you smile at me when you see me! It makes me feel like we are friends!” or “Thank you for sharing your toys with me! I have fun playing with you!”

POLITELY ASK SINCERE QUESTIONS

If you ever have questions about how to be a friend to someone with Autism, be sure to ask parents, teachers or friends who know him/her well. They will have insight into their interests, comforts and unique ways of socializing and communicating with others. Many parents and teachers are very happy to help others willing to take the time to understand and get to know their child/student.

If you are in a teaching capacity for someone with Autism, recognize that maintaining a safe and trusting relationship with these principles will create a crucial foundation before you can help them stretch outside their comfort zone.

Enjoy the journey of friendship with your unique friends with Autism!

 

“The most I can do for my friend is simply be his friend.” –Henry David Thoreau

Wonder Book Review

I read a delightful book, Wonder, over the holidays, written by R.J. Palacio. I had a friend tell me how much she loved it and then my 5th grader told me they were reading it in class. I’ve seen it highlighted on Goodreads and Audible (my two very favorite reading apps). I needed something light-hearted and easy to listen to (I’m the biggest fan of audiobooks by Audible) during my Christmas break, so I decided to try it. I had no idea what a gem I’d found! (You can Try Audible and Get Two Free Audiobooks here.)

Because I work with children with special needs, this book immediately grabbed my attention from the beginning. It begins with Auggie’s voice as he begins 5th grade as a new student, in fact, it is the very first time he’s gone to school outside his home. Auggie has a variety of medical complications that gives him significant craniofacial abnormalities. Auggie says, “I won’t describe what I look like. Whatever you’re thinking, it’s probably worse.” He has always been homeschooled by his mom because of his many surgeries and recovery periods until now. He and his family are too familiar with the reactions of others when they see his face, which is why he spent much of his childhood wearing an astronaut helmet out in public.

Some of the hardest cases I’ve worked with as I’ve seen children with special needs, are the children who are aware of how very different they are. Many of these children are very bright and aren’t fooled into thinking they fit in with their peers. They understand the expectations and norms of adults and their peers and also are very aware that they are not meeting those expectations and norms. It’s emotionally heartbreaking as you watch them work so hard to fit in, but many times you realize, they probably never will. Auggie would be an example of this. I love hearing his thoughts and emotions through his reality.

After settling into the book and getting acquainted with Auggie, I absolutely was surprised with excitement to hear Auggie’s sister, Via, to take a part in Auggie’s story! Every child with special needs is part of a family and many times we forget that larger unit and how perspectives change when you look from another angle. Siblings of children with special needs usually carry an unseen load that is rarely recognized. I was the oldest sibling in a family that had a child with special needs. Even as an adult, as I listened to Via, my own memories and emotions were echoed vividly in her voice.

R.J. Palacio continues offering realistic and different voices from childhood friends surrounding Auggie and Via. Hearing only children’s voices, thoughts and perspectives was refreshing and enlightening. We often hear too much talking from the adults and rarely listen to the children who have valuable lessons to teach us.

This is a book that I will definitely have my own children read. I want them growing up seeing many other perspectives so they are at ease building relationships with many different people. I’m so happy that my child’s own 5th grade teacher was wise enough to implement this into her curriculum already! I can’t think of a person I wouldn’t recommend this book to!

I’ll leave you with one of my favorite quotes from the book:

“If every single person in this room made it a rule that wherever you are, whenever you can, you will try to act a little kinder than is necessary—the world really would be a better place. And if you do this, if you act just a little kinder than is necessary, someone else, somewhere, someday, may recognize in you, in every single one of you, the face of God…or whatever politically correct spiritual representation of universal goodness you happen to believe in.” –Mr. Tushman

Thank you R.J. Palacio!

Have you or your children read Wonder? I’d love to hear your thoughts.

 

*I am part of the Amazon Associates Program. If you choose to buy this book from Amazon, I’d love for you to purchase it through the link on my website to help support the work I do with Yums Theraplay! Thank you!