Download Shopping Worksheet Here: Shopping Activity
Click Here to Download: June Habilitation Activity Ideas
Most news today whether it is social media, newsprint or broadcasting, focuses on the crisis of the COVID-19. It seems information changes everyday and we are still learning ways to protect ourselves. When the news of COVID-19 first appear, there was emphasis on the implications for people who have severe underlying conditions such as heart or lung disease and diabetes. The picture painted were people that were over the age of 65 who were more likely to be at risk for developing serious complications from COVID-19.
It occurred to me that very little information indicated that people with disabilities and special risk also fall under the high risk category. for us who are parents or professionals (in some cases both), we know the dangers of this deadly disease for children and adults with serious medical issues.
Many special needs children and adults have co-occurring issues including chronic heart disease, GI issues, diabetes, asthma, seizure disorders, GERD, and breathing issues.
For this reason, it is all the more reason to ensure that professionals, frontline staff and families know how to hand wash properly. The Powerpoint focuses on the transmission of the virus as well as the appropriate way to wash hands. You will find the link to the Powerpoint at the bottom of the page.
Working with individuals- both children and adults diagnosed with self-injurious behaviors can be challenging at the very least. Some examples of self-injurious behaviors include head banging, handbiting, and excessive scratching. There are many reasons why a student or individual may cause self-injurious behaviors including the inability to communicate needs, the environment, sensory issues and physiological issues. The following are articles on identifying cause of self-injury and ways to prevent it.
Autism, head banging and other self-harming behaviors– Autism Parenting
3 techniques to stop self-injurious behavior of children with autism– Steinberg Behavior Solutions
Essential guide to self-injurious behavior and autism– Research Autism
Head banging, self-injury and aggression in autism– Treat Autism
Self-injurious behavior in people with developmental disabilities-crisis prevention.com
Understanding and treating self-injurious behavior– Autism Research Institute
Understanding and Treating Self-Injurious Behavior
Understanding and Treating Self-Injurious Behavior
March is the month of spring! A time to also develop creative ideas for St. Patrick Day and to recognize Cerebral Palsy Awareness Month, Trisomy Awareness Month, World Down Syndrome Day and Intellectual and Developmental Disability Awareness Month. Oops, I almost forgot about Purple Day for Epilepsy! a day for both staff and individuals to wear purple to program. The following are March observances, celebrations, events, and holidays to be used as ideas for your day habilitation program.
Here are some fun fine motor activities to do with your students. Children and adults with special needs often face challenges with coordination of the small muscles that affect writing, and grasping objects. These activities will help students both strengthen and maintain abilities in fine motor control and dexterity. For these activities, you will need the following supplies:
- construction paper
- glue or paste
50 Easy Valentine’s Day Crafts and Activities- From the Thrifty Kiwi
Brain-Building Valentines Activities– From Integrated Learning Strategies
Heart Bunny Rabbit Craft– From Crafty Morning
Valentine’s Day Fine Motor Activity– From No Time For Flash Cards
Valentine’s Day Fine Motor Activity– From The Resourceful Mama
Valentine’s Day Fine Motor Activity for Preschool– From Pre-K Pages
Valentine’s Day Fine Motor Sparkle Craft – From The OT Toolbox
Valentine’s Day Tree Paper Craft– From Housing a Forest
Valentine’s Day Scissor Cutting Practice Tray– From I heart Crafty Things
Valentine Heart ORCA Whale Craft- From Crafty Morning
Here are some free activities to work on to honor President’s Day. This article includes 3 activities. the first is a President trivia activity. This activity gives the student an opportunity to look up information on past Presidents using their research skills on the computer.
The second activity reinforces counting skills. The student will first identify the coins and then will count each box and place the correct number in the box below. The third activity focuses on fine motor skills giving the student the opportunity to trace and identify the word of each coin.
Download the links below:
February has arrived!! here in the northeast, it is seasonably warm , but still the month known for groundhog and valentine’s day. The following are February observances, celebrations, events, and holidays that can be used as ideas for your Day Habilitation Program.
Keep in mind the following when planning activities for individuals with special needs:
- People with intellectual/developmental disabilities are more likely to learn when using a multi-sensory approach which includes engaging people on all levels where they are able to use some of their senses. For example a cooking activity should include, allowing individuals to see what they are doing, taste, smell, and touch, etc.
- Make sure each activity is broken into small steps
- Use continuous probing
- Provide prompting strategies such as independence, verbal, gestural, hand over hand and physical prompting.
- Allow extra time to complete the task
- Give immediate feedback including praise.
Learning to skip count helps students in many ways including seeing patterns in numbers and preparing students for more complex math skills including adding, subtraction and multiplication. It ialso helps students to learn how to count forward and backwards develop entry levels skills to developing money management skills.
Use the worksheets below to practice skip counting by five’s
Feeding problems are common in people with an intellectual/developmental disability. For example, it is reported that 37% of individuals with diplegia or hemiplegia and 86% of individuals with quadriplegia experience GERD. It is very common in people with cerebral palsy and can show up as anemia, failure to thrive and reoccurring infections.
It is usually missed by people who have been feeding and serving food to individuals with disability due to its subtle signs.
What is Gastroesophageal Reflux? (GERD)
GERD occurs when the muscle connecting to the esophagus is weak and opens under pressure, allowing the stomach contents to flow back into the esophagus. It is the acid from the stomach to the esophagus. this will irritate the lining of the esophagus and causes heartburn. Without treatment, GERD can cause complications.
What causes GERD?
GERD is usually caused by inflammation from the exposure of the esophagus to the stomach acid. The following can cause GERD:
- diet such as fatty foods, coffee, peppermint and chocolate
- decreased muscle tone
- backup in blockage of the intestinal tract.
There are many reasons for the high incidence of GERD in individuals with intellectual disability including immobility and positioning, abnormal postures, medication use and excessive drooling.
What is a developmental disability?
A developmental disability is described as an assortment of chronic conditions that are due to mental or physical impairments or both. For example, you may have a child or an adult with an intellectual disability or perhaps a person diagnosed with cerebral palsy and an intellectual disability. It is also considered a severe and chronic disability that can occur up to the age of 22, hence the word developmental. A developmental disability can occur before birth such as genetic disorders (i.e. cri du chat, fragile x syndrome,) or chromosomes ( i.e. Down syndrome, Edwards syndrome); during birth (lack of oxygen) or after birth up to the age of 22 (i.e. head injuries, child abuse or accidents).
For people with limited communication, the following are possible signs of gastroesophageal reflux:
If you suspect GERD, make arrangements for the person to be evaluated by a physician.