special education

Strategies to Improve Body Awareness & Mental Health

1 Comment / Mindfulness, Pressure Touch /

Intervention strategies promoting body awareness can improve learning and behavior in children and adolescents with sensory processing, trauma history, sensory processing, developmental, and mental health challenges.  Improving youngster’s body awareness is particularly important for children and adolescents because it provides the foundation for self-control and learning.  Many children with internalizing behavioral challenges including depression and […]

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Transdisciplinary School Strategies Enhance Inclusion

Feelings, Positive Behavioral Support /

It is common for early education classes to include undiagnosed special needs students.  While the students often eventually qualify for special education services their teachers need strategies to meet the immediate needs of these students within the regular classroom.  This is important for both the special needs students and the ability of all the other

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Teaching Emotion Regulation Skills to Special Education Students

4 Comments / Coping Strategies, Feelings, Positive Behavioral Support, Triggers /

Learning emotion regulation enables students to effectively manage intense feelings of anger, sadness, anxiety, and distress.  Like learning to walk, talk, and read, learning emotion regulation to successfully deal with distressful feelings follows a developmental progression. Emotion regulation development proceeds to a greater ratio of adaptive compared with maladaptive strategies, from adult initiated to more

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Classroom Exercise Improves Transitions and Learning

2 Comments / Exercise, Movement brakes, Physical Self-regulation, Uncategorized /

As greater educational demands are made on students and teachers, often beginning in preschool or kindergarten, it is increasingly important to embed brief exercise strategies into the elementary school curriculum.  Movement activities done before transitions enable students to integrate their learning and behave more appropriately.  Increasing time spent in seated teaching and testing along with

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FAB Pressure Touch Strategies

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The FAB Pressure Touch Strategies help reduce anxiety, increase communication, and improve behavior with children who have self-control, developmental, and sensory processing challenges. FAB Pressure Touch was developed by adapting and synthesizing evidence-based Massage Techniques, QST, Knickerbocker Sensory Integration strategies, Trager Body Work, and NDT touch strategies to meet the needs of children with developmental,

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Pediatricians on Sensory Integration for Developmental and Behavioral Disorders

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As a pediatric occupational therapist for 30 years, reading the American Academy of Pediatrics policy statement on sensory integration therapies for children with developmental and behavioral disorders (American Academy of Pediatrics, 2012) impacted me deeply.  My reaction is bests summarized by the movie title The Good, the Bad, and the Ugly.  The Good is the

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A FAB Sensory Behavioral Strategy for Kids with Autism

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FAB (Functionally Alert Behavior) STRATEGIES A clinically affective strategy for children with Autism who engage in repetitive self-injurious behavior is the FAB Reinforce Sensory Match Strategy.  The FAB Reinforce Sensory Match Strategy involves replacing the automatic sensory reinforcement that encourages repetitive self-injurious behaviors with matched sensory activities, while also reinforcing the child for refraining from

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A FAB Alternative to a Sensory Diet

1 Comment / Uncategorized /

FAB (Functionally Alert Behavior) STRATEGIES A FAB Alternative to Sensory Diets   FAB “Functionally Alert Behavior” Strategies provide a practical alternative to the use of a Sensory Diet.  In my work as a full time occupational therapist with my own sensory processing challenges, I created FAB Strategies to quickly develop individualized strategies that improve self-regulation

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Praxis Comic FAB Strategy

Uncategorized /

Ayres Sensory Integration describes PRAXIS as the process necessary during initial learning (functionally involved in learning tasks such as shoe tying, printing, cursive writing, keyboarding). Ayres described praxis as involving 3 components, any or all of which are difficult for children with praxis problems termed “dyspraxia”. Taking as an example building with playdoh, consider the

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