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Sequence 52244 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 observed carefully and documented antecedents to behavior and learned… |
Sequence 53245 Taylor • Supporting Elementary Children in Crisis Sadly, we had a terribly violent incident in one of our classrooms… |
Sequence 54246 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 about it. Anything [my wife] and I can do to support [our son, the… |
Sequence 55247 Taylor • Supporting Elementary Children in Crisis In Conclusion When the weight of this whole big work washes over and… |
Sequence 1WhaT’s going on WiTh This child? child sTudy for The 21sT cenTury by Allison Jones and Jacqueline Cossentino Allison Jones… |
Sequence 2250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 3251 Jones and Cossentino • What’s Going on With this Child? to provide that support through a community of practice focused… |
Sequence 4252 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 then takes another spoonful and spoons it onto the table. He takes both… |
Sequence 5253 Jones and Cossentino • What’s Going on With this Child? Child Study Protocol Overview This is a protocol for fostering… |
Sequence 6254 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Using a protocol developed by the National Center for Montessori in the… |
Sequence 7255 Jones and Cossentino • What’s Going on With this Child? needed to be coaxed to enter the classroom, and once inside, fre… |
Sequence 8256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 was introduced explicitly. When Tanner was upset, he could retreat from… |
Sequence 9257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 10258 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 each domain are, largely, a cluster of capacities known as executive… |
Sequence 11259 Jones and Cossentino • What’s Going on With this Child? hour every week devoted to the process and a staff member whose… |
Sequence 12260 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 references Cossentino, J. “Following All the Children: Early Interven-… |
Sequence 1helPing children WiTh aTTenTional challenges in The MonTessori classrooM: inTroducTion by Catherine Nehring Massie… |
Sequence 2264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 3265 Massie • Helping Children with Attentional Challenges We heard from keynote speaker Annette Haines about how Montessori’… |
Sequence 4266 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sori classroom, combined with the needed supports, can provide these… |
Sequence 5267 Massie • Helping Children with Attentional Challenges educational system to aid the development of typical children as… |
Sequence 6268 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ization-resistant children may actually be developmentally atypical,… |
Sequence 7269 Massie • Helping Children with Attentional Challenges Hyperactivity Running. These types of children, throughout the day… |
Sequence 8270 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the choices in a Montessori classroom. This creates a great deal of… |
Sequence 9271 Massie • Helping Children with Attentional Challenges modations, support and/or a one-on-one adult helper (preferably a… |
Sequence 10272 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children with the same disability type tended to group together and… |
Sequence 11273 Massie • Helping Children with Attentional Challenges a MonTessori vieW of aTTenTion Dr. Montessori’s experiences as a… |
Sequence 12274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
Sequence 13275 Massie • Helping Children with Attentional Challenges Montessori children became refreshed and happy, unlike the fatigue… |
Sequence 14276 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 atypical child is evaluated comprehensively and both medical and… |
Sequence 15277 Massie • Helping Children with Attentional Challenges sensory training could be used to stimulate cognitive development… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 17279 Massie • Helping Children with Attentional Challenges Dr. Montessori thought expansively. She viewed her work of… |
Sequence 18280 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 their current classrooms and almost half of the Montessori teachers… |
Sequence 19281 Massie • Helping Children with Attentional Challenges What is the first step in helping your student with attentional… |
Sequence 20282 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 WhaT is scienTific and Medical Pedagogy? Medical science and education… |
Sequence 21283 Massie • Helping Children with Attentional Challenges professionals must evaluate and identify the individual’s diagnosis… |
Sequence 22284 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 psychiatry, genetics, and inheritability of mental illnesses. She will… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 1helPing children WiTh aTTenTional challenges in a MonTessori classrooM: The role of The occuPaTional TheraPisT by Barbara… |
Sequence 2288 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 and management. The OT perspective and body of knowledge has a great… |
Sequence 3289 Luborsky • The Role of the Occupational Therapist sori method. This improved mutual understanding will allow for the… |
Sequence 4290 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with ADHD have developmentally inappropriate levels of inat- tention,… |
Sequence 5291 Luborsky • The Role of the Occupational Therapist Dr. Montessori’s training as a physician influenced her thinking about… |
Sequence 6292 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 that can masquerade as poor attention. The child who has been kept awake… |
Sequence 7293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 8294 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 challenges that need to be understood and addressed directly. For… |
Sequence 9295 Luborsky • The Role of the Occupational Therapist tion coming into the central nervous system from the internal and… |
Sequence 10296 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Separation anxiety (child is "clingy" and has… |
Sequence 11297 Luborsky • The Role of the Occupational Therapist for these professionals to come observe the child in the classroom to… |
Sequence 12298 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For a more complete treatment of this topic, look at the question and… |
Sequence 13299 Luborsky • The Role of the Occupational Therapist in learning and now more than ever, we must make sure that our… |
Sequence 14300 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 may be necessary team members). The medical professionals may observe… |
Sequence 15301 Luborsky • The Role of the Occupational Therapist only for that student. If care is taken that everyone else in the class… |
Sequence 16302 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Working together, we had hypothesized, collaboratively designed, and… |
Sequence 17303 Luborsky • The Role of the Occupational Therapist makeup of the evaluation team will vary depending on the specific… |
Sequence 18304 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 not to prescribe these medications is always a complex calculation,… |
Sequence 19305 Luborsky • The Role of the Occupational Therapist is demonstrating improvement but is still having some difficulties in… |
Sequence 20306 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The name “OT” is itself confusing to many people when they first hear it… |
Sequence 21307 Luborsky • The Role of the Occupational Therapist ways to facilitate the child’s success with the task. This might mean… |
Sequence 22308 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 along that path that their developmental trajectory strays far from the… |
Sequence 23309 Luborsky • The Role of the Occupational Therapist In addition, use of specific sensory and sensory motor activities to… |
Sequence 24310 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behavior. Some individuals experience over- or under-responsive- ness to… |
Sequence 25311 Luborsky • The Role of the Occupational Therapist Sensory based motor disorders • include postural disor- ders and… |
Sequence 26312 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ternal events that draw his attention from his work. These distrac-… |
Sequence 27313 Luborsky • The Role of the Occupational Therapist Strategies for Students in the Classroom: How to Support Students with… |
Sequence 28314 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 learn by moving and that concepts must first be experienced con- cretely… |
Sequence 29315 Luborsky • The Role of the Occupational Therapist vated when muscles work against resistance. When the muscles are… |
Sequence 30316 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 work (bending or squatting to place each piece onto the mat) that are… |
Sequence 31317 Luborsky • The Role of the Occupational Therapist Oral input is another means of providing proprioceptive input by… |
Sequence 32318 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 while jumping or pushing will provide compression. Some children will… |
Sequence 33319 Luborsky • The Role of the Occupational Therapist Strategies for Children with SPD Children with SPD can be overly… |
Sequence 34320 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 documenting the child’s responses. For some children, providing sensory… |
Sequence 35321 Luborsky • The Role of the Occupational Therapist the child’s responses and input from the OT, the decision may be made… |
Sequence 36322 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 efficacy of what you are doing. In addition, consider these important… |
Sequence 37323 Luborsky • The Role of the Occupational Therapist Some children will need an even more concrete board that has First on… |
Sequence 38324 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The board below is set up to cue the child to the daily routine and… |
Sequence 39325 Luborsky • The Role of the Occupational Therapist The menu below offers a variety of options for calming down. It can be… |
Sequence 40326 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For a younger child, pictures can be used, as seen in the example below… |
Sequence 41327 Luborsky • The Role of the Occupational Therapist The folder method, pictured below, offers another way to orga- nize a… |
Sequence 42328 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Use of a study carrel and careful consideration of table place- ment is… |
Sequence 43329 Luborsky • The Role of the Occupational Therapist Above is one example of a ball chair. Some are designed with arms as… |
Sequence 44330 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Above is another standing table, sized for a primary student. Strategies… |
Sequence 45331 Luborsky • The Role of the Occupational Therapist Strategies for Students with Anxiety In Addition to SPD Finding ways… |
Sequence 46332 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the bathroom, he has an accident. He is tired and embarrassed about… |
Sequence 47333 Luborsky • The Role of the Occupational Therapist The upper section of the above structure has a quiet • nook with a… |
Sequence 48334 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Mat area with yoga cards set up an area with a gym • mat so there will… |
Sequence 49335 Luborsky • The Role of the Occupational Therapist Bal-A-Vis-X Bal-A-Vis-X, or BAVX, stands for Balance, Auditory, Vision… |
Sequence 50336 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 example, the vocabulary might be, “My engine is too low,” “My engine is… |
Sequence 51337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 52338 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 patterns and behavior. From this research, he discovered ways to use… |
Sequence 53339 Luborsky • The Role of the Occupational Therapist In a 2011 article in the journal Science, Diamond and coauthor… |
Sequence 54340 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Muscle Work: Proprioceptive Positioning: consider allowing students to… |
Sequence 55341 Luborsky • The Role of the Occupational Therapist Moving chairs or furniture • Carrying heavy things/water activities… |
Sequence 56342 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Movement: Vestibular Line activities: Slow walk, rolling ball on line,… |
Sequence 57343 Luborsky • The Role of the Occupational Therapist Extend or minimize distances between work storage • and where work is… |
Sequence 58344 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Vision Find-it Bottle: Below are two find-it bottles made • from a… |
Sequence 59345 Luborsky • The Role of the Occupational Therapist Tether ball: if possible, find a • place to hang a tether ball from… |
Sequence 60346 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 music, and have children find it, Montessori bells, Montessori music… |
Sequence 61347 Luborsky • The Role of the Occupational Therapist MultiSensory • Picture schedules/visual schedule (shown in earlier… |