Resources - Guest Blog: The Struggle to Succeed - featured August 25, 2011. Guest Blog: The Struggle to Succeed By: Loren Shlaes, OTR/LCertified Teacher of the Alexander Technique Photo Credit: Photo Credit: Kristine Lewis "Genius is one percent inspiration and ninety nine percent perspiration. " -- Thomas Alva Edison "Eighty percent of success is just showing up. " -- Woody Allen Learning to tolerate frustration is one of the most important lessons a child can learn, and one of the hardest. Children who can't deal with frustration, who don't have the inner capacity to sit with themselves and struggle, have a difficult time in many areas of life. They don't feel good about themselves or have confidence in their abilities.
Children who can't deal with frustration can't wait for others to finish speaking before interrupting. They give up on themselves before they even begin, and develop all kinds of dysfunctional strategies to deflect others from forcing them to do things at which they think they won't be able to succeed. Featured Author: Loren Shlaes, OTR/L. Resources - Visual Schedules - December 6, 2009. Visual Schedules By: Lara C. Pullen, Ph.D. CEO and Founder Healing Thresholds What is it?
A visual schedule is a set of pictures that communicates a series of activities or the steps of a specific activity 1,2. Visual schedules are meant to help children understand and manage the daily events in their lives 3. What’s it like? Schedules may be placed into notebooks or on a schedule board, or also presented with the aid of or on computers. When designing a visual schedule, consider the following questions 2: Will the child understand or recognize the pictures or words? Children with autism frequently have trouble paying attention to, adapting to, and understanding auditory input.
Most behavioral problems associated with children with autism seem to stem from poor communication 2. Does it work? Many studies have demonstrated that visual schedules are effective in helping developmentally disabled, and specifically autistic, children. Is it harmful? Cost Resources References. Resources - Visual Schedules for Special Needs Children - featured July 15, 2011. Visual Schedules for Special Needs Children by: Lynn Witzen, MS, OTR of the Therapy Services Supervisor, STAR (Sensory Therapies And Research) Center Reprinted with the express permission of SPD, Sensory Processing Disorders Foundation as originally published in their Starlights Newsletter.
The children we see at STAR Center face numerous challenges that impact their ability to function in everyday life. Some of these challenges require longer to address than others. However, we often make adaptations or "build bridges" to help them function more successfully as soon as possible. One of these challenges is the ability to complete basic organizational tasks. For instance, it is not unusual for our children to have difficulty organizing basic dressing or self care tasks that would be typical for other children their age.
A STAR client shows his schedule of activities prior to his treatment session Example of a morning routine visual schedule. Resources - Teaching Children Interpersonal, Problem-Solving, and Conflict Resolution Skills - May 2007. Teaching Children Interpersonal, Problem-Solving, and Conflict Resolution Skills By: Howard M. Knoff, PhD Director, Project Achieve, Director Arkansas State Improvement Grant Arkansas Department of Education, Special Education Unit Little Rock, Arkansas There have been many changes in our society in recent years. The results of these changes include those that affect the children in our schools. The impact of television, significantly less adult supervision and feedback, increases in poverty, and changes in the family "unit" have all contributed to children coming to school less prepared to actively engage the schooling process.
In years past, schools have relied on families to teach their children positive interpersonal skills and non-violent approaches to conflict resolution. Teaching Students Prosocial Skills: The Stop & Think Social Skills Approach The Stop & Think Social Skills Program, a National Model Prevention Program as designated by the U. Stop and Think! If the Just Do It! Resources - Working with Children with Behavioral Difficulties During Therapy Sessions - Q&A December 2009. Working with Children with Behavioral Difficulties During Therapy Sessions, Q&A By: Susan Giurleo, PhD in Counseling Psychology Children with special needs are often frustrated, confused and overwhelmed. The following are possible reasons for behavioral acting out.
The child has sensory issues that are not identified. Often children do not have the language ability to let adults know that they are physically uncomfortable, feel like they are about to fall, or are afraid to do an activity you are offering them. When they feel uncomfortable or scared, they act out their feelings rather than use words to express themselves.The child does not understand what is expected of him. Children with ongoing behavioral difficulties benefit from a comprehensive developmental evaluation that includes physical exam, neuropsychological assessment, OT and Speech Language components.
When a child is acting out during a therapy session, what is the best way to help them calm down? Stop talking. Be calm. Wait. Resources - Expressions Cards - Therapist Resource of the Week - featured August 6, 2010. Resources - Visual Supports = Success - December 2009. Visual Supports = Success By: Michele Walker, MS, Applied Educational Psychology Visual Supports create an environment that enables children and adults to achieve success. As a mother of a 9-year-old boy with dyslexia, I have been implementing and advocating the use of visual supports for the past seven years. I discovered how powerful visual supports are by trial and error.
Advertisers, doctors, psychologists, and researchers know that visual supports work for just about everyone. Given my personal situation with my son and my professional background, parents and local schools often use me as a resource, especially around visual supports. When I observed Brian, he presented with quite a challenging demeanor. His mother had tried everything to modify his behavior including counseling, a cocktail of medications, punishing him and behavior (sticker) charts.
The schools he had attended did not have much success either. This situation was heart wrenching and kept me awake at night.