Teaching Special Needs Individuals Temperature Taking

In some residences and group homes, individuals are being monitored for COVID19 by daily temperature readings. People with disabilities are probably used to getting their temperatures taking each time they are seen by their physician. In these challenging times, why not teach the skill of taking one own’s temperature. It is a basic independent living skill to learn.

 

Using a digital thermometer would probably be the most effective and it is also easy to read. teaching thermometer reading affects the following skill:

  • Attention Skills
  • Follow Directions
  • Follow 2-step commands
  • Personal Care
  • Self-advocacy skills

Prerequisite skills

  • understand cause and effects
  • able to understand numbers
  • focus attention 1-5 minutes
  • Understand sequences

Objective: With modeling, student will be able to accurately read the thermometer

Time: 5 minnutes

Material: digital thermometer (best used for underarm and the mouth)

Steps:

  1. explain that a normal temperature reading is considered around 98.7 and temperature taking is done to determine if a person has a fever or is sick.
  2. The teaching method best used is through  modeling. Explain the steps to the individual and begin by taking your own temperature first.
  3. Once done, inform the individual he should do the same by using the following steps:
  • The student will pick up the thermometer
  • The student will wash the thermometer
  • The student will carefully place the tip of the thermometer under his/her tongue
  • With the mouth closed, the student will leave the thermometer in until he/she hears a beeping sound
  • The student will remove the thermometer
  • The student will accurately read the temperature.

You can also create a temperature log, where the individual takes their temperature on a daily basis and writes down their temperature on a chart.

Earth Day Organic Smoothie Lesson Plan

Today marks the 50th anniversary of celebrating Earth Day. Earth Day was the response to an environment in crisis including oil spills, smog and rivers that were heavily polluted. It is a way to help protect and restore our planet.

I created a lesson plan on creating an organic smoothie as a way to contribute in protecting the earth. Organic farming promotes an ecological balance by reducing pollution, conserving water and reducing soil erosion.

The lesson plan works on the following skills:

  1. following directions
  2. measuring
  3. task initiation
  4. math skills (counting, id numbers)
  5. reading skills

Lesson: Make an Organic Smoothie

Smoothie- Mystic Mango Smoothie

Time: 15-20 Minutes

Materials:

  • Blender
  • Knife
  • Measuring cup
  • Measuring spoons
  • Organic Mango
  • Raw or organic honey
  • Lime juice
  • Spoon
  • Organic yogurt
  • Cups
  • Fresh organic spinach

Introduction:

The instructor will explain to the group the activity to help the environment by using items that are healthy and does not require anything to be recycled.

The instructor will give assignments to the group and allow individuals an opportunity to understand.

Step 1: The instructor will first make sure all individuals wash their hands.

Step 2: The instructor will pick up the mango and ask, “What type of fruit is this.”  The instructor will then ask the group “What color is the mango?”

Step 3: The instructor will instructor the group to cut the mango in small pieces. Provide hand over hand assistance for those requiring extra assistance.

Step 4: Once completed, the instructor will ask individuals to place the mango in the blender.

Step 5: The instructor will have members of the group to measure the orange juice. The instructor will say, “where is ½ on the cup?” Once answered correctly, the instructor will instruct the individual to pour into the measuring cup.

Step 6: The instructor will say to the individual “good job, now pour into the blender.”

Step 7: The instructor will ask the group to point to the honey. The instructor will ask the individual to show 2 tablespoons on the measuring spoons.

Step 8: The instructor will ask the individual to measure 2 tablespoons of honey and to pour into the blender. Provide hand over hand if necessary.

Step 9: The instructor will ask the group to point to the lime juice. The instructor will then ask the group” show me 1 tablespoon on the measuring spoon.”

Step 9: The instructor will tell the group to pour into the blender.

Step 10: The instructor will ask the group to point to ½ cup on the measuring cup. Once pointed correctly, the instructor will have the individuals pick up the organic yogurt and put ½ in the cup

Step 11: With assistance, the individuals will wash out the organic spinach. The instructor should first place the spinach in a cup.

Step 12: With assistance or as needed, the instructor will have the individuals turn on the water.

Step 13: The instructor will ask the group to take a handful of organic spinach and place in the blender.

Step 14: Once all the items are placed in the blender, the instructor will someone from the group to hit the blended on the button blender.

Step 15: The instructor will allow 3-4 minutes for the smoothing to blend. Once completed, the instructor will ask an individual to hit the stop button.

Step 16. The instructor will ask an individual to place the cups on the table

Step 17. The instructor will continue with the activity until a smoothie has been made enough for everyone.

Step 17: The instructor will ask an individual to pour into each cup.

Download PDF Here: organic smoothie for Earth Day

 

 

 

 

 

Free Money Skills Checklist

Creating money goals and objectives for children and adults with special needs should focus on building on skills that are already achieved. Money skills should be viewed as chronicle steps leading to advancing to independence.

Before starting a money goal activity or lesson plan, the  individual should have the ability to read and to write including knowing the letters of the alphabet .

Below you will find a money skills checklist that you can download and use to check when each skill level is achieved.

Download the free checklist here: money checklist

COVID-19 and Handwashing Powerpoint

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.

COVID-19 and Hand Washing

Oatmeal Cookie Activity

This is a fun activity for students and adults with special needs who would like to work on increasing their fine motor skills. This activity includes both a coloring and tracing activity. you can make several copies to print out for additional practice at a later time. Click on the link on the bottom of the page.

Download the activity here: COLORING AND TRACING ACTIVITY

 

$5.00 Shopping Worksheet Activity

Here is a fun activity to practice working on receiving change from a $5 dollar bill. This activity focuses on:

  • task attention
  • increasing money skills
  • more/less concept
  • following a one step command
  • Identify numbers

Download shopping activity here: 5.00 shopping activity

Grilled Cheese Sandwich Lesson Plan

Goal: Increase Independent Living Skills

Lesson Objective: Student will make a grilled cheese sandwich with verbal assistance.

Prerequisite Skills: 

  • ability to use a knife
  • able to follow directions

Introduction: A fun and easy meal to make with an individual with a developmental disability is a grilled cheese sandwich. Very few ingredients are needed to make this tasty meal and it is often one of the first foods that many people learn to make.  This activity allows an opportunity for independence and a great reward when completed. The instructor will follow the following steps:

Step 1: The instructor will first make sure the person washes and dries their hands appropriately.

Step 2: The instructor will allow for choices. “What type of bread would you like to use.”, What type of cheese would you like to use?”

Step 3. Depending on the skill level, the instructor will assist the individual or place the pan n top of the stop

Step 4. The instructor will, with verbal prompting or hand over hand, ask the individual to pick the the knife.

Step 5. Once the individual picks up the knife, the instructor will verbally prompt or using hand over hand, assist the individual with cutting the butter.

Step 6. Once the butter is cut, the instructor will verbally prompt the individual to place the butter in the pan.

Step 7. While the butter is meting in the pan, the instructor will prompt the individual to take out 2 slices of bread and place on a plate

Step 8. The instructor will prompt the individual to pick up the knife and butter each slice of the bread.

Step 9. Once completed, the instructor will prompt the individual to take cheese out of the refrigerator and place on the bread.

Step 10. The instructor will prompt or assist the individual to place the sandwich into the pan

Step 11. Depending on the skill level, the instructor will turn the bread over when brown or closely supervise the individual.

Step 12. Once both sides are brown, the instructor will assist or supervise the individual removing the cheese toast with a spatula and place on a plate

Step 13. The instructor will prompt the individual to turn off the stove. i.e. “what do you think you should do next?”

Step 14. The instructor will prompt the individual to cut the cheese toast in half.

Step 15. The individual will start to eat.

Duration:10-15 minutes

Materials:

  • 2 slices of bread
  • margarine or butter
  • Cheddar or American cheese
  • frying Pan
  • knife
  • spatula

Skills Taught:

  • Attention skills
  • Choice-making
  • Fine motor
  • Independent living skills
  • Listening comprehensive
  • Memory
  • Sensory
  • Sequencing
  • Task attention

Special Considerations

Be mindful of any protocols for the individuals. make sure you are serving the meal with the right consistency. For example does the individual require his/her food to be cut up or are they able to eat whole foods?

Identify Money Freebie

Learn to identify coins is one of the first steps in learning to count and understanding money management skills. The following worksheets will help to reinforce the ability to recognize the various denominations of coins.

The lesson plan below is a helpful tool to reinforce recognizing coins.  Children with intellectual disabilities and special needs learn best through visual demonstrations and pictures. Remember to allow extra time to complete the task and use simple directions.

Lesson Plan: Identify Coins

Objective: the Student will successfully identify coins

Performance Criteria: The student will identify the correct coin, 3 out of 5 trials

Materials Needed:

  • coin worksheets
  • actual penny, nickle, dime and quarter
  • pencil

Steps:

  1. the instructor will use real coins and identify the coin to the student
  2. the instructor will use one coin at a time, starting with the smallest demoninator
  3. The instructor will pick up the penny and state, “this is a penny.”
  4. The instructor will then ask the student to pick up the penny
  5. The instructor will aske the student to describe the penny
  6. The instructor will ask the student the value of the penny.
  7. Once completed, the instructor will have the student complete the worksheet
  8. The insstructor will continue with the rest of the coins.

Circle Nickle Worksheet

id coin worksheet

circle penny worksheet

circle dime