I don't know where this originated. I got tagged in it on Facebook and instantly loved it so I had to share it with you all. How true is this!!!
Thursday, February 23, 2012
Sunday, February 19, 2012
Spring is in the Air... Part Deux
Just when I thought I would scream if I had to endure another cold and gray day (cold in East Texas means below 60 degrees).... I awoke to a beautiful day full of sunshine. What a sorely needed gift to my blighted mood! This of course turns my thoughts to Spring themes....
I plan to ponder this idea as my week progresses and I will add to this blog. But until then, here is a link to Spring is in the Air (Part one).
I never actually got to do the gardening theme last year (my dad was diagnosed with lung cancer in March and my life went into survival mode; thankfully we have been blessed and he is doing well.) So... I am really thinking maybe I WILL put in the extra efforts toward this project this year. We shall see....
I plan to ponder this idea as my week progresses and I will add to this blog. But until then, here is a link to Spring is in the Air (Part one).
I never actually got to do the gardening theme last year (my dad was diagnosed with lung cancer in March and my life went into survival mode; thankfully we have been blessed and he is doing well.) So... I am really thinking maybe I WILL put in the extra efforts toward this project this year. We shall see....
Friday, February 3, 2012
Social Thinking: "Just Me" versus "Being Part of a Group"
Another concept taught in Michelle Winner's Social Thinking curriculum involves being a "Just Me" (borrowed from an old Munro Leaf book) versus a "Thinking of Others" type of person. "Just Me" behavior revolves around only thinking of yourself and what you want. "Just Me" behaviors include always wanting to be first, always wanting to play what you suggest instead of anything others might want to play, always wanting to be the winner in the games, only talking about topics of interest to you, not sharing, etc.Whereas "Thinking of Others" involves the opposite behaviors because you realize that others have feelings and desires too. Relationships are "give and take", not "take and receive". These lessons involve teaching children the art of compromise and learning to think, act, play as part of a group.
This seemingly simple lesson is not-so-simple to learn. I have had the experiences of completing this lesson, introducing a game, and being immediately met with "I will go first" or "I want to be the blue piece"... (sigh).
Here are some links on activities or video clips that might be useful in teaching this idea. I provide Youtube clip links to illustrate the ideas but as always (disclaimer) I suggest people purchase the actual videos of the movies referenced (you probably already own many of them) for actual use of the materials. Another SLP and blogger, SpeechTechie, has made an excellent suggestion to subscribe to Netflix for access to materials.
* As usual, check back periodically since I add newfound ideas into the old posts to keep things more organized and concise (so I can find them again when I need to use them).
Being a "Just Me"
"Mine" Seagulls scene from Nemo. I did not link to it but there is one clip that loops this soundtrack repeatedly for 10 minutes... that should convey the annoyance of this behavior effectively!
Cooperative games
Youth Group games
From Cindy Meester's Blog
This seemingly simple lesson is not-so-simple to learn. I have had the experiences of completing this lesson, introducing a game, and being immediately met with "I will go first" or "I want to be the blue piece"... (sigh).
Here are some links on activities or video clips that might be useful in teaching this idea. I provide Youtube clip links to illustrate the ideas but as always (disclaimer) I suggest people purchase the actual videos of the movies referenced (you probably already own many of them) for actual use of the materials. Another SLP and blogger, SpeechTechie, has made an excellent suggestion to subscribe to Netflix for access to materials.
* As usual, check back periodically since I add newfound ideas into the old posts to keep things more organized and concise (so I can find them again when I need to use them).
Being a "Just Me"
"Mine" Seagulls scene from Nemo. I did not link to it but there is one clip that loops this soundtrack repeatedly for 10 minutes... that should convey the annoyance of this behavior effectively!
Cooperative games
Youth Group games
From Cindy Meester's Blog
- Noodles - http://meesterc.files.wordpress.com/2009/11/noodle-activity-cm.pdf
- Maze Directions - http://meesterc.files.wordpress.com/2009/11/cooperation-maze-directions.pdf
- Maze - http://meesterc.files.wordpress.com/2009/11/cooperation-maze.pdf
- Musical (comical) example
- Penguins and Whale
- Pilobolus
- Teamwork video with stills and captions
- Crabs vs. Seagull (Also see Ants & Fireflies)
- Coke commercial: Bugs help each other steal the Coke
 |
| Linj |
Thursday, February 2, 2012
Across the River of Autism.... by Marty Murphy
As I was surfing the web I ran across this. It was apparently written or presented by an adult with autism who was a speaker at an Indiana conference. It offers a unique perspective on the work of those of us who work with individuals with autism.
I was born and reside apart from you. I make my home on an isolated stretch of land just opposite yours across the river of Autism.
It is here that I have lived my whole life, alone and apart from most of you and yet somehow connected at the same time. Throughout my life a few people who resided on your side of the river would build a bridge in an attempt to connect me with your world. I would watch in both horror and happiness as the architect, ever building, crept closer and closer, until finally the bridge reached my side.
I watched as they called for me, pulled me, punished me, threatened me, jerked me and coaxed me, to come to their side. For you see, I was on the wrong side and all I needed to do was cross the bridge. Bitterly resisting all attempts at persuasion, I remained on my side. Defiant, yet terribly afraid I would watch, wrapped in feelings of both satisfaction and self-loathing, as the bridge builder, in rage, frustration and resentment, shattered their bridge of good intentions into a billion tiny pieces and walked away without looking back. This action solidifying in my mind that like a murderer or a mugger belongs in prison, so too must my out of order brain belong only on my side of the river.
I not only was scared to cross but, inevitably, the invitation to cross would be dramatically withdrawn. I knew I was not wanted “over there.” Eventually this scenario would repeat itself numerous times until I knew the drill by heart and my resentment and self-hatred only grew stronger and stronger.
About 8 months ago I watched as another bridge builder began to build a path across the river to reach me. With the same resistance and resentment, I watched the bridge creeping every steadily towards me until one day, it was finally completed. I waited for the prodding, pulling, punishing and jerking that was inevitable. I waited for the hand to beckon me to the other side of the river, yet it never came. There was the bridge but the bridge builder was not always in sight. There was no pulling on my arm and yelling at me to cross or taunting me for living on the “wrong side”. Yet this bridge did seem safer that the others built before it. One day, the bridge builder crossed the bridge. I waited for the pulling and coaxing but it never came.
This time the bridge builder sat next to me and like an anthropologist studying some distant tribe in the Congo, wanted to learn a little about life across the river. The bridge builder watched as I signed my story and crossed back to the other side, not once insisting I go along or telling me I was on the “wrong side”. The builder kept coming back and some times even brought friends. One friend even wanted to learn the language spoken on my side of the river and I was thrilled to help teach her sign.
No, the builder and her friends did not want to take up residence on my isolated stretch of land, for that would have been as improbable as me moving lock, stock and barrel onto theirs. For this bridge builder, the bridge went both ways. Eventually I took hold of the hand of the architect and crossed with her, reluctantly, to the other side. Yet, it was true, I was different but for the first time I attempted to get by. I began to speak the language used opposite my side of the river and try to act a little bit more like those inhabitants, once so foreign to me. I always cross back to my side when my incursions are done.
Bridges are not one-way streets. They are direction-less. Perhaps as you assist us to cross the bridge, you could walk a cross it yourself, let the inhabitant place his hand in yours and allow him to teach you about his world on his side of the river. Because then, and only then will he take your hand and begin to venture with you across the bridge to the side of the "River of Autism" on which you live.
The End
Source:
Autism Society of Indiana
P.O. Box 8502
Bloomington, IN 47407-8502
Link to original site
I was born and reside apart from you. I make my home on an isolated stretch of land just opposite yours across the river of Autism.
It is here that I have lived my whole life, alone and apart from most of you and yet somehow connected at the same time. Throughout my life a few people who resided on your side of the river would build a bridge in an attempt to connect me with your world. I would watch in both horror and happiness as the architect, ever building, crept closer and closer, until finally the bridge reached my side.
I watched as they called for me, pulled me, punished me, threatened me, jerked me and coaxed me, to come to their side. For you see, I was on the wrong side and all I needed to do was cross the bridge. Bitterly resisting all attempts at persuasion, I remained on my side. Defiant, yet terribly afraid I would watch, wrapped in feelings of both satisfaction and self-loathing, as the bridge builder, in rage, frustration and resentment, shattered their bridge of good intentions into a billion tiny pieces and walked away without looking back. This action solidifying in my mind that like a murderer or a mugger belongs in prison, so too must my out of order brain belong only on my side of the river.
I not only was scared to cross but, inevitably, the invitation to cross would be dramatically withdrawn. I knew I was not wanted “over there.” Eventually this scenario would repeat itself numerous times until I knew the drill by heart and my resentment and self-hatred only grew stronger and stronger.
About 8 months ago I watched as another bridge builder began to build a path across the river to reach me. With the same resistance and resentment, I watched the bridge creeping every steadily towards me until one day, it was finally completed. I waited for the prodding, pulling, punishing and jerking that was inevitable. I waited for the hand to beckon me to the other side of the river, yet it never came. There was the bridge but the bridge builder was not always in sight. There was no pulling on my arm and yelling at me to cross or taunting me for living on the “wrong side”. Yet this bridge did seem safer that the others built before it. One day, the bridge builder crossed the bridge. I waited for the pulling and coaxing but it never came.
This time the bridge builder sat next to me and like an anthropologist studying some distant tribe in the Congo, wanted to learn a little about life across the river. The bridge builder watched as I signed my story and crossed back to the other side, not once insisting I go along or telling me I was on the “wrong side”. The builder kept coming back and some times even brought friends. One friend even wanted to learn the language spoken on my side of the river and I was thrilled to help teach her sign.
No, the builder and her friends did not want to take up residence on my isolated stretch of land, for that would have been as improbable as me moving lock, stock and barrel onto theirs. For this bridge builder, the bridge went both ways. Eventually I took hold of the hand of the architect and crossed with her, reluctantly, to the other side. Yet, it was true, I was different but for the first time I attempted to get by. I began to speak the language used opposite my side of the river and try to act a little bit more like those inhabitants, once so foreign to me. I always cross back to my side when my incursions are done.
It is the side of the river, on which I still live and probably always will. Yet, I have, for the first time, begun to see that there were others like me, who lived on my side of the river; apart from me and a part from each other. I can see bridges being built to some of them. I can see demolished bridges of good intentions lying in a billion tiny pieces lying directly opposite the shores of others. I can even see a few places where the dweller on my side of the river has abandoned their world and crossed to the other side to take up permanent residence, no doubt walking hand in hand with some bridge builder as they left their world behind.
Bridges are not one-way streets. They are direction-less. Perhaps as you assist us to cross the bridge, you could walk a cross it yourself, let the inhabitant place his hand in yours and allow him to teach you about his world on his side of the river. Because then, and only then will he take your hand and begin to venture with you across the bridge to the side of the "River of Autism" on which you live.
The End
Source:
Autism Society of Indiana
P.O. Box 8502
Bloomington, IN 47407-8502
Link to original site
Wednesday, December 28, 2011
Fun Winter Books
A wordless book, The Snowman is 
excellent for working on interpretation and language development. Have the child look at the pics and tell what they think is happening. Prompt them to notice details in the pictures and assist them in processing the clues to arrive at a logical narrative. This is a great activity for developing narratives, working on verbal expression skills, and improving grammar and written language. This task is also excellent for the child with weak processing or pragmatic language skills. Social skills weaknesses can be addressed by discussing how the characters may be feeling, why they feel this way, and how we come to those conclusions based on what we see or know. See Snowman Art ideas at Deep Space Sparkle.
excellent for working on interpretation and language development. Have the child look at the pics and tell what they think is happening. Prompt them to notice details in the pictures and assist them in processing the clues to arrive at a logical narrative. This is a great activity for developing narratives, working on verbal expression skills, and improving grammar and written language. This task is also excellent for the child with weak processing or pragmatic language skills. Social skills weaknesses can be addressed by discussing how the characters may be feeling, why they feel this way, and how we come to those conclusions based on what we see or know. See Snowman Art ideas at Deep Space Sparkle.
The Mitten is a classic story about a lost glove and the forest animals who find shelter there. This story lends itself to sequencing tasks and story retelling. There is also lots of advanced vocabulary to be learned in this version of the story. Jan Brett's website includes many freebies such as story masks, mitten patterns (which I like to hole punch for the kids to lace together), story characters (which we print and place into the laced mittens when retelling the story or sequencing), and other items. The mitten lacing is a fun activity and the kids can even earn items such as sequins, buttons, and stickers for decorating their mittens. You can add all types of activities depending on your goals: matching mittens (real one, wallpaper/scapbook paper cutouts, or pencil paper tasks with worksheets), learning about the different kinds of animals, or creating your own story based on another article of clothing. The Hat is an example of expanding an idea from one story to another. 
Snowballs by Lois Ehlert is about making Snow People from lots of items such as scraps of ribbon, toys, and natural items. It is a great book to read and then make your own Snow People. Paper plate snowmen are easy to make and you can find items similar to those in the book for decorating the plates. I like to supply the children with yarn, buttons, pipe cleaners, and an assortment of items. Or, you can take them on a nature walk to find items to add to their snowman such as acorns, sticks, leaves, etc. There are all kinds of 3-D snowmen to be made. One of the cutest ideas is to take empty water or soda bottles and cover them with cotton balls and then add the decorations. Other ideas include air dry clay, floam, styrofoam balls, and edible snowmen made of marshmallows, rice cakes, etc. See more ideas in my post Let It Snow. Deep Space Sparkle is a fun art blog with lots of cute ideas for snowmen pictures. 
Snow is the story of a boy in the city who anticipates snow even when the rest of the town people say it is not going to snow. This would be a good book to springboard to a snowglobe project. 
Lapbook idea from 3G=Growing Godly Girls
Update 1-25-14: here is another great resource from The Budget SLP. Here are my favorites from her resource list:
- We Give Books: Read the book online; free
- Animated book at Ezra Jack Keats webpage
- Printables at Homeschool Creations: Basic skills like tracing, counting, also a winter clothing sort.
- Homeschoolshare.com lapbook
With the pretty snowflakes on the cover, this book might go well with making paper snowflakes. Here is a site with advanced designs for snowflakes (for older kids).
More Winter Favorites.
Sunday, November 13, 2011
Favorite Christmas Activities
One more week until Thanksgiving... we all know what that means... almost time to start Christmas activities! As I try to decide what I want to do this year, I think back over some of our past Christmastime favorites:
Gingerbread House: Ms. Debbie taught us a simple and fun way for making a gingerbread house by using graham crackers. If the house is just for fun and not to eat, you can hot glue the crackers to form a house shape. If you want it edible, you will need to make royal icing to "glue" the house together. We usually pre-assemble the houses and let the children decorate them. They can earn items for working on their goals. Be sure to have lots of candy available: m&m's, gumdrops, mini candy canes, sprinkles, etc. (you can use some of that leftover Halloween candy).
Gingerbread Christmas Trees: Using the same principle as above, use store bought sugar cones inverted on a paper plate. Simply ice with white or green icing and attach candy decorations. If you are really industrious you can make a scene using the graham cracker gingerbread houses, cone trees, and teddy graham occupants.
Tree Ornaments: Ideas for homemade ornaments abound. One of my favorites is to use the Shrinky Dinks sheets available from most craft stores. I then allow the children to either free hand draw a Christmas item (my favorites) or I will supply templates to trace and then color the drawings. I have the kids use permanent markers or map colors to apply color, then I trace the design and any features with a black sharpie. We bake them in the toaster oven and the kids get to watch as their art shrinks and thickens into a cute ornament. Be sure to punch a hole with a hole bunch before baking so that you can insert a hanger or string. I made these with my own boys when they were little and they are some of my most treasured ornaments to this day. Nothing is more special than things handmade by your child. Also be sure to add the year to the ornament. (photo borrowed from this blog)
Beaded Candy Canes and Wreaths: These may not have a big WOW factor, but they are super easy, quick, and the kids seem to enjoy them. Simply bead a pipe cleaner and then twist into candy canes or wreaths. Earn beads for targets. Can work on patterning, following directions, if-then (if Rudolph has a red nose, then use a red bead, if not use a green bead), etc.
Christmas Book List on my Facebook Page
Sugar Cookies: The week before Christmas is a great time to lighten up on the drills and do some experiential based speech/language/communication work. The kids love to make and eat sugar cookies. The process lends itself to lots of communication opportunities. At our office, we do not have a fully functional kitchen, but we do have a toaster oven. I purchase the sugar cookie rolls and cut off a chunk big enough for a cookie or two. I allow the child to roll out the dough, choose a shape, cut, bake, and decorate their cookie. The more kids you will do this the more you need to KISS (Keep It Super Simple). A sequencing event made on Boardmaker can be sent home with the child for re-telling the process. If you want to add a book to support this task you could choose If You Give a Mouse a Cookie or The Gingerbread Baby. The children could even create a narrative about the adventures of their Christmas cookie.
Gingerbread House: Ms. Debbie taught us a simple and fun way for making a gingerbread house by using graham crackers. If the house is just for fun and not to eat, you can hot glue the crackers to form a house shape. If you want it edible, you will need to make royal icing to "glue" the house together. We usually pre-assemble the houses and let the children decorate them. They can earn items for working on their goals. Be sure to have lots of candy available: m&m's, gumdrops, mini candy canes, sprinkles, etc. (you can use some of that leftover Halloween candy). 
Gingerbread Christmas Trees: Using the same principle as above, use store bought sugar cones inverted on a paper plate. Simply ice with white or green icing and attach candy decorations. If you are really industrious you can make a scene using the graham cracker gingerbread houses, cone trees, and teddy graham occupants.
Tree Ornaments: Ideas for homemade ornaments abound. One of my favorites is to use the Shrinky Dinks sheets available from most craft stores. I then allow the children to either free hand draw a Christmas item (my favorites) or I will supply templates to trace and then color the drawings. I have the kids use permanent markers or map colors to apply color, then I trace the design and any features with a black sharpie. We bake them in the toaster oven and the kids get to watch as their art shrinks and thickens into a cute ornament. Be sure to punch a hole with a hole bunch before baking so that you can insert a hanger or string. I made these with my own boys when they were little and they are some of my most treasured ornaments to this day. Nothing is more special than things handmade by your child. Also be sure to add the year to the ornament. (photo borrowed from this blog)
Beaded Candy Canes and Wreaths: These may not have a big WOW factor, but they are super easy, quick, and the kids seem to enjoy them. Simply bead a pipe cleaner and then twist into candy canes or wreaths. Earn beads for targets. Can work on patterning, following directions, if-then (if Rudolph has a red nose, then use a red bead, if not use a green bead), etc.Here are some of my Christmas Favorites links:
The Christmas Story video of kids re-enacting the Nativity story; cutest ever!
Teach the Children the True Meaning of Christmas poem.
The Littlest Angel original recording by Loretta Young. http://www.oldtimeradiofans.com/christmas-otr/Loretta%20Young%20-%20The%20Littlest%20Angel.mp3
Teach the Children the True Meaning of Christmas poem.
The Littlest Angel original recording by Loretta Young. http://www.oldtimeradiofans.com/christmas-otr/Loretta%20Young%20-%20The%20Littlest%20Angel.mp3
Christmas Book List on my Facebook Page
Tuesday, October 25, 2011
From Crayons to iPads
So here I am as an older SLP, having gone from crayons in the therapy room to an iPad. I never asked for nor really even wanted an iPad. My dear husband, who is typically of a frugal nature, presented it to me for my 50th birthday. I must say I was quite stunned. Now, I had owned my iPhone for about one year at this time, having succumbed to the allure after my oldest son had his for about two years. I must say, I was amazed at the technology in the palm of my hand as I discovered a well of seemingly limitless information (usually revealed to me by a client). Most of you younger people out in cyberspace would shake your heads in pity at the minimally used devices in hands such as mine. I do not think I will ever mine the depths of these devices. I read SpeechTechie blogs and try to skim bits and pieces of information to enlightened my Stone Aged mind.
Well, I stared dumbfounded at the box thinking surely there is something else inside of this thin white box. I opened it up and discovered this giant iPhone-like device and proceeding to play with it. I could immediately see the appeal it held with its large lighted screen and brilliant graphics. My admission now is that I use it almost solely as a therapy tool, and sporadically at that. I commenced downloading as many free apps as I could find. I discovered that though they hold motivational value and some very basic skills learning, most apps, especially free ones, had little "meat on their bones". I have purchased a few more expensive apps and find them a bit "more filling". All in all I am still in the learning curve with this device. That learning curves seems to take a bit longer for me now than 25 years ago... and being insanely busy running a private practice tends to interfere with the learning process as well.
Having possessed my iPad for 2 months now, I offer some of my limited insights. I think it is a marvelous tool to add to my arsenal; notice I said "add to" not "replace", crayons still have their place. I have some teenage boys I see in social groups and in individual sessions. The promise of one or two rounds of Angry Birds at session's end is enough to bring the snarkiest attitude full circle to cooperation, and even help them remember to bring in home work (most of the time). There are some great apps for motivating a child to complete a set number of artic drills in order to get a turn on the device. I am seeing more and more language based apps for developing vocabulary, grammar, sentence development, and processing skills. But, I think the biggest payoff has been with my most difficult Autistic clients. I have two such clients at the moment. The first is a boy who is bright but quite involved behaviorally with his Autism. His attention span is fleeting but he seems to enjoy many of the apps. A problem for him is becoming over-stimulated with the device and wanting to press the button to close the programs. So, as of now, the use is limited. We utilize some of the AAC apps such as the "yes/no" button, the PECS Working4 token reinforcement app, and a choice board. A feature I really love is the camera and video with a nice large screen. It allows me to take photos of the toys I have on hand and place them directly on a choice board. My other client is a non-verbal (though very vocal) girl with a significant degree of Apraxia. She was given to lying down on the floor or crawling under the table when she had had enough of an activity. She will take the iPad, swipe the pages, find her favorite game, and proceed to play it. Her games all have educational components such as matching, puzzles, fine motor pre-writing skills, etc. that were only minimally tolerated with pencil and paper tasks. I am not sure what is the intriguing feature of the device, but it seems to hold some power over this population. Here is a very interesting piece on 60 Minutes about iPads and Autism. Here is a link to my Facebook page where I am listing favorite apps (I am a bit behind on adding apps but hope to work on it some over the next week or two so be sure and check back for updated finds).
As the old adage goes, "If you can't beat them join them!"
Subscribe to:
Comments (Atom)