Funtastically Fun Newsletter for Funtastic Box! Therapist Edition! by FuntasticBox.me

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Funtastically Fun! The OďŹ&#x192;cial Newsletter for Funtastic Box!

Therapist Edition!

August 2020

Hey There! đ&#x;&#x2018;&#x2039; The activities in this Funtastic Box are designed, created, and chosen based on research evidence to support eďŹ&#x20AC;ective interventions for your clients! Funtastic Box makes it easy to be an evidence based practitioner by making the most up to date research accessible!

#HaveAFuntasticTreatmentSession! #OccupationOfPlay! #EBPTherapist #OT4Life

â&#x20AC;&#x201D;>Treat with confidence! â&#x20AC;&#x201D;>Stay ethical and updated on the current best practices!

Work & Life! Tips 4 you! â&#x20AC;Š

# Trending News Documentation of Evidence-Based Interventions Using Framework Terminology for School-Based Therapists

ccupational therapists (OTs) are the specialists of choosing meaningful activities that support occupation and education. OTs are also the experts in sensory integration (SI) theory and techniques. The value of OT in the classroom will be clearly stated when great documentation of evidencebased interventions is

combined with the use of powerful interventions. Therapists should utilize the Occupational Therapy Practice Framework: Domain and Process, fourth edition (OTPF-4), when planning, implementing, and documenting their SI interventionsâ&#x20AC;Ś Continued on page13â&#x20AC;Ś

Table of Contents đ&#x;&#x201C;&#x2013; â&#x2DC;&#x2026; #Trending Newsâ&#x20AC;Ś.page 2, 12, 13 â&#x2DC;&#x2026; Inside this Boxâ&#x20AC;Ś.page 3 â&#x2DC;&#x2026; Evidence-Based Research (EBP) on Self Regulation Skillsâ&#x20AC;Ś.page 4 â&#x2DC;&#x2026; My Meter Directionsâ&#x20AC;Ś.page 5 â&#x2DC;&#x2026; EBP on Movement, Learning, & Sensoryâ&#x20AC;Ś.page 6 â&#x2DC;&#x2026; Spell â&#x20AC;&#x2122;N Catch Directionsâ&#x20AC;Ś.page 7

â&#x2DC;&#x2026; EBP on Grasp and Handwritingâ&#x20AC;Ś..page 8 â&#x2DC;&#x2026; Write-on Pencil Case Directionsâ&#x20AC;Ś.page 9 â&#x2DC;&#x2026; Executive Functioning (EF) Skills & ADHD, LD, DCDâ&#x20AC;Ś.page 10 â&#x2DC;&#x2026; EF Worksheet Directionsâ&#x20AC;Ś.page 11 â&#x2DC;&#x2026; Be a Certified Funtastic Box Therapistâ&#x20AC;Ś.page 14

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In This Boxâ&#x20AC;Ś â&#x20AC;Š

Inside this Funtastic Box! My Meter! Help kids learn about self-regulation using concepts adapted from the Alert Program and SensationalBrainWorks! Write-On Pencil Case! Research says that pencil control is more important for handwriting legibility than pencil grip. Spell N Catch! Children with ADHD, learning disabilities (LD), dyspraxia, and developmental coordination disorder (DCD) learn better when they can move and experience sensory input at the same time. Wipe-off Executive Functioning Worksheets! The best way to improve executive functioning (EF) in children with ADHD, ADD, DCD, and LD is to target specific brain skills needed for learning! đ&#x;&#x17D;&#x2030; đ&#x;&#x17D;&#x2C6; đ&#x;?&#x20AC; đ&#x;&#x201C;? đ&#x;&#x2013;? đ&#x;&#x17D;¨ đ&#x;§Š đ&#x;&#x201C;&#x201C; đ&#x;?Ť đ&#x;&#x2019;ť đ&#x;§ AlannaMarie Pisani, OTD, OTR/L (C) 2020 www.FuntasticBox.me AlannaMarieOT@gmail.com

All of the activities inside this Funtastic Box are germ-free, school safe, and can be disinfected after each use! YAY! #safety #nogerms #2020life #havefun!

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Self-Regulation Skills

Research Saysâ&#x20AC;Ś

My Meter! At the FunBox Factory, we modified and combined concepts from two great evidence based programs. My Meter can be utilized during therapy sessions and it can be used throughout the school day to improve self-regulation and focus!

The Alert Program by Williams and Shellenberger (2007). www.alertprogram.com

Self-Regulation Skills Children develop their ability to reason, identify their emotions, and regulate their bodies from birth all the way through elementary school. Children need structured environments, supportive relationships, and direct coaching on how to progress in developing their self-regulation skills.* Self-regulation programs like the Alert Program* provide children and adult (coregulators) of the terms needed to self-regulate. SensationalBrainWorks has an App for the iPhone, iPad, or androids to help children select self-regulation activities!

SensationalBrain/BrainWorks picture cards. (Wild, 2010) www.sensationalbrain.com

*Ask us and we will send you the references for the research articles used to make this newsletter! Funtastic Box is not affiliated with the products listed or mentioned. Funtastic Box advises therapists to be trained the programs described in order to practice ethical and provide best practice interventions. AlannaMarie Pisani, OTD, OTR/L (C) 2020 www.FuntasticBox.me AlannaMarieOT@gmail.com

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My Meter!

Directionsâ&#x20AC;Ś Directions: Make time to use the My Meter before, during, and after OT sessions. Therapists first identify how they feel their body is running and be honest! Itâ&#x20AC;&#x2122;s ok to be too slow or too fast, but you must do something to get you into the just right zone if the task requires you to be â&#x20AC;&#x153;just rightâ&#x20AC;?. Share how you are running with your student and encourage your student to place the arrow on how they feel on the meter, and what they can do to bring their bodies/mind to the correct speed.

â&#x20AC;&#x153;Self-Regulation is needed for successful participation and learning within the classroom.â&#x20AC;? If a student is too fast or too slow. Acknowledge that they did great at identifying the speed that matches their body/mind, then have them pick

from the chart to either move their speed up, or move their speed down. If they incorrectly identify their speed, say, â&#x20AC;&#x153;Oh! You picked too fast? I think you are running just right!â&#x20AC;?, or â&#x20AC;&#x153; You picked just right, but it seems you are running too fast!â&#x20AC;?

â&#x20AC;&#x153;The goal is for students to be the speed that matches the task they want to complete.â&#x20AC;? Check in with the student and ask how they feel after they have completed a task from the list. Remember, there is no wrong answer when using the My Meter. The goal is self-awareness, problem solving, and self-regulation. The My Meter will help students who need strategies to become and stay focused. After success in therapy sessions, this method can be generalized to be used in the classroom. #ThePowerOf Introspection. Have FUN! đ&#x;&#x161;&#x2DC; đ&#x;&#x17D;&#x2030; đ&#x;&#x201C;?

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Research Saysâ&#x20AC;Ś â&#x20AC;Š

Move 2 Learn! Sensory Stimulation, Movement, & Learning

Evidence-Based Programs: Movement Programs: -Bal-A-Vis-X -Brain Gym -Auditory Programs: -Therapeutic Listening -The Listening Program

Research evidence supports the Auditory stimulation increases use of multimodal sensory arousal, especially familiar voices stimulation to improve clinical and songs.*inWhite-noise outcomes clients with derived a at 80dB was more effective than traumatic brain injury.* stimulant medication in improving Auditory increases word recallstimulation and attention in arousal,9-15 especially children years familiar old.* voices and songs.* Increase the complexity of Increase the complexity of sensory stimulation by layering sensorymodalities stimulation layering sensory toby improve sensory For modalities to improve arousal. example, utilize arousal. and For example, auditory gustatoryutilize input auditory and gustatory input together.* Movement along with cognitive activities improved full-body focus, subject interest, memory, and oculomotor/visual scanning proficiency in academic activities such a reading, keyboarding, *References available and handwriting.*

Directionsâ&#x20AC;Ś

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Spell â&#x20AC;&#x2122;N Catch! Place the circles with letters on the wall. Use the tricky tack provided (it will not harm the walls). Spread the letters out. If you do not have a wall, you can use the floor. Next, put the word book on the floor, chair, or table; where you can see the words in the wordbook. Now! Pick a word to spell, And throw the ball at each letter and catch it! Then, try spelling the word without looking at the book! Adding movement to learning- makes learning more fun, and brains become smar ter! Grade this activity up: by saying each letter out loud. Adding cognitive component to the movement is key. Can also be done by sitting and bouncing on a yoga ball while throwing and catching the ball to/from each letter. Grade this activity down: by removing the catch part. Use a flashlight to shine light on the letter card when spelling, or just have the student touch each letter card when spelling. WOOHOO! HAVE FUN! đ&#x;&#x2122;&#x152; đ&#x;&#x2DC;&#x192; â&#x20AC;Š AlannaMarie Pisani, OTD, OTR/L (C) 2020 www.FuntasticBox.me AlannaMarieOT@gmail.com *References available upon request.

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Grasp and Handwriting

Research Saysâ&#x20AC;Ś â&#x20AC;Š

Fine Motor Skills & Handwriting

Hey! Use the Write-on Pencil Case to help student stabilize their ulnar side and improve manual dexterity of the radial side of the hand. In some cases, you can use the Write-on Pencil Case to develop a mature grasping pattern such as a tripod, quadrupod, or modified tripod. With your students, you can also use the Write-on Pencil Case to provide opportunities for them to experience and practice handwriting with incorporating distal control, ulnar stabilization, and kinesthetic feedback.

by: OTD,

Students with a mature graspingthe Research evidence supports pattern on a writing utensil use of multimodal sensory demonstrated handwriting stimulation tomore improve clinical endurance in and less fatigue outcomes clients with athan than students withinjury.* an immature traumatic brain grasping pattern.* Auditory stimulation increases arousal, especially familiar It is noted that grasping patterns voices and songs.* do not impact handwriting legibility or speed. Increase the complexity of sensory stimulation by as layering Performance skills such distal sensory modalities to improve wrist control, intrinsic muscle arousal. For manual example, utilize strength, and dexterity auditory and gustatory impact handwriting legibilityinput and together.* fluency.* Complexity is more effective

*References

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Write-on Pencil Case

Directions… You can use the all of the strategies inside the Write-on Pencil case in diﬀerent ways.

Option 1: To help students develop a mature grasp.

The Golf Pencil: Helps to create a smaller surface area to grasp and encourages the use of distal finger strength and dexterity. If a student uses an all finger grasp/low tone grasp, using a golf pencil will still provide an opportunity for them to work different muscles and illicit new skills.

Research

The Pencil Bracelet: can be used evidence supports the use of on pencil, crayon, marker. Helps to multimodal sensory create an open webspace for distal stimulation to improve clinical wrist control. It can also be used to help place the pencil in a different outcomes in clients with a location in brain the webspace, which will traumatic injury.* create the opportunity for the student to adapt to the new location Auditory stimulation while maintaining their grasp to increases arousal, improve dexterity andespecially control.

familiar and songs.*

voices

Increase Use the grippy and the the kooshball

treasure to improve the radial side of the hand’s skill set. Have fun with it too. Let the student figure out how to hold and maintain their grasp with these items while they complete activities.

by:

Research tells us that even if a child has an immature grasping pattern, it is ultimately their performance skills like distal control, speed, and endurance that contributes to legible handwriting. Have the student complete various control and writing activities that focus more on distal control, endurance, and strength as opposed to changing or correcting their grasping pattern.

Option 2: If a student’s grasp is already integrated, then use the strategies to help students improve their dexterity, distal wrist control, and kinesthetic feedback regardless of their grasping style.

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Executive Functioning Skills

Research Saysâ&#x20AC;Ś â&#x20AC;Š EF Skills are in the frontal lobe. Located here. EF Skills are: Planning, Organizing, Inhibition, Shift, Time Management, SelfRegulation, Working Memory

Executive Functioning (EF) Skills & ADHD, LD, DCD Research Children with evidence ADHD, LD,supports and DCDthe use of multimodal sensory scored lower on EF tasks compared to stimulation to improve clinical same-aged peers without these outcomes in clients with a conditions.* traumatic brain injury.* Students who improved EF skills were Auditory stimulation increases better at self-directed learning than those arousal, especially familiar who did not work on improving their EF voices and songs.* skills.*

The The Childhood Executive Functioning Inventory (CHEXI) is an up and coming assessment tool to evaluate executive functioning skills with children 4-12 years old. It is free, available online at chexi.se, and there are rating scales for teachers, parents, and selfreport. Normative data is currently being gathered, however, clinicians can use this assessment as a starting point to focus EF interventions.

by: AlannaMarie Pisani, OTD,

Increase the complexity of Regular stimulation physical activity sensory by improves layering EF insensory children modalities with ADHD.*to improve arousal. For example, utilize Activitiesand that gustatory focus on inhibition, auditory input selfawareness, together.*problem solving, and planning resulted in improved quality of lifeComplexity and EF in children 8-10 years old is more effective with ADHD.* Cognitive and occupation-based interventions improve EF skills.*

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Executive Functioning Worksheets

Directionsâ&#x20AC;Ś

The Stroop Test

Answer Key. Research evidence supports the use of multimodal sensory stimulation to improve clinical outcomes in clients with a traumatic brain injury.* Use the Stroop test to improve EF skillsstimulation such as flexibility, Auditory increases inhibition, and workingfamiliar memory. arousal, especially voices and songs.* Increase the complexity of

Now, Say the WORD, not thesensory color. Then alternate! stimulation by layering

*References available upon request.

Cool mazes to improve EF skills such as working â&#x20AC;Š memory, problem solving, and flexibility. This activity works on following directions and inhibition too! Draw a line to the connect the pictures in ABC order.

Work & Life!

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Tips 4 you! Documenting   Continued from page 2…

Successful documentation

of SI interventions conveys the important outcomes of OT intervention to the importance of engagement in the occupation of education. Include specific OTPF-4 terminology to advocate for OT intervention to promote health, wellbeing, and participation in occupations. For example in the objective section of a SOAP note in a school-

based setting may sound like this: [state the intervention] “Linear and rotary vestibular movement provided via suspended net swing to” (add key word) promote [list performance skills] “sustained attention, arousal level, and bilateral integration for” (add keyword) participation in [state task/ activities] “tabletop tasks with handwriting components to” (add

ga! 5- M in u te A ny w h ereenYerogy levels keep De-stress! Try Yoga to ! up and feel less stress

keyword) enhance [state target outcome and occupation] “executive functioning and problem solving skills for (state occupation) educational activities” [state context] “within the academic environment.”

lar ry vestibu ta o r d n a O: Linear via provided t n e m e v mo g to d net swin e d n e p s u s attention, d e in ta s u promote s bilateral d n a l, e v n in arousal le articipatio p r fo n o ti integra sks with tabletop ta nents to o p m o c g handwritin nctioning fu e v ti u c exe enhance skills for g in lv o s m and proble ithin ctivities w a l a n o ti a educ ironment. v n e ic m e the acad

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Work & Life! Tips 4 you! Documenting

Key words to use in the assessment section of a SOAP note can be found in Table 14: Outcomes (page 79) in the OTPF-4.

This template will work for every and all Objective documentation sections: [state the intervention] + (add key word) + [list performance skills] + (add keyword) + state task/ activities] + (add keyword) + [state target outcome and occupation] + (state occupation) + [state context].

Highlights from OTPF-4 page 79â&#x20AC;Ś â&#x20AC;ŚIncreased occupational performance â&#x20AC;Ś.Development of performance skills and performance patterns â&#x20AC;Śâ&#x20AC;&#x153;Improving or enhancing skills and patterns in occupational performance leads to engagement in occupations or activitiesâ&#x20AC;? â&#x20AC;ŚRole competence: Ability to effectively meet the demands of the roles in which one engages.

Stay tuned for more Funtastic Box Therapist Tips! You can also go to www.aota.org to check out the OTPF-4, documenting tips, and the practice guidelines for schoolbased therapy. #HappyDocumenting! #DistinctOTvalue #EBP #OTsRock

Joke of the Month!

Q: Why didnâ&#x20AC;&#x2122;t the elephant pack a suitcase for summer vacation?

đ&#x;?&#x2DC;đ&#x;§ł

A: Because he uses a trunk.

The â&#x20AC;Š assessment section should highlight the outcomes of the intervention and the type/level of assistance needed for participation in an occupation. Improvements should also be noted.

Funtastically Fun!

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The OďŹ&#x192;cial Newsletter for Funtastic Box!

Therapist Edition!

đ&#x;&#x17D;&#x2C6; đ&#x;&#x17D;&#x2C6;

5by: AlannaMarie Pisani, OTD,

đ&#x;&#x17D;&#x2030;

AMP (C)

YOU R A

STAR!