Letter recognition, visual perceptual and rock salt

Kids love digging in odd textures and after having left over rock salt I decided it would be fun to utilize it during therapy.   I added some colored alphabet letters (they are actually beads) to the salt.

Then I wrote a few letters that they would be looking for on the grey boxes (Handwriting Without Tears paper).

I allow the alphabet letters to be upside down or backwards in the rock salt, as being able to find them in this manner increases form constancy which is a  visual perceptual skill.  Form constancy just means that a leaner know that a letter turned sideways/different color/various size is still that letter and can pick it out. Form constancy is a skill needed for reading.

To modify this activity to make it harder, I could actually write a few letters on the grey boxes, let them look at it for a few seconds, and then turn the sheet over and have them see how many letters they can find that I had written down.  If they can put them in order then this increases the challenge.  I often may ask the child to write the letters in the extra boxes.  Asking a child to find a certain number of letters in a specified time is a great way to increase the challenge.  If I want to test letter recognition, then I could ask them to give me certain letters but not write them down. 

To modify this activity to make it easier, I could decrease the number of letters in the rock salt and decrease the letters that they are looking for.    If the child doesn't like the tactile feel of the rock salt, then they can pull out with tongs or use thin gloves to pull the letters out of the salt.

numbers, letters, shapes and handwriting on chalkboard

I love using my chalkboard that I have painted on the wall in my gym and throughout my center.  To make the activity more therapeutic, I always have kids use broken chalk pieces (encourages proper grasp), have them kneel while writing (trunk stability), and let the kids use a spray bottle to clean their work. 

The activity I use with many 4 and 5 year olds helps with letter recognition, drawing shapes, and counting and writing numbers.  This method also helps kids to learn to follow and remember multi-step directions.

First, write several letters on the board.  I do a variety of capital and lower case letters--this time it was some of those "tricky" ones that are commonly reversed.

Notice the right side of the board-  this is the "key" which the kids will refer to finish the task.  For example, the "B"'s should be found and surrounded by a triangle.  This is a great time to reinforce shape drawing. 

Next, the child will start finding the letters and surrounding them with the shapes as indicated on the key.

I usually put 2-3 copies of each letter on the board so that it gives the child more opportunities to find the letter and to practice the shape.  If the child is too overwhelmed by a lot of letters, then you could do less. 

When they have found and surrounded each letter by its shape, I ask them to then count how many times they found each letter and then write it in the box beside it.  The box helps them to define the area that I wish them to write and is familiar to the kids that are learning handwriting with the Handwriting Without Tears program. 

At the end, the kids get to use the spray bottle to clean the board. They love it! 

My son started Interactive Metronome yesterday.  I waited until this year to have him start because at the age of 6 and being extra wiggly, he just couldn't focus on it last year.  This year, he understands the program more and is motivated to do it because he know that some pro athletes complete Interactive Metronome training as well.  Since he wants to be a pro soccer and pro baseball player, it was the perfect time to get him started.  My sons's ADHD symptoms have not been affected much by medications or nutritional changes, so the I.M. training is something that I have high hopes for.  I'll keep you posted!

Spaghetti for fine motor and motor control

Dry spaghetti noodles stuck in Styrofoam was a fun activity today to improve fine motor control, pincer grasp, as well as proprioception.

First, stick noodles in Styrofoam. These show beads on noodles. I used the very small fun fusion beads plus beads made from cut up straws.

Next, I asked children to sort and put 5 beads of each color on noodles.

Kids had to be careful and grade their force when putting on noodles or else they would break!

Next, I asked them to take off  the beads one at a time with tongs. To make it more difficult, you could put them on or off in a pattern of the therapist's choice.

 Taking the beads off the long noodles were the most challenging, as the kids had to squeeze the tongs longer but also had to not bend /snap the noodle.

The Need for the Extreme in kids with ADHD

Kids that have the need for the extreme.  You know the ones, like my son, who are risk takers.  They are the ones that constantly push the limits for movement and balance.   You'll find these kids swinging upside down, climbing trees higher than they should, and often excelling in sports.  They may have reduced impulse control as well.  Our control of impulses are the ones that keep us from saying things that we do not mean, trying physical activities that are risky, and even waiting to enter a conversation without interrupting.   The impulsive part of ADHD is the part that attributes to these children having a higher risk of injury than other kids.  We used to half laugh (half gasp) that my son never looked when he crossed a street...all part of impulsivity.  In fact there have been studies regarding the higher incidences of kids with ADHD getting hurt. 

Many kids like my son have ADHD and are also on the "go" constantly.  It really is like he is being driven by a motor.  Although exhausting for the parents at time, I have found that is is necessary to embrace the really positive things about ADHD.    Kids with ADHD need lots of movement as it centers them and allows them to learn.  Some kids (like my son) need pretty extreme movement (vestibular and proprioceptive input) which can be seen by the types of activities he chooses to engage in.  Once he gets all sweaty, climbs up and down trees, wrestles the dog, plays soccer, stomps all around the house, rides his pogo stick with one hand and one foot, growls loudly like a bear, and dribbles the basketball until all of the neighbors are jarred out of their beds THEN he is ready to learn.  Oh, and that all happened in an hour. 

Mini Charmer's Preschool

The Mini Charmer's Preschool for kids aged 3-5 begins this Fall.  This school will be an opportunity for children to enrich their fine motor, gross motor and handwriting skills prior to kindergarten.  I'll be using the Handwriting Without Tears curriculum, to teach handwriting to this eager bunch of children.  With more and more private schools (such as Charlotte Latin, Providence Day and Charlotte Country Day School) requiring advanced motor skills prior to admission, this is a great opportunity to make those schools smile.