countrygal9870's Recent Comments

  • Reply to blog post: GI Appointment 6/16 by countrygal9870
    Comment written 3 months ago

    Angel was tried on Folcalin at first but it really didnt do much for her. She LOVES cheese and breads but just can't seem to gain (she was born premature at 25 weeks gestation and this has always been a struggle of hers anyway) Angel also had trouble sleeping....they put her on melatonin and shes been such a great sleeper since then : )

    thanks so much for your reply and I hope you can get the sleep issue worked out soon (((hugs)))

  • Reply to blog post: May 7 dental appointment by countrygal9870
    Comment written 5 months ago

    Not at all. This blog is about a child born at 25 weeks gestation and the problems/issues that come along with prematurity. It doesnt end just because they are released from the NICU.

    If I can help just ONE preemie parent out there who may be concerned about their preemies baby teeth and give hope that the issue can be overcome then it's all worth it to me,wish I had the same inspiration long ago.

    But if you have never had a preemie it wouldnt be anything you could understand

  • Reply to blog post: Ped app for March 28 by countrygal9870
    Comment written 6 months ago

    thank you for you kind words (((hugs)))

  • Reply to blog post: by
    Comment written 7 months ago

    (((hugs)))

  • Reply to a comment on: School Meeting by countrygal9870
    Comment written 9 months ago
    Really sorry it took me so long to gat this email to you, had to wait till after Christmas break to get it organized--hope this helps
    -----------------------------------
    preemies in school

    http://mislabeledchild.com/html/Library/PreemieSchool/index.html

    ------------------------------------------------------------
    Auditory processing issues can result from problems in the ear like ear
    infections, or they may result from
    differences or problems in the way the brain organizes sound. This type of hearing problem is called a central auditory processing disorder, or CAPD.
    Children with auditory processing difficulties can experience a wide range of sound or listening troubles that can affect focus, attention, reading and learning, and social interaction.

    Hearing problems are very common among
    school children - 15% of U.S. children age
    6-17 have hearing loss in one or both ears.
    One-third of children with "minimal" hearing
    loss will fail at least 1 grade.

    CAPDs are even more puzzling to parents and teachers because the hearing problems are not all-or-none. Most children have difficulty in only certain situations, depending on what they're listening to, their location or acoustic environment, and the background noise.

    Auditory Behaviors may include (but are not limited to):

    Difficulty hearing in background noise

    May miss sounds of word endings or sounds within words

    Sensitive or distractible to certain sounds

    Trouble attending to or remembering what's heard

    May mishear and / or mispronounce words and sounds

    May have problems with reading and spelling (phonics)

    May seem 'spacey' or slow to respond to conversation

    May struggle with taking notes

    Children at risk for Auditory Processing difficulties include: young boys, children with a history of chronic ear infections, children with birth stress, NICU hospitalization, or premature birth, children with a family or personal history of dyslexia or auditory processing impairment, and children with a history of a head injury.

    Auditory processing problems can improve with specific practice, therapeutic interventions, or sometimes just with further development.

    Parents and professionals should also be aware that brain-based disorders of auditory processing (often referred to as Central Auditory Processing Disorders, or CAPD) are fairly 'new' in their characterization by clinical professionals, and significant hurdles remain in regard to the reliability of testing, understanding of the natural history of these heterogeneous disorders, and best treatment practices.

    -----------------------------------------------------------------------------------------

    Visual Processing Disorders in Children
    Because we do not know what another person sees, problems that affect visual clarity, visual perception, and visual organization are not only difficult to recognize at times, but also difficult to describe to others.

    Children are particularly difficult to diagnose because they may have no gold standard of vision with which to compare. In the old Paul Newman movie, The Color of Money, Eddie Felson is perplexed about why he's experiencing a slow deterioration in his ability to play pool. Then he makes the sudden realization that his vision is to blame. It's not that he can't see completely. Rather it's a loss of sharpness, a loss of depth perception, and it affects how he visual plans and monitors what his performance.

    Visual processing disorders in children are particularly difficult to figure out because they are not all-or-none, so children do not act as if they were blind. Rather, they may miss visual details, avoid visual busy or moving areas, miss visual social cues (interrupt) and have poor writing and hand-eye coordination. It's hard to be coordinated your hands and eyes when your eyes are giving unreliable or partial information.

    Visual behaviors may include (but are not limited to):

    - 'Careless' mistakes
    - Sloppy handwriting
    - Reading Avoidance or Fatigue
    - Line or word skips while reading
    - Poor eye contact
    - Visual Distractibility / 'Inattention'
    - Missed Social Cues, Interrupting Conversations
    - R-L Confusion, Mirror Reversals
    - Avoidance or Poor Performance with Sports
    - 'Spacey', Tendency to Become Lost, Not Know What's
    - Going On
    - 'Clumsy' child, bump into things, easily hurt
    - Forgets what's been shown
    - Repeated spelling errors, different spellings same word

    Children at risk for visual processing disorders include: children with a family history of vision problems (including near-sightedness, far-sightedness, amblyopia) or dyslexia, lazy eye, birth stress, NICU hospitalization or premature birth, diagnosis of non-verbal learning disability or autism spectrum disorder,

    Many types of visual processing problems can improve with specific practice, glasses or therapeutic interventions, and in some cases, time. We recommend that initial evaluations involve a Fellow of the COVD, or College of Optometrists in Vision Development, and a child's doctor. If a child's vision problem occurs in association with other learning or neurological issues, other professionals are often helpful.

    Parents and professionals should be aware that brain-based or central causes of visual impairment are more commonly assessed in adults than children. Despite remarkable advances in our understanding of how different people 'see' and organize visual information, there are many children whose visual or visual processing issues are missed.

    ---------------------------------------------------------------------------------------

    Preemies at School - Why Sensory Processing Disorders?
    http://eideneurolearningblog.blogspot.com/2005/02/preemies-at-school-why-sensory.html

    -----------------------------------------------------------
    What is sensory integration
    http://www.kid-power.org/sid.html

    Sensory Integration Tips for the classroom
    The following tips can help children who are oversensitive to light touch and who need movement to stay organized in the classroom. What's wonderful about these ideas is that they work well for all children and help them attend to and process academic information.


    General Classroom Organizational Strategies
    Use graph paper to help organize math problems.
    Provide lined paper for writing assignments.
    Provide pencil grippers for children who have trouble using a mature pencil grasp.
    Remind children to use their non-dominant hand to hold the paper.
    Adjust chairs and tables to the proper height for each child. (Feet should touch the floor. Table height should be just below the child's elbow when the fist rests under the chin.)
    Keep visual and auditory distractions to a minimum.
    If a child presses too hard on the pencil, give him a mechanical pencil.
    Always present information in the child's best modality. Visual, auditory, or multi-sensory learning activities can facilitate understanding and memory.

    Children Who are Oversensitive to Light Touch
    Children who are sensitive to light, unexpected touch often prefer firm touch/pressure, which helps organize their behavior. Keep the following tips in mind:

    Approach the child from the front to give a visual cue that light touch is coming.
    Use firm pressure to the shoulder or back, rather than a gentle hand placement or a brush to the sleeve, arm, or face.
    Place the child’s desk out of traffic, towards the periphery of the room, so that the child has a good view of who is moving and where they are going.
    Seat a small child in an adult’s lap or next to a quiet child during a group gathering. Place older children to the side or in back of the group. Crowded places and situations can cause discomfort because of the possibility for unexpected bumps and brushes.
    Put children "in charge" of the back of the line. The back of the line should not be viewed as a punishment, but as a place of worth.

    Children Who Need Sensory Input to Stay on Task
    Some children are "sensory seekers" and become more organized and attend better to a task if they receive periodic movement input. Some ideas:

    Allow a child to sit on a baffled camping pillow filled with a small amount of air. This allows for movement without leaving the desk.
    Suggest five minutes of swinging or climbing during recess, prior to coming back to class.
    Suggest some rhythmical, sustained movement (e.g., marching, washing desks, or bouncing), which can be organizing to the central nervous system.
    Ask the child to erase the blackboard or run notes to other teachers, to allow him to get some extra movement.
    Use a rocking chair in the classroom for periodic "pick-me-ups."
    Never discipline a "sensory seeker" by taking away recess privileges or physical education — you will intensify the random movements, fidgeting, and outbursts.
    Some children also need extra sensory input to their mouths and hands in order to organize their behavior, such as:

    Drinking from water bottles kept at desk (send them home weekly to be washed).
    Chewing on a straw, a coffee stir stick, or rubber tubing placed on the end of a pencil.
    Fiddling with something in their hands (keep a bucket or fanny pack of "squeezies" handy; a "squeezie" is a small object that is soft and can fit in the hand, such as a balloon filled with flour, a soft ball, a dog toy, or a koosh ball).
    Hanging by the arms on the monkey bars for 20-30 seconds at a time.
    Pushing/carrying heavy objects (e.g., carrying books, moving desks, or "pushing" against walls).
    Carrying a backpack weighted with books or bags of dried beans (this should be worn for only 15-20 minutes at a time, with an hour or two between wearings).
    A reading corner with a bean bag chair makes a wonderful place to escape from too much stimulation and get ready for more focused desk work. Children might enjoy reading or sitting under the bean bag chair more than sitting on it.
    -----------------------------------------------------

    How Does Sensory Processing Disorder Affect Learning?
    Carol Stock Kranowitz, M.A.

    Sensory Processing Disorder (SPD) is not classified as a learning disability, but it can certainly hamper a child's ability to learn. To illustrate, here are stories about two preschoolers who I taught in my music and movement room at St. Columba's Nursery School in Washington, DC.

    Robin, 4, is hypersensitive to touch sensations (she avoids them). Larry, 3-1/2, is hyposensitive to movement (he craves it). Let's look at these intelligent, healthy kids with an eye on how sensory issues are not only getting in their way now but may also interfere with learning and behavior in the future.


    Robin
    Robin has Sensory Over-Responsiveness. She avoids being close to other children and shies away from adults, too. The possibility of being accidentally touched by them makes her extremely anxious. She also avoids messy play. Touching fingerpaints, mudpies, sand, play dough, glue and bubbles makes her very uncomfortable — even threatened.

    Therefore, she scoots away from her preschool classmates when it's time to sit on the rug for a story. She refuses to participate in art projects. She resists sitting at the science table. "I hate science," she says, turning her back. "It's yucky." She avoids cooking and "gooking" activities in the classroom. At snack time, she becomes upset when a drop of juice spills on her skin or even on the table.

    Robin likes to dance, but not if the game is "Ring Around the Rosy," because she doesn't want to hold hands in the circle. And not if the song is about whirling leaves, and the musical game is to hold a real leaf and twirl around the room with it. She likes to sing, knows all the words, has a good sense of rhythm, and enjoys chanting rhymes. But when offered rhythm instruments to accompany the song, she shoves them away. She crosses her arms and tightens her lips.

    Now, rhythm instruments aren't messy, are they? They're not slimy or sticky or smelly. But Robin refrains from touching them, anyway. Unlike her curious classmates who are eager to explore objects in their environment, she "just says no" to picking things up and examining them. She disdains putting on dress-ups, playing with hand puppets, and drawing with crayons. Churning ice cream? Making snowballs? Picking up worms on the sidewalk? Washing doll babies? Pouring sand from one container to another? Finger painting in shaving cream? No way.

    Robin is missing many concrete, hands-on experiences that are necessary for abstract learning later on. She is also missing making connections to other children. Tactile defensiveness gets in Robin's way, physically, socially, emotionally, and yes, cognitively, too. As she gets older, learning may become increasingly tough.

    If she hasn't handled many different objects and toyed with many different textures, she may not understand concepts such as hard and soft, wet and dry, heavy and light, prickly and smooth, sticky and slippery, fragile and enduring. She may be mystified by challenges to estimate an object's size and shape, weight and density. She may struggle to make sense of math, science, and art. Expressing herself in words may be limited, because of her limited experiences and participation in the world around her.

    For the moment, her teacher is aware of Robin's tactile dysfunction and has found some ways to entice her into the play. For example, she invites Robin to come to the art table when only one or two children are working there, so Robin doesn't feel crowded and anxious. She offers Robin individual "finger mittens" (snipped from latex gloves) to slip on her fingertips. She keeps a bucket of water nearby for Robin to rinse her hands immediately after she touches something objectionable. She lets Robin sit at the head of the snack table, so other children have less chance of grazing against her.

    The teacher's accommodations do help Robin — for now. But what do you guess may happen when Robin goes to kindergarten and the great beyond? Will she be able to work in groups with other children, as expected? Will she be competent manipulating scissors, rulers, compasses and pencils? Will she function smoothly in the big, busy classroom?


    Larry
    Larry is an impetuous daredevil. He does not appear to have much sense of how to protect himself. You might see him scrabbling up to the top rung of the jungle gym (where other kids know instinctively not to go) and leaping to the mulch below. Bam! He lands in a heap and scrambles to his feet, covered with mulch, grinning. More, more, more. Larry always needs more movement experiences and needs them to be more intense than other children's.

    For instance, he craves rotary movement on the tire swing. Whereas twirling for a few minutes satisfies most children, Larry spins hard and fast for 20 or 30 minutes. Should his teacher invite him to play Duck-Duck-Goose or to go on a treasure hunt, he says, "No, thank you. I just want to spin." Spinning is his favorite activity. The teacher respects his needs and lets him spin, although she worries that he's missing most of the activities that his classmates enjoy.

    Off the tire swing, Larry runs everywhere, but stopping is hard. He trips and falls often. His teacher says, "Larry's like the Titanic. Throttles wide open, full steam ahead." He frequently bumps and crashes into his schoolmates, pawing them to the ground for a bit of wrestling.

    One day, "The Gingerbread Man" is the program du jour in my music and movement room. First, I tell the story on the felt board. During the story, the children shake jingle bells and sing, "Run, run, as fast as you can. You can't catch me! I'm the Gingerbread Man."

    Larry is impatient: "Let's go! Let's go! Finish the story!" He doesn't want to sit; he wants to run, run, as fast as he can. His classroom teacher gently restrains him, applying the OT technique of deep pressure. She sits behind him, straddles her legs around him, squeezes his knees to his chest, and rocks him. The pressure and rhythmic motion are soothing. He closes his eyes and begins to tune in. Now he sings the Gingerbread Man's theme song along with the other kids.

    Meanwhile, I conclude the felt board story and show the children how the room is set up for the "playlet." On the bare floor, all around the rug, a large circle of masking tape indicates the "road." At one point on the road is a red paper stop sign. The idea is for the Gingerbread Man to run once around the rug and then halt on the stop sign. The other characters in the story will chase him, but never actually catch him.

    As I point out the other props, the children watch attentively. They are so invested in the activity that they ignore Larry, who has wriggled away from his teacher's embrace. While his classmates are learning how to enact the story, Larry places his forehead on the rug and pivots his body around his head.

    Now each child gets to choose a part to enact — the Old Woman, the Cow, the Pig, the Fox, etc. Larry jumps up and clamors to be the Gingerbread Man. "I know this story," he says eagerly. "My Mommy reads it to me all the time." Larry is a good listener, that I know. Even when he's twirling or rocking, he can still pay attention to what is said or sung. But is he a good visual observer? Can he use his eyes to focus and attend? We'll see.

    The playlet begins. Larry knows the story and song . . . but not the significance of the red stop sign on the floor. He wants to participate . . . but can't plan and carry out how he is supposed to act and what he is supposed to do. I repeat the information, and he says he understands . . . but he still has trouble stopping. I hold his hand and run beside him . . . but he still has trouble stopping.

    "Larry's doing it all wrong!" the Horse complains. "He's messing us up!"

    Larry is confused and unhappy. He falls in a heap on the rug. His classroom teacher sits nearby and rubs his back while the other children enact the story several times, until they're satisfied. Will Larry succeed in elementary school?


    SPD Resources by Carol Stock Kranowitz, M.A.
    The Out-of-Sync Child Has Fun: Activities for Kids with Sensory Integration Dysfunction. (2003)

    The Out-of-Sync Child: Recognizing and Coping with Sensory Integration Dysfunction. (1998)

    Teachers Ask About Sensory Integration
    Carol interviews Stacey Szklut, OTR, on audiotape
    (Belle Curve Records, 1999)

    101 Activities for Kids in Tight Space
    -------------------------------------------------
    Tips for Teachers

    General Classroom Organizational Strategies
    Use graph paper to help organize math problems.
    Provide lined paper for writing assignments.
    Provide pencil grippers for children who have trouble using a mature pencil grasp.
    Remind children to use their non-dominant hand to hold the paper.
    Adjust chairs and tables to the proper height for each child. (Feet should touch the floor. Table height should be just below the child's elbow when the fist rests under the chin.)
    Keep visual and auditory distractions to a minimum.
    If a child presses too hard on the pencil, give him a mechanical pencil.
    Always present information in the child's best modality. Visual, auditory, or multi-sensory learning activities can facilitate understanding and memory.

    Children Who are Oversensitive to Light Touch
    Children who are sensitive to light, unexpected touch often prefer firm touch/pressure, which helps organize their behavior. Keep the following tips in mind:

    Approach the child from the front to give a visual cue that light touch is coming.
    Use firm pressure to the shoulder or back, rather than a gentle hand placement or a brush to the sleeve, arm, or face.
    Place the child’s desk out of traffic, towards the periphery of the room, so that the child has a good view of who is moving and where they are going.
    Seat a small child in an adult’s lap or next to a quiet child during a group gathering. Place older children to the side or in back of the group. Crowded places and situations can cause discomfort because of the possibility for unexpected bumps and brushes.
    Put children "in charge" of the back of the line. The back of the line should not be viewed as a punishment, but as a place of worth.

    Children Who Need Sensory Input to Stay on Task
    Some children are "sensory seekers" and become more organized and attend better to a task if they receive periodic movement input. Some ideas:

    Allow a child to sit on a baffled camping pillow filled with a small amount of air. This allows for movement without leaving the desk.
    Suggest five minutes of swinging or climbing during recess, prior to coming back to class.
    Suggest some rhythmical, sustained movement (e.g., marching, washing desks, or bouncing), which can be organizing to the central nervous system.
    Ask the child to erase the blackboard or run notes to other teachers, to allow him to get some extra movement.
    Use a rocking chair in the classroom for periodic "pick-me-ups."
    Never discipline a "sensory seeker" by taking away recess privileges or physical education — you will intensify the random movements, fidgeting, and outbursts.
    Some children also need extra sensory input to their mouths and hands in order to organize their behavior, such as:

    Drinking from water bottles kept at desk (send them home weekly to be washed).
    Chewing on a straw, a coffee stir stick, or rubber tubing placed on the end of a pencil.
    Fiddling with something in their hands (keep a bucket or fanny pack of "squeezies" handy; a "squeezie" is a small object that is soft and can fit in the hand, such as a balloon filled with flour, a soft ball, a dog toy, or a koosh ball).
    Hanging by the arms on the monkey bars for 20-30 seconds at a time.
    Pushing/carrying heavy objects (e.g., carrying books, moving desks, or "pushing" against walls).
    Carrying a backpack weighted with books or bags of dried beans (this should be worn for only 15-20 minutes at a time, with an hour or two between wearings).
    A reading corner with a bean bag chair makes a wonderful place to escape from too much stimulation and get ready for more focused desk work. Children might enjoy reading or sitting under the bean bag chair more than sitting on it.
    http://www.spdnetwork.org/aboutspd/tips.html

    ----------------------------------------------------------------------------------
    Children with impaired bilateral motor coordination often exhibit difficulty with bilateral activities, such as clapping, hopping, skipping, jumping jacks, and keyboarding. Difficulty with bilateral self-care skills, such as fastening and shoe tying, is often present. These children may have some right–left confusion, avoid midline crossing, and have difficulty developing a hand preference. Additionally, they appear to have vestibular and proprioceptive difficulties. Treatment generally focuses on providing vestibular and proprioceptive experiences and graded bilateral activities. Treatment may start with simple crossing midline, rotation, and symmetrical activities and work toward asymmetrical activities and more complex coordination skills.
    The sensory diet and environmental modification ideas from decreased discrimination of vestibular and proprioceptive information that address vestibular input should be used in addition to the ideas specific to bilateral motor coordination

    Desk work
    Sensory diet
    Chair push-ups performed bilaterally, then alternating R-L-R-L and varying the rhythm (first use arms then legs); theraband to encourage pulling tasks while stabilizing with one arm and moving with the other; two-hand grippers with child using different alternating patterns and rhythms to grip bilaterally; finger fidget activities performed in alternating fashions
    Environmental modifications
    Dycem to stabilize papers, reinforced use of dominant hand, strategies for remembering right from left hands, stamp or sticker to indicate dominant side, index card with red LR to reinforce left-to-right progression.

    School break time
    Sensory diet
    Donkey kicks with alternating patterns (e.g., jump-jump-kick, jump-kick-jump, R-L-R-kick; L-R-L-kick); march in place, alternating the speed and rhythm; games with clapping patterns using speed and rhythm; jumping, hopping, skipping, galloping, and so forth; these activities to transition to another activity
    Environmental modifications
    Simplified recess and play activities, variety of simple recess games

    Gym
    Sensory diet
    Simple bilateral activities.
    Environmental modifications
    Simplified games and gym activities, as needed

    Play
    Sensory diet
    Clapping games while reciting jingles,foot to foot bicycling, Chinese jump rope games, jump rope activities, dancing, ball activities (e.g. bouncing and catching with L-R-L hands, basketball dribbling, soccer dribbling, kicking R-L-R,running and kicking)

    --------------------------------------------
    Children with decreased tactile discrimination often present with a poor body scheme. In addition, they have difficulty with praxis and poor hand skill development. They may also crave touch input. Treatment generally focuses on providing a variety of deep- and light-touch experiences (Koomar & Bundy, 1991). Resistance activities, such as those given in the sensory diet ideas for decreased discrimination of vestibular and proprioceptive information, should be used in addition to the ideas specific to tactile discrimination

    Desk work/Sensory diet
    Writing tool alternatives:grippers, pencils of different hardnesses, felt-tip pens, ballpoint pens, vibratory pens. Writing surface alternatives: blotters, layers of paper, raised-line paper, textured papers
    Environmental modifications
    More time for note taking and fine motor activities, oral tests, writing alternatives (e.g., word processor, tape recorder), no grading on fine motor performance if area of weakness, peer for note taking.

    School break time/Sensory diet
    Discriminatory play activities:feely boxes, hidden objects in sandbox
    Environmental modification
    Breaks for sensory diet activities, especially before fine motor activities


    Snack and meals/Sensory diet
    Weighted spoons
    Environmental modifications
    Self-checking during and after meals to ensure cleanliness; mirror for self-checking; weighted, unbreakable dishes stabilized with a dycem

    Dressing
    Environmental modifications
    Self-checking while dressing and toileting, hook-and-loop fasteners

    --------------------------------------------
    Children with decreased discrimination of vestibular and proprioceptive information often exhibit poor posture, frequent falling, clumsiness, poor balance, constant moving and fidgeting, and poor attention. Treatment generally focuses on providing intense vestibular and proprioceptive information and improving postural responses
    Desk work/Sensory diet
    Active resistance:chair push-ups, chair/body squeezes, pocket push-ups, theraband stretches, hand gripper exercises, leaning on upper extremities, weighted vest or lap tray. Finger-fidget activities: pinches, spider push-ups, rubber band stretches, fidget balls, theraputty, pen walking, and pencil aerobics. Seating options for linear motion: casters, inflatable cushions, T stool, ball, peanut ball, bounce or rocking chair, one or two slightly shortened legs of chair for rocking.
    Environmental modifications
    Solid seat with armrests of correct height, tilt-top desk, frequent position changes, dycem to stabilize objects on desk, paper placement outlined with masking tape

    School break time/Sensory diet
    Play activities:donkey kicks, heavy marching, pushing against the wall, doorway pushes, “popcorn” activity in chair (popping up at different speeds or intervals), seat walking while sitting on the floor with legs extended, jumping, hopping, squeezes, stretches, self-imposed body hugs, push-ups, sit-ups, jumping jacks, wheelbarrow walks, crab walking. Errands: carrying heavy books, moving chairs.
    Environmental modifications
    Routine that provides these activities before class and throughout the day, frequent breaks during the day

    Play/Sensory diet
    Vestibular input: sitting on a rocking chair; sitting on a ball ; playing on slides, swings, seesaws, trapezes, rings, ladders, monkey bars, gliders.
    Snacks and meals/Sensory diet
    Healthy, chewy foods (e.g., celery, carrots, apples, nuts, fruit leather, beef jerky), thick liquids requiring straw (e.g., milkshakes, smoothies, gelatin, pudding).
    Environmental modifications
    Sturdy chair with arms for meals, stabilized meal items to prevent breakage
    -------------------------------------------------
    Heavy Work Activities for Teachers
    http://www.coping.org/intervention/sensory/heavyactiviti.htm

    --------------------------------------------------
    Sensory Modulation and Sensory Integration Activities for Home and School
    http://www.coping.org/intervention/sensory/sensintegact.htm

  • Reply to blog post: Soooo Proud!!!!!!!!!!!! by countrygal9870
    Comment written 9 months ago
    just a tip for anyone who might need one--we have been working with Angel on dressing/self help since she was 3----we recently found out from her new therapist that Angel has a really hard time with dressing herself because she couldnt visually see what she was doing(she could do it on dressing vests or anything she had in front of her but not on herself) she gave us some finger strengthening excercises and we discussed practicing in front of a full length mirror so Angel could get the "feel" of what she was doing---of course everything was backwards as she looked into the mirror to dress but she was still getting to see the fasteners and getting the feel of how her hands were placed as we practiced---never thought about the mirror as I thought it would mess her up even more with everything appearing backwards but she did AWESOME and got the feel of it in no time at all---we did strengthening excersises with stretching a rubber band on her fingers and from the 27th till yesterday she picked it up LOVE this new therapist and her ideas

    plus with the ADHD patch she actually slows down enough to actually pay attention and give things a good try
  • Reply to a comment on: School Meeting by countrygal9870
    Comment written 9 months ago
    received your message and will put together an information pack as soon as I can
    Thanks
    Kimberley
  • Reply to blog post: School Meeting by countrygal9870
    Comment written 9 months ago
    Thank you so much for your reply!!
    It helped a great deal to hear you talk about relating better to the children and being shy/nervous around your peers. We had the feeling that you didnt like the involvement but good to know that you do.

    I am very very disappointed about the 1 on 1 aide. I for one agree with Klugee Childrens that Angel needs that extra help and believe with all the verbal cues/reminders/help with dressing/help with eating etc... that she needs it would be a benefit to everyone involved, especially to Angel
    We do appreciate all you are fighting for on your end of things. 1 special ed teacher split between 4 classes is just not adequate , especially with the classroom aid there only 3xs a week.

    The "matter" packet was very helpful this go around. We had lots of fun and Angel knew the whole sheet in no time at all!!! I do feel a bit frustrated about the D she received because she is pulled out so much and that D is on her record when we feel it wasnt her fault.We feel confident that she will do much better this 6 weeks since she has extra study material being sent home.

    We are very happy to see that you took the extra time to look for sites about preemies in order to help Angel!!!!!!!! Please let me know if its ok with you to email you some great info on Angels specific issues (we gave you the ADHD packet but have some other great info to share on Auditory processing,visual processing,sensory integration dysfunction etc...that also effects her performance at school)

    Merry Christmas!!!
    Kimberley and Wayne
  • Reply to blog post: School Meeting by countrygal9870
    Comment written 9 months ago
    Thank you so much for your reply!!
    It helped a great deal to hear you talk about relating better to the children and being shy/nervous around your peers. We had the feeling that you didnt like the involvement but good to know that you do.

    I am very very disappointed about the 1 on 1 aide. I for one agree with Klugee Childrens that Angel needs that extra help and believe with all the verbal cues/reminders/help with dressing/help with eating etc... that she needs it would be a benefit to everyone involved, especially to Angel
    We do appreciate all you are fighting for on your end of things. 1 special ed teacher split between 4 classes is just not adequate , especially with the classroom aid there only 3xs a week.

    The "matter" packet was very helpful this go around. We had lots of fun and Angel knew the whole sheet in no time at all!!! I do feel a bit frustrated about the D she received because she is pulled out so much and that D is on her record when we feel it wasnt her fault.We feel confident that she will do much better this 6 weeks since she has extra study material being sent home.

    We are very happy to see that you took the extra time to look for sites about preemies in order to help Angel!!!!!!!! Please let me know if its ok with you to email you some great info on Angels specific issues (we gave you the ADHD packet but have some other great info to share on Auditory processing,visual processing,sensory integration dysfunction etc...that also effects her performance at school)

    Merry Christmas!!!
    Kimberley and Wayne


  • Reply to a comment on: Ped Appointment by countrygal9870
    Comment written 10 months ago
    Thank you [HEART]

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