Opening:

cSi~ PARENT TO PARENT

1• --- WJ

Recognizing Sensory Processing Disorder & Coping Wednesday, March 9th

6:30 - 8:30 pm St Luke's Community Health Education Center

3333 Squalicum Pkwy, Bellingham

Panelist: Susan McNutt, OTRIL, Pediatric NOT and SI Therapy

Melissa Bartel, CCC-SLP, Connections SLP Patty Bunge, MA, OTRIL

Micah Brown, COT A with parent panel Shawna Burbank

Mary Jo Durboraw Kathy Hasenjaeger

Video : a video from a Kids viewpoint on sensory: https://www.youtube.com/watch1v=D I GSssZIVUw

Discussions:

SEAS (Single Entry Access to Services) - Easy access to services for kids ages birth to 21 who need

specialized care and support (and their families) (360) 715-7485

Websites -Angie Voss , OTR www.asensorylife.com Many great products, info, and printable handouts.

Books-

The Out-of-Sync Child, by Carol Stock Kranowitz

Understanding Your Child's Sensory Signals, by Angie Voss

Door prizes -

Wilbarger Therapressure Brush

Clothing·

jeans for young adults with elastic waist; https://www.territoryahead.com/search.do?query=jeans+with+elastic+waist

DO~OUKNO

I cry and shield my eyes from the sun and other bright lights

I have "selective hearing" or difficulty listening

I am a picky eater - I resist new foods and textures

I complain about tags in my clothing

I seem unaware of normal touch or pain - I often touch others too soft or too hard

I hate being tickled or cuddled!

I have poor gross motor skills for things like running

f)nd riding a bike

I always walk on my tiptoes

I hate having my hair washed or cut

I have trouble focusing and/or concentrating

Y I am overly sensitive to loud sounds like

vacuums and blenders

I am always smelling people, food and objects

I chew on everything

I have poor fine motor skills for things like handwriting

and cutting

I have difficulty dressing myself

.-------------- I sit with my legs in. a "W" position

I put my socks on "just so" or maybe I never go barefoot

lum a Sensational Kidl I have Sensory Processing Disorder - SPD, for short. That means my brain can't process sensations the way other

people's brains do. When my brain gets information through any of my senses - sight, smell, hearing, taste, touch,

movement - it doesn't always know what to do with the information. I can become very disorganized and confused!

Sometimes I over-react to all this sensory input or maybe I don't react enough. Depending on what senses are involved,

I may have trouble with jobs that come naturally to other kids, even feeding myself or putting on clothes. This makes it

really hard for me to function at school, in public, and even at home. I might have trouble learning or making friends, and

I may have a lot of tantrums and meltdowns. I can be really shy and withdrawn from everyone, even my own mom and

dad! Because I never know what's going to set off my sensory alarms, I'm often afraid of activities all the other kids enjoy.

It's tough being sensational.

So do you know me? Or someone like me? Scientists say as many as 1 in 20 kids has symptoms like mine. You can do

lots of things to make stuff easier. Please, be patient and understanding with kids like me. If you're my teacher or my

doctor or anyone in my life, learn all you can about Sensory Processing Disorder. The Sensory Processing Disorder Foun­

dation makes that super easy by running the biggest SPD website in the whole wide world and by putting on all sorts of

cool educational events. If you're my parent, please remember there is hope and help for me in occupational therapy with

a sensory integration approach. www.SPDFoundation.net

"'~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~""'

~ ~ Bringing hope ancl help to sensational families everywhere Original artwork ~'2004 Melissa Zacherl

Books that may be helpful

Sensory Integration and the Child, by Jean Ayres

The Out-of-Sync Child, by Carol Kranowitz

The Out-of-Sync Child Has Fun. by Carol Kranowitz

How Does Your Engine Run: The Alert Program for Self-Regulation

Too Loud, Too Bright, Too Fast, Too Tight, by Sharon Heller

The Mislabeled Child, Looking Beyond Behavior To Find True Sources and Solutions by

Brock Eide and Fernette Eide

When the Brain Can't Hear: Unraveling The Mystery of Auditory Processing Disorder, by

Teri James Bellis

Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with

Sensory Integration Issues by Lindsey Biel

The Sensory-Sensitive Child: Practical Solutions for Out-of-Bounds Behavior, by Karen A

Smith

Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding &

Supporting Your Sensory-Sensitive Child, by Christopher R. Auer

Listening with the Whole Body by Sheila Frick and Colleen Hacker

On the Web: Sensory Integration International features training, a database of therapists and other resources on sensory integration www.sensoryint.com

Sensory Integration Resource Center (formerly KID foundation) Provides information services on sensory integration for parents, children, physicians, educators, therapists. www.sinetwork.org

Sensory Processing Disorder Foundation expanding knowledge, fostering awareness and promoting recognition of Sensory Processing Disorder since 1979 www.spdfou11dation.net

Sensory Processing Disorder http://www.sensory-processing-disorder.com/index.h!ml

Henry Occupational Therapy Services mission is to promote understanding and awareness of issues related to sensory processing, sensory integration and the sensory systems. These may influence attention, motor coordination, social participation, behavior and even violence in schools. yyww.henryot.corri

US Department of Education Information on IDEA and the IEP process http://idea.ed.gov

Wright's law Special Education Law and Advocacy Information on IEPs and 504 plans ywww.wrightslaw.com

Catalogs and Equipment:

Abilitations source of equipment for sensory processing and other special needs www.abilitations.com

Sensory Comfort books and products for children and adults who have sensory processing differences www.sensorycomfort.com

South Paw Enterprises Sensory processing disorder resources, equipment, products and toys www.southpawenterprises.com

The Therapy Shoppe Sensorimotor products and equipment for therapists, teachers, and parents. www.therapyshoppe.com

Sensory Resources http://www.sensoryresources.com

Programs The Alert Program How Does Your Engine Run?® A Leader's Guide to the Alert Program® for Self-Regulation (Williams & Shellenberger, 1996), describes an innovative program that supports children, teachers, parents, and therapists to choose appropriate strategies to change or maintain states of alertness. htlpj/www.alertprogram.com/

"Heavy Work" Activities

Remember, these activities must be adapted for each child according to their individual skill level and monitored for safety at all times.

INDOORS • Push and pull boxes, laundry baskets, shopping carts or wagons loaded with

toys, books, cans, etc. Carpet provides extra resistance. • Climb over/under couch cushions and blankets ... have child help with arranging

obstacle courses or forts • Safe roughhousing play (pillow fight, "wrestling"--focused on providing resistance

and deep pressure appropriate for child's age/tolerance) • Wheelbarrow walk, army crawl • Animal walks (crab, bear, duck) • Tug of War • Leapfrog • Help with chores (sweep, push vacuum, wipe table, carry groceries or laundry) • Cooking (stirring batter, scooping, pouring) • Water play in the bathtub with various cups, containers, sponges and squirt toys • Floor play while bearing weight through arms (lay on stomach, propped on

elbows to look at books, side sit with weight over one arm while playing with other hand, hands and knees position to drive cars on the floor, etc.)

• Hippity Hop ball • Climb up and down stairs, ramps • "Row Row Row Your Boat" (sitting on the floor pushing and pulling each other) • Pull chairs out/push in before and after meals or tabletop activities • Play dough (use tools such as rolling pins, cookie cutters, garlic press, etc.) • Color over large, textured surface area • Color or paint on a slanted or vertical surface • Squeezing and pinching (silly putty, stress balls, spray bottles, bubble wrap) • Chewing, sucking, blowing (gum, taffy, licorice, beef jerky, lollipops, popsicles,

straws, bubbles, whistles, kazoos)

OUTDOORS • Climb playground equipment • Jump on a trampoline or into mud puddles • Help in the garden (rake, pull weeds, carry buckets of water or dirt) • Walk through wet, squishy sand and wade in the water at the beach

COMMUNITY • Swimming lessons • Climbing equipment (McDonald's Playland, Jump Around Fun Zone, etc.) • Tumbling or toddler gym programs

s ens01y mput can b 'h 1 . e e1t er ca mmg an d orgamzmg or a ertmg

To Cairn or Organize Elements To Alert Soft or natural colors Bright lights and colors Muted colors Move object toward face (looming) Room dividers, screens Visual Focused lighting on object Keep visual input steady Move objects at irregular speeds Classical music Vary intensity, pitch, or beat White noises Sound Loud music Low key humming Speak or sing in monotone or slow rhvthm Rhythmical swinging Dysrhythmic or changing speed of Slow rocking Vestibular movement Maintaining head or body position Change position of head Sustained movement Rock, jiggle, bounce, or jump

Upright positioning Rotary activities (spinning)

Rhythmical patting & stroking Light touch (especially face, (massaging the back) Touch/ palms, and abdomen) Wrap in soft, warm blanket pressure Gently & quickly rub skin Hold firmly for a hug Help child stroke plush toy Suck on pacifier Suck or eat citrus, salty or sour Suck mild flavors flavors Induce slow breathing and blowing Oral-motor Drink cold liquid or frozen pops Maintain temperature and texture of Vary temperature and texture of food and liquid food

Chew before or during focused tasks

Resistive activities Resistive activities Rhythmic motor activities Proprioceptio Changeable motor activities

It

Autonomic Siens of Disoreanization Behavioral Disorganization Yawning Fussing Sneezing Crving

Hiccoughing Grimacing Sweating Sighing Ga<><>ing Startling

Soitting Un Stiffening Breathing Irregularlv Averting Gaze Changin!! Skin Color Pushin!! Awav

Abruptly changing state Arching Back Producing a bowel movement Staring into Soace

© M. E. Anzalone 2

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Parent Sensory Tools Survey Hearing Seeing Touching Moving Smelling Muscles Mouth

J ~~ * . ~·· ~r cl~ ' Complete with all of these categories in mind

1. To help me wake up in the morning, I usually need to

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

(take a cold shower, drtnk hot coffee, take a brisk walk)

2. When I prepare for bed or to calm myself, I prefer to

(eat a snack, turn the lights down, listen to music or TV, snuggle under a blanket)

3. What I like most about my home is

(cozy or open spaces, large windows, soft or firm furniture, scents of candles or potpourri)

4. When I am frustrated or upset, it helps to

(go to the gym, take a walk, sit on the porch, listen to music, go to my room and close the door, take a bath, cw1 up and read a book, call a friend)

5. When I need to read or study, I prefer to

(sit at a table, lounge on the couch, use a rocking chair)

6. When I need to concentrate, the environment I create includes

(quiet or music, food and/or drink, bright or dim light, solttude or others around)

7. When I need to listen at a meeting, I usually find myself

(doodling, playing with small objects like paper clips or pens, chewing on pencils, pens or straws, snacking, drinking coffee or soda)

You may also find It very helpful to speak with your child and other family members about these situations. How slmllar or different are your sensory needs?

©Henry OT Services, Inc. 200f •USA • enHtif: diana<&heJrryot.co1n • \V\VW.&teachabout.co1n • 888.37J.1204

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Discovering Your C.hi\d' s 45ensor~ Nudt> PROBLEMS: '

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'-'· ,c)l ' . .

"~ .

My child ...

• is very irritable

• is inattentive and becomes easily distracted

• has difficulty keeping still

• can't keep his hands to himself

• constantly chews on clothing or other objects

• appears hyper-sensitive ... covers his ears ... squints his eyes ... avoids touching certain tex1ures ... dislikes being touched

' • is often labeled 'lazy' or unmotivated.

SOLUTIONS:

GOALS:

• Become a detective: 1 Underst.Mdi98,. 'Your Child · "

Learn about your child's sensory preferences. Just like you, every child has his own sensory needs.

• Utilize sensory tools safely and effectively: Recognize that many factors may influence changes in your child's sensory needs from day to day, from activity to activity and even from minute to minute.

• Teach others to understand: Sensory preferences are to be honored. Individual sensory needs are not to be judged as good or bad, right or wrong. They just are.

• Teach your child to be a self-advocate: Put the control in your child's hands by teaching him how to ask for what he needs, in socially appropriate ways.

Step 1: Think about the following 7 categories throughout the day and in every situation

Hearing Seeing Touching Moving Smelling Muscles Mouth

' w © Henry OT Se1Yices, Inc. 2001 •USA • email:diana@henryot.com • www.a1eachabout.com • BBB.371.1204

Disc.overing Your C.hi\d' & 'i>entiot"( Nuds

J Hearing:

Observe your child's response to different types of music or sounds.

• Minimize verbal directions. Your child may have difficulty processing verbal Input, especially if the environment is noisy.

• Sounds can be perceived as irritating or even painful.

• Earplugs, headphones or even background noises can help counteract initating sounds.

• If using headphones, the volume should be between #2 and #4 (digitaQ to avoid damaging the hair cells in the ear.

• Your child may enjoy background 'white sound' when In her quiet 'womb' space.

• Listening difficulties may include problems with the ability to accurately perceive, process and respond to sounds. They may also be related to movement, timing and postural problems. In addition to sensory integrative treatment, evaluations which include sound-based technologies may be warranted.

Seeing:

Observe how your child reacts to various types of lighting.

• Your child may prefer darker spaces over brightly lit areas.

• Bright lights can cause glare and be irritating, while natural or dimmed lights tend to be calming.

• Try visual cues such as pictures, charts or short printed directions for chores and dally care activities.

• Certain positions can promote visual control.

Go to Seeing pages for more Information.

See Resources for informalion on visual schedules.

volumo belweoo •2 ... #4

©Henry OT Services, Inc. 2001 •USA • email:diana@henryot.com • www.ateachaboutcom • 888.371.1204

DisGOvtrin9 Your C.hild's 'btnsor~ Nuds

Touching:

Respect your child's responses to different types of tactile or touch input.

• When your child complains that 'it hurts' or pulls away, acknowledge that what she is feeling is real for her.

• Experiment with different types of materials and clothing. Terry cloth, light and soft cotton or lycra can be calming and soothing.

See Resources for specialized clothing.

• Play the 'sandwich game' and apply calming pressure touch. Let your child crawl between large pillows or roll up in a large terry cloth towel (with the head and arms out) as a burrito or hot dog. Pretend to add ingredients with your hands slowly, firmly, from head to toe. See Tools tor Students™video.

• When your child needs to think or pay attention, experiment with a variety of small hand fidgets such as: squishy (porcupine ball), smooth (slinky), textured (finger monster), and soft (beanie animal).

• Moving:

• __,./,.- Use movement activities to help with ~----1 balance, posture, coordination, eye - a movements, making transitions,

attention, alertness, calming and even to change your child's emotional state.

• Up and down movements Qumping rope, bouncing on a ball chair or trampoline) may help your child wake up and get going. Be creative and play a game of hopscotch or make up a silly dance.

• Back and forth movements (swinging, sitting in a rocking chair) may help your child calm down. Put a swing on the porch or in the back yard. Ask your child's teacher how often the swings are available to her during the school day.

Go toCdrt''fi SW S'fiID tor more information.

©Henry OT Services, Inc. 2001 •USA• email:dlana@henryot.ccm • www.ateachabout.com • 888.371.1204

Di&c.overing Your l.hi\d'& 'f>ensory Nuds

Smelling:

Experiment with different scents to find which ones meet your child's sensory needs.

• Be aware of those smells which can be calming (such as vanilla, banana, lavender) and those which can be alerting (such as citrus, peppermint, anise).

• Play 'guess which scent.' With her eyes closed, have your child identify those which help her feel her best. Together, make a scented sachet for your child's backpack or pillowcase.

• Alert others to any allergl~ your child may have. Certain scents found in school (i.e. cafeteria) and certain perfumes that family members may wear, can be uncomfortable and even painful for your child.

Muscles:

Provide your child with opportunities throughout the day to use her muscles.

• Whether your child is a t1t-nwr~ se!'l:er, unt10~ avoider, hyper-reactive, hYPO·reactlve or displays a combination of these behaviors, activities using many muscle groups simultaneously appear to help the nervous system organize and focus.

• Therapists have called these 'heavy work patterns.' We have found that children prefer to have 'jobs' rather than 'work.' Therefore you will find an entire section in this handbook labeled HE.A VY JOJlS, listing many of these 'muscle' activities.

For example:

Before engaging in activities that require concentration, encourage your child to help with chores or do exercises such as wall or chair push-ups.

unt1011 avoider

, hyper-reactive

0 ,6,L " ir hVPO·reactive

I ' r.::-1 lL.J ©Henry OT Services, Inc. 2001 •USA • email:diana@henryot.com • www.aleachabout.com • 888.371.1204

Di&c.ovt:ring Your C.hi\d' s 'i>ensor~ NU<ls

such as ...

Mouth:

Use oral motor activities. Find what works for your child to calm, alert and increase focus

• sucking on mild flavors, blowing, and slow breathing

• · eating or sucking sour, salty or spicy

• crunching or chewing on resistive foods, gum or latex-free tubing.

Consult with your pediatrician and nutritionist to identify possible affeqJlca.

Step 2: Detective tips to keep in mind:

• Observe, Observe, Observe!

• Whether it's 'getting ready' time, homework time, playtime, mealtime or bedtime, be aware of your child's unique sensory needs at different times of the day tor specmc environments.

• Think about modifying the environment and/or the activity to better meet your child's sensory needs.

• Add or take away sensory input.

• Change the Intensity, the duration and the location of the sensory stimulus on or around your child's body.

• Create opportunities for your child to be actively engaged In taking In the sensation. ,a....

• As a parent, your detective work will be ongoing. ~

• Work together with your child, family, friends and school community. With teamwork, there will always be plenty of good ideas to meet your child's sensory needs. Be creative, flexible and have fun.

• Your child will become the expert in forming her own Tool Chest of. ideas. Empowered with these tools, she will meet her day-to­day challenges with Increasing understanding and success.

©Henry OT Services, Inc. 2001 •USA • emall:dlana@henryot.com • www.ateachabout.com • 888.371.1204

(

' ----:::--

Tools which help me: When Getting Ready to ...

Complete this list with your child. This activity will help you understand your child's sensory needs. They may be different from your sensory needs. Become de1cctives together. Creute sensory-safe environments and acti\'ities to make your lives happier and successful.

wake np ____________________ eat breakfast. _____________ _ get dressed ride the school bus _________ _ do my work_·-···-···-·-- _____ go to bed ______________ _

111 The Homework Place to ... set up my spnce ----······--·----- be comfortable __ _ make studying fun........... • take breaks __________ _

When I Can't Sit Still to ... make sitting fun_____ focus _____ _ protect my bi1ck •...•..............•. ________ have better posture

With Scissors, Pencils & Computers to ... wann up my hauds and fingers ____ _ make my anns and wlists strong for writing__ _______ _ hold my pencil correctly ___ _

make writing fun~---------------- -------protect my body when I work at the computer _______ _

With Seeing by ... protecting my eyes hclpiog me focus on my work.------~---developing 111y eye muscles for reading ____________ _ developing my eye-hand-body coordination for sports --------

Ori Playgrounds to ... be safe _________ _ _ __ be successful on the C{)uipment ______ . ____ _ have fun at recess ____________ _

During the Holidays to ... participate with the prcparntious _________ _ have fun ____ ......... _ .. ___ stay calm when the times get wild, _________ _

Choose Heavy Jobs for ... playtime games and helpful chores that make me feel go1 • ...._ ___ _ inside __ ·----~- ----· outside __ _

To Make Fdends by ... getting ready to play with a friend ______ . playing with a friend. ______ _ being a friend. ___________________________ _

©Henry OT Services, Inc. 2001 •USA• email:diana@henryot.com • www.ateachabout.com • 888.371.1204

'.::!

~) E.Eb.~,,g,g TIP SHEET

How to Make a Weighted Blanket

New experiences, such as a trip to the dentist, can be scary or intimidating for a child, especially a child who has autism or other special needs. A weighted blanket can help to calm and comfort a child. Below are instructions for creating a weighted blanket that can easily be taken with the child.

Tools

• 5 yards of fabric, cut into three pieces: two 2-yard pieces and one 1-yard piece • Material to fill your blanket (i.e., river rock, pony beads, washable material, etc.) You will need

fill equaling approximately five percent of the child's weight, not to exceed 15 percent. • Small bags (same number as the number of pockets you create) • Thread • Hook and loop tape (such as Velcro) • Sewing machine

Instructions

1. Cut the smallest piece of fabric into approximately 4" by 4" squares for pockets 2. Cut a 4" piece of Velcro for each pocket and sew the hook side of the Velcro to one edge of each

square (see diagram 1) 3. Cut a piece of Velcro the same width as your large fabric pieces and sew one side of the Velcro

across one side of the large pieces of fabric and the other side of the Velcro to the other piece of large fabric (see diagrams 2 & 3)

4. Arrange the squares on the wrong side of one of the larger pieces of fabric, distributing them evenly 5. Sew the loop side of Velcro to the blanket so the squares attach on one side · 6. Sew the squares to the blanket leaving the Velcro side open 7. Sew three sides of the two pieces of large fabric together (right sides together) 8. Divide the weighted material into small bags (so they can be removed later for washing) and place

one in each pocket 9. Turn the blanket right sides out and fasten the Velcro at the top.

The weights may be adjusted as the child grows.

These tips were compiled from a variety of sources. For more tip sheets, visit www.fraser.org.

This document may be reproduced without c/1ange and in its entirety for training/educational purposes only without prior pennission from Fraser. ©Fraser 2011.

Diagram 1 Diagram 2 Diagram 3

hook & loop J hook & loop J

hook & loop I DODD DODD DODD ODDO

' DODO ' ' ' DODD ' L----------------------

Close-up of pocket DODD DODD

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

Sew on dashed lines Right side Wrong side

This document may be reproduced without change and in its entirety for training/educational purposes only without prior pennission from Frase.c © Fraser 2011.

How to Make a Travel Sized Weighted Blanket New experiences, such as a ttip to the dentist, can be scary or intimidating for a child, especially a child who has autism or other special needs. A weighted blanket can help to calm and comfort a child. Below are instructions for creating a travel­sized weighted blanket that can easily be taken with the child.

Tools

• Sewing machine • Scissors • 2 standard sized pillowcases • Material to fill your blanket (i.e., river rock, pony beads, dried peas or beans, etc.) You will need

fill equaling approximately five percent of the child's weight • Thread • Hook and loop tape (such as Velcro) • Thick cord or shoestring (optional)

Instructions

1. Decide how many pockets your blanket will have and divide weighted material evenly into the same number of piles

2. Turn one pillowcase inside out and sew the Velcro to the outside of the opening (hook on one side, loop on the other)

3. Turn the second pillowcase right side out and sew three to four vertical lines, evenly spaced most of the way up the long side of the pillow case

4. Add one pile of material into each column that you have made 5. Sew a horizontal line across the case just above the top of the material 6. Add another pile of material into each column 7. Repeat directions 5 and 6 until all material has been distributed evenly into the pillowcase 8. Sew the pillowcase shut 9. Place the weighted case into the empty case and secure the Velcro I 0. Cord or shoestring can be used to tie the blanket into a portable roll.

The weights may be adjusted as the child grows. The outer case can be removed to wash as needed.

c. j' ' • ' . _ _,' ~]mill

My Healthy Smile Social Scripts and Tips for Encouraging Oral Health

This tip sheet may be printed without modification for educational purposes only. For ordering and other Information, please visit www.fraser.org.

My Healthy Smile© 2007

Disc!a!mer: This infonnalion Is provided for reference only. Consult your dentist before engaging _in any procedures, practices, or treatments.

P.a913 .. 1.gf 1

How to Make a Weighted Stuffed Animal New experiences, such as a trip to the dentist, can be scary or intimidating for a child, especially a child who has autism or other special needs. A weighted stuffed animal can help to calm and comfort a child, and is easy to bring along to a new place. Below are instructions for creating your own weighted stuffed animal.

Tools

• Needle • Seam ripper (optional, but helpful) • Scissors • Stuffed animal, approximately 16- 18" tall. Make sure it's good quality as it will be

holding some weight • Material to fill your animal (i.e., river rock, pony beads, dried peas or beans, etc.) You

will need fill equating approximately five percent of the child's weight, not to exceed 15 percent

• Strong thread

Instructions

I. Locate the seam in the back of the animal and use the seam ripper or a scissors to carefully cut the seam open

2. Remove as much stuffing as possible and replace with the weighted material 3. Sew the seam back up with tight stitching to prevent leaking 4. Your weighted animal is complete

-.. _) ·._ / ~- llill.!

My Healthy Smite Social Scripts and Tips for Encouraging Oral Heallh

This lip sheet may be printed without modification for educational purposes only. For ordering and other information, please vfsit www.fraser.org.

My Healthy Smile© 2007

Disclaimer. This lnfonnation Is provided for reference only. Consult your dentist lIBfare engaging In any procedures, practices, or treatments.

Favorite Ooey Gooey@ Recipes!

Ideas for your Sensory Tubs:

Glue and Shaving Cream: Something new but sure to become a fast favorite! Pour 2 cups of glue in your tub. Allow the children to add (and mix) shaving cream to the glue. Color it if desired. Squish it all around!

Ooblick: Equal Parts of cornstarch and water.

Mix together BABY OIL and FLOUR! Soft and creamy! Start with about 2 lbs. of flour and one, 20 oz. bottle of baby oil. Increase based on the size of your sensory tub!

"Jelly Cake": Make a knox-gelatin mold (see above) and add shaving cream! Drip drop colors onto the cream and then provide spoons and scoope for maximum exploration.

Home Made Sand: 4 cups dried, used, coffee grounds, 2 cups cornmeal, 1 cup flour, 1/2 cup salt. Stays fresh in an airtight container or Ziploc bags.

Clean Mud: Grate 3 Bars of Ivory Soap. In a bowl mix the grated soap, 1 roll of toilet paper and some warm water. Keep mixing until it forms the consistency of mashed potatoes! You can store it in airtight container and reconstitute it with more water. Dispose of Clean Mud in the trashcan not the drain!

Cocoa Mulch: Purchase this EXTRA good smelling sensory tub item at a garden center near you.

Colored Rock Salt: Mix rock salt with either liquid watercolors or food coloring until the rock salt is all colored! Spread out on wax paper to dry and then put into your sensory tub for scooping or pouring. Follow the same procedure to make Colored Rice.

Just for FUN: Mix colored rice with FLOUR!

Baking Soda and Vinegar: Put baking soda in a pie tin ... drop vinegar ON TOP of the baking soda. All of the senses are engaged while you are making carbon dioxide! Add dish soap to the vinegar, and color tool The dish soap extf:nds the reaction time.

2 © Oocy Gooey, Inc. Lisa Murphy, Rochester, NY. Oocy Gooey® and Ooey Gooey Lady®·arc registered trademarks. All rights reserved.

Follow OocyGooeyLady on Twitter and YouTube and "like" Oocy Gooey, Inc.'s Face book page· so you can join thousands of fans who share in our adventures on the road as we promote the creation of play based early childhood environments. www.ooeygoocy.com

Shaving Cream and Water: Fill a clear large container wi~h water. On top of the water put shaving cream. Drip drop primary colors onto the shaving cream. What happens when you put two primary colors on top?? ·

Flubber: 1. Mix 2 cups water and 1 cup glue in a big bowl. 2. Add a squirt of liquid water color and then stir it up. 3. In a separate small bowl mix together: 2 cups water ar.d 4 TBS Borax. 4. After it's completely dissolved, pour the Borax mixture slowly and a little at a time into

the glue and water mixture. Pour a little, mix it a little, pour a little, mix a little. Mix with your hands or a sturdy wooden spoon. As you mix, it will become a flubber ball! NOTE: You might NOT need to use all of this Borax and :.vater solution!!!!!

5. Store it in an airtight container or ziploc for a few week3. When it begins to flick apart or when it gets too hard, it is time to make a new batch! Play with it, explore it, try to get it to blow a bubble with a straw! Watch it stretch a3 you hold it!

6. Vinegar takes it out of clothes, carpet and fabric. Mayo will take it out of hair!

Knox Gelatin Mold: The ratio is 3/4 cup water to 1 packet of Knox. Take the number of cups of water your container holds and DNIDE by . 75 This is how many packets of Knox you need. In a saucepan, heat the water over low heat, add the packets of gelatin. After it dissolves pour it into your container. Let set over night; **BE SURE TO SPRAY YOUR CONTAINER WITH PAM FIRST! Allow the children to inject the knox mold with pipettes and eyedroppers filled with colored water!

Magnet Painting: Drip drop some liquid watercolor ont:i a paper plate (not the waxy kind). Now place magnetic marbles IN the paint and then hold a magnet wand UNDER the plate. Using the magnet wand underneath the plat~e, move the magnetic marbles through the paint and watch the colors mix!

Coffee Filter Art: Drip drop liquid colors onto the big coffee filter! Science and art at the same time! It does NOT need to be a butterfly, a flower or a hat! Imagine That!!!

Shaving Cream and Block Building: Put some small blocks on the table along with some craft sticks and a can or two of shaving cream. Se\o what happens! Our children built and built for days!

Scribble Cookies: Gather all your broken crayons. Put them in a muffin tin. Melt on low heat (150°) for about 15 minutes! Once melted, turn the oven off and let the crayons cool IN the oven before popping them out and using them! Hint: non-stick coated tins will work best! Did they stick? Pop them in the freezer fo.r a few minutes! They will pop right out! Variation: put the muffin tin on a warming tray and watch right in the classroom.

Karo Syrup Painting: Mix corn syrup and food coloring and let the kids paint with fingers, brushes or even their tongues! Sticky and shiny art galore!

Don't forget COLLAGE ART and colored glue!

3 © Oocy Gooey, Inc. Lisa Murphy, Rochester, NY. Ooey Gooey® and Oocy Gooey Lady® are registered trademarks, All rights reserved.

Follow OoeyGooeyLady on Twitter and YouTube and "like" Oocy Gooey, Inc.'s Face book page so you can join thousands of fans who share in our adventures on the road as we promote the creation of play based early childhood e1.1vironments. www.oocygoocy.com

PLAYDOUGH: Variations on a theme ...

REGULAR PLAYDOUGH: Combine in a bowl: 3 cups flour, 1 V2 cups salt, 6 tsp cream of tartar, 6 TBS oil, 3 Cups water (color optional). Mix together. Cook over low heat until a ball forms. Cool. Knead. Store in Ziploc bag.

CHOCOLATE PLAYDOUGH: 2 cups water, Y. cup salt, 2 tsp cream of tartar, 2 TBS oil, 1/3 cup cocoa, 2 cups flour. Then mix it all together and then cook it in a pot over low heat. Remove it from the heat and knead until smooth.

PUMPKIN BREAD PLAYDOUGH: 1 package pumpkin bread mix, 2 cups flour, 1 V2 cups salt, 6 TBS oil, 6 tsp cream of tartar, 3 cups water. Mix ingredients. Cook over medium heat until a ball forms. Remove from heat and knead!

LEMON POPPY SEED PLAYDOUGH: 1 package lemon poppy seed muffin mix, 2 cups flour, 1 Y. cups salt, 6 TBS oil, 6 tsp cream of tartar, 3 cups water. Mix ingredients. Cook over medium heat until a ball forms. Remove from heat and knead!

STRAWBERRY CAKE PLAYDOUGH: 1 package strawberry cake mix, 2 cups flour, 1 Y. cups salt, 6 TBS oil, 6 tsp cream of tartar, 3 cups water. Mix ingredients. Cook over medium heat until a ball forms. Remove from heat and knead!

COFFEE PLAYDOUGH: 3 cups flour, 1 Y. cups salt, 6 TBS oil, 6 tsp cream of tartar, 3 cups water, the used wet grounds from the morning coffee. Mix ingredients. Cook over medium heat until a ball forms. Remove from heat and knead!

Favorite Art & Painting Tools:

Combs Fly Swatters Bath Puffs Cars with Markers Taped to the Butt Bubble Wrap Plastic Toy Cars Hats with Brushes Koosh Balls

Massage Tools Nylons filled with popcorn Plungers Rubberband Brushes Golf Balls Tooth Brushes Sponges Kitchen Brushes

BONUS HINT: Tape three regular paint brushes together (or a bundle of crayons) and see what happens!

And don't forget about the CARS WITH MARKERS TAPED TO THEIR BUTT!

4 © Oocy Gooey, Inc. Lisa Murphy, Rochester, NY. Ooey Gooey® and Ooey Gooey Lady® arc registered trademarks. All rights reserved.

Follow OoeyGooeyLady on Twitter and YouTube and "like" Ooey Gooey, Inc.'s Face book page so you can join thousands of fans who share in our adventures on the road as we promote the creation of play based early childhood environments. www.oocygooey.com

Relieves stress, anxiety, relaxes muscles. Applies deep pressure therapy to promote calm

Helps with focus and attention

Follow up with 10 quick, short compressions on every joint

including chest , and shoulders. Avoid the head. stomach, back and neck