Sensory Fun with Foam

Tactile sensory experiences are one of the easiest to create.  Lots of items have their own texture and feels that can be fun to play with.

If you child regularly seems to be looking for tactile feedback:

·         Craves touch, needs to touch everything and everyone

·         Repeatedly touches surfaces or objects that are soothing

·         Seeks out surfaces and textures that provide strong tactile feedback

·         And thoroughly enjoys and seeks out messy play

     Here is a tactile sensory activity that may be fun for them.

Playing with Foam

What you need:

·    Shaving foam – there are lots that are hypoallergenic or for sensitive skin

·    Something to put the foam in or on – we use a large container but you could also play with it on a table top (you may want to put down a plastic table cloth because it will get messy).

·    Any other toys that your child likes and can get messy

·    Anything you want to add to enhance the fun. Some ideas are; paint, coloured water in spray bottles, sparkles.

What to do:

·    Spray the foam and play

Why it a great activity:

·    It can be easily modified to the level of any child. Examples: You can practice simple mands/requests or long sentences.  You can practice receptive instructions or having your child label items and give a peer directions. Anything is possible.

Some examples of what this activity can promote:

·    Doing a fun activity together pairs yourself with positive reinforcement

·    Can be used to elicit mands/requests of all types; asking for an item, answering where questions, yes/no manding, etc

·    Can be used to build language.  Examples – practice prepositions, following directions, giving directions, attributes, etc.

·    Help fill a sensory need for the child

·    FUN!!!

Anne 

The Sky is the Limit

I have recently been exploring Twitter. I am trying to keep up with technology as I am always looking for things that may be helpful for the individuals I work with. One of the interesting things I am following is The Autism News (@theautismnews).

The Autism News recently shared a story about a high school senior in South Jordan, Utah. Nathan Christensen has earned every possible Boy Scout badge. In total he earned 132 badges. His mother said she wasn’t sure he would ever accomplish this, especially some of the things like whitewater rafting, but they set the goal and aimed for it and he did it.

This was a great reminder that if we don’t set goals for our kids, they will never have the opportunity to achieve them. We need to set large goals and systematically work toward them. As we move toward the ultimate goal, we need to celebrate all the little achievements along the way.

I realize that not all of our kids are going to achieve the end goal. Sometimes our end goals for our kids are too lofty.  However, I believe our kids will be further ahead if we aim for the stars and land on the moon.

Remember, the sky is the limit!

Kristen

Book Review - Cipani's Children and Autism motivates

Children and Autism:  stories of triumph and hope. 

Ennio Cipani, 2011.  New York:  Demos Medical Publishing.  169 pages.

This book is a compilation of stories of children with autism who have achieved best outcomes.  The stories are told by ABA practitioners (with the exception of one who is both a practitioner and a parent).  While not as detailed in narrative form as is Catherine Maurice’s “Let me hear your voice” it is a collaborative testimonial of the possibilities achieved through intensive ABA with children who for the most part presented with significant deficits and autistic traits.

Each child’s profile is described in detail.  Each child had a program tailored to his or her needs and the family’s wishes.  All programs were intensive and most were carried out in the home (but some did occur in specialized schools or ABA centres).  Many of the children went to school and their diagnosis of autism was never disclosed let alone suspected.  These case studies truly underscore the importance of early and intensive ABA intervention.

The professionals who worked on each case study used a chronological map to indicate what was occurring when (for instance, when they introduced generalization, when they worked on theory of mind skills).  With some programs the professional offers some detail as to how a particular skill was taught.

One of the main points I took away from this book was the importance of joint attention.  Each professional targeted this important domain.  Some even shared ideas (actual descriptions of programs) they used to achieve joint attention.  The author also devotes a chapter to joint attention, its importance and a few suggestions for activities.

I enjoyed reading the book because there were seven different children who received treatment from different practitioners and in the end, they all achieved best outcomes.  I love knowing that success [in terms of best outcomes] is attainable and possible for children with autism.  From a parent’s perspective, I found this book quite motivating:  it encourages parents to take autism by the horns and run an intensive program with parental involvement.

Debbie