SPED Online Resources

1.     Includes tips to help your child's speech and language development. 
http://www.playingwithwords365.com/how-to-help-your-child-talk/

2.     Includes parent tips for 3 different levels of language development.

 http://www.hanen.org/Helpful-Info/Parent-Tips.aspx

3.     Includes free downloadable articulation worksheets and explains the process of articulation therapy.

https://mommyspeechtherapy.com/?page_id=55

4.      A wealth of information for parents. Includes video examples of activities you can do with your child to encourage speech/language development.

https://teachmetotalk.com/

5.     Free download of tips to teach kids to produce sounds correctly.

https://www.speechsoundsynergy.com/soundcues

6.     Video that shows how to use the "imitate and expand" strategy to play with a young child on the autism spectrum. 

https://www.youtube.com/watch?v=V-c50HNnPg0&t=7s

Eye-Hand Coordination: Eyes and hand working together

• Catching a ball
  • Grade activity down by rolling a large ball seated on the floor
  • Grade activity up by tossing a smaller ball through the air
• Throwing ball at a target
  • Using stencils, rulers to draw shapes/lines
• Copying shapes/designs/letters from a piece of paper beside them or taped to the wall in front of them
• Opening/closing a variety of containers (water bottles, peanut butter containers, spices)
• Scooping and pouring water or any media into containers- stabilizing with one hand and using the other to scoop
• Opening zipper pouches, fastening buttons- this is very motivating if they are opening to retrieve a favorite treat!

Auditory/Smell/Taste:

• If your child seeks auditory input (likes loud noises, makes loud noises) providing background noise or rhythmic music/sounds (such as white noise or sounds machine) may be calming for them and help to focus.
• If they avoid noise and hold their ears or have trouble completing anything while others are talking or noises around them, keep that in mind and try to minimize or cancel out noise for them to focus on certain activities. This may be changing the environment or using headphones or earmuffs. Consider creating a “quiet corner” for breaks and/or doing work in a calm environment.
• Many kids like to smell everything. Use that to encourage use of their hands- to open containers or pouches to smell something in them. You can put different oils/spices on cotton balls and place into what you want them to open or hold to move to their face to smell. There are also scented markers and stickers that may motivate them to want to color or complete a sticker activity.
• For taste, difference textures can be alerting or calming. Typically crunchy, chewy snacks are helpful for this such as pretzels, raw carrots, fruit strips or snacks, chewing jerky or meat. This may also require a lot of work to their joints in their jaw, so they may avoid it and prefer yogurt or soft foods. Encourage sucking through a water bottle or straw if this is the case to provide this input.

• Tolerating play with textures that are dry (rice, beans, sand) or wet (foam soap, shave cream, lotion, water, slime)- don’t force it, allow to use an object, such as a paintbrush, spoon, or measuring cup to play in it. If they like these different textures, you can get more academic and motor skill practice while using. You can put this media in a ziplock bag for them to touch and manipulate without having to “touch” it. Glue and paste activities also allow for a different touch experience.
• Identify objects without looking/eyes closed – pick a few recognizable, but different objects such as a block, a ball, fork, toothbrush, and a paperclip. Put them into a sock or bag where they can’t see it, then have them find it. Add objects or make them have to feel more details to increase difficulty.
• Drawing letters/shapes/words on their back and see if they can guess what they are- this is fun for siblings to do together
• For different touch experience with writing/drawing/coloring, add several pieces of paper, write with foam or cardboard under their paper, use chalk

Crossing Midline:

• You may notice your child pick up an object and transfer it to the other hand
  • Ex: their cup is on their left side, they pick up with that hand and transfer to right hand to drink because they’re right handed). They may also switch hands to do different tasks often- encourage using the same hand to finish that activity (not forever)
  • Ex: if they’re completing a puzzle, have them pick up with whatever hand and position board where they need to reach across to put it – and not transfer to other hand.
• Drawing large shapes and figure 8s on a chalkboard, piece of paper taped to wall, or sidewalk chalk outside (great activity!) and not letting them switch hands to complete
• Waving a scarf or light blanket with one hand in a large circle/letter/shape it is another way to encourage crossing the midline

Motor Planning: Think, plan, and carry out a multi-step skill in the correct sequence from beginning to end

• Build an obstacle course (go under, jump over, roll into, hop, animal walks)- adding more steps make it more difficult. Have them help build it and use their creativity (ex: find something to go under)
• Puling shirts/socks/clothing right side out
• Folding clothes (start with wash cloths, kitchen towels)
• Dressing themselves or dolls/stuffed animals- start with one item such as socks only, then add more once they’re successful

• For writing, give visual boundaries or highlight areas for them to remain within the lines.
• For cutting, it is sometimes helpful to give them a starting point by drawing a line to get started and the direction. Make sure they position their hand with their thumb in the small hole and cut with their “thumbs up”.
• For core strength and balance training, check out Cosmic Yoga on YouTube.com
• Encourage sitting/laying in different positions for work or play or enjoying a movie (laying on stomach propped up on elbows, lying on their side, tall kneeling at a coffee table)

If you have any questions or need any further ideas or explanation please don’t hesitate to contact:

Michelle Plemons michelle.plemons@maryville-schools.org

Kim Goldsborough  kim.goldsborough@maryville-schools.org