7 Tips for Helping Children with Autism Handle Breaks from School

Breaks during the school year can end up being stressful for parents.  The key to success would be to prepare as much as possible beforehand. blog-autism-school-breaks-main-landscape

Try these 7 tips to help your child with Autism handle breaks from school:

  • Give your child a heads up that there is going to be a break in the routine. Mark down the days on a calendar, and consistently review it with them starting a couple weeks before leading up to the break.
  • Work with outside therapy providers to create visual schedules or prompts that can make the break run more smoothly—this is especially true for kids who follow schedules at school regularly.
  • Keep your routine as consistent as possible during the break—keep bedtime, chores and meal times as close as you can to what kids would typically do.
  • Provide as much structure as possible during the break, the less down time you have, the better! This can be a good time to plan outings to places you can’t typically go, such at the zoo, aquarium, museums, and parks.
  • Check in with teachers about possible activities and academics that could be practiced over break. Frequently, teachers will assign extra work during this time.
  • Use the break to keep your child caught up in school—review their homework and give them a head start for what’s coming up at school after the break!
  • Breaks are also a great time to add more hours of therapy!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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This blog was co-written with Jennifer Bartell.

Jennifer BartellJennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.

Sensory Processing Disorder and Fall Activities: Strategies to Promote Success at Apple Orchards and Pumpkin Patches

Fall is the perfect time of the year for children to explore apple orchards and pumpkin patches. These outdoor activities expose children to various sensory experiences. Children with Sensoryblog-sensory processing disorder-fall-activities-main-landscape Processing Disorder (SPD) may have a difficult time appropriately responding to the sensory input that they are exposed to at these community events.

Below are several strategies to help prepare for and promote a successful experience at apple orchards and pumpkin patches with a child with Sensory Processing Disorder:

Preparation

Prior to leaving for the orchard or pumpkin patch, prepare your child for what he or she is about to experience (especially if it is the first trip to these fall sites). Have your child look at pictures or books related to these fall activities. Share with them the activities that they will partake in, so they know what to expect (e.g. hay ride, mazes, drinking cider). Discuss safety and the importance of staying together (e.g. holding hands).

What to Bring

Pack the essentials:

  • Clothing for various weather changes
  • Sunglasses/hat for children who are sensitive to bright sunlight
  • Preferred and comforting food/drinks
    • Crunchy/chewy foods and drinks that involve sucking thicker liquids through a straw can help regulate the body
  • Familiar or soothing item from home to help calm your child down or a fidget to help keep hands to self (e.g. blanket, toy)

Hula-Hoop Space/Retreat Spot

Some children have a hard time being in close proximity to other people and objects. To help them avoid feeling overwhelmed by this experience in the orchard and pumpkin patch, encourage your child to create a ‘hula-hoop space’ with his or her arms arched in front of the belly and fingertips touching. This will help your child visually see and physically feel how much space should be between him or her and other people/objects. As a family, determine a ‘retreat spot’ at the orchard or patch that you and your children can retreat to help re-organize the body and take a break.

Regulating Heavy Work

Your child may seek out a lot of movement and take climbing risks. Heavy work activities can help organize and regulate the body. At an apple orchard or pumpkin patch you can encourage the following heavy work activities. Be sure to appropriately modify the weight your child pulls/carries/pushes based on his or her age and size:

  • Pull a wagon
  • Push pumpkins
  • Carry a sack of apples

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Collaboration Between Teachers and Related Service Providers

According to Merriam-Webster dictionary to collaborate means “to work with another person or group in order to achieve or do something.” When we work with children we are constantly blog-collaboration-main-landscape-01collaborating in order to provide children with the best possible education. Within a school there is a lot of collaboration that is evident between teachers, teachers and paraprofessionals, teachers and administrators, as well as between teachers and parents/families. Within special education there is a lot of collaboration that occurs as well in the school setting. But what about outside the school setting?

Many of the students who receive special education services within the school also receive services outside of the school setting. It is essential that the lines of communication are open not only within schools but with these other related service providers that are involved in a specific student’s daily life. Every individual or company that is involved in the well-being and education of the child should be communicating their role and how that can be facilitated throughout the child’s day to day life. This collaboration is key to ensuring that the child is receiving the best services and education. So how do we go about collaborating with other service providers?

There are many ways to collaborate. The key to collaboration is communication! The parent is the mediator since they have direct contact with teachers and the other service providers.

Below are some important ways that we can open up the flow of communication:

What parents can do:

  • Provide each teacher and/or provider with a contact information document.
    • This should include the names and contact information of teachers and other providers who work with your child.
  • Check–in with the various adults that work with your child to ensure that they have gotten in touch.
  • Provide updates yourself to teachers or other service providers about your child’s goals and progress.

What teachers can do:

  • Ask parents for contact information of other service providers that the student might be seeing (if the parent doesn’t provide you with this information).
  • Reach out to other service providers.
  • Update other service providers throughout the school year in regards to the student’s performance and goals.

What service providers can do:

  • Ask parents for contact information of other services providers that the student might be seeing (if the parent doesn’t provide you with this information).
  • Reach out to other service providers
  • Update other service providers and teachers throughout the year in regards to the student’s performance and goals.

The points made above are essential to ensuring that the lines of communication have been opened and everyone can begin to collaborate!

Collaborating is more than just emailing and making phone calls with updates. It should also involve meeting in person as a group and individually to ensure that everyone is on the same page. Once introductions have been completed a meeting should be arranged with all professionals and the family. This provides everyone with the opportunity to meet! In addition, it gives everyone the time to sit down and discuss the child so that everyone can ensure that they are all working together allowing fluidity between the variety of settings that the child will be in.

One meeting is not enough! Make sure at the end of the meeting that a date and time is set for another meeting a few months down the line. This meeting would be more about progress, new goals, successes or challenges that any of the professionals or family are having with the child.

Collaboration is all about teamwork! Working as a team is essential for the success of the children that we work with. We need to ensure that we continue to keep the lines of communication open and work with each other and the family. It is important to loop all professionals the family into decision making processes and program planning. It is also important to share a child’s success and progress so that the same high standard and expectations are held for the child no matter the setting. Collaboration is a truly important component in ensuring that our children are provided with the best services and education.

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Teacher Tips: Helping Your Students Stay Organized

Organization is a fundamental skill for success in school and beyond, and it is crucial for it to be developed and reinforced early on. Many children struggle with organization and many teachers seek ways in which to aid in the development of good organizational skills. Executive function includes time management, planning and organization, and teachers can play an important role in the development of these skills. blog-organized-students-main-landscape

Check out some ideas below to help your students get and stay organized!

An Environment for Success

How can teachers setup their classroom to create a positive learning environment?
An organized classroom promotes organization habits among students and makes the teacher’s job easier.

  • Ensure that chair and desks are arranged in a way that allows for flexibility to fit group instruction as well as small group work.
  • It is helpful for students to have a supply center, which allows them to independently prepare and manage their materials. It may contain items such as scissors, hole punchers, pencil sharpeners, etc.
  • A homework center allows for a designated area where homework-related activities can be centralized.

Homework management

How can teachers develop effective systems for managing homework?
A clear routine and system for assigning, collecting, and storing homework will make managing homework assignments easier.

  • Designate a regular place for recording homework, whether a portion of the chalkboard, whiteboard, or online so that it is easily accessible to all students.
  • Establish a regular time for assigning homework. It may be beneficial to assign homework at the beginning of a lesson, so that students are not writing the assignment down as class is ending. This also allows for time to answer any questions regarding the assignment and can greatly increase homework completion rates.
  • Keep a master planner and homework log where all the assignments are recorded by either the teacher or a responsible student. This can be a class resource for students who are absent or are missing assignments.
  • Extra handouts can be kept in a folder, a file organizer or online. This way students who miss or lose assignments have the responsibility of obtaining the necessary papers.
  • Designate a physical structure, such as a paper tray, to collect homework rather than using class time to collect papers.
  • Establish a regular time for collecting homework. Consider using a “5 in 5” reminder, requiring students to complete 5 tasks in the first 5 minutes of class, such as turning in homework and writing down new assignments.
  • File graded work in individual hanging folders to decrease class time devoted to handing out papers.
  • To encourage organization, have students designate sections of their binder for (1) homework to be complete, (2) graded work, (3) notes and (4) handouts. Consider periodic checks and provide feedback.
  • Have students track their grades on grade logs to provide them with the opportunity to calculate their grades and reflect on their performance.
  • At the end of a grading period, encourage students to clean out their binders and discuss which papers are worth keeping and why. Encourage them to invest in an accordion file or crate for hanging files to keep important papers.

Time Management

How can teachers structure classroom time efficiently and teach students time management skills?

  • Timers provide students with a concrete visual reminder of the amount of time remaining for a task. They are a great tool for group work, timed tests or silent reading.
  • Post a daily schedule in a visible place to establish the day’s plan. Present the schedule to the students and refer to the schedule when making modifications to model time management skills.
  • Display a monthly calendar to provide students with regular visual reminders of upcoming events. These calendars are also beneficial for modeling backwards planning.
  • Carve out time for organization. Devote a short amount of time for students at the end of the day to reflect on their learning, manage their materials, prioritize homework assignments and make a plan for their completion.

Materials Management

How can teachers help students manage their materials?

  • Designate a short amount of time once a week for students to dump out and reorganize backpacks and clean up lockers.
  • When students finish tests or tasks early encourage them to use the downtime to organize their materials.
  • Have students use labels, racks or dividers to keep their items clean and organized.

Resources:

Rush NeuroBehavioral Center. (2006, 2007). Executive Functions Curriculum.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Kindergarten Firsts: Fire Drills, Lock Down Drills and Tornado Drills

It’s that time of year: backpacks are filled with new crayons and pencils, new shoes and outfits have been selected and are ready to go. Along with back to school clothes and medical check-ups, Blog-Kindergarten-Firsts-Main-Landscapethere is another important detail to remember to address with your kindergartner, talking about fire drills, lock-down drills, and tornado drills.

For some children, the idea of fire trucks arriving at school is thrilling and having a break from their classroom to walk outside is a welcomed break. For other children, particularly children with sensitivity to loud noises or changes in routine, fire drills, lock-downs and tornado drills can trigger uncomfortable feelings and even panic. Unfortunately, safety drills are a part of life, but the good news is, there are steps you can take to help your child be prepared for them.

The first step in preparing your child for safety drills is to have a conversation, or several conversations, about them. Approach your child at a time of day when he/she is calm and broach the topic. You can introduce the topic by talking about how excited you are for your child to begin school, reminding him/her of the fun of meeting his/her teacher and seeing his classroom. Next, talk about a variety of things he/she will learn about, like animals, letters and numbers. Then, mention that you want to tell him/her about something that teachers and students learn about and practice so that they are prepared in all situations. Explain that drills are routines that teach them steps to do to keep them safe in case of a fire at school or an unsafe person, or unsafe weather.

You will want to keep the language you use very simple and non-threatening. Emphasize that schools are very safe places and that these routines are practiced because “practice makes perfect;” and that practicing the drills will help them remember the instructions that will keep them safe and keep them calm. If your child has sensitivity to loud noises or changes in routine, you will want to alert your child’s teacher before school begins.

Finally, remember to use calm and reassuring words as you discuss the drills, reinforcing the idea that teachers and staff are trained and that schools are strong and sturdy. If you feel your child may need additional support or reassurance, notify your school principal and your child’s teacher. Remember that North Shore Pediatric Therapy’s services provide counseling and can address persistent worries or other concerns.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Social Work

7 Tips for Working on Social Skills During School

School days can be a perfect opportunity for children to work on social skills. Children are surrounded by their peers throughout the day and there are endless opportunities for interaction.Blog-Social Skills-Tips-Main-Landscape

Here are some opportunities to promote social skills throughout the school day:

  • During circle time, snack time and lunch time, have the child sit next to different peers each day. This will promote multiple opportunities to meet new peers!
  • Assign different “peer buddies” for the child throughout the day and week. These peer buddies can help assist the child complete tasks, play games with the child, engage them in conversation and model appropriate behaviors.
  • Set up small, group structured activities such as completing puzzles, building train tracks, playing a board game or playing catch. It is often easier for children to interact and develop appropriate skills in a small group setting, rather than in a large group.
  • For older kids, during lunch time, give the table a topic of conversation to talk about that day to promote conversational skills.
  • If children need help throughout the day, prompt them to ask their peers for help, rather than always approaching an adult.
  • Set up situations where the child would need to interact with peers. For example, if there is a play dough station, have all the tools with the other peers, so that the child would need to ask their friend for tools in order to complete the activity.
  • Parents can also talk to the teacher about peers who the child gets along with, and set up play dates at home with the peers so they can practice those skills in different places.

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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10 Tips for a Positive, Fun and Confident Transition Back to School

The next few weeks are full of big and exciting changes! Back-to-school time can be full of fun and excitement, but also can bring up worries and nervous feelings. It is normal for children to Blog-School-10Tips-Main-Landscapeexperience sadness, worry or feel unsure as they embark on new classrooms, new friends, and new experiences. With support and help to manage their emotions, young children can be successful and experience delight and fun in their new adventures.

Teachers work hard to provide children with the support and encouragement for a smooth and positive back to school transition and help to build comfort and confidence at school.

Parents and families can continue the support and encouragement at home to help their child feel successful and happy as they head back to school with the following 10 tips:

  1. Talk through the steps of a new situation so children can know what to expect and can feel prepared. It also allows you to see how they might be feeling about it. Children don’t need to repeat it or have a long conversation about it, just the basics on what to expect can help.

Talk about, draw or write down the steps to a new experience (even if your child isn’t reading yet), visuals provide a concrete guide that children like to follow. It is helpful to talk during a calm moment the night before, during meal time, or earlier in the day. Provide the steps clearly and concisely and let them know what you expect.

Talk about specifics that are new like car line and drop off. Talk through the steps of car line. “First we will pull up in line with the other cars, we will wait our turn, I will let you know when it’s time and then a teacher will come to the car door to walk you into school. We will wave goodbye and you will walk safely and calmly into school.” Provide specific cues on what you would like to see from your child.

  1. Practice! Children love to move and be independent. Physically practicing a new task gives them the confidence to do it on their own when it’s time.

Take a walk up the stairs and let them show you their new classroom. Give the children the opportunity to be the leader and teach you all about the new classroom, materials or a new rule. Walk through the front door or observe older friends during car line together.

  1. Acknowledge their feelings and listen to their thoughts and worries. We often don’t experience just one emotion around new experiences and they are all normal and okay! Remember to acknowledge, not fix.

Let them know you understand: I know it can be sad to say goodbye to your teacher and friends.  Share a time you felt nervous at doing something new. Children love to hear about adult feelings and know that you have different feelings too!

  1. Be encouraging and show confidence that they will be okay! Children take their cues from adults so our ability to manage our emotions and stay calm and positive is important.

A calming hand on a shoulder, practicing three deep breaths together to be calm, noticing our own body and actively trying to relax, and being consistent with the drop-off will model calm, consistency and confidence for your child.

  1. Consider a routine or ritual that can support a positive drop off.

Listen or sing the same song daily or have a special goodbye high-five upon arrival. Allow these moments to help cue to children that it is time to say goodbye.

  1. Make a calendar together that shows what day school starts.

Children can mark off the days with X’s or stickers to feel prepared and know what to expect.

  1. Share a plan for after school or when you get home so that your child can predict the end of the day. Knowing that they will have special time with you will allow children to feel safe and secure, to explore, and work hard at school.

Have a special after school activity planned on the first day like walking to the park, eating a favorite meal together or getting in PJs right after school to relax and watch a movie.

  1. Take time for quiet time or special moments and extra hugs leading up to the new school year and as they adjust to their new routine and schedule.

Plan for a fun snack together outside or listen to calming music in the car ride home.

  1. Anticipate that there will be upsets and tiredness. Transitions are hard for everyone. Young children are working hard to regulate and focus to meet the expectations of their new classrooms and get to know the rules. This takes a lot of work and often results in upsets and tiredness at home. Be patient and flexible.

Just like we may want to come home and relax on the couch after a hard day, children may need a little more time, support, and understanding to manage expectations and emotions they are experiencing during big transitions. Offer help to complete a task rather than another verbal reminder. Allow extra time to get ready in the morning or to get ready for bed. Slowing down and supporting will allow for a positive, peaceful transition for all.

  1. Focus on familiar routines and consistency at home. Stick to a morning and bedtime routine as best as you can (even if you have been able to move away from it over the summer or as they got bigger). Routine and rituals provide children with a sense of stability and safety so they can go out and explore their world with confidence!

Bring back that favorite book and read it nightly or add in time where each family member shares a feeling or experience from their day over dinner or before bed.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Making Back-to-School a Breeze with Classroom Sensory Strategies for Teachers

It’s that time of year again! Each new school year is an exciting time not only for students, but also for teachers! They have worked diligently all summer to prepare their classrooms in order to welcome their new students. Creating a learning environment to fit the needs of each unique student is a big task, but with an understanding of sensory processing and self-regulation and implementation of simple classroom strategies, back-to-school can be a breeze! Blog-Sensory-Classroom-Main-Landscape

What is Sensory Processing?

The classroom is a rich, sensory environment that enhances students’ development. For some students, however, their unique patterns of sensory processing may affect their ability to fully participate in activities. Sensory processing is the body’s ability to filter out important information that is taken in via many sensory pathways and utilize that information to provide appropriate responses within the environment. There may be some students who are over-responsive to input within the classroom, such as covering his or her ears when the fire alarm rings or avoiding art projects that include messy play. For other students, they may be under-responsive and seeking input within the classroom, such as difficulty sitting still at his or her desk and being too rough with peers or classroom materials.

What is Self-regulation?

Sensory processing has a profound impact on self-regulation, which is the ability to maintain an optimum level of arousal in order to participate in daily activities. Self-regulation is a critical component of learning, as it can impact a student’s attention, emotional regulation, and impulse control. Providing individualized sensory experiences increases self-regulation, attention, and overall participation.

Sensory Strategies to Increase Self-regulation Within the Classroom:

Auditory

  • Provide clear, precise, and short directions
  • Ask students to repeat directions back to you
  • Place felt pads or tennis balls on the bottom of chairs to decrease unexpected, loud noises
  • Use large rugs to absorb sound
  • Offer headphones, ear plugs, or calming music
  • Create a “cozy or quiet” corner

Visual

  • Minimize bright or florescent lights
  • Reduce “clutter” within the room, such as art projects or decorations on walls
  • Reduce the amount of words and pictures on worksheets
  • Provide directions on the student’s eye level to increase visual attention
  • Utilize visual schedules
  • Seat students near the front of the room or near you

Tactile

  • Incorporate messy play, including sand trays, finger paint, and shaving cream
  • Do squeezes with Play-doh
  • Utilize hand fidgets while seated at desk or circle time
  • Offer modifications to activities for over-responsive students

Proprioception/Vestibular

  • Incorporate heavy work into the daily routine. Heavy work is any resistive activity that provides deep pressure input to the muscles and joints which provides increased feedback about body position in space.
    • Wall or chair push-ups
    • Animal walks during transition times
  • Utilize sit-and-move cushion or therapy ball for seated work
  • Provide alternatives to sitting at a desk, such as standing to complete work
  • Implement group movement breaks
  • Assign classroom “helpers”
    • Carrying heavy items
    • Pushing in chairs
    • Picking up objects off the floor
    • Passing out papers

Remember, you know your students best! Get to know their individual characteristics and needs prior to implementing these strategies. Whenever possible, consult with an occupational therapist at your school! With the use of these simple strategies, your classroom will provide the best environment for all students to learn and grow!

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Keeping Fitness on Track at School

Your elementary and middle school child spends the majority of his or her week in school– 7-7.5 hours per day, 5 days per week adding up to 35-37.5 hours per week. But don’t forget the average Blog-Fitness-Main-Landscapeof 3 hours per week of homework for kindergarten-8th graders. With long days in school sitting at desks, doing homework, increased time in front of televisions, on cell phones, or in front of computers, now, more than ever, it is important to make sure your child has ways to stay active. With so much time spent in school each week, what better avenue could there be to incorporate fitness in your child’s routine than in school? Physical education classes are a great start, but is there more they could be doing?

Here are Some Options You Can Present to Your PTA for Additional Fitness Programming:

  1. Apex Fun Run

Instead of using the old-school chocolate bar or wrapping paper sales, Apex is a company that utilizes fitness as a means of fund raising. Their goal is to encourage fitness and healthy lifestyles among elementary school-aged children while also helping schools raise money. Apex team members spend 2 weeks at a school teaching a curriculum about healthy lifestyle choices, ways to stay active, and assistance in getting the kids sponsors, culminating in the fun run!

https://www.apexfunrun.com/

  1. NFL Play 60 – School

Play 60 school is a program sponsored by the NFL to encourage 60 minutes of play every day. The NFL has partnered with the National Dairy Counsel, American Heart Association, and Brax Fundraising to create different programs for incorporating fitness in schools. This includes a focus on healthy food choices, implementing activity breaks during daily curriculums, and fundraising by selling various sports team SpiritCups.

http://www.nflrush.com/play60/school

  1. Presidential Fitness Testing

Most schools already implement Presidential Fitness Testing in their regular physical education curriculum. However, if your school does not or if you are interested in more information about the programming, take a look at the website. The Presidential Youth Fitness Programming allows students to individually track their fitness progress and achievements.

https://www.presidentschallenge.org/challenge/pyfp.shtml

Sources:

http://www.usnews.com/news/articles/2014/02/27/students-spend-more-time-on-homework-but-teachers-say-its-worth-it

https://apexfunrun.com/Home/PlayfForApex

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Academic Accommodations for Children with ADHD

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) may face many obstacles in the classroom. Structure and consistency are the two main keys to success for children withBlog-ADHD-Accommodations-Main-Landscape ADHD, but each case presents with its own challenges and accommodations should address the unique needs of the individual student.

The following are examples of what a child with ADHD may present in the classroom and associated accommodations:

For a student presenting with difficulties sustaining attention and following directions:

  • Instructions should be kept brief and specific and presented one step at a time.
  • Maintain eye contact with child while presenting instructions and have the child “teach” the instructions back to the teacher.
  • Reduce task length (i.e., focus on quality of work rather than quantity) or break complex tasks into smaller pieces.
  • Seat the child near the teacher and away from distractions such as doors, windows, or other students who may be disruptive.
  • Provide a “quiet zone” for the student to complete tests or in-class assignments.
  • Use verbal cues or signals as behavioral prompts when the child falls off task.
  • Set time limits or “challenges” for completing tasks.
  • Provide visual prompts for classroom routines.

For a child presenting with excessive activity and/or impulse control:

  • Allow the child to stand near his or her desk or kneel in his or her chair during seated work as long as no disruption is caused.
  • Use instructional approaches that encourage active responding such as talking, moving, or working at the board.
  • Provide breaks for directed movement such as passing out materials.
  • Reward short periods of waiting or on task behavior and gradually increase the period a child is successful.
  • Encourage non-disruptive activities such as reading or doodling during times of day that have proven problematic.
  • Clearly state rules and expectations, and clearly state positive and negative consequences for behaviors. Review these rules often and post visual reminders.

All children will benefit from positive feedback, reinforcement for small improvements, frequent opportunities for active participation, and assignments related to the child’s interests. Additionally, established routines and schedules, along with both verbal and visual reminders, will help any child to be successful in the classroom environment. Most importantly, remember not to assume that a failure to follow instructions is due to a lack of effort or an intentional failure to pay attention, nor is overactivity or impulsive behavior intended as an act of defiance.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!