By Laura Donatello, Physical Therapist and Positioning & Mobility Clinic Coordinator
As school districts return to remote instruction (many for the rest of the school year), the learning environment at home should be revisited. As an observer of your child’s school day you may notice when he/she needs a break or help focusing. Their seating position has a large impact on their ability to focus! You may have to experiment with seating positions to find the best productive space for their child.
Ideally, you want to help create a workspace conducive to good posture and free of distractions. The pictures below demonstrates what good posture looks like in an at-home learning environment. As you can see, there are multiple ways to position an at-home learning environment!
1. Laying in prone on your stomach is a great way stretch your trunk and hips after sitting in a chair. You can put a small pillow or rolled up towel under your feet to relax your back.
2. Sitting on a peanut ball is another great alternative to sitting in a chair. The ball will provide proprioceptive feedback to assist with increasing arousal levels. Be sure your child’s feet are flat on the floor. It might be easier for your child’s feet to touch the floor with a peanut ball versus a round exercise ball because of the shape. Put something under the computer to be at eye level. A physical therapist can help identify the right size ball for your child. Also, a general tip is to measure the distance from the child’s armpit to the middle finger tip. This measurement will give you a decent estimate of what the diameter of your ball should be.
3. Tall kneel and half kneel are different floor positions which can be balance challengers. Encourage your child to keep their stomach away from the support surface. You could use a small towel or move the desk slightly away from their trunk to strengthen their core!
4. Using the wall is an easy tactile cue to encourage your child to sit with a flat back. If you do not have a small bench you can use a box. Your child can sit in pretzel style sitting while using the wall as support.
5. If you have an adult size desk chair, position blankets to make it child size! Watch for a couple minutes to see if your child is comfortable. If you notice your child leaning to the side, you can also put a rolled-up towel or blanket by their hip. Make sure their feet are supported with hips and knees at a 90 degree angle. If you notice your child leaning back, you might need another blanket behind their back. If you notice their trunk starts to come past their hips, you might need to take a blanket away. If their knees are higher than their hips, the support surface under their feet might be too big. If their knees are lower than their hips, you might need a higher footrest.
In this picture the height of the desk is set as if Henry were talking to his teacher and looking at the camera. If your child is watching something on the screen, you would need something else under the computer such as a thin box to keep their eyes level.
6. Another example of what a blanket can do for posture! In this example the blanket is rolled long ways and wrapped around Henry’s back to provide total trunk support.
Foam Roller Stretch
This exercise is one of the best activities you and your child can do after a long day at the computer! Grab a foam roller or roll up 1-2 towels. Lay on your back with your arms stretched out, your palms facing up, and your feet flat on the ground. Keeping your arms on the ground, bring your hands in line with your shoulders. If you notice your back start to arch bring your hands down. Stay here for the length of 1 song per day to stretch your pectoralis muscles!
A special thank you to Henry for being our model!
Alternate Seating Options & Focus Ideas
Occupational Therapist, Laura Harmasch, OTR/L, shares some additional strategies to help children who need extra help focusing! Headphones help and our recent blog post, covers how to help children with hearing aids use headphones and hear the best during remote learning sessions. Also creating a space with a trifold display board around the computer can help some children if they are easily distracted, have siblings playing or learning nearby to tune out all the other “noise” or activity around them.
Wobble stools may provide a good option for children who like to move around some when learning or working on assignments. I only recommend wobble stools or balls for kids with good trunk strength. Children with low muscle tone will fatigue too quickly using them, which may further limit their attention. A sit and move cushion is also a good option for children who need movement and have good trunk strength.
Also if you need assistance documenting your child’s learning progress or needs, Matt Cohen and Associates, a law firm specializing in special education, disability rights, and school-related issues, provided a number of resources on our blog here.
Living under the conditions of COVID-19 has many of us becoming more reliant on Zoom, Microsoft Teams, or other video conferencing apps than we ever thought we would be. Between conference calls for work, children learning at home, or catching up with friends or family, it’s apparent that these programs are here to stay. Using these video conferencing tools for an individual with a hearing impairment can be challenging. Below, I have a few headphone and room setup recommendations to make the experience successful for all.
Considerations for those with Hearing Impairment
Using headphones with hearing aids
If you are the person with hearing loss and you need to videoconference, built-in speakers and mics are generally not going to cut it. When determining what headphones are right for you as an individual with hearings aids, you first need to recognize what type of hearing aids you use. Hearing aids are separated into two main categories, behind the ear (BTE) and in the Ear/Canal (ITE/C) hearing aids. Some ITC aids fit entirely in the ear canal and are known as Completely In the Canal or (CIC). These are the smallest and least visible hearing aid types.
ITE/C and CIC hearing aids may give you the most flexibility when finding a pair of headphones. According to Audiologist, Brian Fligor from a consumer reports article, “BTEs are especially finicky because the microphone, which picks up outside sounds that are then processed by the hearing aid, is outside the ear canal.” “If you have a headphone that doesn’t sit up and over that, then you’re not going to pick up any sound through the hearing aid itself.” In either case, there should be an option that works for you and your specific style of hearing aids that can be found after some trial and error.
According to Fligor “the key is to find a pair that’s comfortable and holds the headphone speakers a reasonable distance from the hearing aid microphone in order to avoid feedback. Fligor says a distance of 1 centimeter, if not a little more, is usually a safe bet.” It’s also important to note that some people who wear ITC aids may also comfortably wear on-ear headphones, which are typically lighter and more portable. For some users who wear CIC aids, which are the smallest, they may even be able to wear earbuds depending on the fit of their hearing aid. The end process will likely come down to experimentation as each individual, and their preferences will vary.
The articles below share more information on the topic of hearing aids and headphone’s and will provide recommendations for specific headphone models.
General Tips for Hearing-Friendly Video Conferences
Setup and Communication Style
The Hearing Journal addresses the importance of a successful video conference setup and recognizing communication styles. As a bonus, many of these tips help foster a better video conferencing atmosphere for everyone, not just those with a hearing impairment. The authors share:
Secure a strong internet connection and a reliable visual setup to enhance non-verbal communication. Turn on your camera and sit in a well-lit space to brighten your face and avoid backlighting, such as light shining through a window behind a workstation. Sit reasonably close to the webcam with the top of the head to your elbows seen on camera.
Foster high-quality audio and eliminate background noise. Use a high-quality microphone, headset/microphone combo, or earbuds. When you’re not speaking, put your microphone on mute to reduce background noise.
Practice respectful communication etiquette. Speak in turn and state your name before speaking. Project your voice succinctly and articulately, and avoid fillers such as “so” and “um.” People with hearing loss have a hard time keeping up with spontaneous discussions and details, so try not to sway from the agenda and type your questions or clarifications in the chat feature of the videoconferencing tool you are using.
Suggest these communication facilitation tips to the meeting host: Publish and stick to an agenda, request that questions, links, contact information, and other logistics be typed in the chat box that is visible to all participants, inform participants when the topic has changed, and give everyone, including the person with hearing loss, time to process the information and formulate a response.
For individuals with hearing impairment, adding real-time closed captioning can make a tremendous difference in their video conferencing experience. Many videoconferencing providers such as Google Meet, Microsoft Teams and Skype now include an automatic live captioning feature.
Your hearing needs are important and our Audiology Department can help. Hearing loss is one of the most common conditions detected in infants, children, and older adults. We welcome people of every age, from newborns to adults, and offer a wide variety of services from basic hearing tests and evaluations to hearing aids and hearing aid fittings, all using leading-edge technology. For more information on our audiology services for all ages and help for hearing aid , please visit: https://www.easterseals.com/dfv/our-programs/medical-rehabilitation/hearing.html.
By: Sharon Pike, Parent Liaison, with Brad Dembs, J.D., Matt Cohen & Associates
Easterseals DuPage & Fox Valley clinicians and staff provide information, education and support that address the concerns and stressors which may accompany having a child with a developmental delay or disability. As a parent liaison at Easterseals, a highly trained parent of a child with a disability, we provide caregivers support from the unique perspective of someone “who has been there.” To provide more virtual support, we are connecting our favorite professionals to you through free webinars that answer your needs during this unique time.
Towards the end of the summer, we hosted a live Q&A event where caregiver’s asked questions to prepare for the complex upcoming school year with COVID-19 and how to best advocate for their children’s unique needs.
Discussions was led by Brad Dembs, J.D., an Attorney with Matt Cohen and Associates, a law firm who specializes on special education, disability rights, and school-related issues. The following is paraphrased from the original discussion to provide insight to any who missed.
In general, caregivers for children who have an IEP are an essential part of their child’s education, now more than ever.
Q1: With so much conflicting information on education plans, and things changing so often, how can parents actually plan, or prioritize the most important parts of a child’s education right now?
The first step in answering this question would be to determine what’s the most essential part of your child’s educational goals. Ask yourself questions such as “What skills is my child learning and developing,” “Where was my child’s progress when remote learning started,” “Where did my child’s goals on their IEP expect them to be by now,” and “Has my child’s learning progressed, failed to progress, or regressed since remote learning started?” Asking yourself these questions can help clue you into what aspects of learning are most important to focus on.
For many families, the most critical areas to prioritize are the development of threshold skills. For example, learning to read is a crucial threshold skill. Reading is used in all subjects and is one of the key fundamental building blocks of educational learning. If reading is something your child struggles with, that is something to prioritize when talking to your child’s teacher and about your child’s needs. Another essential threshold skill to focus on could include social skill development. It depends on your child and their disability, but in general, it’s helpful to think about the question “What does my child need now to take them to the next step” when thinking about educational goals to prioritize.
Therapy Minutes & IEP
Q1: What are our rights in regards to e-learning and therapy minutes for remote learning?
A: As a parent, your rights have not changed. You are entitled to the same minutes that are in your child’s IEP. However, the reality is that school districts don’t have the same capacity to provide all those minutes or the ability to offer them in the same way they did in the past. Because of this, you must be flexible with your expectations even though your rights have not changed.
Q2: What should I expect for IEP minutes for OT & PT when a child usually received individual treatment. In the Spring, I was emailed a lesson, no Zoom tele-therapy offered. Is this correct?
A: No, and especially no, if there was not a discussion about it. This is what we would call a unilateral change outside the IEP process and is inappropriate. I would recommend putting a request in writing about the minutes that are needed and why those minutes are required. It always helps to have things in writing and to have additional support for what you’re requesting. If your child sees a private ST, PT, OT or mental health therapist and those clinicians provide a letter attesting to your child’s needs; it further validates your school district request.
Service Minutes & Remote Learning
Unfortunately, not every school district will fulfill every obligation the way it is supposed to, and you may have to advocate for those services with methods discussed previously. Being flexible with your expectations is necessary as the guidance received from the State Board of Education is somewhat inconsistent and much is dependent on available funding and resources at each school district.
If you have any concerns about your child’s services, it is essential to request a meeting with your district and express your concerns. Start with what’s in the IEP and let them know what you have determined as a team for your child needs going forward.
Again, make the process as collaborative as possible, be communicative in writing about what you’re looking for with your school district. If possible, provide documentation about why the request is essential and needed (more below and in resources). If you or another caregiver are home when your child receives remote learning, you have more insight because you have more opportunities to see what’s going on in your child’s education and see if what’s written in the IEP is being provided.
Q1: How do I communicate concerns with regression and remote learning?
A: Caregivers need to gather as much data as they can about how their child is performing. Because schools see their children less in remote learning, it’s essential for parents to be that resource and tell their child’s school what they can and can’t do. If remote learning is becoming impossible for your child, it is a tough position to be in.
In this situation, we recommend you talk to your school about having a teacher or service provider come to the home and provide service at a responsible distance. The accommodation is unfortunately unlikely, but it never hurts to ask. The end decision is up to the individual school district’s discretion. If you’re in a position where your school denies at-home accommodations, keep track of your child’s regression to be ready to advocate for more intensive services to make up for the regression when more in-person learning and services are available.
This is called compensatory education, which refers to services that are needed above what has been provided to make progress that should have been made without a gap of service in the first place. This could include extra therapy minutes or more intensive instruction.
A Return to School
Q1: Some disabilities make it difficult to comply with COVID precautions, how can we navigate these to ensure the safety of all children but continue our child’s education?
A: This would need to be taken on a case by case basis depending on what the situation is. The Board of Education and Department of Public Health’s guidance is relatively general, and the end discretion is left up to the school district. In the case of masks, if a child cannot wear a mask, a face shield may be recommended as a reasonable substitute. Still, the child would have to practice social distancing as rigidly as possible because there is less protection with a face shield than a facemask. Not every school will allow children to wear face shields because it could be considered a significant alteration of their safety precautions. Some children who cannot wear a facemask may also not be able to wear a face shield. In other more extreme cases, a child who cannot comply with school safety procedures such as wearing a mask may be asked to remain in remote learning even when other children go back to school.
Q2: How should students with disabilities who require one-to-one paraprofessionals be accommodated in a plan that emphasizes 6 feet of social distancing?
A: This may be a scenario where the support that’s written in the IEP may have to be changed due to practical considerations. The child’s individual needs need to be assessed alongside safety practices. This would depend on whether the child can attend school without the help of a paraprofessional. If they cannot, and it’s still possible to have safety protection in place via wearing a mask, it may be appropriate to have an aide closer than 6 feet. Schools should be training and updating their staff on safety procedures, particularly related to individual students with disabilities. Individual accommodations will need to considered by staff to make it possible for students with disabilities to attend safely.
Q3: Can I request certain precautions to be taken if my child goes back to school in the Fall? My child likes to lick and put her fingers/hands in her mouth.
A: You have the right to request accommodations for safety. You should discuss this with your district and any outside providers your working with as they can help you determine what can be done to accommodate any safety issues or concerns. This is a challenging example because accommodations of gloves or other hand protection could quickly become contaminated as easily as bare hands. This is a case where a collaborative effort would need to be reached between your education provider and any other outside clinicians. If no attempts work, the school should be willing to accommodate and continue to provide remote learning.
Matt Cohen & Associates provide a number of resources that can help document needs and open communication with your child’s education providers. See the links below.
By: Katie Kwiatek, Pre-Kindergarten Teacher at The Lily Garden Child Care
Will your child be five years old before September 1st, 2020? If so, get ready to send them off to kindergarten this Fall!
Since schools and day cares have closed, I’m afraid my child will have a tough time transitioning back to a school setting. What skills do they need in order to be kindergarten ready? There are so many new procedures for children to learn too! How can I help?!
Here’s what youcan do to prepare your little one!
Create a daily schedule that mirrors the average school day.
It can be a rough transition from quarantine life to a school schedule. It’s so easy to fall in to the habit of staying in pajamas all day, being a couch potato, eating right when you feel hungry, etc. Once your child goes back to school, they will have to follow a schedule of: when to eat, when to play outside, when to sit still, when to be silly, and when to be serious. For everybody’s sake, create a structured schedule for the typical work week and keep weekends open and fun!
To mirror your child’s average school day, contact the teacher! They’ll be more than happy to send you an outline of a typical day. Make sure to keep your schedule consistent! Children need structure and consistency! They like to know what comes next and what is expected of them. If your child tends to feel nervous/anxious, having a consistent schedule will help ease them. Let your child know before you implement a new schedule- explain the new routine, make a chart together! Here is a resource for parents about creating structure and rules.
For all children’s success in this current pandemic, practice wearing masks at home and getting comfortable with wearing them for extended amounts of time. Practice frequent, good hand washing and reminders to limit touching of their face. We know this is easier said than done! Check back on our blog and social media for upcoming tips and resources around mask/face coverings and remote learning.
This is a challenging time for families and it is hard to know what the school environment and year will be like for your child. With some careful preparations and conversations, your child can have success. By sharing a positive attitude surrounding school, the new rules and the big change to Kindergarten for your child, it will help him/her feel ready to learn and ease some anxiety.
Work on social and emotional skills at home.
Social and emotional skills are a key ingredient for kindergarten readiness. Your child needs to learn how to express and cope with their emotions appropriately and form healthy relationships with their peers and grown-ups. How can you work on social and emotional skills at home? Its very simple! Do your best to keep your own emotions in check and talk, talk, TALK!
Remember, your child is always observing your behavior. Think out loud, show them your thought process when you’re upset. When your child is upset, describe their face & body language, label the emotion, and provide a solution, “I see your body is tense and your eyebrows are drawn. You are frustrated. Lets take 2 deep breaths and do 3 hand squeezes together.” While reading a book or watching a TV show, describe the characters and ask questions, “That man is yelling at that girl and his face is red. He is very angry. How do you think she feels?”
Being independent and having self-help skills is another key ingredient for kindergarten readiness. Your child will likely be in a classroom with over 20 students and 1 teacher and keeping distance between each other. This requires your child to be as independent as possible.
Why do you want your child to be bored? From boredom comes imagination and creativity! Its essential for every child to have a lively imagination, to think outside of the box, and to express themselves creatively. They’ll be able to carry this trait through school to adulthood. Keep your child’s imagination alive! Provide them with art materials and encourage open-ended art, have them express themselves through music with pots & pans (put on headphones if you’re working from home 😉), encourage them to create puppets and put on a puppet show! Even chores can provide great lessons in executive functioning.
Each kindergarten has different standards and academic requirements prior to starting. Contact your local school district to get more information. Typically, your child should be able to copy upper & lowercase letters, recognize some-most letters, know numbers 1-10, classify objects by shape & size, and be able to use scissors & glue with ease.
With many kindergarten screenings cancelled this summer, you can use the Easterseals FREE child development screening tool, the Ages & Stages Questionnaire, to help measure and keep track of your child’s growth and development. This is a great tool to provide your teacher and child’s doctor on areas they may need assistance to grow.
How to make learning fun?
Create a pretend classroom for your child to play teacher and you play student! This area can serve as your child’s remote learning area too. This is an opportunity to grow your child’s love of learning. Give them assorted classroom materials: clipboards, pencils, paper, books, alphabet & number cards (use whatever you can find in the house or find free printables online). Are there certain letters, numbers, or shapes they have trouble with? Don’t focus so much on worksheets- instead find fun hands-on activities!
We know how agonizing the decisions for the next school year are for your family. If your child receives school therapy services, is unable to wear a mask, or if remote learning is not an option for your family, it can feel especially challenging. Whatever decision you make, we are here to support you. Contact our Social Services team for support and resources at email@example.com. We will have more information on our blog around these important subjects in the months ahead.
We remain committed to providing the highest quality services to improve the lives of children and those who love and care for them. We understand that a child’s needs to succeed look different for each family. For over 75 years, our clinical team has provided individualized therapy plans to best achieve a child’s goals and support healthy families. This pandemic only solidifies our commitment. Let us know how we can help you in the comments.
By: Manager of Nutrition Therapy, Cindy Baranoski MS, RDN, LDN
Better Immunity is Achievable
What better time than now to start building your defenses against illnesses? With coronavirus or COVID-19 here, there is a lot of fear and a feeling of helplessness to do anything. But you should know that there are things you can do to help protect yourself and your family’s health overall.
As a human we are bound to become ill, but how that illness manifests in us, how extreme are the symptoms, how long does it last, when does it go away, and can we get it again, can be under a bit of our control if we do the right things to keep our body’s immune system and defenses strong.
What Protects Us From Illness
Many components make up our defense system, some we can control and others we cannot. A human body contains trillions of microorganisms or microbes that outnumber our cells by 10 to 1. The term ‘microbiome’ refers to the genetic material all of these microbes contain, and their total genetic material is 200x more than the number of genes in a human body. Many of these microbes are pathogenic, or able to cause disease, but coexist with a human body never causing disease. Consider that two to six pounds of a 200-pound person would be bacteria!!
The immune system
Our immune system is made up of cells that perform the ‘immune response’ to foreign invaders, such as disease causing bacteria, viruses, fungi, parasites or any other foreign matter. B cells, T cells and Memory cells are all mobilized in some manner when they determine there is an antigen – a toxin or foreign substance – that has entered the body. The response is antibodies matched to an antigen, like a key in a lock, helping to neutralize or destroy the antigen.
Physical protection from foreign invaders
Our body has many physical systems in place to keep us healthy and protect us from foreign microbe invaders, or the ones living within us, from causing disease.
Skin – is a physical barrier, with a pH that discourages growth of organisms, and our secretions of sweat and oil can kill many bacteria.
Stomach – acid in the stomach can kill organisms.
Tears – will wash away any foreign matter and contain enzymes that kill bacteria.
Saliva – helps clean microbes from our teeth, tongue and oral area.
Respiratory tract – including our nose, which contains fine hairs to trap foreign matter, mucous lining the system to trap invaders, and cilia to sweep away trapped organisms.
Large intestines – contains bacteria that help keep invaders in check. This ‘gut microbiome’ makes up 70% of our immune system.
Bladder – urine washes away microbes from the area leading to the outside world.
What we Have Limited Control Over
Chronic noninfectious conditions, such as cancer, diabetes, hypertension, high cholesterol, heart disease, inherited genetic conditions all play a role in diminishing the defense system of the human body. Those that are most notable include the following –
Heredity – is one of the greatest factors that influence our noninfectious disease risk. Our genes play an important role in what conditions, such as diabetes, cancer, hypertension, may occur in our lives. These conditions impact our immune system, and can leave us more susceptible to disease.
Age – after 40 years of age the human body is more vulnerable to chronic diseases, though very young children whose immune systems are still developing, or those over 65, are especially vulnerable.
Environment – and the ability to have clean, sanitary living conditions is key to keeping us healthy. Though our bodies need to be exposed to microorganism to help our immune systems develop resistance. Too clean doesn’t allow our systems to recognize good and bad microbes. Additionally, conditions that include the presence of drugs, chemicals, pollutants, waste in food and water, or the absence of medical care, increase risk for disease.
Microorganisms – severity of or resistance to pose challenges as well. For some, only one cell is needed to create drastic illness in the human body. Bacteria that become resistant to antibiotics from overuse by us have mutated to be able to bypass the antibiotic’s effectiveness.
What We Have Control Over
Though we cannot see most of the microbes that cause sickness, they are there, and we can create an environment within and outside of our body that prevents them from causing illness. Stress, personal hygiene, nutrition, fitness, sleep, substance use, environment, and behaviors are all under our control.
Stress, such as what we are experiencing right now diminishes our ability to fight disease. When we are stressed our body will divert its energy away from nonessential functions to those that are essential – the Fight, Flight or Freeze response. Our blood is redirected to muscles to run or fight, breathing is faster, heart rate increases, pupils dilate, and hearing is keener, ready to take on the Sabre Tooth Tiger that generally doesn’t exist. What our body prepares to fight remains invisible, but it is prepared at all times. This leaves body functions required to exist in an unstressed state diminished in their ability.
If you’ve not already received numerous emails or suggestions from friends, there are many ways to manage your stress. Any one of these should be done with care, intent, and in such a gradual manner a snail could pass you by. Safety is key, to not create an injury or situation that will cause you more stress.
Exercise is one way, and has more than just stress reduction benefits. A workout club or gym may not be available to you, but you have so much in your home that is available!
Walk out your door for 15 minutes, turn around and come home. You’ve just walked for 30 minutes.
Turn on some fun music and simply march or walk in place for 20 minutes.
If you live in a condo or apartment building, do the stairs (taking precautions with social distancing and face masks right now.)
If you don’t have weights, you can use cans, bottles, something of weight that you can use for dumbbells.
Floor exercises that are easy, safe and you do not over do such as sit ups, leg raises, push ups. You only need to do a few, or even just one.
Yoga can be done on your own, without one piece of equipment. There are recorded and live streams of yoga all over the Internet today. As a yoga instructor, I can share that anyone can do it! Yoga is not just for bendy, flexible, skinny-legged sweaty 25-year-olds.
Chair yoga is amazingly beneficial, and is done by 85-year-olds around the globe.
Restorative yoga is one of the most relaxing forms of yoga, where you are supported by props, which increases your parasympathetic nervous system, slowing your heart and relaxing your body.
The yoga many are familiar with regular upright movement, is a wonderful stress reliever-though remembering if you’ve never done yoga, it may contribute to more stress.
And if nothing else, just laying on the floor, on your back, legs and arms out on the floor (or knees bent), known as savasna, is one of the most important poses in yoga. Lay there for 10 minutes.
Meditation may sound all “woo woo,” but it is more than just crossing your legs into a pretzel, closing your eyes and chanting ‘ommmm’. Meditation is simply anything you do to direct your mind to become focused on one thing, taking you away from this world momentarily. It reduces the physical reactions to stress mentioned above, slows your breathing, quiets your organs, increases your parasympathetic nervous system, and quiets your racing mind. The benefits of meditation are not IN the meditation, but in your body’s response when not meditating. By helping to maintain the ‘quiet’ your body should be in, your immune system can work it’s best.
Reading a book, gardening in the yard, coloring, drawing or painting, and praying are all forms of meditation.
Traditional meditation takes practice, and yes, sitting quietly, not moving, eyes closed, is what many think of. Try sitting still for 1 minute with your eyes closed. You’ve just started meditating. Now, get comfortable in a supportive seated position, and try it for 5 minutes. This is how you start to meditate with intention to do so, knowing it can only help.
Numerous meditation apps exist now, with timers, streamed and recorded meditations from 1 minute to many. Examples include:
Laughter should not be discounted by any means. Laughter is the best medicine! It can decrease stress hormones, relax muscles, and decrease pain. Ten minutes of laughter is better than any drug!
Sleep is a time when our body heals, rests, and prepares for our next day. Restful sleep is often not possible when we are stressed. 7-8 hours a day for an adult, and more for children and teens. There are many activities that can impact restful sleep, including technology, alcohol, eating before bed, and stress. Helping reduce your stress will promote restful and restorative sleep. Aim to create a bedtime routine for you and your family with no technology, eating, bright lights, noise – good sleep equals less stress, and less stress equals good sleep.
Personal Hygiene is something we take for granted. We have soap, water, tooth brushes and toothpaste, showers, baths, shampoos, hand sanitizers and hand soaps. Just so many forms of how we can keep ourselves clean on a daily basis. We forget this is not available to everyone in our area or the world. But keeping ourselves clean is something we can do, easily, by washing our hands routinely – especially now.
Improving Personal Hygiene
The greatest source of infection is our hands. We touch everything, then ourselves, transmitting to someone or us, germs and potential antigens. Wash your hands – for 20 seconds – with soap and water, between the fingers, back side of the hands, under the nails and wrists.
When you cough or sneeze, cover up! Most of the time we have on shirts, right? Pull it over your nose and mouth, use your elbow and sleeve, and if you use your hands, wash them after.
And now we have face masks. So treat your face mask like you do your underwear –
only wear it if it’s clean
don’t touch it or adjust it – especially in public
don’t lend it to anyone
don’t borrow anyone’s
make sure it fits well
wash it after wearing
if it’s stained or torn, throw it away I
From A Chalkboard a Day
Nutrition is one of the key contributors to the immune system. Remember, we are built on what we consume and do with our bodies. The ingredients for a great body include what we consume, and if all we eat and drink is lacking in nutrients, then that is who we become. Under nutrition or malnutrition is not reserved exclusively for poor families and children who are skinny and wasting away. Malnutrition is found in obese individuals as well as healthy weight ones too. http://www.MyPlate.gov shared by the USDA gives a basic outline of what should be consumed for variety of all the nutrients, including Carbohydrate, Protein, Fat, Calories, Fluid and 29 known vitamins and minerals. We are what we eat! To learn more about helping a child with nutrition or feeding issues, visit: https://www.easterseals.com/dfv/our-programs/medical-rehabilitation/nutritional-therapy.html.
A balanced diet containing of all the different food groups is the starting place. Review your family’s diet, and see if you have foods representing Fruits, Vegetables, Protein, Dairy (animal or plant), Grains (whole) as well as fat. Is there enough fluid each day? Are there vitamin/mineral supplements taken already. Are there nutritional drinks being consumed each day, and what might these be replacing or supplementing if they are used regularly. What about processed foods, high sugar, fat and salty foods that are being consumed more than they should be. Are fresh foods represented well? And is one food group consumed in a much greater quantity than it should be? You need to review your diet before you know what to change to make it better.
Protein is one of the most important nutrients, helping make antibodies of the immune system. We all need varying amounts of protein, but we also don’t need as much as we think we need. An average adult needs about 50 grams of protein a day, and consumes about 100 grams a day in the US. Children need less than this, yet often consume more than they need as well. Main food sources include meat, fish, poultry, egg, legumes, dairy.
Malnutrition and under nutrition exists in this country, and includes lack of calories and protein, but often times our society consumes more than enough of these two nutrients, however, lack many vitamins and minerals. A recent government study shows potassium, calcium, Vitamin E, C, A, D and magnesium are all less than optimal in our diets. All vitamins and minerals are ingredients of our immune system.
A few nutrients identified in research as key to the immune system and it’s response, that you should be sure you are receiving adequate amounts of, include the following –
Zinc – found in tuna, beef, poultry, pumpkin and hemp seeds and dairy. Caution, over consumption of zinc, or taking large supplements, can interfere with copper balance in the body.
Selenium – found in Brazil nuts, tuna, sardines, salmon, chicken egg, brown rice.
Vitamin C – found in acerola extract, rose hips, camu camu, black currents, guava, lemons, limes, oranges, strawberries. Though higher doses can cause loose stools.
Vitamin D – does not have many great food sources. Fortified animal and plant milks will contribute when consumed in the right portions. Short periods of exposure to the sun without sunblock allows for production of Vitamin D beginning in the skin. However, with the concerns for skin cancer, sun exposure is limited. Supplementation of Vitamin D3 is the most reliable source.
Probiotics are beneficial for the human body. Studies have shown their benefit to the digestive tract, and ultimately the immune system, by ensuring the line of defense in the gut microbiome is balanced and working well. They are found naturally in some foods, and more common are manufactured supplements taken orally. ‘Prebiotics’ are food for the probiotics and are found naturally in our gut through consumption of fiber, but can also be found along with probiotic supplements. Important Note on Vitamins, Minerals and Probiotics – Taking large amounts of any supplements, or consumption in large amounts of any individual or multivitamin/mineral supplement is not advised. If you are choosing to do this for you or your child, you are directed here to speak to a physician or dietitian.
Environment and Behaviors could be discussed in so much more detail than this post can provide. But know your behaviors are under your control. What you do impacts anyone and everyone, including our world. The environment is not just something that happens, but is changed by everything we do. Being thoughtful of ourselves is so important, but if we become so self absorbed and focused in the long run, our world will become more skewed from what it should be, which ultimately comes back to our ability to be healthy in this world.
In summary Creating a place in your world that is safe, clean, nutritive, and supportive of your immune system is totally within your reach, taking time and attention. The scary world of viruses and diseases that are out of your control can be managed, and the impact it has on health – yours, your family’s, friends, and society – is pretty significant. There is so much more, but I hope some of the thoughts and ideas mentioned here might stir you to rethinking your role in this world of immunity.
By: Yvonne D. Anderson, LCSW, CADC, CODP II, Bilingual Licensed Clinical Social Worker
The current pandemic of the novel coronavirus (COVID-19) is a difficult time for everyone and leaves a lot of unanswered questions, especially for children. The following short stories are great resources to bring some clarity and comfort to young children while their normal routines are disrupted. The stories below vary in length and detail ranging from very short to slightly more detailed. I hope you find a story or two that will be helpful for your specific child’s needs!
This short story answers some of the many questions young children may be having about Covid-19 and why their normal routines are so different. A simple breakdown of social distancing and safety procedures are talked about to help young children understand why certain actions are in place. Overall the story is informative, positive, easy to read, and is a great resource to calm uncertainty and confusion for children. When printed out, the book doubles as a coloring book and includes a page for parent’s and children to write out a simple schedule.
What is the coronavirus, and why is everyone talking about it?
Engagingly illustrated by Axel Scheffler, this approachable and timely book helps answer these questions and many more, providing children aged 5-10 and their parents with clear and accessible explanations about COVID-19 and its effects – both from a health perspective and the impact it has on a family’s day-to-day life.
With input from expert consultant Professor Graham Medley of the London School of Hygiene & Tropical Medicine, as well as advice from teachers and child psychologists, this is a practical and informative resource to help explain the changes we are currently all experiencing.
Summary from the author: I have created this short book to support and reassure our children, under the age of 7, regarding COVID-19. This book is an invitation for families to discuss the full range of emotions arising from the current situation. It is important to point out that this resource does not seek to be a source of scientific information, but rather a tool based on fantasy. My recommendation is to print this material so children can draw on it. Remember that emotions are processed through repetitive play and stories read multiple times. Share COVIBOOK and help ease kiddo’s anxiety all over the world.
This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teach-ers and children in 104 countries. A global survey was distributed in Arabic, English, Italian, French and Spanish to assess children’s mental health and psychosocial needs during the COVID-19 outbreak. A framework of topics to be addressed through the story was developed using the survey results. The book was shared through storytelling to children in several countries affected by COVID-19. Feedback from children, parents and caregivers was then used to review and update the story.
Over 1,700 children, parents, caregivers and teachers from around the world took the time to share how they were coping with the COVID-19 pandemic. A big thank you to these children, their parents, caregivers and teachers for completing the surveys and influencing this story. This is a story developed for and by children around the world.
Also, please don’t hesitate to reach out to anyone in our Social Services department if you and/ or your family need support, resources, etc. We are happy to help. Our staff completes comprehensive assessments to pinpoint what a child and family need to be able to succeed. Working with the entire family, our staff can identify each child’s unique strengths and challenges and then tailor a treatment plan to meet those needs.
By: Kelly Nesbitt, MOT, OTR/L, Occupational Therapist
Response to Coronavirus (COVID-19)
Kids are finishing up the school year, you are still going to work/working remotely, running your home, and keeping your kids entertained during their summer! All this change can be very disorienting and stressful for everyone. I wanted to put together a list of some suggestions that are “occupational therapist-approved” to help you navigate staying sane, keeping a good routine, carving out “family time”, and receiving therapy services remotely while being stuck inside the house!
Probably the largest disruption to all of us at this time is that all of our daily routines are completely changed! Daily routines help provide structure to our lives, whether you are a child or an adult. Research by Ruth Segal, OTD and Assistant Professor in the Department of Occupational Therapy at New York University, reports that daily routines give families as sense of identity, organization, and provide socialization opportunities (Segal, 2004). Our kids are used to having a predictable day involving school, extra curriculars, play dates, and therapy appointments which help them organize their days and have meaningful interactions with family and friends. With this change to e-learning and staying home, it’s completely understandable that kids may feel stressed, anxious, and aimless without their routines. This stress may be more exacerbated for children with Autism Spectrum Disorder (ASD). Children with ASD can be heavily reliant upon predictability and routine, which have been thrown off because of the Coronavirus. For both neurotypical and children with ASD alike, using visual schedules, timers, and social stories may be good techniques to help your child cope with a new routine.
Visual schedules can be as complex or simple as you need; they can be simple drawings on a piece of paper, an excel spreadsheet, or printed words/pictures from an online generator. For some of my clients, they are comforted and reassured when I draw 3 pictures of activities we are going to do in OT.
Honestly, whatever works for your kid and helps them feel organized is correct. Whatever way you decide to create a visual schedule, it’s important to build in both structured and unstructured time for your children. They should have time built in for their academic work for school as well as a few hours for play time that is completely unstructured. Some kids may want to put a sticker next to an activity they completed, erase it on the whiteboard, cross it out, or just put a checkmark next to it. The sky’s the limit! Below are some examples of visual schedules and who it may be appropriate for:
(Written schedule with times, appropriate for older elementary children who can tell time)
(visual picture or words, as they are able to read. You can draw your own pictures or just print some off for younger children who cannot read.)
In conjunction with visual schedules, it can be helpful to utilize timers (sandtimers, timer on the microwave, on your iPhone, etc.) to help your children keep organized. The timer you use will have to be dependent upon your own child’s level of development as well as what they personally need to feel supported. Apps you can use:
Children’s Countdown App:Great, free time app on smart phones that shows a picture countdown on the screen. The coundtown clock can be set for any amount of time and children do not need to understand how to tell time or have understanding of numbers to comprehend it.
Timed It! App: App for older children in which you can put in personalized tasks in minute increments and the app will help the child count down until they need to move on to the next task.
Timer on smart phone: just about all smart phones have a “clock” application in which there are capabilities for setting a timer. This would be good for older children who have a better sense of what an hour, minute, second is. Although, some younger children will understand the concept that they are only “all done” when the timer makes a sound.
For some children with ASD, social stories are a good way to help explain why their routine has changed or what the “story” of their day. Social stories are third person stories in which the child is the main character and different themes can be explored. Ask an Occupational or Speech therapists for help creating a social story, if needed.
In this uncertain time, it’s important to have some outlets for both you and your children to decompress and still have fun together. Building in sensory activities into your daily routine will help your child remain calm and regulated throughout the day.
Physical Activities and Heavy Work
Taking movement breaks throughout your day will help both you and your child stay sane while you are cooped up at the house. Occupational therapists often discuss the benefits of heavy work and how this push, pull, or carry input (or proprioceptive input) to the muscles and joints has a regulating and calming affect. There are a multitude of heavy work activities you can do indoors. Such as:
Build a pillow fort with blankets, pillows & stuffed animals
Pull siblings on the hardwood floor while they are sitting or laying on a blanket
Do animal walk races across the room (bear walk, frog hop, crab walk, etc. Make up your own silly walk!)
Jumping Jacks or jump on a trampoline
Pull siblings in the wagon around the block
Have a wall push-up competition and find out who is the strongest in your house
Play towel tug-of-war
Plant flowers in the backyard or help with yard work (using little shovel, pull weeds, dig in the dirt)
My helpful tip to parents is, if the activity includes pushing, pulling, or carrying something; that’s heavy work! Get creative and come up with your own ideas!
Family Game Night/Nightly Mealtime Tradition
Keeping special family routines will be important to make sure kids feel safe and supported when everyone is kind of stressed. Set aside time in your routine where you can all sit down and have a meal together with the television off. A family tradition at my house growing up was to play “Pot Boils Over” where one member of the family starts a silly story and after a few sentences says “pot boils over” and “passes” the story-telling to another family member to add on as they please. It’s a simple game that gets all family members involved, laughing, and thinking creatively.
Another mealtime routine I have heard of, is going around and saying one thing each family member is thankful for, what the best part of their day was, share a good joke, etc. This is also a great time for families to all sit down together and have game nights. You are going to be all home together, why not build some special memories and encourage social learning. Here are a few favorite games that can be played with multiple people, for different ages:
Games for younger children: Shoots and Ladders, Simon Says, Twister (help them with right and left), Follow the Leader, Go fish, Memory (match pictures by turning over cards), Jenga, Kerplunk
Games for Older children: Twister, Uno (each color you play can correspond to a fun activity such as “Make up your Own Dance Move” or “Do 2 Pushups”), Clue, Scrabble and Scrabble Junior, Telestrations (like telephone, but with drawing pictures), Apples to Apples, do a 200+ piece puzzle as a family, Guess Who?
I am personally feeling inundated by COVID-19 news and I can get overwhelmed quickly, so I can imagine you and your children are feeling the same. I think it’s healthy to be aware of the evolving situation and current precautions, however it’s beneficial to “unplug” every once and a while when you are at home with your kids. Your children are very perceptive and can pick up on your stress and anxiety as they read your non-verbal cues and affect. Young children especially need their parents to “co regulate,” meaning they read your affect, mood, facial expressions and adjust their own regulation accordingly. If you exude a calm, cool, collected attitude when they are anxious, this will help them calm down and feel secure.
Therefore it’s important to turn off the news at some point and focus on having quality and uninterrupted play time with your kids. Do finger painting, make a fort out of blankets, play board games, read stories by flashlight, sit together and do a puzzle or color! Even just being available to your children, not distracted by technology or work, can be extremely beneficial to your kids.
As May is Mental Health Awareness Month, the CDC also recommends to take time to pause and breath during stress. Notice How you Feel. Take Breaks. Make time to sleep and exercise. Reach out and stay connected. Seek help if you are feeling overwhelmed or feeling unsafe. If you or your child needs help, our social work team can help.
COVID-19 does not have to stop your child’s progress toward their goals! Your child can still receive therapy services remotely via tele-therapy. Tele-therapy is a unique service delivery method in which your friendly Easterseals therapist will arrange a time and will send you a link via the Microsoft Teams app. From there, you just click on the link at your pre-arranged appointment time and you can have a video call with your therapist. Your therapist can then work on therapy goals with your child with you, the parent, being the therapist’s “hands” in the session. An occupational therapist will help coach you through appropriate handling techniques, sensory strategies, exercises, fine motor activities, feeding session and more remotely!
All our therapists adopted this technology so your child will continually receive services with minimal interruption. It is our hope to keep providing exceptional therapy services to all of our clients during this difficult time. If you have any questions or concerns regarding tele-therapy, please reach out to one of your therapists or contact us at 630.620.4433.
Also stay tuned to our blog for more resources and tips from our therapists on helping families cope with increased time at home during COVID especially during the summer.
Segal, R. (2004). Family routines and rituals: A context for occupational therapy interventions. American Journal of Occupational Therapy, 58, 499–508.
Physical fitness is important for everyone, including children and adolescents with developmental disabilities. Running is a great weight-bearing aerobic activity. It promotes cardiovascular and respiratory endurance, bone health, lower extremity strength and endurance, symmetry of movement in both upper and lower extremities, and emotional regulation. Wheelchair racing promotes cardiovascular and respiratory endurance, upper extremity strength and endurance, and upper body symmetry. These are all areas that children with developmental delays and disabilities can improve on.
Our community program, Hustle for Your Health, helps children reach their fitness goals. Each week includes an outdoor aerobic activity in the form of running and walking or wheelchair propulsion, basic strengthening exercises, and stretching to cool-down. At the end of the program, children will be prepared to complete our Run for the Kids: Superhero Hustle to run or walk a 5k distance and are encouraged to participate in other local races too.
I have heard from countless families that are amazed at their child’s commitment to health during and after the 10-week program. Below, I share some tips to help all children grow their enthusiasm for wellness.
Growing a Child’s Love of Physical Fitness
Make it fun. Choose activities your kids like. Some kids enjoy walking, running, and biking, but others may get more out of obstacle courses, climbing trees, hopscotch, rollerblading, dancing or a game of kickball in the yard. The goal is to promote a love of movement.
Variety is the spice of life. To prevent boredom, change things up. Tour the neighborhood using different modes of transport – walking, scootering, biking, skating; you can even make a walk feel different by bringing a ball to dribble while walking or by challenging your child to run to the next tree, skip to the next fire hydrant, leap across the next driveway, etc.
When building endurance, add in activities for “active rest.” Lengthen a jog or a bike ride by bringing along a frisbee so that you can take a break in the middle of your run/ride to toss a frisbee before heading back home. Your child will have maintained being active for a longer period of time and be able to handle a longer distance with a built-in break.
Stuck inside? Get your body moving by:
Making up a dance routine.
Setting up an indoor obstacle course
Creating movement themed minute challenges. How many times can you…. in a minute?
I.E: Run up and down the stairs, do sit-ups, do jumping jacks, push a basket of laundry across a room, run laps throughout your house.
Growing your child’s fitness and love for activities like running, biking or yoga, has a positive impact on their overall body health but also improves attention, mood and more. But one of the biggest factors in growing a child’s fitness was parent modeling according to a recent study published in the Disability and Health Journal. Caregivers and parents that model physical activity helped encourage their children to be active and created a supportive environment for children with developmental delays and disabilities. The study also mentions that starting this early, around preschool age, takes advantage of the fact that younger children are already spending significant time watching and copying parents.
During the State of Illinois’ stay-at-home order, children have more opportunities to spend time with their caregivers and model their activities. There are plenty of fitness activities the family can do together. Our annual Run for the Kids: Superhero Hustle helps many children at Easterseals make a goal to cross the finish line with their first independent steps, with a walker, or after reaching a new distance. Their goals help inspire other family members to join in their training and reach new levels of health. The new Superhero Hustle date is August 1, which gives participants three months to work on a new wellness goal.
Our goal is to help you reach yours! Set your intention for the next 3 months. What will your family accomplish by August 1? Will you run a 5K for the first time? Do 100 jumping jacks? Start each day with mindfulness and yoga? Tell us! To get started:
Share your progress with family and friends and encourage their support
Make plans to “cross the finish line” on August 1
One of my personal goals as a physical therapist for children with developmental delays and disabilities is to not only help improve their physical health but the entire families. Our Run for the Kids and Bike for the Kids events are opportunities to grow our family’s fitness with a very supportive community group.
People are not leaving their houses right now and you know what that is resulting in? A need for lots of cleaning and organizing! This doesn’t have to be a solo effort though! Maybe we can embrace this unique opportunity, where we are being asked to be our children’s teachers, to show our children some new things we don’t normally have time for in everyday life.
Research has found that one of the best predictors of a young adults’ success was whether one participated in household tasks when they were young. Chores help kids have a “pitch-in” mindset, which is an invaluable skill throughout the lifetime. In the book, 50 Tips to Help Students Succeed, Marydee Sklar describes the executive functioning skills that are developed when completing chores including:
Focus and goal-directed behavior
Here is an idea of some of the chores your child might be ready to do by age. The level of assistance a child may need will vary.
Age 2-3: This is a magical age in which your child is so enthusiastic in their desire to “help”! The problem is that “help” feels like anything but help! However, it appears that cultures that embrace and expect children in this age group to participate in household work raise children that are willing and proud contributors to household chores.
Put toys away
Throw garbage away
Put dishes in sink
Help set the table
Put dirty clothes in the hamper
Dust the baseboards
Fold rags, washcloths and dishcloths
Make the bed
Feed the pets
Pick up toys
Water the plants
Put away dishes they can reach
Clear and clean table after dinner
Make easy snacks
Wipe down doorknobs
Sweep the kitchen floor
Empty the dishwasher
Sweep the hallways
Mop the kitchen floor
Organize the mudroom storage area
Make a simple salad
Bring in the empty garbage cans
Put groceries away
Clean out the car
Wipe bathroom sink and counters
Sweep the porch
Hang, fold and put away clean clothes
Make scrambled eggs
Clean the toilets (inside and outside)
Wash your own laundry
Sweep the garage and driveway
Wipe down the counters
Clean the kitchen
Make a simple meal
Ages 12+: For this age group, help them be proactive in recognizing what needs to be done and initiating a plan for how and when to do it. Work side-by-side on house projects with them.
Clean the garage
Mow the lawn
Wash the car
Mop the floors
Help with simple home repairs
Cook a complete meal
Tips for success:
Teach the skills- Don’t expect them to learn it on their own. Break down the task into small steps.
Help them come up with organizational systems for their belongings that they can maintain with little help from you. Have written labels or pictures to assist in sorting items in different boxes.
Take a picture of what their clean room (or other designated) area looks like. Encourage them to match the picture when their chore is complete.
Give them some control, even if that means it’s not done the way you would prefer.
Assist them in thinking through when they will have time in their schedule to do their chores.
Help implement designated chores into daily routines.
Schedule work time and break time.
Help them recognize how long a chore should take to complete in order to maintain their focus to the task and motivation for completing it in a timely manner.
Make it fun!
Make it a race or competition
Create a chore chart or list which will assist experiencing a sense of accomplishment as they complete their chores
Sometimes incentives might help!
Have everyone completing chores together
Stay home, stay well, embrace the ones you are socially isolated with and relish in those chores! For more information on Easterseals DuPage & Fox Valley, visit eastersealsdfvr.org.
By: Anna Bieschke Midwestern University Occupational Therapy Doctoral student and Linda Merry, OTR/L
Being stuck inside for this long of a time is certainly not fun, especially for little ones who are used to spending their day going to school, seeing their friends, playing at the park, or venturing out into the community with their families. When your child is cooped up indoors, they may not get as many opportunities to climb, jump, lift, pull, or move as much as they typically would. For many children, especially those with sensory processing difficulties, this heavy work and movement helps them to remain calm and alert throughout the day.
Your child’s ability to remain calm and focused during their daily activities is known as sensory regulation. This occurs when your child can respond appropriately to the information they take in from the environment through their senses (tasting, smelling, hearing, seeing, etc.). When a child is presented with too much or too little sensory input (like in the case of being stuck indoors with little exercise and movement), they may have a difficult time managing their emotions and behaviors. This is called sensory dysregulation.
Some Signs Your Child is Dysregulated
Becomes distressed when required to sit still
Is easily distracted by objects or people in the environment
Reacts defensively to certain textures, smells, sounds, or foods in their mouth
Repeatedly and vigorously shakes their head, rocks back and forth, or jumps up and down
Becomes frightened when they are in close contact with other children
Runs away or becomes aggressive towards sensory input that makes them uncomfortable
Hides or retreats to a quiet spot
Appears extremely wild and/or engages in dangerous behavior
Why is Sensory Regulation so Important?
Helping your child stay regulated is important because it lays the foundation for the child to grow and develop new skills. As seen in the house diagram below, all the senses make up the base of the house. Without a stable base, your child’s coordination, language, attention, engagement in daily activities, and academic learning, among other skills, can be impacted. Just think how difficult it would be to sit and pay attention to an at-home school lesson if your distracted by the need to move around or are visually distracted by objects in the room.
One way to support your child’s sensory regulation while limited to being inside is to provide your child with sensory breaks, particularly with heavy work and movement. Heavy work is a form of proprioceptive input. Your proprioceptive sense lets you know where your body is in space and involves any activity that requires pushing, pulling, lifting, or squeezing. Proprioceptive and heavy work activities help ground the child and slow their bodies down to make them feel organized and calm. Movement activities can also be incorporated to help break up seated activities to support your child’s alertness and attention. Here are some fun ideas for heavy work and movement activities:
Indoor Obstacle Course
This activity is great because it allows you and your child to get creative. Use everyday items throughout your house to build an obstacle course that allows your child to jump on, climb over, crawl through and crash down. Pots and pans can serve as cones, pillows can be crash pads, and chairs can serve as tunnels or hurdles. Get your child more involved by having them help you choose objects and set it up. Remember, any lifting or pushing of objects can add an extra heavy work component to this activity.
Take whatever theme your child loves and run with it! Whether it’s a princess castle or a lion’s cage, have the child use their imagination to make a playful space. Help your child push furniture together, grab heavy blankets or pillows, and lift boxes or baskets to really provide them with that organizing and calming input. When the fort is made, it can also serve as a quiet and secluded place for your child to take a break if needed.
It’s pretty safe to say that many kids love bubbles. For this activity, blow bubbles towards the child and have them pop them by clapping both their hands together. Encourage the child to press their hands firmly together when clapping to increase the proprioceptive input to their joints. Blow the bubbles high to encourage your child to jump or low to encourage your child to squat down. Try to provide as many opportunities for different movements as possible.
Play a Movement Video
YouTube has many great movement videos for yoga, dancing, and animal walks that can engage your child in movement form the confines of your home. Clear some place in the living room and use your electronic devices to stream the videos. With this activity, it’s more about getting your child moving instead of making sure they are doing the movements perfectly.
Cosmic Kids Yoga (https://www.youtube.com/user/CosmicKidsYoga): This is a YouTube channel that provides yoga and mindfulness activities specifically designed for kids. This one is especially fun because many of the yoga themes follow along to your child’s favorite movies.
Whether it’s play-doh, resistive putty, or thick cookie dough, have your child smash, pound, pull, and press the putty into various shapes. Use cookie cutters or other tools that encourage your child to press firmly down to make different shapes and cuts. To add an extra movement component, have them form the putty into balls and roll the putty to others at the table or toss it into a wide container. You can also hide small objects (beads, marbles, coins, etc.) into the putty for the child to pull out. All this pulling, pressing, and pounding will provide some heavy work to the arms and hands.
This game follows the same concept of tug-o-war except now the children will be pushing objects instead of pulling. To play, place a piece of masking tape or painter’s tape in the middle between your child and another child to create the center line on the floor. Put an object in between the two children (could be a garbage can on its side, a large pillow, big ball, etc.) and have them both push the object at the same time to see who can push it over the center line first.
Have the child pull their smaller sibling or favorite toys in a makeshift wagon. Place a laundry basket or larger bin on a blanket and have the child fill the basket with their favorite toys (large stuffed animals, dolls, action fingers, etc.). The child can pull onto one side the blanket to slide the basket across the floor. A smaller sibling or friend can also sit in the basket to add some extra fun for all the kiddos in the house.
Involve the Child in Household Chores
What’s better than getting some household chores done while also providing your child with heavy work? Even though you’re cooped up inside, there is still work to be done. Have your child help carry and fill laundry baskets, bring the garbage down to the street, vacuum, sweep, or carry in bags from the grocery store. Cooking activities like stirring batter, tearing lettuce, and kneading dough can also be great options for heavy work and movement.
Other Movement Games
Other games including Simon Says, Ring Around the Rosie, Red Light Green Light, and Freeze Dance are also some games that can be played to promote movement when stuck at home. On nice days, take the child out onto the driveway or backyard to give them more space to run around and move.
Pfeiffer, B., Frolek Clark, G., & Arbesman, M. (2018). Effectiveness of cognitive and occupation-based interventions for children with challenges in sensory processing and integration: A systematic review. American Journal of Occupational Therapy, 72, 7201190020. https://doi.org/10.5014/ajot.2018.028233