Orientation: Finding your Peeps

One of the most important things I have ever done was to find MY PEOPLE.  You know, the ones who get me.  The way I sing everything, all of the time, much to their chagrin.  My introverted nature.  My longshoreman mouth.  My sarcastic humor.  Because these people have been my rock of stability during the storms that happen during the school year.

So how does one locate a peep?
1.  Put on a "Hi My Name Is" and replace your name with Inigo Montoyo or Slim Shady
2.  Look for people who get the joke.
3.  Smile, because they are probably your peep

Ok, Ok.  This may not work in all situations and with all types of personalities.  But finding common ground with at least one person in your work environment during orientation can help set the mood for the year.  I personally am not an icebreaker person but the concept makes sense; force the group to split and speak to one another outside the normal clique.  Forced connections.  Meh.  I like to connect organically when I have the time and energy to pop into rooms and speak in a less chaotic environment.  Or maybe for the first few weeks, try to eat lunch in the staff lounge.

Often, I find that therapeeps (OT, PT, and Speech) will sit together because we typically understand each other's backgrounds.  We are healthcare providers who happen to be in the education setting.  We are using our super powers to help children access their school lives.  But that doesn't mean we cannot look beyond our scope of practice for connection.

Branch out.  Find a teacher of visual impairment, or teacher for the deaf and hard of hearing, or social worker, or special educator, or regular educator, or secretary, or teaching assistant, or nursing assistant.   In fact, FIND ALL OF THESE PEOPLE because you will need their expertise to get through your school year.  There will be questions, and these people may have the answer.  It is vital to daily survival to identify with whom you can connect and consult.

Will they necessarily be the people to which I vent and shed a tear? Probably not.  That is only reserved for the sacred circle of peeps.   But these individuals will collectively help you navigate the school year.  And maybe, just maybe you'll find a peep or two that make going to work a little more sugar-coated.

The Grind: EBP Systematic Review of the strength of sensory techniques and modifications

In my day to day practice, I am constantly integrating sensory-based interventions.  Many of the students with whom I directly work are preschoolers on the autism spectrum.  I am lucky enough to have an actual treatment room with a ball pit, a doorway platform swing (linear only), a trampoline, tunnels, stairs, balance beams, and a steamroller.  I even purchased light covers to soften fluorescent lighting.  And I use the heck out of this space.  I love watching my students' motor planning evolve so that they freely move and engage through the obstacle courses, vocalize, socialize, and participate in later tasks.  My practiced-based evidence, the results of my sessions and its impact on my students' functioning, supported the continued use of these sensory-based techniques.  But I wanted to know more: What does the research say?

Back to the Grind

Well, Bodison and Parham (2018) published a systematic review that reviewed over 11,000 studies from 2007 to 2015.  Only 8 (out of 11,000!!!!!!!!!) met the inclusion criteria of studies that were peer reviewed, in English, had pre and post-testing related to sensory functioning, and the outcome measures of the impact of sensory techniques and environmental modification on a child's function and participation in daily activities, not just physiological changes noted in a lab.  The included studies focused on the following intervention:

• Qigong Massage
• Weighted Vests
• Slow Linear Swinging
• Sensory Enriched Preschool
• Sensory Environment Modifications

Nitty Gritty

• Qigong Massage has been effective in infant and preschool-aged development and behavior, ***when the occupational therapist has extensive training
• There is limited evidence for use weighted vests with kiddos ADHD; using weighted vests for children with ASD was not recommended due to the lack of evidence
• Slow linear swinging may or may not improve on-task behaviors for children on the spectrum; it is dependent on arousal level
• There is insufficient evidence that embedding sensory rich activities into the preschool classroom improves development over a typical preschool setting
• Other techniques like Wilbarger Brushing Protocols, therapy ball, sensory diets, and sensory listening systems were excluded because the quality of the studies out there were low on the evidence totem pole
• Reducing lighting and sound, paired with a weighted blanket helped children participate in dental cleanings

What do the findings mean to me?

• If I were an early intervention or hospital based therapist, I would consider going for training in Qigong Massage.  But it would be at least 50 hours of training, which is a huge commitment.
• Weighted vests.  How many of us have weighted vests in our closets? Evidence is limited.  Though it is in my tool box, I would try other interventions first before implementing one of these.
• Linear swinging.  Know the reason for using the swing before using. Is it for play and language, reward, balance and strength, or regulation?
• Preschool.  Definitely need more thought and research here.  I have seen a lot, working public preschool for nearly 12 years. Each teacher sets up his or her room differently.  They use different materials, different approaches.  The children, usually between 3-5 years old, are mixed in skill and developmental level.  Collaboration levels and comfort with service providers are all cogs in the multifaceted machine of the the day.  I work with the kids in and out of the classroom to see what may work and how it could be incorporated into the daily routine with the goal that the child can learn to self regulate in his or her natural environment.  And with the push for push-in services, consultation, and modifications, more experience and studies are needed to figure out what is best practice.
• Read up on the other techniques before using them!
• Yes, more research is needed to generalize to a classroom, but it is worth educating teachers and staff to environmental modifications that can help students with ASD.

During my EBP courses I had coincidentally gone through quite a few, if not most of the studies highlighted by Bodison and Parham.  For me, I will continue to use sensory-based interventions as part of treatment for children with sensory dysfunction, but I plan on making more of an effort of keeping better data to see if my practice-based evidence is improving function and on-task behaviors.  

Bodison, S. C. & Parham, L. D. (2018). Specific sensory techniques and sensory environmental modification for children and your thaw sensory integration difficulties. A systematic review. American Journal of Occupational Therapy, 72, 7201190040. https://doi.org/10.5014/ajot.2018.029413

The Grind: EBP Review - A Systematic Review of the Efficacy of Handwriting Programs

Last year, I completed two courses in Evidenced Based Practice (EBP).  Prior to them, I thought I was doing my due diligence in reading and applying knowledge learned through continuing education courses and reading articles both peer reviewed and not.  But I was completely missing the ball on being an effective consumer of research. It's not just about reading the content, but also analyzing it.  Basically, how efficiently did the authors answer the WH questions of who? what? when? where? why? how?   Therefore, in an effort to keep my brain percolating with the evidence to make informed decisions in treatment and evaluation, I will share my interpretations of current studies and how they might apply to school-based services.  

Welcome to The Grind.

I was intrigued when I came across the systematic review by Engel, Lillie, Zurawski, and Travers (2018).   Engel et al. searched through 455 sources to get to 13 studies that met the extensive criteria of peer-reviewed journal articles within 2006 and 2015 that examined if, which, and by how much handwriting curricula were effective in improving legibility, speed, and fluency.  Ultimately, the studies that were robust enough to be included in the analysis focused on the following handwriting curriculum-based interventions:

• The Write Start
• Peterson Directed Handwriting Curriculum
• Handwriting Without Tears (PreK and Elementary)
• Fine Motor and Early Writing Pre-K curriculum (which seems to be a part of the Pathways to Learning by Mead)
• Size Matters
• Write Direction (only found a reference to it on YouTube)
• handwriting clubs
• Explicit Handwriting Program

Nitty Gritty

• Curriculum-based handwriting programs (CBHP) do have a positive effect on legibility/letter formation.  Size Matters, Write Start, and Explicit Handwriting Program had the biggest effect sizes on legibility
• There is mixed evidence that supports CBHPs improving speed of handwriting, in fact it may slow some children down
• There isn't enough evidence that CBHP improves fluency of writing
• There were not significant relations between age of instruction or amount of time spent on instructing and outcome on legibility or speed

So what did this mean to me?

• I have been a user of Handwriting Without Tears for years.  I can say that I may not use every piece of the curriculum with the fidelity to the extent that I would like, but I believed that the curriculum was based in research.  But clearly, there are many other handwriting curricula available on and off the market that can have an impact. 
• I am going to have to do some professional development on the Write Start and Size Matters.  It might be worth it for me to expand my repertoire of interventions to see if either would be relevant for my caseload.  Heck, I am pretty confident I have a manual somewhere in my office at work for at least one of them.   
• I could not find anything about what exactly the Explicit Handwriting Program was or how it was implemented, so it's not high on my radar.
• And if the curriculum do not impact speed of handwriting, what does? Guess I'll have to do more searching.

The nice thing about systematic reviews is that the authors are taking on the brunt of the work.   Are there limitations?  Of course!  As a consumer of research,  you are dependent on the authors to include what you are looking for in population, intervention, and outcome.   However, systematic reviews typically give you the most bang for the buck.  You can always dive further into specifics by weeding through the references.  If you don't have NBCOT or AOTA membership, I highly recommend that you get it.  They provide you with access to research relevant to practice.  It really is worth every penny.  If not, there are other avenues to try, that I will address in later posts.

Let me know what you thoughts are. 

Engel, C., Lille, K., Zurawski, S. & Travers, B. G. (2018). Curriculum-based handwriting programs: A systematic review with effects sizes.  American Journal of Occupational Therapy, 72, https://doi.org/10.5014/ajot.2018.027110

Michael Myers in a Mat Man shirt, holding a box of crayons

It’s coming.  The end of summer.  The end of lazidacial mornings of drinking coffee on the porch in my pajamas with the dog at my feet.  Orientation is around the corner.

Whether you are entering the school doors for the first time or the 12th time, first day anxiety is creeping its way into your head like a bad 80s horror character.  

I like to picture my first day anxiety anthropomorphically, like Michael Myers with a Mat Man shirt on holding a box of crayons.  Chi chi chi, wah wah wah. He sits on my shoulder, like DeadPool on the overpass, coloring an IEP calendar. I ask, he answers.

Wonder what the caseload is going to be like this year?

Comparable to planning a trip to the hairy edge of Saturn

From under what hellish mountain of paperwork will I be shoveling this year?

Somewhere in height between K-2 and Everest

How will I get everything done?

By medicating

How many times will my schedule change? 

If a train is traveling at 80 mph and 30 people are walking in the opposite direction, how many cats would it take to fill the Lake Eerie?

Do I need a swear jar at work? 

Probably

When will I have lunch?

Whenever you damn well please, as long as you can eat it under 3.2 seconds

Don’t get me wrong. I love what I do.  I love my students. I love my co-workers.  But I still struggle with making each year manageable.  So now that I have completed my masters, I want to get back to writing.  It helps me process the day to day quirkiness that is school-based therapy.  

The work-wife (I’ll get into that in a later post) and I thought we would do a podcast about topics, trials, and tribulation of how to survive school-based service provision.  But for now, I think I will start here. Any maybe, just maybe you will come for the ride. Check out the scenery, share your experiences, or just nod your head in solidarity.

A letter to my students transitioning to middle school

Because sometimes, I don't think we prepare our students with disabilities enough during that elementary to middle school transition, I was inspired to write them a little letter based on a variety of posts by people with disabilities talking about their experiences during this oh-so-fun-time.  I wanted to let them know some "things to look for" to help prepare them and to begin to self advocate.  Self advocacy needs to start early.  I don't know if anyone ever sits down with these kids to share these ideas, but someone should.  So I decided I needed to be that person.

Dear __________________________,

I just wanted to take the time to tell you to have an awesome summer and give you some tips to dealing with middle school!!! I am really proud of all you have accomplished and you will be great! The biggest thing is to advocate for yourself.  And if/when you need help, please don’t be afraid to ask. School can be a challenging place for a student who uses a wheelchair or walker. There are all kinds of unexpected barriers such changes to the cafeteria set up, tables and desks that suddenly appear that won't allow a wheelchair in between. It's important to use these challenges as learning experiences in becoming an independent adult.  Wishing you the best!!!

Sincerely,

Ms. Becca, OT

Managing School Supplies

• strapping a large backpack onto the front of you using the seatbelt to hold it can work for carrying bulky items
• a sling under the seat between the wheels and a smaller backpack behind  you to carry big items
• Ask for an extra set of school textbooks to keep at home.
• If you have a locker, make sure you can get into it easily

Navigating the Classroom and School Building

• Make sure there is enough room to get around all of the furniture and that you can reach everything
• Request an orientation before school starts to figure out how to get from one class to another.
• Get access to an elevator key to go from one floor to another if needed
• Talk with your teachers to see if you need to leave class a few minutes early and have a few minutes' grace period to arrive at your next class

Emergency and Safety

• Find out what the plan is in a fire or emergency drill - Like if you are on the second floor and  can't use the elevator for evacuation

Restroom Accommodations

• Find all the bathrooms that are accessible for you.
• Carry bathroom supplies in your backpack.

Support Staff

• Have the physical therapist or occupational therapist make sure that whatever desk you have is the appropriate height for you
• And that you have reasonable space to enter and exit the classroom.
• Check in with your teachers or therapist with any issues that arise

SOS Skills of Studying 2 Minute Tutorial

So I am trying something new since I've been out of the loop for a while.  I enjoy watching those white board videos on You Tube. They incorporate visual and auditory components so that I can retrieve that information a little better- since I made a multi sensory connection.

I wanted to try my hand at making one.  I discovered VideoScribe which is a web based program you can download- free for 7 days and then purchase.  It is very intuitive and easy to use.

I can really see this an effective tool to tap into for both students and teachers to create meaningful projects and presentations.

Check out my new VideoScribe that I hope to make into a series: SOS Skills of Studying 2 Minute Tutorials on the SQ3R Method which is an organized approach reading text and articles and studying to get the most out of the material.

Let me know what you think or leave a comment about topics you would like to see in this format!

Fun Tools in Google Docs

When you open a new document in Google Drive, you will see it is set up similarly to a Microsoft Word document.  It will have most of the same bells and whistles you are used to, and some that you will wonder how you completed your work before.

Tools
The Research tool allows you to open a search bar with the Drive workspace.  Then you can search for relevant research topics and copy and paste links into your document.

If you would like a more readable link to these
Research tips, click HERE!

Voice Typing

For a more readable version of these
Voice Typing tips, click HERE!

Voice recognition used to be an add-on in docs, but now it is a built-in function.  Note, if you are planning to use it in a noisy setting like a classroom, then using a noise cancelling headset microphone will improve access to the tool.

Google Docs Editor Help provides a few quick reference tips and voice commands.


Add-Ons
Add-ons are features in Google Docs that can help you perform task in the document on which you are working.  They will not carryover into a web program like extensions, but can support the reading and writing process.

An Add-On I recently learned about has been available for quite a while: Easy Bib.  Had I known about this a few weeks prior, I would have had a much easier time completing my research project.  

So now that you have a few more tools for your digital tool box, try them out and let me know what you think.  Up next, more apps and extensions as educational and/or assistive technology.

Let's Go Take a [Google] Drive....

I have found a great beginners Google Drive Tutorial posted by Anson Alexander.  Rather than recreate the wheel, I embedded the video. It is close captioned as well.  What I really like is how he goes step by step introducing each part of Drive.    

Some organizational highlights I would reiterate:
1. Name your documents as soon as you start.  Getting into this great organizational habit will help you not end up with a variety of Untitled documents in your Drive.

2. Create folders.  Something he doesn't show you is that you can change the color of the folders.  Though he says he generally doesn't use folders personally, creating folders helps provide a visual sorting system that you can customize to match the colors of a student's color coding system that he or she already uses.  But note, the color features do not carryover to mobile device.   Just right click on the folder icon and select Change Color.

3. Star your frequently used or important documents.  Like favoriting a website, starring a file will allow you to quickly locate a document.

4. Delete things you no longer use or need.  If you Trash an item, it will only stay in the trash for 30 days. So be sure that you no longer need or want it.

Up next, Add Ons, Extensions and Apps- How to customize your experience and differentiate for learners of different abilities.

Why Chrome Might Add Bling To Your Educational Experience...

For over the past year now, I have heard so much hype about incorporating Google Chrome into the educational process.  Now that I have gathered a ton of information, completed some trials and tribulations, I wanted to share what I have learned so you can decide for yourself if Chrome will be your new accessory.

Google Chrome is a web browser.  Just like Safari.  You can download it for free onto your Mac or PC; you can have it automatically as your internet platform on a Chromebook.  You can even download it onto your iOS devices (but I’ll get into usability on a later post).  But the magic occurs when you activate a gmail account.  Once you do that (whether it be a personal account or a google-based education account from a school), it opens up a plethora of supports.

So, I’ll wait while you do that….

Are you done downloading and installing your Chrome Web browser?  If you see a Red, Green, and Yellow donut encircling a blue dot, then you should be good.

Did you create your gmail account?

Good, now you can play.

First thing’s first.  I am going to describe a few basics.

Gmail.

This is your email account.  This is your user account.  This is what is attached to everything you do in Drive, the Chrome Store, Google Classroom and Google Sites.

Drive.

Google Drive is a web based documentation forum that has a word processing section (Docs), an excel-like program (Sheets), a powerpoint-like program (Slides), and another section (Forms).  You can save documents in the happy cloud land.  And bonus, it saves automatically as you work.

Google Classroom.

If you work or are a student that uses google based accounts, then you may have access to setting up your very own Google Classroom.  This will not work if you do not have an email account ending in .edu.  If you are not sure, ask your local IT guy.

Chrome Web Store.

It’s not the Apple App store; but it is similar.  When you find the colorful 9 block icon that is labeled “Apps” (on my browser, it’s in the upper left hand corner) or just enter in the url https://chrome.google.com/webstore/category/apps, you will now have the ability to attach Apps and Extensions to your gmail user account.  This means, the apps and extensions you download can/will follow up wherever you log into a Chrome browser (except on iOS devices but I’ll get into that in a later post).  Most things are free, especially when it comes to education.

What’s an App?

Just like when you download an app from the Apple Store to your iOS device, an App from the Google Chrome Web Store will bring you to a website and you will be able to complete games or tasks within that app.

What’s the difference with an Extension?

Extensions are tools you can use to customize your user experience in any site you could be on.

Now this is only the beginning.  And I don’t want to blow your mind just yet.  What I do want you to do is play and explore.  Because there is a world of digital opportunity ready for the taking for anyone willing to try. Keep an eye out for upcoming posts and how-to sections to discover how Chrome's apps and extensions can help support different learning styles.

Define READING

Thoughts and Highlights from Assistive Technology Conference of New England 2015

Define "Reading"

I heard this in the last session I attended with Gaby Richard-Harrington who is an Instructional Technology Specialist in Western Massachusetts, and it stuck and resonated with me.  I remember at the beginning of the school year when my second grader brought home his weekly reading log, and I wondered to myself, well, does this count the Audio Books we read/listen to in the car? And I should have asked for clarification, but I didn't.  But now I wonder, WHY should I ask?  

Not being a reading specialist or a teacher, the WHY becomes evident.  You need to define READING.  Is the purpose for oral fluency?  Is it for the progression and speed of the left to right, bottom to top nature?  Is it to develop a love of listening to stories?  Is it for the social emotional aspect of reading with a parent or peer?  Is it for the comprehension of materials?  

Reading to me is not just the act of eyes and brain working together fluidly to decode and sound out characters.  I love reading.  I love stories.  I love learning.  But for someone who struggles with any of the above aspects, I doubt they LOVE it.  In fact, you ask a struggling reader and they probably say they HATE it.  And that is a strong word.  

So when assigning reading tasks, I challenge parents and educators to define clearly what is it that you are actually asking the student to do.  It is then I think that you can see what kinds of tools are out there to help them become engaged "readers".  

But first, just observe your reader(s).  Does the student/child rub his eyes a lot, squint, or get headaches?  Any of these should be red flagged and referred to an optometrist.  Can the child/student use his eyes together to scan across a page without jumping?  Do they have difficulty switching from the board to the book?  If acuity has been addressed, then maybe a referral to an Occupational Therapist or Development Ophthalmologist might be in order.  Is the student frequently reversing letters, missing letters or words, or just doesn't seem to be getting the whole picture?  Maybe screening for a learning disability may be in order with a Neuropsychologist.

And in the mean TIME of all of this, how is the child accessing his reading material???  Because, we know this ALL TAKES TIME!  So look at what you have available in the classroom, the district and the local library.  Perhaps providing the student/child with the audio version of the novel you are reading in class would be an easy option.  Do you have access to the digital format?  Using the built in options on the MAC or PC to use the text to speech options may help.  Does your district already have a site license for products like Read and Write Gold or Read and Write for Google?

I know this seems like a rant, but it is more of a challenge.  I challenge teachers, parents, and therapists to really LOOK at the student (or yourself even) and DEFINE READING.  It is only then you can begin to analyze how to really support the reader.

SpOTLight On: The Assistive Technology Conference of New Enlgand

If you happen to be (or want to be) in the New England area at the end of November, you should consider registering for this year's Assistive Technology Conference of New England.  

Hosted by Tech Access of RI, the Rhode Island ATAP affiliate with focus on educational supports, this year's conference has expanded to include a full day workshop option on Thursday November 19th as well as its comprehensive 24 session workshop day on Friday November 20th.  Click HERE for full listings!

I am proud to say that I have been part of the planning committee for the past two years and this year is especially awesome.  Between the expansion into a two day conference as well as the Bringing Access to Life Expo which features New England vendors, programs and agencies with special talents and abilities highlighting work and leisure, the ATCNE 2015 is sure to inspire you.  

Love Letters By Emily

Therapeutic Sailing

Purely Patrick

Kelly Charlebois, Director of Tech Access of Rhode Island, is "most excited about the diversity of the content of the program and the ability to offer full day, in-depth workshops!"

She should be because the list of presenters is awesome!  Can't make it to ATIA? Well, there will be at least three national presenters at this year's pre conference. Mike Marrotta, AT specialist at Inclusive Technology Solutions, will be presenting his Google Bootcamp.  Diana Petschauer and Alyssa Marinaccio will be addressing Apps across the Curriculum and Kelly Fonner will be discussing Successful Implementation of AAC Apps.  Professionals can also obtain continuing education credits certified by the AAC Institute.

I'm excited to go through Boot Camp this year with Mike Marotta, but I have seen both Diana's and Alyssa's presentations last year which helped me greatly develop an extensive repertoire of resources to use in daily practice.  I am sure you will be highly satisfied with anything in which you chose to participate.

As with years past, the conference will be hosted at the Crowne Plaza Hotel, located in Warwick, Rhode Island.  Accommodations and food have been excellent in the years that I have attended this conference.  You can attend either a single day or the two-day conference.  But tickets are selling out fast.  Make sure to reserve your spot and be a part of something great.  If you can't attend but want to support Tech Access and people with disabilities, check out the accessories designed in conjunction with Chubby Chico.

September SpOT Light Series: Your Therapy Source

I close out the September SpOT Light Series: Discover the Therablogger with a seasoned Physical Therapist and her desire to keep herself and her readers up to date on current research and treatment ideas.  Today's SpOT Light shines the light onYour Therapy Source.

Margaret Rice received her Masters in Physical Therapy 21 years ago from Columbia University after obtaining her Bachelor of Science in Physical Education.  Your Therapy Source first started out strictly as a company in 2007, then established itself with a web presence one year later.  Your Therapy Source's blog is now in its sixth year of publication in which it "specializes in electronic documents for pediatric occupational and physical therapists. [YTS] publishes a FREE digital magazine monthly for pediatric OTs and PTs.  You can subscribe to our email list on our home page at http://www.YourTherapySource.com"

On her blog, Margaret shares a variety of her favorite back to school tips.  10 Back to School Tips for School Based Therapists reiterates organizational keys to facilitate a successful year for everyone involved in the students' care.  And if you are looking for tangible therapeutic activities, who can resist items like free printables for the fall or 8 Print and Go Ideas for Indoor Recess?

But the biggest advice Margaret could share comes from her therapeutic 'ah-ha' moment.  "As a pediatric therapist, a 5 year old taught me my most important lesson (thankfully early in my career).  Let the child lead.  Internal drive is an amazing motivator in children.  I was there to support his goals as needed and modify the environment."

Letting the child lead sometimes gets lost along the way of access common core and testing.  But as so many of the therapists from the SpOT Light Series: Discover the Therablogger, like Margaret, have shared personal stories and epiphanies that bring the focus back on the purpose of our existance: helping our clients (children, adults, whatever) access their life occupations.  So, if you haven't already checked out the 14 innovative authors, take the time to do so.  Inspiration just may be a click away.

September SpOT Light Series: Kids Play Space

So I began the September SpOT Light Series in Australia and now after many adventures in the states, I head back to Aussie to aim the SpOT Light on Anna Meadows at Kids Play Space and her innate ability to see playfulness in the world around her.

Kids Play Space began, as most blogs, as diary of sorts during her maternity leave, featuring the childhood development of Anna's son.  (check out her son's Happy Feet for a good giggle). But as time passed, it became a Play Space of passion for sharing pediatric play.  Just recently celebrating it's 3 year 'blogiversary', Anna continues to spread the importance of play.

"It has truly become a labour of love! It is a place where my passions for OT, health promotion, child development and play collide! OT fights for accessibility, inclusivity and thriving in everyday ‘occupations’, working closely with individuals. In the world of health promotion, it’s all about striving for ‘health for all’. Finally, as play is children’s most important occupation, my motto over at Kids Play Space has become ‘play for all’, celebrating simple learning opportunities everyday, not just for our son, but for all children."

Now in Anna's 18th year of occupational therapy service, she reflects on the uniqueness of OT that allows us as practitioners to support through the life span. 

"I’ve been so fortunate to have practiced OT in so many different areas! I’ve worked in hospital, rehabilitation, and community settings, (including community centres, disability, early intervention services and special schools), with people from 0-100+ years old!"

In many of Anna's posts, she looks outside the box to incorporate the available items of her surroundings into daily play.  In Balance Beams in the Real World, Anna adapts the concept of Parkour  (urban play spaces) to benefit childhood development.  "Kids love seeking out and conquering balance obstacles naturally." 

In her Small Space Living Series, Anna reiterates that "you do NOT need a mansion, a separate play room, or a million toys, for rich play experiences. Children are very adaptable, and will learn to explore and interact with whatever space is at hand."

But it is Celebrating Boredom in Childhood that sticks out in Anna's head as a top therapeutic tip.  "Ensuring that [kids] have time to be bored, explore nature, problem solve with loose parts, interact with their friends is vitally important for school aged children. I guarantee these experiences will enrich their childhood, and make them more confident, capable students."

Kids Play Space provides a variety of strategies for caregivers and therapist to promote playful interactions with everyday items and activities   So if you are looking for a way to avoid "plastic fantastic", hop, skip and jump over to Australia's Kids Play Space, where Anna Meadows will make you look at your surroundings with a more playful eye.

September SpOT Light Series: Starfish Therapies

At Starfish Therapies, Physical Therapist Stacy Menz challenges herself to be the Star Thrower everyday by making a difference to children and their families one challenge at a time.   

"I often get a lot of questions about where I got my company name from and while its on my website I never get tired of the story.  Its from the Star Thrower story (by Loren Eiseley) and in it the tide is going out an an old man is walking down the beach littered with starfish.  He sees a young boy throwing the starfish back into the ocean.  When the old man asks the young boy why he is bothering because the starfish are going to die anyway, the boy looks at him, throws another one into the ocean, and says, ‘but I made a difference to that one.’  The story embodies why I do what I do and why I started my company and blogging."

Stacy has been a Physical Therapist for 15 years, after first receiving her Master's from Boston University followed by her transitional DPT there as well.  She has taken her passion for pediatrics and helping families understand complex topics and molded into her blogging for the past  6 1/2 years.
  

 "One of my favorite posts to write is ‘What does low tone mean’.  I had the idea after explaining it to many families and seeing them understand what it meant for their child to have low tone.  They were finally able to figure out how to explain it to their family members or friends.  Being able to take complex terms and simplify it for families is something I really enjoy."

Stacy also has enjoyed sharing activities for therapists and caregivers to play with their kids to improve fine and gross motor development, like Five Ways to Use Drinking Straws and Ideas for Squatting.  

Like many health professionals, Stacy reflects daily on the successes that she observes and how it reaffirms her therapeutic practice. "The other day, I was working with a kiddo in early intervention and he took his first independent steps.  Seeing his parents’ reactions to moments like this is such a boost.  Same as when any child hits a milestone or a big goal.  Those are the moments that remind me why I do what I do."

So be inspired to be your own Star Thrower and check out Starfish Therapies or contact Stacy directly at stacy@starfishtherapies.com.  Make a difference in at least one person's life today.

September SpOT Light Series: Pink Oatmeal

Physical Therapist Chanda Jothen didn't initially plan on writing about her experiences in pediatrics therapy services.  But since her Do It Yourself projects didn't pan out quite as she would have liked, Pink Oatmeal evolved into the fantastic resource it is today, a place for parents, teachers and therapists to find fun and functional movement-based activities.

Pink Oatmeal isn't just a combination of her favorite color and food.  It is Chanda's outlet for combining her experiences as a mom and a physical therapist.  In 10 Baby Items You Don't Need, Chanda was candid about her point of view on "crotch danglers" and jumpers, to which I can totally relate and appreciate.  She found that ultimately her "laundry basket or diaper box were better options and far less money" in comparison to an exersaucer.  

I have to admit, I had every single one of the items she discussed.  And that's ok, because ultimately "moderation is key when it comes to baby equipment.  If there is a product that works for you just be careful not to overuse it or pass baby from product to product with little floor time or time to explore their environment. "

Now with baby number two on the way, you can expect Chanda to continue on writing about the blending of motherhood and physical therapy.  

Since it is the start of school, make sure to check out her recent post about incorporating movement stations into the daily classroom routine.  "[Movement Stations] are the perfect way to incorporate movement and brain breaks into the day.  They are one solution to making sure that student’s are getting movement in their day.  We know that research shows us that kids that move and are physically fit perform better in the classroom.  It is part of a natural flow in the classroom and it’s motivating for the students."

You download free and cost yoga cards, brain break cards and more at Chanda's Pink Oatmeal Teachers Pay Teachers store.  And of course, you can also contact her directly at pinkoatmealblog@gmail.com.  So if you happen to be hungry for marvelous movement activities, satisfy your appetite with Pink Oatmeal.