read the whole story at Respect the Intelligences of Kids with Intellectual Disabilities
Thanks so much for this beautiful, simple idea sent to us by one of our families.
Have you tried making and using a glitter-filled calm down bottle timer to help your little ones? It’s easy to put a Christmas theme into them by using festive colours and adding seasonal themed sequins or beads.
With so many versions on the internet, here is a blog post from my Crazy Blessed Life with tried and tested instructions to make your own. While Mama OT explains how the bottles can work by aiding self-regulation http://mamaot.com/sensory-calm-down-bottle/
And a Christmas themed jar from Teaching Mama
Don’t forget there is still time for you to win a copy of Love Jean by entering our Christmas time book give away. Share your Christmas themed sensory ideas with our community… by leaving a comment on one of our Christmas themed blog posts or on our facebook page … before the 15th December 2018
Christmas time in school can be difficult for children with additional needs, changes in routine and new experiences can be hard to manage. Here is some advice from Its a Tink Thing with ideas for helping autistic children to be included in the Christmas play.
Back to school is just around the corner. School can be tricky for young people with sensory integration challenges, and especially those first few weeks in a new schools, classrooms, with new teachers and sometimes new classmates. New uniforms and shoes can be challenging also.
Practising these exercises at home over the next 2 weeks may help young people have some ways to reduce anxiety and provide the brain with calming proprioceptive input. Get everyone in the family practising at breakfast and dinner time so those brain networks learn and know how to do these when they are most needed – in times of high stress. Mum and Dad doing these in front of everyone when they feel stressed will make them OK and something everyone does when they are bothered by tricky things.
This handout is available to download and print out – and despite the title, they are suitable for all ages. These ideas can be used at home, school, work and out and about.
PDF Download: goo.gl/kYr9RY
Submitted by guest blogger, Ruth OT
It’s the summer holidays for most schools in England, including my kid’s schools. I’m well known for my love of messy/ tactile play, and summer holidays and messy play are made to go together.
First of all, can I just say that messy play is not just about the sensory input, it’s not a “sensory session”, it’s certainly not a substitute for “sensory integration therapy”?
All play is sensory.
All activity is sensory.
Messy play is a about normal development and learning through a playful activity using tactile experiences and experimentation. It should be fun, it can be intensely therapeutic, and it can form a part of sensory integration therapy session, but overuse of the word “sensory” for activities like this weakens the power of true sensory integration therapy.
Second of all, can I just say that messy play is not a substitute for natural tactile experiences? Messy play is not a substitute for muddy walks, tree climbing, animal handling and other important life and learning experiences. It can scaffold and enable those activities for children who find these experiences difficult to tolerate, but there’s nothing like nature and the great outdoors for kids’ sensory skills.
Here are some of the reasons I love messy play…
It teaches basic cookery skills, but nobody has to actually eat the product
Through making recipes, you can practice opening packages, pouring, measuring, stirring (and holding the bowl still at the same time) and following a recipe. But you don’t have to worry about food hygiene, if the child drops it on the floor, picks their nose, spits, or anything els. You don’t have to pretend it’s delicious. But there is still a tangible result.
It teaches flexibility of thinking and problem solving
So many times I say to kids “OK, that doesn’t look like it does on my picture, what did we do wrong?”, followed by “OK, let’s try that then!”. It’s amazing to watch our children move from “it’s gone wrong, bin it” to experimenting to try and improve the outcome. When I hear “it’s too runny, add more flour” I smile, I count this as a breakthrough parenting moment.
It can be really helpful to use non-specific language, I love seeing that look and a laugh when I say ‘you need a good amount of this’ or ‘give it a squirt of that’. I say we’re working on estimating.
It teaches art, creativity and scientific experimentation
We’ve made beach scenes out of shaving foam and cornflour gloop, farms from rice and silly string and just beautiful visual effects from any range of strange concoctions. I love that moment of “what happens if I mix this with that?”. So long as you’ve checked what you’re using properly, to make sure it’s safe, the worst that will happen is a sticky mess.
Beware of borax as a substitute in cheap homemade slime recipes!
It teaches communication
It can be a great motivator that isn’t food-based; practising choice-making, turn-taking and asking for help is really easy with a tin of shaving foam and some dry pasta. You can follow a recipe, practising reading and maths. Make visual recipes pictures of the scoops of flour and oil, with laminated recipes so the child can tick off each step they do – wiping clean at the end. Get older kids to research their own recipes on the internet and print them off ready for the session.
It teaches motor skills and tactile discrimination
Opening packets, pouring to a measure and sprinkling need I go on? And then squeezing, pressing, rolling, stretching and cutting. It’s amazing for fine motor skill development. You can hide things in a messy play tray or a ball of playdough for the child to find and choose the perfect texture.
It exposes the child or young person to new sensations
You will make lots of smells with microwaveable soap kits, you will spill liquids, you will touch textures and the outcome is often unpredictable.
It can help with food aversions
Food-based textures and odours can become familiar through messy play. Exploration of food and food-like substances in a calm, fun activity without the pressure and anxiety of being pushed to eat can help to break down anxiety responses to foods, meals and eating.
Or at least, you should make sure it is.
So, with all of that in mind, Over the next few days, I’ll give you 6 of my favourite recipes, one for each week of the English summer holidays. There are loads of recipes out there, I have a whole book of slime recipes (yes, really) but these ones are tried and tested and hopefully varied.
Hope you have fun trying them out…
So I was just asked “Why didn’t Ayres consider and put more importance of the visual system? I was a bit perplexed and so explored this further with the therapist asking the question. The OT explained that she has been taught that Ayres did not consider the visual and auditory systems and that this means that for School OT’s where many difficulties link to visual processing deficits, learning the SIPT is not a useful and that therapists should instead use other tools linking vision to motor skills like the Bruinicks or Movement ABC alongside TVPS or VMI to ensure they understand and consider visual deficits.
This OT is not the first person to ask this question, so here is a bit more information about the visual system in Ayres’ Sensory Integration, and her understanding about the impact of sensory integration difficulties on academic learning.
” Those of us who study the overt behavior of children with academic deficiencies, and, at the same time, try to keep informed on related neurological research, are making an effort to interweave both approaches to knowledge into a theoretical structure which may be used as a provisional basis for treatment of children with learning problems.”
Ayres 1964 re-printed in Ayres 1974
The Sensory Integration and Praxis Test(SIPT) has 2 tests that are motor free and directly assess visual skills; Space Visualisation (SV) and Figure-Ground (FG), and 4 more that further explore visual skills in conjunction with other sensory systems and contribution to function; Manual Form Perception (MFP), Design Copy (DC), Constructional Praxis (CPr) and Motor Accuracy (MAc).
SV 5 Motor-free visual perception; mental rotation
FG 2 Motor-free figure-ground perception
MFP 14 Recognition of forms held in hands; visualization
DC 4 Visuopraxis; two-dimensional construction
CPr 3 Three-dimensional visual space management
MAc 6 Eye-hand coordination; somatopraxis
Jean A Ayres’ absolutely understood the importance of the visual system, her papers, books, and the SIPT manual make clear reference to this. Ayres did not consider vision just in terms of assessment, but also in how she recommended intervention approaches that would address deficits in the visual systems ability to support participation in daily life.
“Visual perception of the external world is at least partially dependant upon adequate perception of the construction of one’s own body or body scheme. The ability to perform complex motor tasks is dependant on mastery of the ability to do certain basic motor planning. Acquiring these two kinds of ablities occur sumultaneously and the acquisision is mutually dependant…
…any child who is severaly deficient in visual-motor function should begin…by learning to roll over, initiating motion by looking at a bright object placed at the side. This is an early step in ocular control…
…a recreational game through the ingenuity of the supervisor of the activity…
…The use of the eyes along with the body is essential, for it is the beginning of the dvelopment of one of the fundamental uses of the eyes – the guiding of total body action.”
Ayres 1961 in Ayres 1974
Research data from the SIPT and its predecessor, the SCSIT clearly showed the emergence of a pattern linking visual and movement difficulties called visuo and somatodyspraxia;
Read more here:
In her seminal work, Sensory Integration and Learning Disorders, Ayres 1972 discusses the importance of the development of Form and Space Perception, summarising the significant work of the time by Goins, Punwar, Frostig, and others. She describes the underlying neuroanatomy of visual perception, and it’s development in man. Ayres concluded the chapter exploring theories of dual modes of vision, advanced by Trevarthen, Gibson, and Held in the late 1960’s, before describing treatment approaches to develop form and space perception.
“…it is appropriate to close a therapeutic session which emphasized somatosensory and vestibular stimulation with task that focus on visual form and space perception. It is anticiapted that the earlier treatment enhances the capacity for visual perception and that sitting still while engaged in visual perception tasks helps quiet the child before he leaves the therapy area.” Ayres 1972
from Chapter 15 – Sensory Integration and Visual Deficits, including Blindness in the book Sensory Integration with Diverse Populations written by Smith Roley, Blanche and Schaaf published in 2001.