the spm & spm-p quick tips diana a. henry, ms, otr/l, … · spm quick tips user guide another...

The SPM & SPM-P Quick TipsDiana A. Henry, MS, OTR/L, FAOTA

2015 © Henry OT Services Inc.www.ateachabout.com 17

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He turns his chair when he needs to

Permitted to sitalternative ways

Teacher reported:“Now, I am not hearing impulsive calling out when sitting on the rug” 66

Climbing ON equipment, instead of

just playing chase

Class is doing: The Rocking Puppy, Spider Push Ups and

Airplane

67Electronic Quick Tips will allow recess aide to record # of times uses climbing equipment

#3 The

Fragile Egg

68

68

Tool Chest

69

# 13 rules

Tools for Students

DVD




70

SPM QT Record Form

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Completed by the

Main Classroom KG teacher

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Day care Why important to record data!!!

Unfortunately, after a month, stopped using the strategies because the student was “Doing well”

Importance of the QT Record Form

73

Recording the data is a critical part of the intervention process.

Properly recorded data will help you and your team discern which strategies are or are not contributing to the child’s progress.

Recording data daily will hold each team member accountable.

Consistent participation by each team member is encouraged.




March 8, 2011his PE teacher wrote:

We had scooter relay races on their belly We ran through 3 part obstacle coursesWe begin class with supermans and yoga poses to hold (tree, mountain)We used balloons to hit in the air, to the wall and back and forth with each other

He is more focused and is not bumping into other students or walls as he had

74 75

March 7, 2011his ART teacher wrote:

I changed his seat so he doesn’t have to twist to see the boardHe collects the heavy crayon buckets I number, repeat directions, and cue himI incorporate media that strengthens fine motor. We have worked with clay, and done a project that involved crumpling paper

I now cue him less, he gets his work doneand he seems more comfortable sitting 76 77




March 14, 2011his Music teacher wrote:

Movement is now integrated into each classAltered his seating when necessaryfor added comfortI have asked him to some lifting (usually chairs)

He has shown someimprovement incontrolling calling out

7879

Speech Therapy

Crawling under table

to pick things up

Walking on rocks during transitions

SITTING ON CHAIR BALL

80

Carried items during the long transitions from speech room

81




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Jan. 27, 2011 his Mother wrote:

Every night he and his Dad have backwards crab races up the stairs.We have obstacle courses in the backyard on a regular basis. He and his sister love this. I make sure that climbing over and under are incorporated in each course.I place a bean bag on top when he has difficultyfalling asleep. That helps him settle down and drift off.

83

February 21, 2011 his mother shared

His favorite thing is the chair ball.Today he was able to sit still while eating. He did sowhile sitting on his knees.

Since the SPM team meeting, he seems to have made leaps and bounds with reading and writing too!His drawings have seemed to improve as well

84School psych called re gifted program

He has been doing Karateand he tries to do push-ups.

I have noticed that when theydo sit-ups, he is not ending up sideways on the mat as much as when he started the program.

85




3- 18- 11(9 weeks post initial SPM)

He just learned to ride a bike!

He is graduatingfrom Karate today, obtaining a belt.

He has recently started walking by raising a leg up and clapping his hands underneath. Doing it on both sides.

86 87

88

January initial test (red)

March re-test(black)

Student: QT Main Classroom

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Other school environmentsSPM re-test

Other school environments

Red: Initial scores 1-11

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Feedback April 1, 2011 after team used Quick Tips for 2 months

Re-test results on SPM PE, OT, SLP, Kg teacher

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OT

PE

Teacher SLP

Preschool team brainstormed

and developed SPM-P Quick

TipsWorking from SPM-P test items to have a

conversation about the strategies92

Case B (Benjamin) in the SPM Quick Tips User Guide

Another initial team meeting example

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o Elicit ideas from team to personalize what could be done in their own unique environments

o Encourage team members to define 3 strategies to integrate into daily interactions with the child

o Case study: Team: 2nd Grade Teacher, SLP, Spanish Teacher, Parents, SPED Teacher, OT

o DX with cognitive delays and motor planning challenges

o Does not ask for help o Does not self initiateo Frequently appears fatigued




Jan 2012: in Speech

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He is tired much of the time, across environments.Praxis challenges require a lot of additional thinking energy

to do that which is so automatic for others

March 2012: SLP Feedback in

Test and Re-test follow up2-13 through 4-17-09

Praxis

Ideation

Motor Planning

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https://platform.wpspublish.com/account/login?timeout=yes&returnurl=/administration/details/73?cid=48

WPS Online Platform

Warren Fried President: Dyspraxia

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Sensory Songs for Tots Chorus

Here they are, these parts of meAll together, on my bodyI’ll know them all, soon you will see

StanzasNose, toes, knee cap, and tummyChin, shin, shoulders, and my feetEyes, thighs, elbows, and my ears

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Challenging your praxis




Here’s my noseKnee cap, toes, tummy, nose(Reverse)

Nose, toes, knee caps & tummy

Shoulders, chin, feet, shin(Reverse)

Chin, shin, shoulders & my feet

Elbow, thighs, ears, eyes(Reverse)

Eyes, thighs, elbow & my ears 98

Typicals love this

song

Sequencing easierfor those with praxis challenges:

Here’re my earso Ears, eyes, nose, mouth,

tongue in meo Shoulders, side, bottom

and thighs on me o Kneecap, calf, feet,

toes on me!99

In the SPM QT User Guide Case D: Danielle5-year-old preschooler Autism and Praxis

Unable to dress herself Not potty trained Does not have many play interests Avoids using playground equipment Appears to have more challenges at home

than at school

100

Presenting Problems:

Copyright © by Western Psychological Services or Henry OT Services, Inc. All rights reserved.

OT Practice: Oct 13, 2014

Paper Forms

101

Gave SPM-P Home Form to mother/father Gave SPM-P School Form to teacher

All areas typically seen in a preschool are addressed in the one School SPM-P Form Dress-up Circle time (movement to music, playing instruments, etc.) Snack time Bathroom Nap time Table-top activities (glue, etc.) Playground/Recess

Scales: SOC, PLA, and all sensory systems as in SPM Now working on the SPM Infant Toddler and SPM for Teens





102

1. Email SPM-P Forms to home/school2. Score form 3. Generate a Score Report

Initial HomeCopyright © by Western Psychological Services or Henry OT Services, Inc. All rights reserved.

Initial School

Contributing Items:

Praxis: Motor planning“The ability to carry out a series of movements in proper sequence”

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SPM-P items Home Form 69: Confused about proper sequence

(example: dressing…) 71: Difficulty imitating demonstrated actions

SPM-P items School Form 70: Difficulty correctly imitating

demonstrations 74: Fails to complete tasks with multiple steps


Observations at recess: 2-09

Avoids sensory motor challenges

when left on her own

104

Difficulty motor planning how to climb

Circle time challenges:

1:00

Attempts to trace numbers in the airIs unsuccessful even when assistant attempts to provide hand over hand assistance (1:00)

Imitation of Postures

Sequencing

105




Copy Sentence below in Cursive Using Your Non-Dominant Hand

106

Sensory Songs for Tots

Choruso Boys, girls, you can make a mistakeo Learning from mistakes is how we get

greato Me, my, now there’s no need to cryo Everybody gets things wrong

107

Everybody gets things wrong

Initial SPM-P: 2-09 SpeechSuggested: How high can you go?

Cranium Hullabaloo game 108

How low can you go?

Praxis challenge:Difficulty

sequencing picture cards

109




Integrated sensory activities in the classroom

Difficulty motor planning to lie

on her stomach

Has to ask ‘How do I get

out? Classmate joins in

110

Create opportunities for movement on belly, muscle and

pressure touch input

At home:

111

All over body deep pressure touch

112

I encouraged parents to find playgrounds to provide

proprioception Pretend she is “pizza dough”

Challenges:

• My tot does not appear to notice when she has to go to the toilet.

Did you know?

• Your tot must be able to receive and interpret sensory information from her body that signals a full bowel or bladder.

• Sensory information from bowel & bladder is subtler than from other muscles. 113




Safety First!

Consider medical influences

An infection can cause discomfort with urination and can lead to ‘holding it’

Dietary issues and illness can cause constipation or diarrhea

Talk to your tot’s doctor, nutrition specialist or registered dietician

114

Potty Pleasers

Movement Tools

Use tools such as jumping on a mini tramp to develop abdominal control

Muscle Tools

Encourage rough housing, pushing and pulling to help develop overall body awareness

115

Potty PleasersEar Tools

Consider a musical potty or a musical diaper for your under responsive tot (www.tinkletoonz.com)

Linda Veldman’s idea

116

Put your wee in the

waterPee in the potty

Praxis: Ideation

“The ability to create a concept or mental image of a novel task”

117

SPM-P items Home Form 73: Has trouble coming up with new

ideas during play activities 74: Tends to play the same activities over and over rather

than shift to new activities when given the chance

SPM-P items School Form 67: Has trouble coming up with new ideas during play

(never wears dress-up clothing) 69: Requires props (cell phone) to engage in pretend play





Before you create an Intervention Report

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1. Develop a hypothesisPoor somatosensory processing may be contributing to difficulties in conceptualizing, planning, and organizing movements, noted both in ideation as well as in motor planning skills.


Then2. Use the electronic system to sort and filter

Scales Sensory vulnerabilities Item scores

3. Select individual Quick Tips

Case D Intervention Report 2based on the tips selected

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120

Completed Quick Tips Record Form by the father**

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*

Copyright © by Western Psychological Services or Henry OT Services, Inc. All rights reserved. 121

Completed Quick Tips Record Form by the preschool teacher

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122

Implemented Quick Tips Over Time

Sensory systems & integrative functions

Number of times at home: mom & dad

Number of times at school: teacher, OT, aide

Vestibular (movement) 39 76

Proprioception (muscle) 66 99

Hearing 9 4

Touch (deep pressure) 185 75

Motor planning (sequencing) 42 88

Ideation (creativity) 39 42

Total = 764 380 384*


Two months post 4-09 (sequencing)Teacher: She now traces actual numbersTo help with sequencing too, we ask… What do we do next? Now what do we do?”

She can now attend and sequence rhymes because of the sensory input we now provide -- chair ball, t-stool, rocking chair, etc. to sit on

123

SLP: Ability to sequence 2 to 3 cards has improved Just weeks prior to your visiting us at the clinic, she

did not exhibit even the slightest ability to do this. Now able to act out 2 or 3 card scenes

124

Retest team meeting

Mom: “Sequencing has improved!NOW riding a bike,dressing, swinging and telling us when she needs to go potty!”

Teacher: “Creativity has blossomed!She is putting on clothes during ‘dress up’ and playing different parts.”

Copyright © by Western Psychological Services or Henry OT Services, Inc. All rights reserved. 125

Putting heads together…does bring results!

Thank You!

www.wpspublish.com/store/p/3222/spm-and-spm-p-quick-tips-qt


Georgia Schools Research 2014‐2015 (slide 34)

Flagstaff Baseline Study 2015‐2016

Contact me to participate in research

the spm & spm-p quick tips diana a. henry, ms, otr/l, … · spm quick tips user guide another...

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