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Engaging Grammar Games for the Classroom

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Engaging Grammar Games for the Classroom

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Like many other skills, grammar concepts need to be reviewed. It's okay to move on from a grammar unit when not everyone has mastered the skill if you know you will be spiraling back to that content regularly. Teachers can review grammar throughout the year to solidify understanding, to build confidence, to scaffold learning, and to engage students.

However, grammar review does not always have to necessitate worksheets. So. Let's look at some grammar games to engage middle and high school students in productive review sessions.

GRAMMAR TRUTH OR DARE

Get students to review basic skills and apply concepts important to reading and writing with a friendly game of Truth or Dare.

Truth prompts can be considered basic review questions. Example: Explain the debate about the Oxford comma.

Conversely, Dare prompts might be harder questions or silly challenges. Go deeper with application when possible. Example: Give a one-minute monologue about everyone in your family without using any names - only pronouns!

I use two different versions of this Grammar Truth or Dare game: one for students who are more reserved and another for those who enjoy being goofy.

REVISION GRAMMAR AND WRITING GAME

If your students need to revise and edit their writing, integrate grammar. Put together a game board with the skills you want students to focus on. For example, students might look for comma errors, sentence variety, and parallel structure.

When it is a student's turn, allow him or her to select the square from the game board they want to complete. As they revise their essays, students can color-code their changes with corresponding prompts on the game board.

Worried students won't find their mistakes? Do a partner or small group format of this game, and spend time working with each group.

Not in the middle of an essay unit? It's okay! This game can easily be used with sample writing pieces as well.

Ready to get started? Download this grammar revision Connect 4 game.

DICE REVIEW

At the end of a unit, review key concepts with a dice game. They usually enjoy adding a little flair to parts of speech and types of sentences, for instance. Have students play in small groups or with partners to keep skills fresh and add accountability.

If you picture designing a grammar lesson like creating a menu, games and activities are like the side dishes. Students need layered practice that comes in different formats. Maybe mentor sentences are one of their side dishes, and games are another.

I create game boards to build in previous concepts so that students are not only reviewing current skills but also spiraling back to previously taught concepts. Dice games can also be differentiated by student readiness levels.

BUILD-A-SENTENCE

Mentor sentences aren't the only way to get students implementing grammar skills in writing. Ask students to begin with a basic sentence and then add onto it.

For example, let's say the original sentence we give students is The dog barked. We can then ask students to build on to that sentence, one grammar concept at a time.

First, maybe we ask them to add a dependent clause as a transitional element.
As the mailman approached, the dog barked.
Then, we might tell students to add adverbs for description.
As the mailman approached, the dog barked ferociously.
As you can see, this process can continue for a while. Play this game as a class or in small groups. After each group has submitted a sentence to a shared class doc, study them together. Give awards for the strongest sentence. Tell students they can't vote for their own group's contribution so that their bias is removed and they really take time to analyze the other examples.

Add a brain-based aspect by color-coding grammar elements. Find a simplified version of this build-a-sentence grammar activity that you can use to get started here.

SCAVENGER HUNT

Help students identify grammar skills in writing by asking them to go on a scavenger hunt for specific concepts. They can look through a common text or choice reading books. For example, you might ask students to find a sentence that uses an attribution tag with correct punctuation.

Teachers can guide this activity to keep the class well paced. Set a timer and give each group who finds an example a point (in the game, not the grade book). If you prefer, students can play at their own pace. Just create a page of directions with space for students to write the examples they find in their reading. This approach frees you up to provide small group support.

TELEPHONE GRAMMAR

Students will enjoy a light-hearted game of silent telephone, reminiscent of the telephone ice breaker game where players whisper ideas to their neighbors until the reaches the last player in line.

In telephone grammar, the first person writes a grammar concept on a slip of paper and passes it to the next student. No talking allowed!

The second student reads the paper, puts it on the bottom of the pile, and writes an example on the next clean paper. That student passes the stack to the next person, who puts the example on the bottom of the pile and writes the grammar term he or she thinks best applies to the example written by the previous student. (See below - the example also includes a connection sketch.)

The goal is to finish the game and have the original grammar concept emerge. If the end concept is different than the beginning, ask students to talk about why. Exploring perspectives will give you insight as to whether they are confused or if the examples do have multiple acceptable concepts associated with them.

Troubleshooting: If students have issues selecting grammar concepts for the game, determine the topic for them at the beginning. Takes too long to complete? Divide the class into two or three smaller groups to play.

With each grammar review game, it's important to make sure students know why they are playing. What is the takeaway? To...reinforce content? apply to writing? manipulate language? encourage inquiry? see grammar from a different angle?

Grammar review should be fun, but not fluff. Always check to make sure grammar games align to grade-level standards in order to establish the validity for using them.

Looking for more engaging grammar review ideas? Here are a few grammar activities from Language Arts Classroom.

Looking for engaging grammar games for middle or high school? This resource contains two of my favorite review grammar games: Truth or Dare and Grammar Dice Game Boards.

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Grammar Games for the Classroom - Reading and Writing Haven

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Like many other skills, grammar concepts need to be reviewed. It's okay to move on from a grammar unit when not everyone has mastered the skill if you know you will be spiraling back to that content regularly. Teachers can review grammar throughout the year to solidify understanding, to build confidence, to scaffold learning, and to engage students.

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Vocabulary Instruction from Speech & Language Perspective

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Vocabulary Instruction from Speech & Language Perspective

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Vocab PD by Speech Dept Feb 2002 Slide Show PDF

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Speech and Language Strategies in the Classroom

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Speech and Language Strategies in the Classroom

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Teaching the Top 10 SEL Skills to all Students 

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Teaching the Top 10 SEL Skills to all Students 

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Teaching the Top 10 SEL Skills to All Students

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20 Tips to Help De-escalate Interactions with Anxious or Defiant Students

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20 Tips to Help De-escalate Interactions with Anxious or Defiant Students

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Anxiety is a huge barrier to learning and very difficult for educators to identify. "When anxiety is fueling the behavior, it's the most confusing and complicated to figure out," Minahan said. That's because a student isn't always anxious; it tends to come and go based on events in their lives, so their difficulties aren't consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.

Researchers surveyed a group of first graders none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.

"Anxiety is a learning disability; it inhibits your ability to learn," Minahan said. But it isn't usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. "For kids with anxiety, the 'can'ts fluctuate," Minahan said. "When they're calm they can. When they're anxious they can't. And that's very deceiving."

Anxiety isn't about ability, it's about interference, which means that traditional rewards and consequences don't often work with this group of learners.

"Rewards and consequences are super helpful to increase motivation for something I'm able to do," Minahan said. But an anxious person's brain has shut down and they aren't able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students' social and emotional skills to cope with the moments when anxiety sets in.

When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can't stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person's perspective. That's why kids can seem so unempathetic when teachers ask, "how do you think that made Sam feel?" At that moment, the student acting out has no ability to take Sam's perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.

ALL BEHAVIOR HAS A FUNCTION

Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* "Negative attention is way easier to get and hands down easier to understand," Minahan said. "It's much more efficient." Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there's a dramatic, obvious tantrum, the student has the teacher's attention. And negative attention is powerful -- one student can hijack a whole classroom.

A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn't want to reward bad behavior. "I want to caution you about ignoring someone with anxiety because their anxiety goes up," Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn't care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can't be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.

TIP 1: Instead, "what you need to do is make positive attention compete better," Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, "I can't wait to see what you think of this assignment. I'm going to check on you in 5 minutes." When the teacher actually comes back in five minutes, validates the student's progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn't have to deal with a tantrum that sends the student out of the room.

TIP 2: Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don't want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they're proud. "It's a gift to your February self if you can figure out a system now, otherwise you'll get stuck on the negative attention scale," Minahan said.

Tip 2.1: She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.
ANTECEDENTS TO BAD BEHAVIOR
Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**

Tip 3: "Teach waiting now," Minahan said. "When you are anxious, despite your age, it's very hard to wait." She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what "wait time" was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student's behavior was so improved that his teacher thought he'd gone on medication.

'You can have really bright, able children whose anxiety is interfering so much.'

For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn't trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.

Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn't working for this seventh grader and Minahan soon figured out why. "We accidentally left her alone to fester in her anxious thoughts," she said.

Tip 4: Leaving class doesn't give the student a break from internal negative thoughts like "I'm fat," or "I'm not smart enough," which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the "all or nothing" thinking that's so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It's impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where's Waldo or look through a Highlight magazine for the hidden picture.

Tip 5: When teachers want to wrap up a task they often use a countdown. "Silent reading time is going to be over in five minutes." But counting down doesn't support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let's find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won't escalate into a tug-of-war.

Transitions are another common time for kids to act out. Younger students often don't want to come in from recess, for example. But when a teacher says, "Line up. Recess is over. It's time for your spelling quiz," it's no wonder the student doesn't want to go from something he loves to something he hates.

Tip 6: The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He's already sitting down, quiet, with pen in hand, so the jump to spelling isn't as jarring.

For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don't make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.

Tip 7: One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn't have the same interruptions she used to, which made the lost two minutes seem worth it.

Tip 8: Minahan also likes some of the biofeedback tools that are now available, like the EmWave. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.

"I like it because it's so concrete," Minahan said. A student with high functioning autism might not even know what a teacher means by "calm down," but with the biofeedback device she can see what it means.

WORK AVOIDANCE

Minahan says it's very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.

"You can have really bright, able children whose anxiety is interfering so much," Minahan said. The anxiety isn't coming from nowhere; it's coming from prior experiences of feeling frozen and stupid. In that moment the child's working memory isn't working, so teachers need to find ways to bypass it until the anxiety passes.

Tip 9: One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it's time for that work later in the day, that child receives the sheet she's already started and can go from there.

Tip 9.1: In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. "Fight or flight is the worst when they first see it," Minahan said, so try to bypass that moment and prevent a breakdown.

Tip 10: At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, "Looks like you're not initiating. What strategy are you going to use?"

'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'

Tip 11: Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.

Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can't do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. "We accidentally create dependency because we help so much," Minahan said.

That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. "Kids have to learn how to catch themselves on the way up and calm down there," Minahan said, because that's when the strategies work. But kids need to be taught how to recognize the signs.

Tip 12: Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, "in your belly?" "Give them the data every day," Minahan said. "This is your body on the way up." After the groundwork has been laid, a teacher can just say "body check, please" to let a student know it's time to check in with themselves and start using a strategy.

But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.

Tip 13: What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.

In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child's mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn't control herself, Minahan had her practice self-calming in the social worker's office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.

When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. "The rehearsal allowed for automaticity and did not require cognition or working memory in that moment," Minahan said.

Tip 14: Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he'd start swinging. Together they rehearsed over and over him saying, "I don't have time for this," and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.

Tip 15: Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they've completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.

Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn't use that many strategies, which didn't fit with her own conception of herself. "We reframed her whole thinking and she felt more empowered to solve her problems," Minahan said.

INTERACTION STRATEGIES

In any interaction with students teachers can only control their own behavior, but that's actually a lot of power. "We are 50% of every interaction with a child," Minahan said. "We have a lot of control over that interaction."

Tip 16: If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.

Tip 17: In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child's perception of herself and also her relationship to the teacher.

Tip 18: When demanding something of a student, don't ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, "Can I work with Jack?" The teacher can reframe the question: "Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack." The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright "no."

Tip 19: Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, "please stop humming." Then run away and do not make eye contact with that student for a few minutes.

"The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply," Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.

Tip 20: Reward practice or strategy use, not performance. "When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties," Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they're anxious, so rewarding practice makes sense.

The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.

*An earlier version of this post overstated the connection between bad behavior and seeking attention.
**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.
*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors.

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Practical Strategies to Improve Self-Regulation and Executive Functioning Skills

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Practical Strategies to Improve Self-Regulation and Executive Functioning Skills

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Therapro Webinar: Practical & Effective Strategies for Self Regulation & Executive Functioning Skill

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Understanding the Relationship Between Anxiety and Executive Functioning

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Understanding the Relationship Between Anxiety and Executive Functioning

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"I Can't Think When I'm Stressed!" Anxiety, Executive Function and How to Help

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Occupational Therapy and Self-Regulation – A Panel Discussion on Collaboration Between Teachers and Occupational Therapy Practitioners

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Occupational Therapy and Self-Regulation – A Panel Discussion on Collaboration Between Teachers and Occupational Therapy Practitioners

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Create a Free Account.

Click "Catalog", then "Webinars/Workshops"

Search for: Occupational Therapy and Self-Regulation – A Panel Discussion on Collaboration Between Teachers and Occupational Therapy Practitioners | Brought to you by CEC & AOTA

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Providing Reading Interventions to Students in Grades 4-9

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Providing Reading Interventions to Students in Grades 4-9

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Create a Free Account.

Click "Catalog", then "Webinars/Workshops"

Search for: Providing Reading Interventions to Students in Grades 4-9

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Incorporating Games into Therapeutic and Educational Sessions

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Incorporating Games into Therapeutic and Educational Sessions

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Therapro Webinar: Games, Games, Games: Unique Adaptations of Games for All Ages & Abilities, Part 2

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Integrating Multicultural Folk Songs to Improve Literacy

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Integrating Multicultural Folk Songs to Improve Literacy

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Therapro Webinar: Rhythm of the Words: Integrating Multicultural Songs & Games with OT Therapy

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Postural Control as a Base of Support for Upper Extremity Participation

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Postural Control as a Base of Support for Upper Extremity Participation

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Therapro Webinar: Postural Control as a Base of Support for Upper Extremity Participation

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Start Your School Year with S'Cool Moves

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Start Your School Year with S'Cool Moves

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Start Your School Year With S'cool Moves
presented by Dr. Debra Em Wilson
September 15, 2020 - 7:00PM - 8:30PM EDT

Caregivers of children with autism & other disabilities frequently express frustration when Start Your School Year With S'cool Moves: Time busting, easy-to-implement, and effective collaboration activities that teachers, therapists, and students love that enhance behavior, social-emotional skills, and academics at the same time.

Learning Objectives:
1. Learn the three S'cool Moves strands and how to use them effectively within a team-based approach to meet student goals;
2. Utilize polyvagal tools to help children (and staff!) map their nervous systems;
3. Learn Dr. Wilson's Top Ten Activities that can be used for large groups, small groups, and individuals that support behavior, social-emotional skills, and academics.

Dr. Debra Em Wilson is the Founder of S'cool Moves and a graduate from the University of Southern Queensland. Her dissertation uncovered attributes of successful collaboration between occupational therapists and general education teachers working together in the classroom. Debra consults with districts, focusing on collaboration between support staff and teachers. For twenty plus years, her workshops have provided evidence based strategies to support all students in the classroom. She is the author of numerous books and instructional materials integrating therapy techniques with academic standards. Debra's experience as the mother of a child with special needs enhances her understanding of children who learn differently and have a difficult time fitting in with their peers. Therapro carries a wider range of S'cool Moves products.

Handout - S'Cool Moves Activity Handouts

Handout - Checking in With Myself

Handout - Smiley Jumps Animals Activity

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Start Your School Year With S'cool Moves by Dr. Debra Em Wilson

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Start Your School Year With S'cool Moves presented by Dr. Debra Em Wilson September 15, 2020 - 7:00PM - 8:30PM EDT Caregivers of children with autism & other disabilities frequently express frustration when Start Your School Year With S'cool Moves: Time busting, easy-to-implement, and effective collaboration activities that teachers, therapists, and students love that enhance behavior, social-emotional skills, and academics at the same time.

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Creating Sensory Stories & Strategy Cards

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Creating Sensory Stories & Strategy Cards

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Therapro Webinar: Using Sensory Stories & Sensory Strategy Cards in Everyday Practice

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Self-Care with Flair! Teaching Self-Care Skills to Children with Disabilities

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Self-Care with Flair! Teaching Self-Care Skills to Children with Disabilities

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Therapro Webinar: Self-Care with Flair! A Step-by-Step Guide to Teaching Self-Care Skills

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Speech Pathology in Schools  - A whole school approach

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Integrated Treatment Services Nov Webinar

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Therapist's Role in Creating a Calmer Classroom

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Therapist's Role in Creating a Calmer Classroom

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Therapro Webinar: A Therapist’s Role in Creating a Calmer Classroom (Drive Thru Menus)

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Teaching Conversation Skills to Neurodiverse Populations

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Teaching Conversation Skills to Neurodiverse Populations

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Teaching Conversation Skills to Neurodiverse Populations by Chris Hanson and John Williamson

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Supporting School-Based Access with Visual Impairments

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Supporting School-Based Access with Visual Impairments

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Supporting School-Based Access with Visual Impairments: OT Interventions, Adaptations, and Best Practices
presented by Molly Rae Bennett, MS, OTR/L, Julie Wolfman, OTD, OTR/L, and Anna C. Perlmutter, MS, OTR/L
December 14, 2021 - 7:00 PM - 8:30 PM EST

Working with children who have visual impairments (VI) requires creativity and problem-solving around the simplest of daily tasks. This presentation will provide OT practitioners with general information about the implications of VI among school-aged children and the unique role OTs play in helping these students succeed in school. Content will include vision-based accommodations, and ways to incorporate these strategies when working with students with VI in any school-based setting.

Course Objectives: At the conclusion of this session, participants will be able to
1. Understand barriers to participation in education and school-based occupational therapy intervention for students with various visual impairments (cortical/cerebral and ocular).
2. Articulate how visual impairments impact the therapeutic process of evaluation and intervention, and how to apply learned intervention strategies in practice.

Molly Rae Bennett, MS, OTR/L is an OT in the Lower School Program at Perkins School for the Blind in Watertown, MA. Molly received her MS from Tufts University, and has worked for six years in pediatrics. She especially enjoys working with children to support their sensory processing needs, and volunteers with adaptive sports programming in her spare time.

Julie Wolfman, OTD, OTR/L is an OT in the Secondary Program at Perkins School for the Blind in Watertown, MA. Julie received her OTD from MGH Institute of Health Professions with a research focus in low vision, and has spent her career thus far working with pediatrics and transition-aged youth.

Anna C. Perlmutter, MS, OTR/L is an outpatient OT in the Washington University in St. Louis Occupational Therapy Community Practice. Anna received her MS in OT at Tufts University. Prior to her current position, she worked in the Early Learning Center and Lower School Programs at Perkins School for the Blind in Watertown, MA for four years; specifically with children with complex needs and diagnoses, including vision impairment.

Handout - Therapro Presentation 2021

Handout - Therapro Handout

Handout - Therapro References

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Supporting School-Based Access with Visual Impairments: OT Interventions, Adaptations, and Best Practices by Molly Rae Bennett, MS, OTR/L, Julie Wolfman, OTD, OTR/L, and Anna C. Perlmutter, MS, OTR/L

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Supporting School-Based Access with Visual Impairments: OT Interventions, Adaptations, and Best Practices presented by Molly Rae Bennett, MS, OTR/L, Julie Wolfman, OTD, OTR/L, and Anna C. Perlmutter, MS, OTR/L December 14, 2021 - 7:00 PM - 8:30 PM EST Working with children who have visual impairments (VI) requires creativity and problem-solving around the simplest of daily tasks.

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Implementing Tier 1 Fine and Visual Motor Supports into Classrooms

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Implementing Tier 1 Fine and Visual Motor Supports into Classrooms

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Therapro Webinar: Teacher Collaboration and Coaching: Successful Partnerships to Implement Supports

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Therapro Webinar: Sleep and Sensory Processing: Understanding the Link

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The Role of OT in Postsecondary Transition Planning

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The Role of OT in Postsecondary Transition Planning

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The Role of Occupational Therapy in Postsecondary Transition Planning
presented by Tee Stock OT, OTD, MS, MBA, OTR
with Catherine Campbell OT, OTD, MS, OTR
June 22, 2021 - 7:00PM - 8:30PM EDT

In this webinar Dr. Stock will present the slides she co-authored for AOTA on the role of OTPs in Transition Planning.

Learning objectives:
1. Share 10 declarations to influence and advocate for OT's role in transition planning and services.
2. Inform OT practitioners, administrators, and other stakeholders about the distinct value of occupational therapy in postsecondary transition planning.
3. Improve outcomes for students with disabilities through increased OT participation.
4. Increase occupational therapy participation in postsecondary transition planning and services.

Tee Stock OT, OTD, MSOT, MBA, OTR has been an occupational therapist since 1998, specializing in school and home-based practice. Dr. Stock completed her Master of Occupational Therapy at Tufts University in 1998 and her Doctorate in Occupational Therapy at Quinnipiac University in 2017. She also has a Master in Business Administration from Bentley University. Dr. Stock taught as an adjunct professor at Salem State University and became an adjunct professor at MGHIHP in 2019 teaching Cognition, Perception and Occupation. Dr. Stock has presented on handwriting, sensory integration, occupational therapy, school-based OT practice, and transition planning at several Massachusetts locations. Dr. Stock has worked on client centered occupational therapy and transition planning in public schools, a private special education school, and for a local collaborative. She is certified in Astronaut Training, Therapeutic Listening, the CO-OP method, and Handwriting Without Tears and has extensive continuing education in the areas of autism, sensory processing, handwriting, social skills, and other topics. Dr. Stock conducted her doctoral research study on postsecondary transition planning and the roles that OTPs have in the process.

Catherine Campbell DOT, OTR/L has been an occupational therapist since 2016. She has worked in skilled nursing facilities, pediatric outpatient clinics, and school-based practice. Catherine completed her Masters of Occupational Therapy at Quinnipiac University. She completed her post-professional Doctorate in occupational therapy from Temple University in May of 2021. Currently, as an occupational therapist in the school-based setting, her passion has been working with high school students as they transition from students to young adults in society. She has helped to develop curriculums for Daily Living Skills classes and Career Exploration classes. Catherine also has worked closely with special education teachers to provide classroom materials that they can continue to work on life skills with students of varying abilities. She has been an active member of the transition team working to increase students' independence following high school through the skills and experiences they have had while in school. Her doctoral research study was on the OTPs' role in student transition planning for life after high school.

Handout - The Role of Occupational Therapy in Postsecondary Transition Planning

Per request of the presenters this webinar will be offered in a live format only. No recording will be available after the live webinar.

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The Role of Occupational Therapy in Postsecondary Transition Planning by Tee Stock OT, OTD, MSOT, MBA, OTR

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The Role of Occupational Therapy in Postsecondary Transition Planning presented by Tee Stock OT, OTD, MS, MBA, OTR with Catherine Campbell OT, OTD, MS, OTR June 22, 2021 - 7:00PM - 8:30PM EDT In this webinar Dr. Stock will present the slides she co-authored for AOTA on the role of OTPs in Transition Planning.

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Creative and Fun Activities for the School Based OT

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Creative and Fun Activities for the School Based OT

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Therapro Webinar: Creative & Fun Activity Ideas for the School Based OT presented by Sarah Glovasky

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Creative and Fun Activities for the School Based OT Part 2

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Creative and Fun Activities for the School Based OT Part 2

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Therapro Webinar: Creative & Fun Activity Ideas for the School Based Occupational Therapist Part 2

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OT Potential • Occupational Therapy Resources

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A Vision for the Future of OT with Arameh Anvarizadeh • OT Potential

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Today we’ll be covering “A Vision for the Future of OT.” We’ll look at new research and discuss it with Dr. Arameh Anvarizadeh, OTD.

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Identifying and Supporting Sensory and Motor Needs in Educational Environments

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Identifying and Supporting Sensory and Motor Needs in Educational Environments

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Identifying and Supporting Sensory and Motor Needs in Educational Environments Webinar (Recording)

Presenter(s): Susan Nickelson and Shelley Hughes

Meeting the sensory processing and motor needs of individuals in educational settings is vital for participation and success. Challenges in these areas may underlie or exacerbate many social, behavioral and learning difficulties faced by students.

Meeting the sensory processing and motor needs of individuals in educational settings is vital for participation and success. Challenges in these areas may underlie or exacerbate many social, behavioral and learning difficulties faced by students. This webinar will highlight sensory and motor assessments and strategies available to educational professionals across settings, including special educators, speech language pathologists, occupational and physical therapists, and school psychologists.

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Identifying and Supporting Sensory and Motor Needs in Educational Environments Webinar (Recording)

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Presenter(s): Susan Nickelson and Shelley Hughes Meeting the sensory processing and motor needs of individuals in educational settings is vital for participation and success. Challenges in these areas may underlie or exacerbate many social, behavioral and learning difficulties faced by students. Meeting the sensory processing and motor needs of individuals in educational settings is vital for participation and success.

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Integrating Behavioral, Sensory, and Mindfulness Interventions in Your Pediatric Therapy

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Integrating Behavioral, Sensory, and Mindfulness Interventions in Your Pediatric Therapy

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Therapro Webinar: Integrating Behavioral, Sensory, & Mindfulness Interventions in Pediatric Therapy

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Therapro Webinar: Let's Do It Write!  Writing Readiness presented by Gail Kushnir, MA OT, B.Ed

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Webinar: "Occupational Therapy After Elementary School: When and Why is it Important?"

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Managing Challenging Behaviors Due to Communication Issues

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Managing Challenging Behaviors Due to Communication Issues

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Managing Difficult Behaviors Due to Communication Issues

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The Other Side of the Friendship Pyramid: Dealing with Dislike

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The Other Side of the Friendship Pyramid: Dealing with Dislike

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Social Thinking: The Other Side of the Friendship Pyramid - Dealing with Dislike

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Social Thinking with Michelle Garcia Winner

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Social Thinking with Michelle Garcia Winner

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Social Thinking with Michelle Garcia Winner

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Story Grammar Marker Using A Trickster Tale

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Story Grammar Marker Using A Trickster Tale

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What Can I Do Monday Morning? The Story Grammar Marker® Treatment Process Using a Trickster Tale

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Autism Awareness with Story Grammar Marker

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Autism Awareness with Story Grammar Marker

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Webinar April 2017 Autism Awareness with Story Grammar Marker

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Using Story Grammar Marker for Expository Text

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Using Story Grammar Marker for Expository Text

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It's Not A Story Anymore  Using Story Grammar Marker® for Expository Informational Text

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Maryellen's Favorite Books For Story Grammar Marker

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"Play Pause"  Animations with Story Grammar Marker for Social Language Learning

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"Play Pause"  Animations with Story Grammar Marker for Social Language Learning

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Play Pause SGM Animations and Narratives for Social and Language Learning

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11 Elements of the Story Grammar Marker Treatment Process for Older Students

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11 Elements of the Story Grammar Marker Treatment Process for Older Students

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11 Elements of the Story Grammar Marker Treatment Process for Older Students

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Literacy Instruction for Children with Complex Communication Needs

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Literacy Instruction for Children with Complex Communication Needs

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Literacy Instruction for Children with Complex Communication Needs

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Assistive Technology Tips and Tools
presented by Abbie King, MS, CCC-SLP
August 11, 2020 - 7:00PM - 8:30PM EDT

Explore free to mid-range assistive technology tools relevant to professionals across all settings.

Learning Objectives:
After this presentation, participants will be able to:
1. Define assistive technology;
2. Explain the difference between assistive technology and augmentative and alternative communication;
3. Identify 3 free assistive technology tools you can use in your everyday practice;
4. Identity 3 low-mid cost assistive technology tools you can use in your everyday practice.

Presenter: Abbie King, MS, CCC-SLP is a speech-language pathologist specializing in augmentative and alternative communication (AAC) and assistive technology (AT) at a special education collaborative in Massachusetts. At her school, she provides direct therapy and consultation for students enrolled in our school program as well as provide consultation and evaluations for school districts in the surrounding area. She is currently working towards her assistive technology practitioners (ATP) license through RESNA.

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Assistive Technology Tips and Tools by Abbie King, MS, CCC-SLP

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Assistive Technology Tips and Tools presented by Abbie King, MS, CCC-SLP August 11, 2020 - 7:00PM - 8:30PM EDT Explore free to mid-range assistive technology tools relevant to professionals across all settings. Learning Objectives:After this presentation, participants will be able to:1. Define assistive technology;2. Explain the difference between assistive technology and augmentative and alternative communication;3.

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Working Memory: A Refresher!
presented by Diane Long, EDD, MOTR/L
>November 17, 2020 - 7:00PM - 8:30PM EDT

We use working memory every day for multiple tasks whenever we are doing a task that requires simultaneous mental processing and retention of information. Many aspects of reading, writing, math, socializing, and visual interpretation of our surroundings require some use of our working memory. This presentation will be a refresher of concepts pertinent to working memory in relation to how it develops, how it contributes to learning, and how we can help children improve their skills.

Learning Objectives:
1.Understand some theories about the developmental aspects of working memory;
2. Understand how working memory contributes to learning, socializing, and task completion;
3. Learn strategies for improving working memory skills for children.

Dr. Diane Long, EDD, MOTR/L is an associate professor and serves as the Chair of Occupational Therapy at Ithaca College and author of Trunks: The Game of Motor Memory. School-based and pediatric occupational therapy were the primary focus of Professor Long's clinical career and she brings more than 20 years of hands-on experience to the classroom. Since joining Ithaca College as a full-time faculty member in 1998, she has coordinated and taught courses about human development, pediatric theory and treatment, and school-based practice. In addition, Dr. Long's extensive experience in clinical management enables her to share real world issues with students about working in private practice.

Diane is a longtime friend of Therapro, having previously presented several Saturday Seminars:

Handout - Working Memory (participant version)

Handout - Working Memory - Reference List)

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Working Memory: A Refresher! by Diane Long, EDD, MOTR/L

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Working Memory: A Refresher! presented by Diane Long, EDD, MOTR/L >November 17, 2020 - 7:00PM - 8:30PM EDT We use working memory every day for multiple tasks whenever we are doing a task that requires simultaneous mental processing and retention of information.

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FUNctional Treatment for Childhood Apraxia of Speech

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FUNctional Treatment for Childhood Apraxia of Speech

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FUNctional Treatment for Childhood Apraxia of Speech
presented by Lisa B. Mitchell M.S., CCC-SLP
September 29, 2020 7:00 PM - 8:30 PM EST

Effective therapy for children with Childhood Apraxia of Speech (CAS) must be guided by the principles of motor learning. But how do you take these principles and apply them to your day to day therapy? How do we make the most of our sessions given the real life complications of time, financial restrain and client motivation? This presentation will provide you with information, helpful suggestions and unique ways to structure your therapy sessions to maximize success.

Learning Objectives:
1. The learner will explore critical thinking used to drive the choice of therapy techniques;
2. The learner will increase understanding of linking therapy materials to practice type of CAS;
3. The learner will increase understanding of techniques and strategies for the treatment of CAS by seeing them used in action;
4. The learner will identify ways to promote generalization outside of the therapy room.

Please note: while this webinar will be recorded for future viewing, all videos displayed during the webinar will only be available for viewing during the live webinar.

Lisa B. Mitchell M.S., CCC-SLP is a pediatric speech language pathologist, Clinical Director and co-owner of Clearly Speaking, a private practice in Hampton Falls, Dover and Londonderry, NH. She specializes in the treatment and assessment of severe speech sound disorders in children, with a specific interest in Childhood Apraxia of Speech (CAS). Lisa has been recognized for extensive training and expertise in CAS by Apraxia-Kids.

Handout - Childhood Apraxia of Speech

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FUNctional Treatment for Childhood Apraxia of Speech by Lisa B. Mitchell M.S., CCC-SLP

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FUNctional Treatment for Childhood Apraxia of Speech presented by Lisa B. Mitchell M.S., CCC-SLP September 29, 2020 7:00 PM - 8:30 PM EST Effective therapy for children with Childhood Apraxia of Speech (CAS) must be guided by the principles of motor learning. But how do you take these principles and apply them to your day to day therapy?

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How Do Speech and Language Difficulties Impact Learning?

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How Do Speech and Language Difficulties Impact Learning?

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How Do Speech and Language Difficulties Impact Learning? Webinar (Recording)

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How Do Speech and Language Difficulties Impact Learning? Webinar (Recording)

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Vital Vocabulary: Transitioning to Work or College

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Vital Vocabulary: Transitioning to Work or College

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Vital Vocabulary for Every Age: Transitioning to Work or College Webinar (Recording)

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Vital Vocabulary for Every Age: Transitioning to Work or College Webinar (Recording)

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Language Competence and Classroom Success

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Language Competence and Classroom Success

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This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance.

Presenter: Wayne A. Secord, PhD, CCC-SLP
The ability to use one's communication and language system as a tool is an essential aspect of school-age language competence. This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Information about improving students' metalinguistic skills and strategies will be presented using two case studies that utilize (1) the use and interpretation of the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to assess metalinguistic competence, and (2) practical classroom-based assessment strategies to accurately describe the every-day things students struggle do, say, make and use in the school curriculum. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away.

Recorded:

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The Metalinguistic Bridge: Language Competence and Classroom Success Webinar (Recording)

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This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Presenter: Wayne A. Secord, PhD, CCC-SLP The ability to use one's communication and language system as a tool is an essential aspect of school-age language competence.

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The Bridge of Vocabulary 2 offers evidence-based practice for vocabulary interventions for K-12 students. Participants will come away with an understanding of the intersection of literacy, language, and the power of vocabulary.

Presenter: Kathy New & Judy K Montgomery, PhD, CCC-SLP
Words are the basis of all languages- and children need to capture as many words as early as possible to hear, speak, read and write! Presented in an easy to reach format, and solidly established within the top ten strategies in language acquisition, The Bridge of Vocabulary 2 offers evidence-based practice for vocabulary interventions for K-12 students. Participants will come away with an understanding of the intersection of literacy, language, and the power of vocabulary.

Recorded:

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Bridge of Vocabulary 2: More Incredible Research-Based Vocabulary Tasks Webinar (Recording)

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The Bridge of Vocabulary 2 offers evidence-based practice for vocabulary interventions for K-12 students. Participants will come away with an understanding of the intersection of literacy, language, and the power of vocabulary. Presenter: Kathy New & Judy K Montgomery, PhD, CCC-SLP Words are the basis of all languages- and children need to capture as many words as early as possible to hear, speak, read and write!

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Webinar: "From IEP to Adult Life - What Makes a Difference in Planning?"