Get Hands-On Activities for Children with Autism & Sensory PDF

By Teresa Garland

Leading edge, useful and enjoyable actions for kids with autism and sensory disorders.

Following a step by step recipe structure, Teresa Garland, MOT, OTR/L offers approximately two hundred actions and interventions to assist childrens with their sensory wishes. This hugely distinct, illustrated and obtainable consultant is a wealthy source for any therapist, instructor or parent.
-Crafts, recipes, song and routines for the sanatorium, school room or home
-A multi-sensory enrichment application for kids with autism
-Gradual publicity actions for kids who cannot tolerate sensory input
-Sensory immersion actions to desensitize the kid to the touch, flavor and sound
-Reduce rigidity and nervousness with actual routines and reframing concepts

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Extra info for Hands-On Activities for Children with Autism & Sensory Disorders

Example text

Glucose shakes are available over the counter at pharmacies. ) 4. Guide the child through the process of making choices and plans Many interventions with children with autism, ADHD and sensory disorders include an education component. Children getting sensory interventions learn (in a hands-on method) about the level of sensory input their brain needs and can tolerate. A child with ADHD will learn tricks to pay better attention and to monitor his own level of impulsivity and hyperactivity. The child with autism also learns these things, plus how to express and read emotions, how to communicate with others, and how to use simple organization techniques such as a visual schedule.

Or you might see an arched back and arms and legs spread open and ready to flail. A therapist, teacher or parent who disregards subtle (or not-so-subtle) signs of discontent in a child with autism, ADHD or sensory disorders may have to deal with a volatile situation. The child’s mood has not been acknowledged, and now he might act-out in frustration to gain attention. A simple statement such as, “You look upset,” can help to avoid undesirable behaviors. If the child is verbal, a small discussion is appropriate if he is willing to talk.

The undersensitive child may need stronger sensory input such as lively music or physical exercise to wake up sleepy circuits in the brain. The child who craves input such as touch or enjoys visual “stimming” may need a specific amount of that input from time to time to satisfy the craving and allow self-regulation. Giving that child a two-minute break to receive the sensory input he craves will help him to attend. • The child with ADHD may have a limited supply of brain glucose, the substance that provides energy to brain self-regulation circuits (in the prefrontal cortex).

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