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Introducing the sensory systems and interoception
Published in Chia Swee Hong, Heidi Rumford, Alex Cole, Sensory Motor Activities for Early Development, 2020
Chia Swee Hong, Heidi Rumford, Alex Cole
Support strategies could include the use of timers or reminders – for example, to let them know when they should go to the toilet or remember to eat something. Visual schedules can be useful tools to prompt what is happening next, which can give reassurance and therefore help to reduce anxiety. Practical items such as ear defenders or music headphones can be helpful for some, when noisy environments can feel overwhelming. The use of activity watches to monitor and watch heartbeat changes during physical activity – for example, pumping up a therapy ball, followed by resting – can help to highlight changes in the body before the child is consciously aware. A study by Critchley and Garfinkel (2017) found that those with greater accuracy of their heartbeat had better interoception awareness and emotional regulation. The use of smart watches, activity recording devices and heart rate monitors has largely been directed towards the sports and fitness markets. However, there is increasing interest in such devices to support individuals with learning disabilities and those on the Autistic Spectrum, also helping their family, carers and practitioners to gain a greater understanding of physiological changes happening within their body and an awareness of their emotional state (Taj-Eldin et al. 2018).
Therapy through Play: Advancing the Role of Robotics in Paediatric Rehabilitation
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
S. Lindsay, L. Rampertab, C.J. Curran
We developed visual schedules (i.e. step-by-step overview of the timing of class events), mostly for the children with autism spectrum disorder. Many children had difficulty coping with transitioning from one activity to another within the classroom (e.g. free play versus structured play). Such transitions often triggered anxiety and sometimes challenging and/or disruptive behaviours. Having these schedules on every desk depicting the sequence of events helped children anticipate the transitions, and reduced anxiety (Lindsay and Hounsell, 2017).
Adapted physical activity in physical education
Published in Anna L. Barnett, Elisabeth L. Hill, Understanding Motor Behaviour in Developmental Coordination Disorder, 2019
Visual schedules: Visual schedules set out a plan for the entire day, for part of the day, or for a particular class (e.g., for physical education). The amount of time as well as the number of activities placed on a schedule varies from student to student. Visual schedules are easily created for physical education. For example, a student with ASD is given a new physical education schedule each day. Before class, the physical educator places select pictures on a special clipboard. The pictures show the student doing various activities in the order in which these activities will be presented during physical education that day. Every time an activity is completed, the student is prompted to point to the next picture on the schedule. This type of schedule helps this student understand the physical education activities of the day.
Common approaches to intervention for the support and education of children with autism in the UK: an internet-based parent survey
Published in International Journal of Developmental Disabilities, 2018
Louise D. Denne, Richard P. Hastings, Carl J. Hughes
Table 3 summarizes the use of each of the common approaches to ASD intervention by parents in the sample. Visual schedules (n=74, 46.2%), speech and language therapy (n=72, 45.0%), and ABA (n=50, 31.3%) were the interventions currently most in use. This is also true when the figures of ‘currently using’ and ‘used in the past’ are combined: visual schedules (n=125, 78.1%), speech and language therapy (n=121, 75.6%) and ABA (n=72, 45.0%); and when using the figures of those children currently only using one intervention: visual schedules (52%), speech and language therapy (24%), and ABA (8%).
Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs
Published in Augmentative and Alternative Communication, 2020
Salena Babb, David McNaughton, Janice Light, Jessica Caron, Kirk Wydner, Sojung Jung
Keith was a 20-year-old with a diagnosis of Down syndrome. Typical communication included speech approximations for words and brief phrases; however, his speech was only intelligible to familiar partners. Keith also was given visual schedules to support participation in daily routines in his special education classroom. According to school reports, both Jerry and Keith had been introduced to AAC technology (i.e., a tablet with a communication app) approximately 6 years prior to the current study, but use was discontinued shortly thereafter. These AAC devices were not used by Jerry or Keith at the time of the study.
Targeting the school environment to enable participation: A scoping review
Published in Scandinavian Journal of Occupational Therapy, 2023
S. Meuser, B. Piskur, P. Hennissen, D. Dolmans
A total of fifteen interventions incorporated features of applying supportive teaching approaches. Here, an approach is defined as a vision and use of teaching and learning strategies in the classroom situation. The description of supportive teaching approaches in the research varied between more general descriptions of frameworks to specific examples. The supportive teaching approach known as ‘Response to Intervention’ refers to designing teaching environments to foster skills development in all children. Within this approach, teachers were additionally supported to use differentiated instructions for groups of children and to apply accommodations for individual students [55,57]. Trussell et al. [62] evaluated ‘Universal Design for Learning’ teaching strategies that were applied for all children in the classroom, whereas Abawi et al. [47] described an approach in which support is matched to children’s individual needs. Narozanick et al. [58], however, gave a more specific example of an intervention in which teachers were trained to use ‘class passes’ (visual cards) as an approach for improving classroom behaviour among children with disruptive behaviour. In this approach, children have the option of using their class pass to take an additional break during classroom activities when they need it. In line with this, Wagner et al. [65] trained teachers to implement the Alert Program® – originally developed by occupational therapists – to enhance the self-regulation skills of all children. In Selaniko et al.’s [50] study, training provided by occupational therapists enhanced the whole school team’s knowledge and collaboration in order to provide children with more choices during curriculum activities. Panaerai et al. [59] and Strain et al. [61], meanwhile, supported teachers’ use of alternative communication methods (e.g. implementation of visual schedules) instead of verbal or written information for individual children with autism. Furthermore, during the TEACCH intervention [59], teachers applied differentiated, alternative communication methods during education (e.g. additional visual instructions). Approaches targeting individual children who experience SEN in one classroom [47,48,54,59–62] were found to be the most prominent, followed by groups of children [50,58] and the whole class [51,65,66]. Three interventions stood out as they targeted children on all three levels [53,55,57].