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Sneaking in Therapeutic Activities Throughout Your Child’s Day: There’s More Time Than You Think
Jennifer Sharpless, M.S., CCC-SLP
STAR Training 8/10/16
www.kennedykrieger.org
So what is the answer?
Today’s agenda:
• Look for untapped potential
• Get more bang for your buck during your daily
routines
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“Gotta-get-it-done” Tasks
• Wake up
• Get dressed
• Eat breakfast
• Clean up
• Brush teeth
• Put on shoes
• Get out the door
• Come home
• Make dinner/eat dinner
• Clean up
• Bath time
• Brush teeth
• Bedtime
3
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“Gotta-get-it-done” Tasks
• Wake up
• Get dressed
• Eat breakfast
• Clean up
• Brush teeth
• Put on shoes
• Get out the door
• Come home
• Make dinner/eat dinner
• Clean up
• Bath time
• Brush teeth
• Bedtime
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This is it
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Un-tapping potential
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• Slow down and think:
– What do I want my child to do?
– What do I want my child to say?
– What do I want my child to understand?
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Un-tapping potential
• Be mindful
• Be deliberate
• Take your time
• Make it a predictable routine
– Do things the same way, say things the same way
– Pause for your child to do/say what comes next
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Morning Routine: Infant/Toddler
Things I want my child to do How do I get him/her to do it?
Wave to me when I walk into
the bedroom
Wave to him every time I walk
into his bedroom, then provide
some physical cuing to help him
do it.
Raise arms to be picked up
out of the crib
Hold my arms out to him and say
"up“ while pausing for a few
seconds to see if he will reach to
me.
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Morning Routine: Infant/Toddler
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Directions or words I want my
child to understand:
How do I get him to do it?
Lay down on the changing
table/bed/floor (wherever I
change his diaper)
Stand him on the changing table and say "lay
down." Pause. If he needs help, physically lay him
down and repeat your command "lay down."
Throw away the diaper
Stand him on the floor, hand him the diaper and
say "throw away.“ Pause. If he needs help, cue him
by pointing to the trash can or physically helping
him while repeating your command.
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Morning Routine: Infant/Toddler
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Directions or words I want
my child to understand:
How do I get him/her to do it?
Identify body parts Every day after you change his diaper, say "where's
belly" then tickle his belly. Do this 2-3 times. Then
after this becomes your routine, pause after saying
"where's belly" and pause before you tickle him.
After a while, move on to another body part.
Identify clothing items When getting dressed, have the one item off to the
side that you always do last. When you get to the
part when you put that item on, say "where's
(shirt)," then point to it or hold it up to show them.
After a while, pause after saying "where's shirt" to
see if they will identify it. Then move on to another
clothing item.
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Morning Routine: Infant/Toddler
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Words I want my child to say: How do I get him/her to do it?
"momma," "dada,"
"good morning," or "hi“
Make this the first word you say when
you walk into their room in the morning.
"up" Say "up" with your hands out and pause
before picking him up from the crib.
"diaper" After picking him up from the crib, say
"time to change diaper." After several
days of doing this, pause before the
word diaper. Hold up the diaper and
show him to help him connect the word
diaper to the actual object.
"down" Say this word every time you put him
down.
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Other considerations
• Engage—don’t distract
• Keep it consistent
• Match language to experience
• Limit questions
• Specific praise
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Meal Time Clean up: Toddler
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Clean up after meal: Child's behavior How do I get her to do it?
Things I want my child
to do:
Use gestures Song routines
Directions I want my
child to follow or
words I want him to
understand:
Identify body parts,
familiar items
Follow simple directions
(give me, take off bib,
wipe tray)
Engage in routines. Do an
activity the same way each
time, then start pausing for
the child to do what comes
next
Words I want my child
to say:
“All done”
Body parts
Pause in routines
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Meal time: what else can you sneak in?
• Simple math: “Put 3 chicken nuggets on the plate.”
“How many chicken nuggets do you have?” “Put 60
seconds on microwave, then press start.” “I want 3
chicken nuggets and you want 2, how many should
we make?”
• Communicating/requesting: “Forget” to give your
child something they usually have so they have to
ask.
• Follow two-step commands: “Put your cup in the sink
and throw your napkin in the trash.”
• Answer “wh” questions: “Where does your cup go?”
“Who needs a napkin?”
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Other un-tapped activities
• What do you do to or for your child?
– Get the items they need for a task
– Clean up later after they have left or gone to bed
– Put toys in the bathtub
– Throw clothes in the hamper
– Put their laundry away
– Have food already made/on their plate
– Rushing through a gotta-get-it-done task (washing hands,
brushing hair, putting shoes/coat on, etc)
• These are the areas to tap into
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Un-tapping potential
• Be mindful
• Be deliberate
• Take your time
• Make it a predictable routine
– Do things the same way, say things the same way
– Pause for your child to do/say what comes next
15
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Expanding Routines
• Making things difficult for them (e.g., items inside
containers or out of reach)
• Omitting needed items (e.g., juice box without a
straw)
• Changing up a known routine (e.g., asking child to do
something different from what they’re used to)
• Deliberate forgetfulness (promotes problem solving)
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Remember: Your work can be their play
• Make it fun, model language, give them a job to do,
provide praise:
– Water plants
– Checking mail
– Feeding dog
– Sorting utensils
– Cleaning
– Laundry
– etc
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Share with the group
• What has worked for you?
• What tasks do you sneak into your day?
• How might this be difficult?
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Daily Activity:
Child's response How do I get them to do it?
Things I want my child to do:
Directions I want my child to follow or words I want him to understand:
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