**Please note all ideas shared in this blog post are to be done at your own risk or discretion. It’s recommended to have an engineer or contractor assess your ceiling structure to determine whether it is safe and sturdy.
**Please note all ideas shared in this blog post are to be done at your own risk or discretion. It’s recommended to have an engineer or contractor assess your ceiling structure to determine whether it is safe and sturdy.
We usually visit family in Canada for the holidays. It’s a nice way to come back to London feeling refreshed and relaxed. It’s also always exciting to hear about everybody’s holidays, and see the new things the kids I work with are up to after a break.
As most families know, I usually return to London with new goodies for my OT sessions. Last year, it was the PeaPod and Ziggle which have been great except that my PeaPod received a lot of love and ripped already.
This year I’m really excited about these items:
1) An aerial yoga hammock swing from Yogapeutics – it looks and feels lovely. Can’t wait to relax in it myself and try some new moves in it. I know my little guy will love it too.
2) Air-lite bolster swing from Fun and Function – I was planning to make a bolster swing but these kind of projects take a long time especially when you have a little one and aren’t as handy in the DIY department. This one looks to be easily portable and just the right challenge I’m looking for.
3) Dreampad by Integrated Listening Systems – I’ve been wanting to try this for myself, my son and kids I work with. Hoping it will help with sensory regulation, calming, and sleep. You can read more about it here.
4) New CDs for my Therapeutic Listening Library
Sometimes I’m not sure who is more excited about the new games, me or the kids! 🙂
Wishing all of you a Happy New Year filled with peace, joy, light, prosperity and fun.
BREASTFEEDING AS A THERAPY
This is my first blog post in perhaps two years! I’ve been pretty busy with my now-toddler-then-baby but this is a topic very close to my heart. I lived it and breathed it for a whole year which is how long it took for my little guy, M, to become ‘functional’ at breast feeding. It is also something that many of the families I work with have or do struggle with so I wanted to share our story.
Here’s our abridged story.
Following birth, M immediately struggled to latch on and nurse. He was only 2.2 kilos so we were kept in the hospital for a few days. We received a lot of advice from the midwives of which all were conflicting and really, although my Occupational Therapy head knew better, my new-mum head was a bit overwhelmed and second-guessed myself. I always tell parents to trust their own gutt instinct.
Some feeding difficulties my son had were:
-Gagging (I hated it when the midwives or GPs would say ‘big mouthful’ and to put a lot of breast in the baby’s mouth. This did not work for my baby who was sensory defensive and couldn’t organise his body, let alone his mouth)
– difficulty latching on
-struggled to mould or ‘snuggle’ during feed and other times
– hiccups, gasped for air, guzzled liquid down while bottle drinking
– difficulty getting in a rhythm of suck swallow breathe
– took over an hour to feed
– struggled to move one side of his face, tongue, cheek, lip
– lopsided wonky smile (one side didn’t turn up or move), drooled only on one side, preferred feeding on one side
– jaws seemed to wobble
– held up his head from birth (yes, this is a red flag as he had tightness in his neck and back muscles which led him to always lift his head and arch his back. He could not relax at all when on his back. This position also brought his tongue back so he couldn’t bring it forward to latch on and suck /swallow.)
I contacted a speech feeding therapist of mine whom I hugely respect at day 3! We were so fortunate to have her support as the NHS speech therapist said there’s nothing to do until M eats foods. Not only couldn’t we wait but I knew better. Please know this is so not true. It was important to strengthen and develop M’s jaws, cheeks, lips, and tongue so he could nurse and later, eat foods and talk.
At 4 months, we saw an osteopath I’ve known and worked with. She worked with M using a classical approach, loosening and mobilising tight areas, so he could be more comfortable in flexion and move his body forwards, ESP his tongue. She also worked on his gutt mobility so that his body could best absorb nutrients, digest, pee and poop.
A craniosacral therapist who treated me saw M and worked wonders on his cranial system so he could be less sensitive, relax his body, and again, bring his neck and tongue forwards for nursing
A Jin shin Jyutsu therapist worked with M on relaxing his body via different Asian flows.
I, OT mummy, worked with M to become more comfortable with touch, movement, and sounds, develop his body awareness to move with more flexion and be able to bring his head forwards, move smoothly in and out of positions, and coordinate both sides of his body versus only move via one side. We also worked on positioning M’s body so he could be more comfortable with feeds. Once his body was more comfortable, his mouth followed suit.
The oral motor therapist worked with us on different feeding positions for myself and M to support his breastfeeding needs, supporting and strengthening his jaw, how to strengthen the oral muscles using specific, targeted exercises on the tongue, cheeks, lips, and jaws.
Private DAN doctor inspired by Asian medicine – He confirmed he wasn’t concerned about weight and size, continue with breastfeeding versus formula, but was more concerned about gutt absorption of nutrients. So he prescribed us some chinese herbal supplements, vitamins, probiotics and MCT oil which apparently is a natural ingredient already found in breast milk.
By 10 months of age, breastfeeding had finally become very comfortable.
Later speech and feeding therapy sessions worked on spoon feeding, emerging munching, eating different textures and building interest in foods, working on chewing tougher foods, and developing sounds of consonants and particularly lip sounds such as ‘m’ and ‘n.’
Using breastfeeding as a therapy gave us the chance to work on M’s sensory processing and oral motor skills soooooo many times during and before every feed.
We were fortunate to receive a lot of amazing, private support from very early on. During times, we felt desperate so also tried many ‘wrong’ things before figuring out what they worked. But as they say, it took a village and I really believe we need to support families with breast feeding challenges using a whole body and a collaborative team approach.
What did I, OT mummy 🙂 do that helped?
-Worked on sensory defensiveness, flooding M with calm, sensory input. Deep pressure input, linear movement input, building tolerance for movement in different planes using music, rhythm and predictability, heavy muscle and joint work for added proprioception to his body and mouth, and building tolerance for multi-sensory input. ‘Baby wearing’ was a huge part of our life for all sorts of positive sensory input.
-Before every feed, we did some gentle body work to build motor skills and body symmetry and encourage flexion.
-Targeted oral motor exercises for cheeks, tongue, lips, and jaws before feeds and later, when starting solids, we had therapeutic feeding strategies.
-Used straw and open cups as no concerns with aspiration, or safety of swallow.
-Positioning – Swaddling for feeds was a huge help and he relied on this till 7 months. I laid semi- reclined so M kind of ‘fell’ into me and gravity could help.
-Music –I remember using classical 90-beat Baroque music for children feeding in the hospital so we tried this too.
-Mental stuff – meditation, imagery, positive self-talk, trying to keep the feeds happy despite it being so stressful
-Surrounded myself by like minded and positive people
-An invaluable source on breastfeeding and busts so many myths.
Dr Jen 4 kids
Supporting Sucking Skills in Breast Feeding Infants by Catherine Genna Watson
It’s very in depth, but I love it’s team approach and whole body outlook
When I moved to London 5 years ago, few people knew about occupational therapy especially for children. There was even less awareness about early intervention (EI) and sensory integration therapies. I had gone from having a caseload full of babies and toddlers whilst in New York City to only one baby here in London. It was so sad to hear others say ‘wait and see’ and ‘your child will grow out of it’ especially when I had firsthand seen the difference early intervention makes for the entire family.
During my first several years in London, I spent a lot of time raising awareness and advocating for children who have special needs and developmental delays by developing my website as a resource, and writing articles for National Childbirth Trust (NCT), Families and special needs magazines. I also held baby ‘Move and Groove’ groups with many local NCT mums groups to advocate for early intervention, encourage and show parents how to help their baby move in and out of different positions. Many parents were nervous to put their babies on their tummies. It was great fun and a fantastic opportunity to advocate for EI.
Five years on……I now treat lots of babies and toddlers. Although parents come to me by word of mouth, many want to start early as a means of prevention and so their child will be more ready for school and require less support. I still treat children up to 7 years as its important to see how kids grow and what they face in their future.
I would now love to have a team join me so we can provide the best and most effective services for kids to progress and thrive in London. I am looking for experienced and passionate therapists. Below are some requirements:
Bachelors and / or Masters in OT
8-10 years pediatric experience
SI education and experience a MUST
Bobath / NDT knowledge (preferred)
Ongoing CPD and courses
Evaluate and treat children with disabilities
(Cases offered based on your experience and expertise)
Must be self-motivated to keep up with continuing education, professional development, peer networks, and staying up-to-date with new information
Creative and resourceful with therapy supplies – must be able to use what’s available in homes, schools and your own therapy bag
Good communication skills with parents, schools, diverse health professionals, and the kids
Team player required to work with diverse team
Eclectic treatment approach, modern and up-to-date, SI, NDT / Bobath knowledge critical
Please note that I will be away from 5th to 25th of August, ’13. I will not have access to voicemail or text messages. If you would like to reach me, please email me at email@example.com and I will respond within 1-3 days.
Thank you and hope all of you enjoy the rest of summer.
People often wonder how soon can you tell a baby requires early intervention therapies. I thought I’d share a little bit based on my experience with my own son and babies I treat as well as common red flags from other parents. I hope it will help others.
First of all, parents just know! They have a gutt instinct and are always right. Sometimes as a mum, I know it’s hard to follow your own gutt especially when others around you say it’s too early or your child will grow out of it. Please know that as a parent, you know your child best.
Secondly, babies’ main daily living activities are to move, sleep, feed, and poop. Usually, if these areas are a challenge, you will have an idea that they need some support.
For my son, I knew as soon as he was born and we were moved into the maternity ward. He was the only baby constantly crying, he had a hard time with breast feeding – struggling to nurse more on one side, startled at every sound that went by, only wanted to be on his tummy being very uncomfortable on his back, had too great head control for a newborn, and was unable to fall asleep. Everybody, including strangers on the street, always commented on his head control (which was too good for his age because of tightness) and how alert he was (due to being in an over-stimulated state of arousal).
– doesn’t mould their body to you when held, hates baby massage
– arches back, lifts head as a newborn (newborns should be able to turn their head and clear their airway but not hold up their head yet)
– only sleeps or soothes with intense movement input
– needs to be held all of the time
– startles to sounds easily, appears on edge or in distress, doesn’t like busy places
– very alert (as in sensitive to all sounds, sights, movements)
– difficulty sleeping, takes hours to fall asleep
– unable to tolerate sitting in car seat or stroller
– difficulty with car rides
– becomes upset when laid down on their back for diaper and clothing changes
– described as ‘colicky,’ upset or unable to settle
– doesn’t move and prefers sedentary play
– does not interact or make eye contact with parents
– only wants to lay on stomach and cannot tolerate laying on back (due to strong back muscles, weak flexors, and overall imbalance of muscles on front and back of body)
-arches body backwards
– flat spot on head, turns head more toward one side
– uses one side of body more than other side – babies do not have a hand preference or sidedness
– delayed motor milestones
– moves to one side only such as rolls or comes up to sit via one side
– tightness in limbs during dressing, diaper changes, or bathing – parents may feel arms are stiff to get into sleeves, or legs do not open for diaper changes
– motor milestones are a bit delayed
– doesn’t move, described as ‘lazy’
– nurses better on one side or unable to nurse on both sides
– pulls away from breast
– difficulty figuring out how to latch on during breast feeding
– takes excessive time to nurse
– difficulty drinking from the bottle, liquid pooling out at sides
– drools on one side of mouth, smiles a bit wonky
– difficulty transitioning to foods, refuses to eat
– does not put toys in mouth for exploration
These are just some examples. If you have any concerns about your child’s development, please see an occupational therapist right away. Do not wait and see. Start early, there’s so much to do from the beginning versus when the child starts school and skills become ingrained. Babies are like sponges due to brain plasticity. Its really so encouraging to see how quickly they respond with the right support and early intervention.
People are often surprised that I work with babies. They wonder whether it’s too early, do all babies just develop at their own pace, or how does one work with a baby.
Fortunately we now know a lot about early intervention and milestones tell us about a child’s development. Early detection and early intervention can minimize or in some cases, eliminate issues that arise. I know this both professionally and personally as a mum to a 15-month old who has thrived due to having early intervention support from his very early days.
As they say, babies mostly sleep, eat, poop and I add, move. 🙂 If any of these baby ‘occupations’ are a challenge, occupational therapy may help.
Generally for infants, this is what I look at in an assessment:
Based on the assessment findings, we do different exercises to address areas of need. I show parents various carrying techniques, positioning and therapeutic handling strategies to develop sensory and motor skills, as well as ideas of how to address sensory, emotional, motor and play skills for the baby’s age. Parents are given a home program of exercises to complete with their baby and we address skills during therapy sessions.
Prior to the assessment, I ask parents to send me information regarding the child’s birth and medical history, services to date, general concerns, any medical reports, and a completed questionnaire. I also love to see photos of the baby in various positions to help me get to know the baby and plan for the session accordingly.
If parents are concerned about their babies’ development, I suggest do not wait and see, early intervention is critical, and better to address areas of need now versus waiting till the child is older and struggling in school.
Traditionally, Occupational therapists treat children 1-2 times per week, oftentimes for years. We prefer to provide intensive blocks of treatment for children receiving OT.
Research from the SPD Foundation indicates that children actually benefit more from intensive blocks of treatment. This is the chosen model of treatment at Lucy Miller’s STAR centre in Denver, Colorado. I am a huge FAN of this model.
Since 2011, I have also been providing intensive blocks of OT treatment sessions followed by a break, and then another intensive block. The frequency of the intensives vary based on the individual child and family’s situation, however they can for example run from 2-4 times per week over a 3-5 week period. Children then have a break for 4-8 weeks followed by another intensive block of treatment. In time, the breaks tend to be longer and longer. The break is a fantastic time for children’s to solidify their new skills and integrate them into daily life. During this break, kids often participate in their favourite activities whether it is going to the park, swimming, horseback riding, learning to ride a bike, cooking or having play dates.
Personally, this model of treatment has been beneficial in my clinic for many reasons:
Parents often wonder what’s involved in an occupational therapy assessment? This really varies amongst Occupational Therapists based on our experience and interests, what the parents want the child’s individual needs. In my practice, this is how it generally goes.
Initially, parents call and we have a phone conversation where they tell me about their child, their concerns and reason for an occupational therapy assessment. I prefer to talk about any sensitive topics during this time versus discuss in front of children, particularly older kids. We then determine whether or not an assessment is necessary.
INFORMATION AND DATA COLLECTION:
Next, I send parents information regarding scheduling, what the assessment entails, and any questionnaires to complete. For children who are in school or have other therapists and support team members, I attempt to get as much baseline information I can prior to the assessment such as:
Birth history and medical history
Drawings or handwriting samples
Photos of younger children in various positions to give me an idea of their motor skills
Reports from other therapists including educational psychologists, consultants, and speech therapists.
Completed questionnaires or sensory profiles by parents and school.
The actual assessment varies based on each child and their needs. No two children are alike.
For the first part of the assessment, I usually chat with the child and parent to get to know each other. During this time, the child often explores the clinic and engages in free play while I make initial observations of how they move, interact, and play. For older children, I ask about their hobbies and interests, how they find school, and what they’d like to do. Both parents and children are involved in this discussion as appropriate.
We then complete formal and informal tasks (standardized testing and clinical observations) to assess the following as it applies to the child:
-*****Child’s STRENGTHS. This is so important as we will want to continue and encourage these in the child and also, use this to build on areas that need help. We are not trying to change the child but want to embrace them for who they are.
-Sensory processing: tactile processing, body and spatial awareness, balance, motor planning, organizational skills, does the child avoid or seek sensory inputs, how do they play with and figure out new toys
-Gross motor skills (head control, trunk control, body alignment, core strength, movement patterns)
-Shoulder and pelvic girdle stability, joint stability, upper and lower extremity strength and coordination, endurance
-Postural control, bilateral integration, rhythm / timing / coordination of movements
-Fine motor skills (reach, grasp, release, object manipulation, in-hand manipulation, 2-handed use, hand preference / dominance), eye-hand coordination
-Self-help and self-care skills
-Visual motor and perceptual skills, visual processing (eye tracking, motility, convergence / divergence, how both eyes are working together)
-Auditory processing, following directions, attention and focus
-Sensory regulation, how the child transitions, manages multi sensory input, copes with daily challenges and demands, attends and focuses during self- and adult directed tasks.
-Social skills – how the child initiates interactions, joint play / reciprocal interactions, recognizes their own feelings and how to manage them
-Organizational skills and executive functions for child’s age
-Consider adaptations, strategies, sensory supports for home or school
-Provide ideas of useful and meaningful sports, extra curricular activities and games are provided according to the child’s individual needs
Throughout the assessment, parents are involved and present. I provide suggestions of exercises and activities to try at home. We will try some exercises and activities together.
Summary and recommendations: Towards the end, we review findings of the assessment, prioritize concerns of parent and child, discuss home exercises, and come up with a plan of what to do and how to work together with the child’s home and school team.
Based upon the child and parents, the initial assessment can take from 1-2 hours.
As a mum of a little guy who has needed some extra help, I know it’s hard finding the right support for your child. Parents often ask me how to find a good occupational therapist and make sense of their qualifications. Here are my suggestions from both personal and professional experience:
1) ****FOLLOW YOUR GUT*****: You will have a feeling by talking to a therapist whether they are right for you. Personally, I prefer to talk via phone to potential therapists for my child versus emailing or texting as it has given me a good feel for them. Also, by watching my child interact with the therapist and see how comfortable they are, I just know! 🙂
2) BASIC REGISTRATION:
In the UK, occupational therapists must be registered with the Health Professions Council.
In the US, occupational therapists are registered with the National Board for Certification in Occupational Therapy.
3) ADVANCED CERTIFICATIONS:
Pediatric occupational therapists can go for many higher level intense accreditations based on their special interests. Personally, my treatments and assessments became much more thorough and effective after undergoing these certifications, resulting in faster progress. Two main certifications to look for are:
-Sensory Integration – In the UK, there are a series of four courses offered through the Sensory Integration Network. In the US, these courses may be offered by either Western Psychological Services or Sensory Integration International. Have a look here to learn more. It can take years to complete the coursework and all the requirements to pass and become certified in Sensory Integration.
-NDT (Neuro-Developmental Treatment) Certification also known as Bobath Approach. This is an 8-week course for children with Cerebral Palsy or any motor impairment. For me, the course was a labour of love & rather intensive. Therapists often make some sort of life compromise to complete the certification such as temporarily moving to the town where the course is being held, or leaving their families for long periods of time. For therapists who are NDT certified in the US, this requires a continuous process of updating information via ongoing continuing education and professional development. You can learn more here.
Personally, I moved to Chicago to complete my coursework and had a brilliant time exploring the city and enjoying stuffed pizza whilst studying during every other spare moment. 🙂
– NDTA Advanced Baby Course – 2 to 3 weeks – This certificate course can only be taken after the 8-week course above and is an add-on to specialize further into baby treatment. I took mine in what felt like the boonies, Allentown PA, however it was completely worthwhile to have spent this time with baby guru, Lois Bly.
4) CONTINUING PROFESSIONAL DEVELOPMENT – I would look to see that the therapist takes ongoing continuing education courses in a variety of areas. I list most of my CPD on my ‘About Me’ section under CV for others to see how I stay current.
5) EXPERIENCE: What’s their experience? How long? Where? What population do they work with?
6) SPECIAL INTERESTS: Do their special interests relate to your child’s needs? E.G. Baby treatment, pediatrics, splinting, kinesio taping, seating and wheelchairs, assistive technology, home modifications, oral motor / feeding therapy, listening therapies, yoga, brain gym and so much more.
7) LISTENS TO YOU: I find it encouraging when our team members listen to and involve us. After all, parents know their child best.
8) CREATIVITY: Fancy clinic equipment is great however I have seen great therapists do so much while working in a shoebox or with very little. Creativity goes a long way.
9) COST – Personally, I have found it so worthwhile to have fewer sessions with a more skilled therapist versus more sessions with less skilled ones. It’s important to look at the therapist’s credentials, approach and personality to find a good fit.
When I moved from NYC to London, half my boxes must have been full of toys and books! Whenever I see a new toy shop I must see what’s inside. Usually, I love the old classic toys mostly in thrift shops or on eBay now.
Occupational therapists love toys, activity analysis, figuring out what skills toys are working on, or how to adapt them to suit a child’s individual sesorimotor needs while offering just the right challenge. We also love finding interesting ways to use these games such as via an obstacle course, combined with therapy ball exercises, or from various gross motor positions. Talk to your OT to learn how best to adapt games to address your child’s goals.
I often use games from my childhood. 🙂 How many of you remember playing thumb war, French skipping, throwing balls against the wall, playing Jax, or making cootie catchers and cats cradle.
For birthdays and holidays, parents will often ask me for gift ideas that will address their child’s areas of need and that they will find fun. I love doing this. It’s like making a secret special super wish list for the child.
I have now created an Amazon store open to everybody. Toys and equipment are broken down by age group into the following categories with my anecdotes:
Visual Motor and Perceptual
I receive a little something should you buy from my store. All proceeds will be used for charity or therapy toys for those in need.
Have a look. I’d love to hear if you have any favourites.
Children have an inherent desire to please. They don’t intend to be naughty or mean.
I work with many children who are punished at school for acting out or being ‘naughty’ however their ‘behaviour’ is actually in response to sensory overload. It’s important to put on our detective hats for these children to determine the cause of their behaviour and how we can help the child be more comfortable with their bodies and environment. An Occupational therapist trained in sensory integration can help.
For children with sensory processing disorder, the demands of school can be over stimulating resulting in a meltdown. During this time, their nervous system enters a fight-or flight response as a protective measure. Noises can be too loud, lights too bright, classrooms too busy with ‘decorations,’ kids sit too close, it’s hard to sit still, and large spaces such as gyms or playgrounds are overwhelming. Dealing with this all day long often results in a meltdown either at school or by the time the child gets in the car or home.
Check out this wonderful diagram on Facebook’s Autism Discussion Page describes ‘Stress Overload at School.
So, how can children be helped?
During a meltdown, find a quiet retreat where the chid can calm down. This may be a corner of the house or class with pillows, fidgets, or a beanbag. It could even be under the teacher’s desk. Do not treat it as behaviour! Here are some ideas of quiet spaces.
To pre-empt a meltdown, try:
-Providing breaks for movement and proprioceptive inputs during the day. Have your OT help figure our what works for the child.
-Help the child identify when they start to feel overstimulated. What is the trigger? Touch, sound, novel activity, going to the cafeteria?
-Teach the child how to label their emotions so they can verbalise when they feel stressed.
-Provide forewarning when possible to prevent anxiety or stress (eg. Review schedule in morning.)
-Good sleep and nutrition (another subject in itself)
Here is a brilliant handout to share with teachers and professionals about sensory overload and meltdowns.
This article helps explain children, stress and learning. http://movingsmartblog.blogspot.co.uk/2011/02/understanding-children-stress.html?spref=tw
It’s Hemiplegia Awareness Week!
**Disclaimer: All content on this website is my professional opinion and for your information only. It is by no means a substitute for medical or individualized input from an Occupational Therapist.
I chose to become a pediatric Occupational Therapist because I’ve always loved kids but also, I can’t sit still. I think best when I’m moving and doodling. I think doodling is a word? 🙂 Like kids, I struggle to sit still for long, let alone sit still and learn. I love when research shows that children who get more physical activity actually do better in schools.
Kids schlep around huge backpacks these days so its not surprising that:
I use Integrated Listening Systems (iLS) Therapy to improve children’s sensory processing, motor skills development, auditory processing, attention and regulation.
I have found that iLS and Occupational Therapy together make a good pair and help children progress faster. It is also effective as part of a home program for many children.
iLS is unique in providing bone conduction in the headphones. This is highly beneficial as it offers additional vestibular (movement) input to the child working on a neurophysiological level.
WHAT IS iLS?
iLS is built upon the techniques and theories developed by Alfred Tomatis, M.D., and has been refined by Dr. Ron Minson over many years. It is based upon the theory of neuroplasticity, strengthening and creating neuronal maps that support sensory processing, movement, attention and learning. iLS is a sound-based multi-sensory program that combines movement, visual and auditory input.
HOW DOES iLS WORK?
Classical music has been digitally manipulated to specific frequencies and vibrations that stimulate various parts of the brain to improve the neurological foundation for sensory integration.
Music is delivered via a portable iPod through specially designed headphones with bone conduction (a small transducer). The bone conduction unit is inside the top of the headphones and provides specific vestibular and auditory stimulation.
In my practice, after I assess a child I determine whether iLS will benefit their program. We then create an individualized listening program along with sensory, movement, visual and auditory exercises based on the child’s goals. Generally, the program is administered approximately 3-5 times a week for 30-60 minutes. For the first 15-20 minutes, the child participates in their home program exercises and for the remainder of the program, they either relax or complete fun projects. I either use iLS during the child’s treatment sessions or offer units for rental for intensive home programs.
Sensory processing, body and spatial awareness, motor skills coordination
Motor Planning, sequencing
Attention and following directions
Auditory Processing, sound sensitivity
Visual Motor Skills
Sensory regulation, calming, sleep
iLS can be used for children who have various diagnoses including:
Sensory Processing Disorder
Autism, Asperger’s syndrome
ADD / ADHD
FURTHER iLS RESOURCES-
Research and case studies:
Free parent webinars:
Online videos and talks by Dr. Ron Minson about iLS:
Study by the Spiral Foundation regarding the effectiveness of home-based iLS therapy:
How iLS influences sensory processing
Parents’ account of using iLS and music therapy with their child:
Tips on introducing headphones to a sensitive child:
There’s a lot of buzz about that coloured tape now with Wimbledon and the Olympics approaching. I am a certified Kinesio® Taping practitioner and have been using it to improve children’s body alignment, movement patterns, and muscle activation for motor skills development since 2003. Being quite accident prone myself, I personally use it on myself for relief and to get up and moving again.
I have used taping for babies to older children, and have found it to be a fantastic adjunct to my Occupational Therapy sessions. It has been so helpful to have an understanding about development, children’s motor skills, and specifically, little bodies and then apply kinesio tape accordingly. I have often used kinesio taping for babies who are struggling to reach their milesontes, and young children with hemiplegia, Erb’s Palsy, Down’s syndrome, Cerebral Palsy, and general low muscle tone although it can be used for any motor impairments.
Taping is a skill and must be applied correctly according to the child’s desired goals. It is important to have Kinesio Taping done by somebody who has been properly trained, particularly for pediatrics.
For more, please see www.ot4kids.co.uk/kinesio-taping.
Last year, I wrote an article for PediaStaff which can be viewed here:
PARENT BLOGS-It’s always helpful to hear how other parents have found a treatment technique. Have a look at these blog posts.
Parents’ Feedback about Kinesio Taping-
Tales of the Tape – pediatric case studies
Uses of Athletic Tape-
Taping in an Acute Pediatric Setting-
Taping for Abdominal Muscles-
Treatment of Brachial Plexus Injury using Kinesio Tape and Exercise –
For very good articles with pictures on Kinesio® Taping for children with Brachial Plexus Injuries, check out the Outreach Magazine Spring 2005 Issue, Pages 8-10, as well as Outreach Magazine Fall / Winter 2005, Pages 8-9.
I commonly get referrals for children with handwriting difficulties between 5-7 years old.
There are so many factors to consider when assessing a child who struggles with handwriting. Here are just a few:
1. Core strength – Can the child sit upright long enough to do writing in class? Do they tire easily? How do they manage with gross motor and physical activities at recess or P.E.?
A child must have a strong core to sit in their seat and to support their arms for writing.
2. Shoulder stability and arm strength – Imagine the shoulder to be like a hinge to hold a frame. It must be strong to support what hangs off it (i.e. the hand). Chances are if the shoulders are weak or unstable, it can’t support the hands. This causes the child to tire easily and have poor grasp on their writing utensil.
3. Visual motor and perceptual skills – Does the child use the muscles of their eyes to visually track objects? Do both eyes work well together? Does the child spatially organise parts to draw a picture such as a house or a person? This is necessary on a finer level to form letters.
4. Fine motor skills – Are the child’s thumb and fingers strong enough to grasp and coordinate the pencil? Do they have isolated control of fingers or use their whole hand to manipulate their writing utensil?
5. Body and spatial awareness – Is the child aware of front/back, right/left, top/bottom on their own bodies, when given directions, or to draw and write? These skills are first developed with gross motor skills, on the playground, when building forts from sofa cushions and dining room chairs, playing with blocks and then forming letters.
6. Balance, midline crossing and bilateral integration – Can the child balance in their chair or when sitting on the floor at circle time? Oftentimes a child may slump over the table or have difficulty sitting still at circle time due to core weakness and poor balance. Have they developed a hand dominance? To do this the child must comfortably be able to turn their body and cross midline without losing their balance? And lastly, do they use both hands to play, get dressed, open / close bags, cut, or hold the paper while writing.
7. Motor planning and sequencing – Can the child follow a sequence, problem-solve, do a multi-step task?
8. Attention, auditory processing, and more.
Could we help these kids earlier before starting school? ABSOLUTELY!
Here are some difficulties children who struggle with handwriting often have when younger:
-Disliked tummy time
-Short or no crawling period
-Described as ‘lazy’ and lacking desire to move
-Delayed infant milestones
-Cautious with movement and climbing activities
-Avoided manipulative or constructive play (blocks, Legos)
-Difficulty with hand actions to nursery rhymes
Handwriting is very complicated. There are early red flags and children do benefit most from receiving therapy input early. It’s never too early or too late, however earlier the better. If children have the chance for early intervention, they can focus their energies at school on attention, learning, and playing with friends.