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Sequence 245239 Taylor • Supporting Elementary Children in Crisis choices. She was still and quiet for a moment and then said, “Are you… |
Sequence 246240 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 best in each other and themselves. Working in this way adds an entirely… |
Sequence 247241 Taylor • Supporting Elementary Children in Crisis She goes on to quote from Emotional Intelligence: Why It Can Matter… |
Sequence 248242 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 firmed that she would be at the meeting. She had no way to know how… |
Sequence 249243 Taylor • Supporting Elementary Children in Crisis are not alone. You are not alone. We are all bound by how much we care… |
Sequence 250244 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 observed carefully and documented antecedents to behavior and learned… |
Sequence 251245 Taylor • Supporting Elementary Children in Crisis Sadly, we had a terribly violent incident in one of our classrooms… |
Sequence 252246 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 about it. Anything [my wife] and I can do to support [our son, the… |
Sequence 253247 Taylor • Supporting Elementary Children in Crisis In Conclusion When the weight of this whole big work washes over and… |
Sequence 254248 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Jacqueline Cossentino Allison Jones |
Sequence 255249 Jones and Cossentino • What’s Going on With this Child? WhaT’s going on WiTh This child? child sTudy for The 21sT… |
Sequence 256250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 257251 Jones and Cossentino • What’s Going on With this Child? to provide that support through a community of practice focused… |
Sequence 258252 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 then takes another spoonful and spoons it onto the table. He takes both… |
Sequence 259253 Jones and Cossentino • What’s Going on With this Child? Child Study Protocol Overview This is a protocol for fostering… |
Sequence 260254 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Using a protocol developed by the National Center for Montessori in the… |
Sequence 261255 Jones and Cossentino • What’s Going on With this Child? needed to be coaxed to enter the classroom, and once inside, fre… |
Sequence 262256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 was introduced explicitly. When Tanner was upset, he could retreat from… |
Sequence 263257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 264258 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 each domain are, largely, a cluster of capacities known as executive… |
Sequence 265259 Jones and Cossentino • What’s Going on With this Child? hour every week devoted to the process and a staff member whose… |
Sequence 266260 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 references Cossentino, J. “Following All the Children: Early Interven-… |
Sequence 267261 Tribute • John Robert Snyder ParT Three a Medical-educaTional ParTnershiP: coMbining MonTessori Pedagogy WiTh a… |
Sequence 268262 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Catherine Nehring Massie |
Sequence 269263 Massie • Helping Children with Attentional Challenges helPing children WiTh aTTenTional challenges in The MonTessori… |
Sequence 270264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 271265 Massie • Helping Children with Attentional Challenges We heard from keynote speaker Annette Haines about how Montessori’… |
Sequence 272266 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sori classroom, combined with the needed supports, can provide these… |
Sequence 273267 Massie • Helping Children with Attentional Challenges educational system to aid the development of typical children as… |
Sequence 274268 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ization-resistant children may actually be developmentally atypical,… |
Sequence 275269 Massie • Helping Children with Attentional Challenges Hyperactivity Running. These types of children, throughout the day… |
Sequence 276270 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the choices in a Montessori classroom. This creates a great deal of… |
Sequence 277271 Massie • Helping Children with Attentional Challenges modations, support and/or a one-on-one adult helper (preferably a… |
Sequence 278272 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children with the same disability type tended to group together and… |
Sequence 279273 Massie • Helping Children with Attentional Challenges a MonTessori vieW of aTTenTion Dr. Montessori’s experiences as a… |
Sequence 280274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
Sequence 281275 Massie • Helping Children with Attentional Challenges Montessori children became refreshed and happy, unlike the fatigue… |
Sequence 282276 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 atypical child is evaluated comprehensively and both medical and… |
Sequence 283277 Massie • Helping Children with Attentional Challenges sensory training could be used to stimulate cognitive development… |
Sequence 284278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 285279 Massie • Helping Children with Attentional Challenges Dr. Montessori thought expansively. She viewed her work of… |
Sequence 286280 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 their current classrooms and almost half of the Montessori teachers… |
Sequence 287281 Massie • Helping Children with Attentional Challenges What is the first step in helping your student with attentional… |
Sequence 288282 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 WhaT is scienTific and Medical Pedagogy? Medical science and education… |
Sequence 289283 Massie • Helping Children with Attentional Challenges professionals must evaluate and identify the individual’s diagnosis… |
Sequence 290284 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 psychiatry, genetics, and inheritability of mental illnesses. She will… |
Sequence 291285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 292286 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Barbara Luborsky |
Sequence 293287 Luborsky • The Role of the Occupational Therapist helPing children WiTh aTTenTional challenges in a MonTessori classrooM… |
Sequence 294288 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 and management. The OT perspective and body of knowledge has a great… |
Sequence 295289 Luborsky • The Role of the Occupational Therapist sori method. This improved mutual understanding will allow for the… |
Sequence 296290 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with ADHD have developmentally inappropriate levels of inat- tention,… |
Sequence 297291 Luborsky • The Role of the Occupational Therapist Dr. Montessori’s training as a physician influenced her thinking about… |
Sequence 298292 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 that can masquerade as poor attention. The child who has been kept awake… |
Sequence 299293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 300294 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 challenges that need to be understood and addressed directly. For… |
Sequence 301295 Luborsky • The Role of the Occupational Therapist tion coming into the central nervous system from the internal and… |
Sequence 302296 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Separation anxiety (child is "clingy" and has… |
Sequence 303297 Luborsky • The Role of the Occupational Therapist for these professionals to come observe the child in the classroom to… |
Sequence 304298 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For a more complete treatment of this topic, look at the question and… |
Sequence 305299 Luborsky • The Role of the Occupational Therapist in learning and now more than ever, we must make sure that our… |
Sequence 306300 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 may be necessary team members). The medical professionals may observe… |
Sequence 307301 Luborsky • The Role of the Occupational Therapist only for that student. If care is taken that everyone else in the class… |
Sequence 308302 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Working together, we had hypothesized, collaboratively designed, and… |
Sequence 309303 Luborsky • The Role of the Occupational Therapist makeup of the evaluation team will vary depending on the specific… |
Sequence 310304 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 not to prescribe these medications is always a complex calculation,… |
Sequence 311305 Luborsky • The Role of the Occupational Therapist is demonstrating improvement but is still having some difficulties in… |
Sequence 312306 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The name “OT” is itself confusing to many people when they first hear it… |
Sequence 313307 Luborsky • The Role of the Occupational Therapist ways to facilitate the child’s success with the task. This might mean… |
Sequence 314308 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 along that path that their developmental trajectory strays far from the… |
Sequence 315309 Luborsky • The Role of the Occupational Therapist In addition, use of specific sensory and sensory motor activities to… |
Sequence 316310 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behavior. Some individuals experience over- or under-responsive- ness to… |
Sequence 317311 Luborsky • The Role of the Occupational Therapist Sensory based motor disorders • include postural disor- ders and… |
Sequence 318312 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ternal events that draw his attention from his work. These distrac-… |
Sequence 319313 Luborsky • The Role of the Occupational Therapist Strategies for Students in the Classroom: How to Support Students with… |
Sequence 320314 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 learn by moving and that concepts must first be experienced con- cretely… |
Sequence 321315 Luborsky • The Role of the Occupational Therapist vated when muscles work against resistance. When the muscles are… |
Sequence 322316 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 work (bending or squatting to place each piece onto the mat) that are… |
Sequence 323317 Luborsky • The Role of the Occupational Therapist Oral input is another means of providing proprioceptive input by… |
Sequence 324318 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 while jumping or pushing will provide compression. Some children will… |
Sequence 325319 Luborsky • The Role of the Occupational Therapist Strategies for Children with SPD Children with SPD can be overly… |
Sequence 326320 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 documenting the child’s responses. For some children, providing sensory… |
Sequence 327321 Luborsky • The Role of the Occupational Therapist the child’s responses and input from the OT, the decision may be made… |
Sequence 328322 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 efficacy of what you are doing. In addition, consider these important… |
Sequence 329323 Luborsky • The Role of the Occupational Therapist Some children will need an even more concrete board that has First on… |
Sequence 330324 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 331325 Luborsky • The Role of the Occupational Therapist The menu below offers a variety of options for calming down. It can be… |
Sequence 332326 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For a younger child, pictures can be used, as seen in the example below… |
Sequence 333327 Luborsky • The Role of the Occupational Therapist The folder method, pictured below, offers another way to orga- nize a… |
Sequence 334328 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Use of a study carrel and careful consideration of table place- ment is… |
Sequence 335329 Luborsky • The Role of the Occupational Therapist Above is one example of a ball chair. Some are designed with arms as… |
Sequence 336330 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Above is another standing table, sized for a primary student. Strategies… |
Sequence 337331 Luborsky • The Role of the Occupational Therapist Strategies for Students with Anxiety In Addition to SPD Finding ways… |
Sequence 338332 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the bathroom, he has an accident. He is tired and embarrassed about… |
Sequence 339333 Luborsky • The Role of the Occupational Therapist The upper section of the above structure has a quiet • nook with a… |
Sequence 340334 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 341335 Luborsky • The Role of the Occupational Therapist Bal-A-Vis-X Bal-A-Vis-X, or BAVX, stands for Balance, Auditory, Vision… |
Sequence 342336 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 example, the vocabulary might be, “My engine is too low,” “My engine is… |
Sequence 343337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 344338 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 patterns and behavior. From this research, he discovered ways to use… |