When children who have autism or sensory processing disorder come into my office for therapy, I frequently use meditation and breathing techniques to help them calm and regulate themselves. I’ve found these self-calming techniques to be very effective in easing their stress – and research is starting to show that these techniques also are an effective modality for treatment.
Mindfulness is generally defined as maintaining a state of nonjudgmental focus on, and awareness of, the present moment. Increasingly, professional journal articles are pointing to successes in teaching such mindfulness techniques as yoga, meditation, and deep breathing to ease anxiety and stress – both in school settings and at home.
Continue reading Using Mindfulness Tools to Cope with Sensory Overload
A collaborative approach is key to helping children with disabilities overcome barriers to accessing education and perform to the best of their abilities.
In our work with school districts throughout northern New Jersey, we’ve found consistently that the best results are achieved when our professionals (e.g., speech therapists, physical therapists, board-certified behavioral analysts, etc.) work as integral parts of a trans-disciplinary team of teachers and paraprofessionals, all focused on each child’s unique developmental needs.
Continue reading Collaborating with School Districts for the Best Outcomes
Like most parents, I struggle with “device time.” Is an hour on the IPAD too much? Will the prolonged time spent staring at a lit screen cause eye strain, interrupt sleep patterns, reduce social skills, take away from real family time, etc.
As with anything in life, balance and moderation are key. Since the kids are on a device, maybe we can steer them toward an educational app. The American Occupational Therapy Association (AOTA) complied a list of some favorite Apps used by School Based OT Practitioners (link to full article cited here provided below).
Continue reading Apps with a Purpose for Children
Several blogs ago we discussed sensory processing disorder. We described our various senses, particularly the lesser known vestibular, tactile, and proprioceptive senses. We also discussed common symptoms that may be present in children with sensory processing disorder. Now, lets take a look at some common treatment options for children.
Continue reading Sensory Diets
When school is back in session and students transition to a new classroom, with unfamiliar faces and routines we see an uptick in the number of occupational therapy referrals. This is true in both school referrals and clinic referrals. Family schedules quickly get jammed with after school activities. Often time one parent shuttles one child and the other parent shuttles a sibling somewhere else. As a parent and therapist, I understand very well that our lives are very full. So, how do I manage to get parents involved in their child’s therapy sessions? And, why do I want parents involved in treatment sessions?
Continue reading Parental Involvement
One of the most common referrals for occupational therapy is “messy handwriting.” Teachers will often report this concern to parents and child study teams. Teachers and parents alike will have children complete handwriting books, worksheets, redo messy assignments, give constant reminders to write neatly, type assignments, etc. etc.
So is poor handwriting something a parent needs to be worried about? Should it be addressed with an evaluation and intervention? Let’s discuss.
Continue reading Handwriting
Sensory Integration, sensory dysfunction, sensory “issues”, sensory processing disorder. We frequently hear these words, but do we know what they actually mean? What does a child (or adult) with sensory integrative dysfunction or sensory processing disorder look like?
Continue reading What is Sensory processing disorder ?