DEAR ERI COMMUNITY: I have a question that I have struggled with the answer for a while now. I understand how our services as school based therapist are supposed to be educationally relevant. We get referrals of children of all types for services. What do my fellow PTs do with the child whose gross motor skills are behind that of his peers? I always try to make things functional for access to the school environment. Do you ever write goals/objectives for children who can’t hop on one leg or balance on one leg, skip, jump consecutively etc? In the past I have, but we are having to revamp how our goals are written to support the present level of performance in the educational environment. The only standardized test I have available has been the Peabody and really I don’t see how that test is educationally relevant except for the stairs,walk, run part. So if you get low scores, the parent still feels you should see the child even if they can maneuver in the school. We have ordered the School Function Assessment recently but have not used it yet. Seems it does not even look at gross motor skills. Do you include higher level gross motor skills goals if it is a deficit for the child? And how do you write said goals on the IEP if you do so? I just want some pointers so I know if I am doing the right thing. I typically include goals for gait, stairs, and balance/coordination GMS, but it seems best practice is steering away from this. Advice please
Sensory modulation strategies, a component of sensory integration intervention, help improve behavior and reduce the need for harsh discipline in schools. Sensory modulation strategies teach students to be aware of and regulate their arousal levels for appropriate behavior and learning. Sensory modulation strategies are particularly useful for students with behavioral, mental health, trauma history, developmental, and/or sensory processing challenges.
Sensory modulation strategies help students adjust their arousal level for improved self-control. They learn to notice whether their arousal level is low (they feel numb), medium (just right for learning) or high (too hyper to pay attention) and use coping strategies to adjust their energy level.
Most students learn best when they’re in a quiet alert state rather than overly relaxed or excited.
Maintaining appropriate arousal levels also involves social skills, as different levels of arousal are expected during class and at recess. Occupational and mental health therapists can team with teachers to use sensory modulation strategies with students who have self-control challenges. Clinical research shows that sensory modulation strategies can improve behavior and reduce the need for restraints and other harsh discipline methods.
Sensory modulation strategies are especially affective for students with severe behavioral, mental health, trauma history, developmental, and/or sensory processing challenges. Students are taught to identify when they begin experiencing environmental and body triggers to use their most affective sensory coping strategies
If sensory modulation or behavioral interventions alone are not working, combining both strategies using picture reminders can be helpful.
Busy teachers may sometimes attend to disruptive and ignore appropriate behavior, and reversing this can make a huge difference. For some students, individual sessions with an occupational and/or mental health therapist are used to teach sensory modulation, while others learn sensory modulation strategies by therapists working with the teacher or leading groups. Sensory modulation strategies can include teaching students to do pushups for self calming when they’re hyper or going to a quiet area for a few minutes to calm down so they won’t misbehave and are able to learn. Therapists need to try various strategies with students to find what works best. Sensory modulation strategies in schools may involve the use of a quiet area in the class room,
a sensory coping room
adaptive equipment
or bulletin boards reminding students of class rules and sensory coping strategies. Working together therapists and teachers can use sensory modulation strategies to improve their students’ behavior and learning.
I recently attended the course, “Geriatric Neurology in the Medically Complex Client”, presented by Dr. Jennifer Bottomley. I wish to thank her again for coming to Scranton, PA, and hope that she will return again in the near future to present more of her courses. She presented a wealth of knowledge with enthusiasm and humor. It is obvious that her great knowledge and many accomplishments, which have benefited our senior population and PT profession, are driven by her compassion. I left feeling that I not only learned many new assessment and treatment ideas, but was also inspired!
[caption id="attachment_2050" align="alignleft" width="150"] Jennifer Bottomley[/caption]
Jennifer Bottomley is presenting her highly acclaimed course three more times this year:
October 24-25, 2014 – Weymouth, MA
November 14-15, 2014 – Minneapolis, MN
December 5-6, 2014 – Englewood, NJ
We are thrilled to be offering a new evidence-based NICU CEU course coming to Louisianna and California in November
Intervention in the NICU: A Neurodevelopmental Approach Theory • Assessment • Application • Evidence Based Practice
This course is designed to provide participants with evidence based research that will contribute to their development and implementation of best practices of therapeutic intervention programs within a NICU environment. This course is designed to provide the therapist currently practicing within a NICU setting the knowledge base to apply evidence based assessment, application and intervention services.
Taught by Roberta “Bertie” Gatlin PT, ScDPT, PCS who graduated from University of Memphis with a BS in Special Education and from the University of Tennessee with a BS in Physical Therapy. She completed her Doctorate of Science in Physical Therapy and received her Board Certified Pediatric Clinical Specialty. Her experience draws from over 25 years of pediatric work within the NICU and 0-3 year population. She is currently Assistant Professor at UTHSC College of Health Professions in Memphis, TN. Bertie currently provides clinical care for two metropolitan NICUs and PT services for the University Therapists outpatient department. Her research focus is on the late preterm infant and their risk for developmental delay. She currently holds the chair position of the Memphis district TPTA, Tennessee State Representative for Section on Pediatrics for the APTA and vice-chair position for the NICU specialty interest group.
We would like to remind you to register for our popular conference. This conference sold out last year and we would not want you to be disappointed:
Fifteenth Annual
THERAPIES in the SCHOOL Conference
November 20-21, 2014 Framingham, MA
Join us at this popular conference to learn creative, effective, evidence-based strategies that reflect the best practices for collaborative school based interventions.
Network with therapists and educators from other school districts and learn how others are handling the very challenges you face each day. Nationally acclaimed speakers will address school-related topics such as visual and motor strategies to promote learning and participation, self-regulation skills, addressing gross motor needs and priorities, prioritizing and writing measurable and obtainable goals, practical tools to address sensory versus behavioral issues, the neurodevelopmental classroom, the top down model of assessment, and dealing with the anxious child.
To avoid disappointment please remember to indicate your chosen breakout sessions
Join us to celebrate 15 years of coming together to meet the challenges of school based practice
We invite you to attend our wine and cheese reception for our 15th Annual Conference Celebration
Thursday November 20 at the end of the first day of the conference. Please indicate your attendance on the registration form
We look forward to seeing you at this years conference
Mandy
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