5 reasons to ditch the screens and PLAY!

This is a guest post about the benefits of play, written by Jenny Silverstone.

5 Extraordinary Benefits of Playtime

Sticky sap on hands from climbing trees.

Glitter going (and staying!) absolutely everywhere.

Always, the sound of laughter.

Playtime, in all of its various forms, is a hallmark of a happy childhood. However, in today’s fast-paced society children often lose the time they need to play. Some may wonder if playtime is truly a “big deal” and has any sort of positive effect on children as they grown.

The answer is a resounding yes! Playtime has many extraordinary benefits to help children in their physical, mental, and emotional development. Here are just five benefits of play.

Continue reading

The Hidden Benefits of Flexible Seating

An exciting guest post from 4th-grade teacher, Jennifer O’Brien about the Hidden Benefits of Flexible Seating!

*This post contains affilaite links

Prior to implementing flexible seating in my classroom, I did A LOT of research. A flexible seating transformation is so much more than just buying new furniture. There are rules and expectations that must be clearly communicated to the students to ensure an easy transition. While I prepared myself for this change, I learned about some of the benefits of flexible seating: 

  • Comfort: Students are more comfortable, allowing them to focus for longer periods of time. This leads to higher academic achievement. 
  • Differentiated Seating: Flexible seating is essentially “differentiated” seating. There are many different choices, some options giving children the sensory input that they need.  
  • Improved Behavior: Students are less disruptive and are able to burn off energy throughout the day. 

flexible seating, alternative seating, The Hidden Benefits of Flexible Seating

The “hidden benefits”

When I made this commitment, I never would’ve thought that I’d see such positive changes (so quickly, too!) within my classroom.  

  • New Friendships

    With flexible seating, students aren’t tied down to one desk or seating arrangement. Throughout the day, they are sitting with different children. I have seen new friendships grow from this and I feel like it has only brought my students, and my class as a whole, closer.   

  •  Collaboration

    Tables replaced the desks that were removed from my classroom during this transformation. I’ll admit- I was nervous that this would lead to a much noisier room, but that did not happen. Instead, I found that there was more productive chatter around the classroom. Tables foster a much more collaborative learning environment. I feel that this has also led to the development of stronger social skills in many of my students. 

    alternative seating, flexible seating, ADHD, Sensory Processing Disorder

    FREEBIE: Choosing the Right Alternative Seating Option

  • Improved Self-Monitoring Skills

    The purpose of flexible seating is to give students the power of choice. They should be comfortable and ready to learn. This has been one of the more challenging skills to master but it has helped my students develop a necessary awareness throughout the school day. When I ask students to choose a “smart spot”, they know what is expected of them. It has been amazing to see them mature with this concept, understanding what both concentration and productivity should look like. When students feel like they cannot focus or that need to move, they may do so.   

  • Stronger Classroom Management

     Since I was rolling out this transformation mid-year, I knew that my classroom management had to be strong. Clear rules and expectations are critical and must remain consistent. Seeing my students understand the daily routine and take responsibility for their learning has been incredible.  I’ve learned so much through this experience, and I believe it has made me a stronger, more effective teacher.  Stronger classroom management is definitely a hidden benefit of flexible seating!


Interested in learning more about Alternative Seating?  Check out:

alternative seating, flexible seating, The Hidden Benefits of Flexible Seating

It’s almost Back to School time! Get 50% off the Guide to Alternative Seating for the Classroom until the end of August. Use Promo Code: BTS50


The Hidden Benefits of Flexible Seating

Jennifer O’Brien has a Master’s degree in Literacy from St. Joseph’s College in Patchogue, N.Y.. She is General Education and Special Education certified birth-6th grade. Jennifer has been a public school teacher on Long Island for 3 years. In her spare time, she enjoys creating supplemental resources for her students to use as well as reading and going to the beach!  Check out Jennifer’s Teachers Pay Teachers Store.

 

 

Toileting and Sensory Processing

Potty-training can be a challenge for parents, but it’s also an important part childhood development. The normal struggle can be even more difficult when there are sensory processing issues. Recognizing that they need to go, wearing big girl or big boy underwear, and being able to use different toilets can all be impacted by sensory processing.

Why does Sensory processing matter?

Toileting requires a significant amount of body awareness.  Children have to understand how their body is feeling, learn how to release their bowel and bladder muscles in order to go, and feel that they have “finished” and their bowel or bladder is now empty.  

Sensory processing is a natural part of the toileting process. 

A bathroom environment can be overstimulating to start with.   We receive sensory information from our eyes, ears, skin, muscles, and joints and our brain’s job is to organize the information, select the important parts, and disregard the rest. When a child’s sensory systems are functioning appropriately,  they are able to participate in activities of daily living such as potty-training.  However, if the sensory systems are not integrated properly, toileting can become problematic.  

Everything parents Need to know

  1. WHAT IS SENSORY PROCESSING?
  2. HOW SENSORY SYSTEMS RELATE TO TOILETING
  3. BODY AWARENESS NEEDED FOR TOILET TRAINING
  4. PROBLEMS
    1. POOR INTEROCEPTION
    2. SENSORY DEFENSIVENESS
    3. POOR REGISTRATION OF SENSORY INPUT
    4. SENSORY SEEKING
    5. SENSORY AVOIDING
  5. HOW TO HELP: 15 AMAZING STRATEGIES FOR TOILETING
  6. CHILDREN WITH SPECIAL NEEDS

what is Sensory Processing?

Sensory Processing refers to how the nervous system detects, regulates, interprets and responds to sensory information.  Sensory Processing is an important factor in considering a child’s attention, memory, behavior, and function (Ahn, Miller, Milberger, & McIntosh, 2004; Gardner &Johnson, 2013).   A child’s brain needs to be able to register sensory information from the environment and react appropriately to it.  If a child has difficulty regulating and processing sensory information, they may have Sensory Processing Disorder.

Sensory Processing Disorder is a neurological disorder in which the sensory information that a child perceives results in abnormal responses.   Children who have difficulty processing sensory information often have inconsistent responses because they have a hard time discriminating between which sensory information is important and which can be ignored.  

It is important to note that many children (and adults for that matter) have difficulty with processing certain types of sensory input.  Typical things such as disliking certain smells or textures, feeling seasick on rides, or preferring certain foods do not necessarily mean that a child has sensory processing disorder. They may simply still be learning to process certain sensory stimuli.

There are eight  sensory systems in our bodies:

  1. Tactile System (touch)
  2. Vestibular System (balance)
  3. Proprioceptive System (position in space)
  4. Olfactory System (smell)
  5. Visual System (sight)
  6. Auditory System (hearing)
  7. Gustatory System (taste)
  8. Interoceptive System (internal body awareness)

Interoception is our ability to sense what is going on inside our bodies internally.  It includes sensations such as thirst, hunger, fatigue, pain, breath, itchiness, nausea, temperature, etc.  It also includes our sense of if we have a full bladder or bowel, and if we have “released” it. (Garland, 2014).

An Explanation of the Sensory Systems related to Toileting

The proprioceptive, vestibular, and touch senses are primary influences on the integration of our senses.  The interoceptive sense also plays a crucial role in developing the foundational body awareness needed to function as a child.

When a child is unable to integrate and react to sensory information appropriately, the child will not interact with his environment in a functional manner.  He may have exaggerated responses to typical noises or sensations or withdraw from certain stimuli. The child cannot consistently process sensory information, so their responses will be inconsistent, too.

If the child has decreased body awareness, they may demonstrate an inefficient grading of force or movement.  For a boy, this may mean they have difficulty using the right amount of force when holding or aiming the penis.  This might result in a child pressing so hard that it’s difficult to pee,  holding too tightly, or having difficulty holding steady.

Our vestibular system helps us to maintain our balance. The fluid in our inner ear moves as our head moves, sending messages to our brain about where our body is in space (Abraham, 2002).   Some children with vestibular dysfunction present with “gravitational insecurity“, which makes them seek a secure position during activities. They may dislike swings, being picked up, or participating in activities in which they are not in control of their body in space.  These children might be fearful when attempting to sit on a “grown-up” toilet where their bottom is unsupported because they feel like they may fall.

Children with vestibular, tactile, and proprioception difficulties may have difficulty with eye-hand coordination and depth perception. It may be difficult for them to aim appropriately or estimate where to stand.

Many children with sensory processing difficulties have auditory sensitivities that interfere with toilet training.  Think of the loud echoes, flushing toilet, the hand dryers, etc.  Noises that are simply loud to an adult can be piercing to a child with auditory sensitivities.

Tactile sensitivities can interfere with toileting, too! Children may dislike the sensation of pooping, wiping, or even sitting on a hard seat.   If they are under-responsive to touch, they may not realize that they aren’t covering their hand properly with the toilet paper, they aren’t wiping well enough to clean themselves, or that they’ve soiled their clothing.

potty training, #functinalskillsforkids

Sensory Processing and Body Awareness needed for Toilet Training

When our body is able to receive and interpret the signals from our skin, muscles, and joints, we are able to feel and know what our body is doing without looking at it.  When a child has poor body awareness, it can lead to difficulty coordinating their body to do all of the components that are involved in toileting.   It is not automatic to feel the urge to go and just go to the bathroom.  Each step of the task must be thought out and carefully performed, so it is important to be patient.  It’s hard to know what to do if you can’t feel what you are supposed to feel!

Typically, toddlers and preschoolers spend a lot of time learning the “ins and outs” of toileting.   Children are expected to be toileting independently before entering Kindergarten.  Children with difficulties modulating sensory input find potty training to be a much bigger challenge than a typical child.  The bathroom can be an overstimulating environment, so asking a child with sensory integration difficulties to focus on the task at hand (ie; peeing or pooping) is a challenge if they are overwhelmed with fear or anxiety about other sensory signals they are receiving.  Problems with toileting and sensory processing might include (but not be limited to) the following:

Toileting and Sensory Processing Problems

1. Toileting and Sensory Processing Related to Poor Interoception

  • May be unaware that his bowel or bladder is full.
  • Feels that they need to go, but not be able to discriminate whether they need to urinate OR have a bowel movement.
  • Unable to “push” in order to go; don’t understand how to make those muscles work
  • Cannot feel that they have had an accident or that their clothes are soiled.
  • Unable to bend and reach behind them to properly wipe

2. Toileting and Sensory Processing Related to Sensory Defensiveness

  • Dislikes the feeling of “peeing” or “pooping” and withholds.
  • Fearful of falling into a regular sized toilet
  • Dislikes the feeling of wiping or being wiped.
  • Prefers the parent to wipe them
  • Does not like to wash their hands
  • Takes off all their clothes to use a toilet
  • Avoids flushing the toilet

3. Toileting and Sensory Processing Issues Related to Poor Registration of Sensory Input with a Hyperactive or Over-reactive Response

  • The child is fearful of the sensations involved when they pee or poop.
  • Reports that the act of “peeing” or “pooing” hurts terribly, crying, etc.
  • Extreme reaction to the sound of the flush or the air dryer
  • Gags, or chokes at the smell of the poop
  • Visually distracted by details in the bathroom, including lines in the tile, dust on the floor, etc.

4. Toileting and Sensory Processing Related to Sensory Seeking

  • Repetitively flushing the toilet
  • Fecal smearing
  • Repetitively having accidents in pants, enjoys the sensation
  • Playing in the water
  • Playing in the sink
  • Asks to use the toilet in public constantly

5. Toileting and Sensory Processing Issues related to Sensory Avoiding

  • Avoids wearing big girl or big boy underwear, prefers a diaper
  • Will tell you when the diaper needs to be changed, doesn’t want a wet diaper
  • Difficulty tolerating new bathrooms, public bathrooms, etc.
  • Covers ears when flushing, air hand dryer goes on, etc.
  • Holds nose for bowel movements
  • Avoids using certain toilets with “hard” seats
  • Avoids going into the bathroom, “sneaks off” to poop in diaper behind a couch, etc.

potty training, sensory processing

How to Help: 15 Amazing Strategies for Toileting

1. Try a  4 in 1 Stages Potty Seat which is closer to the ground and fits a smaller bottom. It also helps transition to use a grown-up toilet

2.  Try fun potty seats like this Race Car Potty and Character Underwear that are motivating!

3.  Try using flushable wipes and a Wipes Warmer to make the experience of wiping more enjoyable

* one consideration for this is that your child may begin to rely on it…. if you are out in public and don’t have warm wipes, will it be a problem?  Take that into consideration before making it part of your routine.  But if you are desperate, it’s worth a shot!

4.  Sing Songs to make toilet training more fun:

  • “Let it go! Let it go!”
  • “Push it out, Push it out, WAY OUT!”
  • “Pee Pee in the Potty, Pee Pee in the Potty!”
  • “I just want to Potty all the time, Potty all the time, Potty all the time!”

5.  Use painter’s tape to make a line for boys to know where to stand

6.  Offer Toilet Targets  or use goldfish crackers or fruit loops (get the pee in the hole!)

7.  For children who aren’t sure if they have to pee OR poop, let them sit.  It’s hard to tell which muscles are which.

8.  Provide an inviting environment depending on your child’s sensory needs:

  • For a sensory seeker, bright lights, fun music, and toys alerting aromatherapy (peppermint and eucalyptus).

  • For a  sensory avoider, soft lighting (night lights) and music, calming aromatherapy (lavender and chamomile).  *Click for more info about Aromatherapy

9.  Let your child leave the room before flushing if they are defensive, OR let your child choose if they flush or you do.

10.  Use earplugs to block the sounds, (especially in a public bathroom), OR keep post-its in your bag to put over the automatic sensor.

11.  Use a soft toilet seat.

12.  Keep a  Potty Training Chart   or offer Potty Reward Stickers for Boys or Girls

13.  Try a toileting schedule. Have your child sit on the toilet every 15 minutes for a few minutes. If they go, Wahoo! big Praise. If not, that’s ok, we’ll try again in 15 minutes.

14.  Provide a Kitchen Timer for set “potty” sitting times.  Let your child set the timer so they are a part of the process.

15.  If your child is fearful of the sensation of pooping in the toilet, have them help you dump the poop from the diaper into the toilet and then flush it.

Toileting and sensory issues

Toileting and Sensory Processing in Children with Special Needs

Very often problems with potty-training, such as accidents, difficulty recognizing if they have to go, struggles with hygiene, fear of flushing, and refusal to use the toilet are the result of an inefficient sensory processing system.  It is important to note that children with developmental delays and other diagnoses may need more time to be trained.   As parents and educators, it is essential to treat the process with patience.  Your child has a lot of information and sensory signals to make sense of and every child has to go at their own pace.  Do not feel the “peer pressure” from other parents that your child “should be” ready.

Sensory Processing Resources

Affiliated resources:

sensory processing

Click on the image for more info. It will take you over to my pals at Your Kids Table so you can see what all the fuss is about!

Additional Potty Training Resources

Establishing Toileting Routines for Children Tips – a Printable from the American Occupational Therapy Association

6 Tips for Successful Potty Training from the American Occupational Therapy Association

References

Abraham, M. C. (2002). In Pressnal D. O., Wheeler K. (Eds.), Addressing learning differences: Sensory integration; practical strategies and sensory motor activities for use in the classroom. Frank Schaffer Publications.

Ahn, R., Miller, L., Milberger, S., & McIntosh, D. (2004). Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children.  American Journal of Occupational Therapy, 58, 287-293.

Crozier, S. C., Goodson, J. Z., Mackay, M. L., Synnes, A. R., Grunau, R. E., Miller, S. P., et al. (2015). Sensory processing patterns in children born very preterm. American Journal of Occupational Therapy, 70.

Daunhauer, L., Fidler, D., & Will, E. (March 2014). School function in students with down syndrome. American Journal of Occupational Therapy, 68(2):167-176. 

Garland, T. (2014). Self-regulation interventions and strategies. Eau Claire, WI: PESI Publishing & Media. Shelly J. Lane, PhD, OTR/L, FOATA, Isabelle Beaudry-Bellefeuille, MScOT; Examining the Sensory Characteristics of Preschool Children With Retentive Fecal Incontinence. Am J Occup Ther 2015;69(Suppl. 1):6911500194p1. doi: 10.5014/ajot.2015.69S1-PO6099.

Functional Skills for Kids

#functionforkids

This post is part of the Functional Skills for Kids series.  See all of the bloggers who are participating and more about the series here. For more information on the components and considerations related to Toileting, stop by and see what the other Occupational Therapists and Physical Therapists on the Functional Skills for Kids team have to say:

Potty Training, Toileting and Fine Motor Considerations  | The Inspired Treehouse

Gross Motor Skills and Toilet Training | Your Therapy Source

Toileting and Sensory Processing   | Miss Jaime OT

Potty Training with Attention and Behavior Problems | Sugar Aunts

Modifications For Potty Training  | Therapy Fun Zone

Preparing Your Child & Environment for Potty Training | Growing Hands-On Kids

Potty Training Instruction Tips  |Kids Play Space

Teaching Concepts for Potty Training Through Play |Your Kids OT

#functionalskillsforkids, toileting, potty training

Do you have an amazing toileting trick or tip? What potty training strategy helped your child?


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The benefits of compression garments for your sensory kid…

 

*This is a sponsored post, which means I was compensated to write it- but all opinions are my own, and I never write a sponsored post unless that product is AWESOME! 

“I finally got all the kids ready to walk out the door, and I turn around, and she’s in her bathing suit!

The exasperated mom pulled the scarf from her neck. It was December. Definitely not appropriate weather for bathing suits.

Her cheeks were flushed and her eyes were wide with concern. “Her behavior makes absolutely no sense!”

Patty was a mom of four kids who had brought her 6-year-old daughter Emma into the sensory gym for an Occupational Therapy Evaluation. For years, she had assumed that Emma was just “acting up” when she pulled these behaviors. But her sister, a special ed teacher, had been telling her about Sensory Processing Disorder (SPD).

Patty was at her wit’s end. “I need to do something”, she said.

Going over her daughter’s evaluation was very enlightening. Patty thought that her daughter was simply being “quirky” or misbehaving by putting on her bathing suit as the family was leaving for a party.

The truth was that Emily was actively seeking sensory input. Bathing suits and leotards are tight, which can be comforting to children who experience sensory processing difficulties.

(You know how swaddling a baby makes them calm and comfortable? This is because it provides them with a soft pressure over their whole body.)

In the school system, Occupational Therapists often recommend “compression vests” to help children who seek pressure from tight clothing, hugs, or other forms of “deep pressure” or “tactile” input.

The list of Benefits of Compression Garments for kids

  • Compression vests have helped many children who seek even pressure over their body.
  • It helps kids achieve a sense of calm
  • Increases focus
  • Decrease other sensory seeking behaviors

The drawbacks of popular compression vests

But, there are a few drawbacks to the “typical” compression vests you see out there.

    • Compression vests or weighted vests can “look different” than typical clothing, making socially aware children self-conscious.
    • The neoprene fabric of standard pressure vests can also be very stifling and hot. Children may be adverse to wearing them, even though the sensory input that it would provide would make them feel better.

benefits compression garments

Kind of like when your kid doesn’t want to take their medicine because they’re too sick.

In instances like these, I love to recommend pressure garments that can be worn UNDER a child’s clothing. Rather than putting a child’s sensory needs on display, compression garments similar to undergarments are just like an undershirt.

What’s so different about an undershirt?

Nothing.
Except that this undershirt, the “Compresso-T “by SmartKnitKIDS®, provides a “sensory kid” with the input they need throughout the day WITHOUT announcing it to the world.

Recent research shows the use of sensory and adaptive approaches, such as wearing a pressure garment,  increases attention and promotes adaptive behaviors (Polatajko
& Cantin, 2010; Haar, 1998; Olson & Moulton, 2004). This type of external sensory support is often used by parents and service providers for calming the child and reducing anxiety to prepare them for learning and task engagement.

A recent study explored parental perceptions of their child’s behavior while wearing a seamless pressure garment during daily life activities. The caregiver survey indicated that caregivers support and are more satisfied with wearing of pressure garments in all occupation areas, especially during play, community outings, and learning experiences. It is believed that increased sensory inputs are available during play and community outings, which supports the positive perceived survey responses.

 

SmartknitsKIDS® is the same company who invented the fabulous seamless sock for kids to help children who struggle with getting dressed. The seams and the bunching of typical socks make getting dressed each day a chore.

Imagine if you had to get up every day and put on your itchiest prickly sweater? 

 Wouldn’t that be the WORST?!

That’s how children with tactile defensiveness and other sensory issue feel every day. 

Can you blame them for putting on their bathing suit? That’s the equivalent of us (as grown-ups) taking off our uncomfortable clothes and shoes at the end of a long day, and putting on our most comfy fuzzy socks and robe.

The Compresso-T is just one product in a line of wonderful, seamless and soft compression garments from SmartKnitKIDS®.   Made with seamless, super soft and breathable material, the Compresso-T is the ultimate in comfort for sensory challenged kids.  It’s breathable but also contains moisture wicking yarns to help pull moisture away from the skin and help keep the wearer cool.  Seamless finishing eliminates uncomfortable pressure points.

FINALLY NO MORE SCRATCHY TAGS! 

When I went over Emma’s sensory Profile with her Mom, it became very clear that Emma avoided certain sensory input.  Certain clothes, costumes, face paint, tags and even an unexpected tap on the shoulder really bothered Emma.  When her Mom saw it spelled out like that – it became obvious.

Emma craved pressure, dislikes certain materials/fabrics, and is super sensitive to tags.

The Compresso-T was the perfect place to start.  Emma was a bright girl and didn’t want anything “different” from her girlfriends.

Wearing a compression garment under her clothes provided an extra source of sensory input that helped Emma feel secure and calm.  This made transition times (leaving the house, getting ready for school, etc.) and overwhelming situations (crowds, parties, etc.) more bearable.

After a few weeks, Emma’s mom also decided to try out SmartknitKIDS ® undies and socks, too.   Before, Emma would insist on wearing a particular kind of socks and underwear.  Her mom, Patty,  would have to make sure that that exact pair of socks or underwear was clean – which was tricky because Emma was always wearing them!

Wearing SmartknitKIDS seamless clothing underneath her regular school clothes helped make the family routine much easier.   Emma was able to get dressed on her own and didn’t put up a fuss about “scratchy” socks and “itchy” underwear.   Patty reported that Emma still struggled with tactile sensitivities.  But wearing compression garments was a big help.

Would your child benefit from compression garments?  

If your child demonstrates any of these behaviors, you may want to consider trying pressure garments.

  • Melting down in the  morning about clothing choices
  • Displaying an extreme preference for certain textures or articles of clothing
  • Preferring tight clothing like bathing suits, old clothes that are too small, tight leggings or leotards.

References:

1. Polatajko, H. J., & Cantin, N. (2010). Exploring the effectiveness of occupational therapy interventions, other than the sensory integration approach, with children and adolescents experiencing difficulty processing and integrating sensory information. The American Journal of Occupational Therapy, 64(3), 415-29. Retrieved from https://search.proquest.com/docview/503270117?accountid=143111

2. Olson, L. J., & Moulton, H. J. (2004). Occupational therapists’ reported experiences using weighted vests with children with specific developmental disorders. Occupational Therapy International, 11(1), 52-66. Retrieved from https://search.proquest.com/docview/71879068?accountid=143111

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Happy Mat and “Making Mealtime EZPZ” Giveaway!

May’s Theme on Miss Jaime, O.T. is Sensory Processing!

I’m so excited to announce my next giveaway!

THIS GIVEAWAY HAS ENDED!

We have a Happy Mat from EZPZ AND a copy of the book “Making Mealtime EZPZ”

EZPZ

*This post contains affiliate links

ENTER HERE TO WIN

a Rafflecopter giveaway

EZPZ has offered to raffle off a Happy Mat and a AND a copy of the book “Making Mealtime EZPZ”   *See the raffle details below 

Want to know more?

ABOUT EZPZ and Happy Mats

ezpz products are different than anything else on the market.

Each product is an all-in-one placemat + plate/bowl made from high-quality silicone. What else? The mat SUCTIONS directly to the table, making it difficult for tiny hands to tip over.

Other special features:

  • Placemat + plate captures most of the mess
  • 3-4 Happy Mats can be stacked and carried with food
  • Promotes self-feeding and develops fine motor skills
  • Easy to clean with warm soapy water (silicone doesn’t support the growth of fungus, mold or bacteria)
  • Dishwasher, microwave and oven safe
  • Made from 100% silicone that is BPA, BPS, PVC and phthalate free
  • Easy to store (place in utensil drawer or cabinet)
  • Built to last (silicone is bendable and flexible and doesn’t fade, corrode or deteriorate)

WANT TO LEARN MORE?

Check out the EZPZ website online or on Facebook!

To see the amazing variety of products, fabrics, and designs that are available.  Here are just a few:

EZPZ EZPZ EZPZ
 EZPZ  EZPZ  EZPZ

The EZPZ GiveAway Details:

    • Raffle starts May 10, 2018  and runs until May 17th at 4 pm EST.
    • The winner of the Happy Mat and book will be picked randomly and announced Thursday night, May 17th, on Miss Jaime, O.T.’s Facebook Live video.
    • The winner will also be notified via email.
    • The winner will get a Happy Mat and a copy of the book “Making Mealtime EZPZ”

Don’t want to wait?   You don’t have to!

EZPZ is offering 10% off the entire store!

Click this link– NO PROMO CODE NEEDED

Offer ends May 31st, 2018

Weighted Lap Pad Giveaway!

May’s Theme on Miss Jaime, O.T. is Sensory Processing!

To kick off the month with a bang, I’m so excited to announce a giveaway!

We have a handmade custom weighted lap pad, valued at $40, up for grabs!

ENTER HERE TO WIN

a Rafflecopter giveaway

KP Designs Shop has offered to raffle off a custom-made lap pad- You get to pick the fabric!    *See the raffle details below in regards to choosing your fabric. 

Does your child love princesses?  Fish?  Trains?  No problem!  KP Designs Shop provides fabrics according to your personal preferences, offering emotional and physical comfort to kids and adults who hadn’t found it.  When you order from KP Designs Shop, you can choose from hundreds of different fabrics and patterns.

Want to know more?

Weighted Lap Pad Giveaway

Click the Image to Enter!

ABOUT WEIGHTED LAP PADS AND BLANKETS

Weighted blankets and lap pads are often recommended for individuals with sensory integration disorder, Autism, anxiety, ADHD, Rett Syndrome, PTSD, Restless Leg Syndrome, and many other conditions.  They provide the body with proprioceptive input which can cause the brain to release neurotransmitters like serotonin and dopamine.  These neurotransmitters released by the brain have natural calming effects.   This can help people to calm down, sleep, and relax when they normally wouldn’t be able to.

ABOUT KP DESIGNS Shop Custom Made Weighted Products 

KP Designs Shop is run by a pediatric Occupational Therapist.  Each order is custom-made, which makes every order special.  Customers get to choose their fabric and pick their product.  Then KP Designs Shop customizes your purchase according to your weight and fabric preference.

WANT TO LEARN MORE?

Check out Kp Designs Shop ‘s website  online or on Facebook!

To see the amazing variety of products, fabrics, and designs that are available.  Here are just a few:

The Weighted Lap pad GiveAway Details:

    • Raffle starts April 30th, 2018  6 pm and runs until May 7th at 12 am EST.
    • The winner of the weighted lap pad will be picked randomly and announced Monday night, May 7th, on Miss Jaime, O.T.’s Facebook Live video.
    • The winner will also be notified via email.
    • The winner can choose from a variety of fabrics available specifically for this giveaway.

a Rafflecopter giveaway

Don’t want to wait?   You don’t have to!

Kp Designs Shop is offering 15% off weighted lap pads and blankets with the promo code “MISSJAIMEOT”  till the end of the month!

Offer ends May 31st, 2018

How to Determine the Frequency and Duration of School-based Occupational Therapy Services

Determining Frequency and Duration of School-based Occupational Therapy Service

“I just don’t know what to do!”

The Occupational Therapist was upset and frustrated.  Her desk was covered in papers, folders, and notebooks.   She ran her fingers through her unkempt hair and sighed.  I understood. I’d been there, too.

“This child’s scores OT scores are really low, but the teacher doesn’t see any functional difficulties in the classroom.  I can’t recommend OT if there’s nothing functional to work on!”

Occupational Therapists and Committees on Special Education (CSEs) are often in a dilemma when it comes to determining the amount of services to recommend for a child.

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