Transcript
Edmonton Catholic Schools Occupational Therapy
Stress-Free Strategies For You and Your Child Parent Engagement Evening January 18, 2017
SECTION A: How To Teach a New Skill Backward Chaining All activities are made up of many small steps. Think of activity steps as links in a chain. Below is an example of how to break down the activity “setting the table” into small steps, and helping your child learn using backward chaining. This is a strategy in which you finish all but the last step, which would be done by your child. Activity: I want my child to set the table for dinner. 1. 2. 3. 4.
Put down table mats Set utensils Set plates Set cups
Who Does It Parent Parent Parent Child
After your child masters the last step, you allow them to learn the second-to-last step, and so on. Practice continues with the adult doing fewer steps and the child completing additional steps at the end. For example, after the child masters setting cups (s)he takes on more responsibility: Activity: I want my child to set the table for dinner. 1. 2. 3. 4.
Put down table mats Set utensils Set plates Set cups
Who Does It Parent Parent Child Child
What if my child gets “stuck” at one step? If you run into a problem at one step, the activity needs to be broken down into smaller learning steps, and/or your child needs more cuing to be successful. For example, a child learning how to set utensils and may need more guidance on left-right orientation, so you model for them first: Activity: I want my child to set the table for dinner. 1. 2. 3. 4. 5.
Put down table mats Set 3 spots with utensils Set 1 spot with utensils Set plates Set cups
Who Does It Parent Parent Child Child Child
Tips for Teaching a New Skill: •
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Backward chaining can apply to almost any skill – learning to draw, cook a recipe, change the oil on a car or apply for a job. Make sure you are consistent with the order of steps to your chosen routine. Always perform it in the same order. You can add cues to make a step easier, such as pointing, using pictures, demonstration or giving verbal directions. Fade out cues as your child becomes successful. Page 2 of 8
SECTION B: Pick Learning Goals for Your Child 1. Daily Living Skills Check 1-2 skills you want to work on with your child: Personal Hygiene Dental Care Trip to the Dentist/Doctor Call 911 Pet Care Setting Goals
Restaurant Etiquette School Safety Home Safety Laundry Care Appropriate Weather Clothing
Activity: I want my child to ____________________________________________ 1.
Doing Chores Telling Time Measuring Skills Calendar Skills Time Management
Who Does It
2. 3. 4. 5.
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
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2. Social Skills Check 1-2 skills you want to work on with your child: Making Friends What Is A Friend How To Be A Friend Emotions Interrupting Others Waiting Your Turn Listening Skills
Apologizing Public Vs Private My Manners Bus Manners Friendship Boundaries Personal Space
Activity: I want my child to ____________________________________________ 1.
Personal Boundaries Peer Pressure Conflict Resolution Dating Responsibility Handling Bullying Who Does It
2. 3. 4. 5.
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
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3. Health and Nutrition Check 1-2 skills you want to work on with your child: Basic Food Groups Kitchen Safety Measuring Skills
Following a Recipe Meal Planning Writing a Grocery List
Grocery Shopping Sport & Exercise
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
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Public Washrooms Using a Seat Belt Safety Signs Street Safety If You Get Lost Stranger Danger Reading a Map Public Transportation
4. Community Awareness and Finances Recreation and Leisure Using an ATM Community Resources Tipping Coin and Dollar Value Needs vs. Wants Counting Money Making a Budget Paying for Items Saving Money Making Change Credit Cards Opening a bank account Banking Your Money
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
Activity: I want my child to ____________________________________________ 1.
Who Does It
2. 3. 4. 5.
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SECTION C: Use Natural Routines Throughout Your Day And watch your child’s skills develop
BEDTIME OR GETTING UP • Practice balancing while dressing • Place cushion or foam mattress on floor and allow child to jump • Have child identify body parts while dressing on self and parent / sibling • Play tug-o-war with bedsheets • Get child to help make bed • Fold bedsheets • Stuff pillow into pillow case BATHROOM Independence in Self-Care • Talk about body part or count fingers and toes when applying lotion • Dress and undress (“backwards chain”teach the last step first) • Follow a picture schedule on the wall to learn steps to bathing or using the toilet • Let your child try to brush their teeth, wash face or comb hair first before helping • Get your child to do parts or all of her hygiene routine independently (floss, brush teeth, wash face, hair, makeup) Bath Time • Pop guns for spraying water • Bubbles (bubble animals) • Tape black garbage bag onto tile by tub. While bathing, child can use soap, shaving foam, etc. to draw with hands • Water play in tub or sink (sponges, squeeze toys, kitchen tools for scooping & pouring, tea strainer to pick up toys from the water) • Make up stories about Under the Sea animals, Nemo, sailors, pirates etc. BEDROOM Play house • Pack away laundry • Sort cupboards and drawers • Organize books by height or alphabet • Decorate or paint to personalize room
KITCHEN / MEAL TIME Help with Chores • Play in sink with sponges • Wipe table with sponge or dish cloth • Use spray bottle to clean table • Use plastic bucket to collect dirty dishes • Sweep the floor • Set table using a cutlery placemat (left to right, top to bottom orientation) Food Preparation • Use different utensils (e.g. tongs, baster, pizza wheel, plastic knife) to cut cookie dough or play dough • Spread condiments • Make meat balls with hands • Cut up vegetables, mash potatoes, peel oranges, whisk eggs and other jobs • Measure ingredients • Mix cookie dough or cake batter, and talk through steps • Make a 3-step side dish (cut/rip, rinse and spin lettuce for salad) • Follow other simple recipes Organization and planning • Sorting (beans, pasta) • Make Cheerio/macaroni necklace patterns • Organize cupboards - label, categorize • Set the table with theme • Pack away groceries • Meal or snack planning- talk about food groups • Make a shopping list - fridge magnet, chalkboard, daytimer, cut out coupons • When making a list, add prices and have your child calculate and estimate the bill. Mealtime Discussion • Talk about food colour, texture, smell, taste • Talk about child’s interests • Roundtable - Talk about everyone’s day (Positives, challenges, plan for tomorrow) • Flash Quiz - Discuss 2-3 spelling words or a test topic (“What is mitosis?”)
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OUTDOORS Pre-writing and Writing • Sand box • Sidewalk chalk (body tracing, hop scotch, letters) • Use spray bottle to clean off chalk • Squirt guns with colored water • Eye droppers or turkey baster with colored water to make designs in snow Science/Math Practice • Observe and talk about seasons, weather, moon phases, crawling and flying animals • Talk about trees, plants, waste in our world and composting • Make predictions (“Will this sink or float in the pond?”) • Sort and count objects in a variety of ways • Incorporate the senses in experiencing the outdoors Pretend landscaping, gardening, architect • Water plants • Dig soil • Pull weeds • Plant flowers • Outline a garden plan (talk about sequence of actions – first ___, then ___, next ___) LAUNDRY • Roll up & aim balled socks into laundry bin • Aim non-breakable toys into toy box. Practice underhand and overhand • Assembly line for laundry. Throw items of clothes to child and they put into machine • Measure and pour laundry detergent • Sort and fold laundry into piles • Carry laundry to bedrooms
CAR • • • • • • • •
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Magnadoodle Songs Snacks in small container to make movements more precise Point out landmarks, street names, stores, Wash the car Talk about directions Child is navigator Games (find a car that starts with the letter ___, match logo to car name, counting cars) Help to change tire, fix wipers etc
LIVING ROOM Be the storekeeper and prepare the store for shoppers • Vacuum carpets • Dust furniture • Move magazine racks or push full toy box, sort toys/dvds by colours, shapes, count them • Spend time with older children and get involved in their preferred games, movies etc. • Board games FAMILY NIGHT Create family nights with activities such as cards, building things out of boxes/milk cartons or Board Games allowing for • Re-telling of directions on play • Turn taking • Sportsmanship • Memory from game to game and keeping points/calculating • Communication
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