Assistive technology can be amazing!
It can be something as simple as a switch that activates a child’s toy, or something much more complex. Our Assistive Technology team finds incredible ways to help people with disabilities engage in their communities and do typical things….like check out Facebook.
Check out this video of how eye gaze software works!
The new building in Bucks County is everything it needs to be….bright, accessible, state-of-the-art and able to meet our current and future needs. Yet, there is something missing.
A playground.
For the children we serve, a playground is more than an opportunity for creativity, fresh air and learning. The playground is an extension of the beautiful building and the role it plays in helping the children we serve gain greater independence. The playground helps meet the therapeutic needs of the children who benefit from our services.
Through the support of KaBOOM! and CENTURY 21 Alliance, we are working to make the playground a reality. Parents, children and staff came together to design their dream playground and now we are turning to the community to help make that dream a reality. We have created a crowd funding campaign at IndieGoGO to support this dream. Please consider being a part of the campaign!
Adaptable swings are a favorite!
The current playground can not meet the needs of the children we serve
parents, children and staff worked together to design the perfect playground!
by Anna Lassman
Sensory Processing and Sensory Integration are hot topics these days, particularly with children who have been identified as being on the autistic spectrum. Sensory issues can also affect kids with motor impairments. Families are often faced with many new and sometimes confusing concepts and terms. I hope to clarify some of the confusion.
Our senses play a big role in how we learn, interpret, adapt and cope within our environment. We take in all the information through our senses into our brain. Sensory Integration is the process by which we take information through our senses. The brain then processes that information and helps us determine how to respond. The responses are behavioral reactions that take the form of learning, inhibition, coping, and adapting. Sensory Processing is simply another term for Sensory Integration.
Our brain acts as a processing plant, finding what is important to pay attention to, what is something we need to ignore, and then planning how we respond. In an educational setting the goal is for kids to be calm, alert, focused, so that they can attend, refine their functional skills and learn.
Other terms relating to sensory processing include: tactile (perception of touch); proprioception (“sense of self” understanding how your body is positioned in space); vestibular (perception of movement in space).
Children with sensory processing difficulties seem to have perceived the information in a different way, and / or the inability to make sense of it. They are unable to adapt their response or have limited coping mechanisms Often the result is to underreact or overreact. For example, a child who has a hard time in a busy, noisy store may either hide, or begin to tantrum. They are unable to filter through the stimulation they are being exposed to. Often they either have a delayed or slow reaction and because of this low reactivity, they may “shut down” or avoid. In other cases, they may have an extreme reaction because of hyper sensitivity.
The most common approaches are described below:
Sensory Integration Treatment Approach – is individual OT treatment that involves a specialized setting with suspension equipment. The program is designed to improve the efficiency of the nervous system in how the use of the sensory system is interpreted for functional use through a child centered approach. The evaluation process requires a Sensory Integration certified therapist to administer.
Neurodevelopmental intervention (NDT)- is an ever evolving approach to enhancing overall motor function of individuals who have difficulty controlling their movement as a result of central nervous system deficits. This theory, as most others do, has evolved as our understanding of the brain and how motor learning works evolves. The focus is on improving motor control and motor output to improve functional skills.
Many children with motor impairments (such as cerebral palsy) do not have the opportunity to learn about themselves and their world through movement. They may develop atypical patterns of movement against gravity, and don’t get to experience body exploration, tactile, proprioceptive and vestibular inputs the way typically developing children do. A good understanding of how our bodies work to move in different ways are important for effective motor planning and use of both sides of our body in a cooperative way. These are important for learning new skills for both the gross motor and fine motor areas, as well as for functional tasks (for example: self-care areas).
Both neurodevelopmental treatment and sensory integration rely heavily on the use of tactile, vestibular and proprioceptive stimulation in accomplishing their specific goals. In the educational model, the approach most often utilized is a sensorimotor approach in both direct services as well as in consultation with class team and family.
Sensorimotor– refers to a broad spectrum of both sensory and motor difficulties, combining both sensory integrative theory and neurodevelopmental theories.
Occupational Therapists tend to have different focus of therapy depending on what model of service they are working in. A model of service helps guide the OT in developing goals and plan for therapy. As Sensory Integration intervention requires special certification for the evaluation process, and a specialized clinic, it is considered a medical model of service. The medical model focuses on rehabilitation or remediation in a clinic (private office, hospital, outpatient center) setting. The focus in an educational model of service is educational access/ adaptation/ compensatory strategies for greater success for learning needs within their educational setting.
In the book Autism, a Sensorimotor Approach to Management, consultative model is defined as: “helping the family understand their child’s behaviors and how it relates to sensory processing; helping the teacher and the family modify the environment so that it matches the child’s sensory needs; helping the child organize responses to sensory input”.
So what does sensorimotor therapy in an early intervention educational model look like? It may differ if the child is seen in a center based special education setting or a community based pre-school, head start or early learning center or daycare. Most Early Intervention center based programs have access to a room with some suspension equipment which gives the opportunity to explore more sensory integrative and neurodevelopmental strategies during direct service.
Out in the community, therapy can be limited by whatever equipment the therapist can carry as it relates to sensorimotor strategies; and if he/she has the room to use more motor based activities. These factors will usually drive the session. More often the role of the therapist in the community is consultative; helping to find toys, equipment/, and movement activities that can be incorporated into the daily class routine to help the child improve his/her attention and task focus so they can get the most out of their learning experience. The consultation is ongoing and meets the child’s ever changing needs. Often the therapist will leave a number of sensorimotor activity ideas with the class team for options for arousal or calming to maximize task focus and learning.
Acknowledgements:
Dr. A. Jean Ayres – researcher and founder of Sensory Integration Theory
Winnie Dunn, PhD, OTR, FAOTA- researcher in the area of sensory processing and creator of the Sensory Profile Questionnaire
Ruth A. Huebner, PhD, OTR- editor of Autism, a Sensorimotor Approach to Management
Colleen Schneck, ScD, OTR/l, FAOTA – contributor to Autism, a Sensorimotor Approach to Management
Anna Lassman has been an OT for 35 years, working in a variety of pediatric settings in New York, California and, for the past 18 yrs, in Pennsylvania. She has been with Easter Seals in the Philadelphia Division as the OT department head for 7 years. She has special interests working with infants and young children with feeding difficulties as well as working with children with neurological impairment. Her favorite aspect of her current job is the ability to mentor new practicing OT’s as they begin their career in the field. Anna loves the ocean and misses easy beach access, but loves the Philadelphia area.
by Kathryn Wallace
Sean is an outpatient client with Easter Seals. This interview was conducted following a game with his power wheelchair floor hockey team.
Interviewer: I am here with Sean Hesser after his third game with the Philadelphia Power Play Team. How are you feeling right now?
Sean: I am exhausted and I keep breaking sticks every time. Sometimes I get a little frustrated but my team won.
Interviewer: Your team won. Congratulations!
Sean: Yes, 8-6
Interviewer: How did your sticks break while you were playing?
Sean: The coach told me I was too aggressive. I kept bumping into others accidentally. Somehow the red button for pushed on the back of my chair.
Interviewer: What is the red button, Sean?
Sean: It causes the chair to stop.
Interviewer: I see you spent some time in the penalty box. Why?
Sean: I just kept banging into people.
Interviewer: Do you use anything other than the stick to block the ball?
Sean: I basically use my body, my leg and it could be the wheel.
Interviewer: Have you ever gotten hurt?
Sean: Nope.
Interviewer: Tell me about your assist.
Sean: Well, it hit the wheel on the right side. And you know how people do it with their skate and they just hit it. That was it.
Interviewer: I also noticed you don’t play defense. Do you have a choice in what you can play?
Sean: I just did that three games ago. I asked the coach if I could changes positions and he said sure. And I moved to left wing because I am good at speed.
Interviewer: Do you like defense better?
Sean: I like offense better. It is all over the place and I move around more.
Interviewer: How does your team feel about you being so vocal on the bench?
Sean: I tell them to force it, pressure, shoot. I was a coach. I have seen people do that.
Interviewer: What happens when people crash? Is that why you got your penalty?
Sean: I accidentally smashed into her with my chair. It’s called ramming or roughing.
Interviewer: That was my last question. Do you have anything else you want to add.
Sean: At least my team won with a 2 goal game.
Kathryn is a physical therapist at Easter Seals
by Jeannine Hesser
Every parent wants their child to participate in activities they enjoy. Easy enough? Not necessarily. When your child has a significant physical disability, is 16 years old, and is obsessed with sports, finding a good match is definitely not easy. We got lucky.
Quite by chance, our Easter Seals physical therapist came upon the perfect solution for our son: power wheelchair floor hockey. A team of people all in power wheelchairs? Yes. Hockey? Yes. Competitive? Yes! The program, Philadelphia Powerplay Hockey, was started several years ago and has grown to include more than 20 players. It is the only team in the Northeastern United States. Players gather every other week, from late winter through late spring in the Drexel Hill/ Norristown area. They form two teams, and compete in two hours of floor hockey. They keep score, the coaches occasionally shout from the sidelines, there are uniformed referees to keep everyone safe, sticks break, there are penalties (yes, my son has served a few.) It is amazing to see ten people in power chairs racing back and forth on the court, their finesse and skill! It’s real hockey, which is what my son has always wanted. We are so fortunate to have found it.
This experience has been amazing for my son, not only to play, but to meet other people in power wheelchairs. What do they talk about? Mostly just hockey! The parents there, of course, can talk about much more. We all share a common bond, and inevitably compare notes and share ideas. The players’ ages range from pre-teen to 30 and beyond, so there is a great deal of life experience to share. Each time I go, I am truly inspired.
Now, what other power wheelchair sports can we find? Please share any programs you know about!
For more details, especially if you know someone who may want to join, see the website for details.
What is typically a time for celebration, which can include barbecues and loud fireworks, can prove to be a stressful time for children with autism and their families.
Finding ways to address some of the challenges can help make it a fun day for everyone. This can include careful planning and practice, an exit plan, if necessary, and ways to make the environment as comfortable as possible. There is a great article that was in the Washington Post that has some helpful tips and information. You can read it here.
We would love to hear some your tips on how to make things like 4th of July successful for the family!
Sleep can be a challenge for children affected by autism spectrum disorders. We have found that a booklet created by the Autism Treatment Network, which is a funded program of Autism Speaks, has been a helpful resource. The suggestions and tips are based on research and clinical findings of sleep experts. The online booklet can be found here.
Easterseals of Southeastern Pennsylvania 