# data[].attributes.body
Shelley Chapin:
Project Lead, Parent to Parent of Pennsylvania and
Family Engagement Initiatives|
EITA Consultant
schapin@pattan.net
717-320-6920

www.parenttoparent.org |www.eita-pa.org

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.title
Assistive Technology and Young Children - Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.description
Tots 'n Tech Research Institute's Pinterest Board: Looking for simple ways to enhance the participation of young children within everyday routines and activities? Check out the DIY adaptations and assistive technology to support young children. Check out AT for Early Childhood: A Family-Centered Approach to Assistive Technology in Early Childhood for strategies for EI and Preschool ...

# data[].attributes.body
AAC Tab

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.title
Augmentative and Alternative Communication - Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.description
Featured Professional Development & Resources View library of courses Trialing and Acquiring a Device in Pennsylvania Navigating how to trial and acquire an augmentative and alternative communication device in Pennsylvania is a multi-step process. Check out this great resource that outlines each step that professionals and families take together, in addition to providing easy-to-use, immediate ...

# data[].attributes.attachment_caption
AFIRM (Autism Focused Intervention Resources & Modules)

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.body
Inclusion Tab

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.title
Early Intervention Service Delivery - Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.description
Featured Professional Development & Resources Early Intervention Service Delivery: Coaching Across Settings Explore now > Supporting Adult Learners Explore now > Infant Toddler View Infant Toddler Preschool View Preschool Announcement EI-20-03, Early Intervention Service Delivery: Coaching Across Settings: Establishes the vision and expectations for how EI services are to be delivered in PA.

# data[].attributes.body
Families Tab

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.title
Families - Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.description
Welcome! The information on this page is geared to help families connect with other families and get more involved in shaping Early Intervention services at the local and statewide levels. Also included are some key resources that may be of interest to you as you support your child's learning and development and begin to navigate ...

# data[].attributes.attachment_link.readable_text
Communities have experienced a disruption to their sense of security, structure, and routine due to COVID-19, racial and social unrest, and other circumstances. Many people are feeling new and intense emotions as a result.

The pages below were designed to assist with addressing emotions, creating safe spaces for teachers and learners, discussing uncertain circumstances, and promoting a healthy lifestyle.

Topics: Creating a Safe Virtual Learning Environment | Managing and Coping with Emotions | Promoting Positive Learning Climates Online and at Home | Self-Care Resources | Talking to Youth About the Pandemic

# data[].attributes.attachment_link.description
Communities have experienced a disruption to their sense of security, structure, and routine due to COVID-19, racial and social unrest, and other circumstances. Many people are feeling new and intense emotions as a result. The pages below were designed to assist with addressing emotions, creating safe spaces for teachers and learners, discussing uncertain circumstances, and promoting a healthy lifestyle.

# data[].attributes.attachment_link.readable_text
​Pennsylvania Early Childhood Comprehensive Systems Health Integration Prenatal-to-Three Project

In August 2021, the Health Resources and Services Administration (HRSA) awarded Pennsylvania approximately $1.2 million to support the Early Childhood Comprehensive Systems Health Integration Prenatal-to-Three (ECCS) Program. These funds will advance cross-sector collaborations and partnerships, health system improvements, state-level policy and fiscal innovation, equity, and family leadership to promote early developmental health and family well-being among prenatal to three-year-old (P-3) populations. Pennsylvania's ECCS Project builds the commonwealth's capacity and infrastructure to integrate and strengthen maternal and early childhood systems. Its particular focus on the prenatal-to-age-3 period maximizes the opportunity to reach and support families during the earliest stages of parenting.

Pennsylvania's ECCS Project coordinates, implements, and sustains an equitable, comprehensive, system that promotes early developmental health and family well-being to increase access to a robust health care system that can meet the complex needs of the P-3 population.

ECCS Project Objectives

1. State level Early Childhood Leadership Capacity: Increase the number of family and professional leaders engaged in state level maternal and early childhood initiatives.

2. Coordination and alignment between Maternal Child Health (MCH), Public financing partners, and other Statewide P-3 systems and programs: Develop (or strengthen) and implement a cross-sector-state-level maternal and early childhood strategic plan that integrates health with other prenatal to three (P-3) systems and programs.

3. Health System capacity to connect families to service continuum: Increase the participation of health providers (including obstetricians and pediatricians) in coordinated intake and referral systems (CIRS) or strengthen data coordination efforts for P-3 population.

4. Policy and Financing changes: Demonstrate progress towards critical policy and financing changes, as identified in state maternal and early childhood strategic plans.

5. Health Equity and systemic drivers of disparities: Set specific and measurable P-3 health equity goals in the statewide early childhood plan.

# data[].attributes.attachment_link.description
In August 2021, the Health Resources and Services Administration (HRSA) awarded Pennsylvania approximately $1.2 million to support the Early Childhood Comprehensive Systems Health Integration Prenatal-to-Three (ECCS) Program. These funds will advance cross-sector collaborations and partnerships, health system improvements, state-level policy and fiscal innovation, equity, and family leadership to promote early developmental health and family well-being among prenatal to three-year-old (P-3) populations.

# data[].attributes.attachment_link.description
The following activities and locations provide opportunities for Community Inclusion for those families of children with and without special needs, however, the links below provide information associated with accommodations for children with special needs.

# data[].attributes.attachment_caption
Tips for Early Care & Education Providers Supporting Young Children with Autism

# data[].attributes.body
SIMPLE CONCEPTS TO EMBED IN EVERYDAY ROUTINES

# data[].attributes.attachment_caption
Autism - Early Intervention Technical Assistance Portal

# data[].attributes.body
Autism Tab

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.readable_text
Free web-based course for professionals, families and others interested in learning about autism in young children. If you wish to earn PA Infant Toddler Early Intervention clock hours for this course, register through the professional development page of the EITA portal. If you want to earn PQAS credit for this course, register through the PD Registry through the Pennsylvania Key.

# data[].attributes.attachment_link.title
Autism - Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.description
Featured Professional Development & Resources View library of courses Baby Navigator Baby Navigator is the place to find all you need to track your baby's progress and learn how to encourage the magic. What you do and say can make all the difference! You will learn how early signs of language delay and Autism can impact ...

# data[].attributes.body
PA department of Human Services
Self-care is a crucial part of mental health wellness. Take a minute to ask yourself how you are feeling and focus on the little things that can help you relax and de-stress.
Feeling anxious or overrun with emotions?

Pennsylvania’s Support & Referral Helpline connects Pennsylvanians with mental and emotional support and to local resources.  Call 855-284-2494 (TTY: 724-631-5600).

Call 211 to reach the United Way and get connected to help in your area. Search crisis services, hotlines, and warmlines near you on the United Way of Pennsylvania website .

# data[].attributes.attachment_caption
Pennsylvania Autism Support Groups by County: ASERT

# data[].attributes.attachment_link.description
Search by county to find Pennsylvania support groups for people with autism and their loved ones.

# data[].attributes.attachment_caption
Preschoolers who use AAC- Vocabulary Selection Questionnaire

# data[].attributes.body
Practice Guides with Adaptations

# data[].attributes.attachment_link.readable_text
Practice Guides with Adaptations

These guides make it easier for young children with disabilities to participate in early literacy learning activities. Written for both parents and practitioners, the practice guides describe everyday home, community, and childcare learning opportunities that encourage early literacy learning.
The below pages require the Adobe Reader®.Download Here You may want to uncheck the Google Tool bar option.

# data[].attributes.attachment_link.title
About CELL | Center for Early literacy Learning : CELL

# data[].attributes.attachment_link.description
These guides make it easier for young children with disabilities to participate in early literacy learning activities. Written for both parents and practitioners, the practice guides describe everyday home, community, and childcare learning opportunities that encourage early literacy learning. The below pages require the Adobe Reader®.Download Here You may want to uncheck the Google Tool bar option.

# data[].attributes.attachment_link.readable_text
This collection of visual supports and other resources provides examples of various strategies that can be used to support students with Autism Spectrum Disorder, as well as others with and without disabilities. These visuals and strategies can be used in a variety of settings, including at school and in the community. Families will find many of these resources helpful to use to assist their son/daughter at home. This collection includes supports for both children and adults.

These visual supports can be printed and are ready to use. They can also be used as an example to be modified to fit the individual needs of a person. Some of these examples demonstrate how a strategy may be used at school or home, such as a schedule, work system, or structured task.

For more visual supports and resources:
Follow us on Pinterest at https://www.pinterest.com/IRCAIU/

If you have further questions about this collection or a specific visual support, please contact Amy Gaffney, Education Consultant, at amgaffne@iu.edu or (812) 855-6508.

# data[].attributes.attachment_link.description
This collection of visual supports and other resources provides examples of various strategies that can be used to support students with Autism Spectrum Disorder, as well as others with and without disabilities. These visuals and strategies can be used in a variety of settings, including at school and in the community.

# data[].attributes.attachment_caption
Early Childhood Inclusion: Summary of Joint Position Statement by DEC & NAEYC

# data[].attributes.attachment_caption
Member of the Class: Tipsheet for Teachers

# data[].attributes.attachment_caption
Infant Toddler Evaluation Report- Annotated

# data[].attributes.attachment_link.description
The Charting the LifeCourse framework was created to help individuals and families of all abilities and all ages develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live.

# data[].attributes.attachment_caption
RoadMap to Self-Care: Mental Health Coalition

# data[].attributes.attachment_caption
NPDCI Research Synthesis Points: Inclusive Practices 

# data[].attributes.attachment_caption
Member of the Class: Social Story- Asking a Friend to Play

# data[].attributes.attachment_caption
Individualized Family Service Plan (IFSP) - Annotated

# data[].attributes.attachment_caption
This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs!

# data[].attributes.body
PSU AAC KIDS Tab

# data[].attributes.attachment_link.readable_text
What is the purpose of this website?

This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including:

The website provides guidelines for early intervention specifically designed for children with complex communication needs, including children with:

Autism spectrum disorders

Cerebral palsy

Down syndrome

Multiple disabilities

The website provides:

Step-by-step guidelines for early intervention to build language and communication skills

Photographs and videotaped examples of intervention with young children with special needs

In this picture, Emma is communicating with her mom and Janice.
Copy or use of this photo outside of this website is prohibited.

Meet one of the kids

We always smile when we think of Genevieve.

She has such an infectious love of life!

Genevieve has Down syndrome.

We first met Genevieve when she was 8 months old.

Of course, she wasn't talking yet and she did not know any signs.

We started intervention with Genevieve right away so that she would learn to interact with others and start to develop early language concepts.

In the video below, Genevieve is 2 1/2 years old.

She is using speech, signs and the computer to communicate.

She is a very active communicator and has learned hundreds of words and concepts already!

She is starting to combine words to communicate more complex ideas.

In this video, she is playing with her younger brother, Ben.

She is telling Ben about their grandpa. She touches the photo of grandpa on the computer screen and activates the speech output, "grandpa." She signs and says, "Grandpa!" as well.

It is their sister's birthday so Genevieve and her brother use the computer to sing "Happy Birthday."

First, Ben selects the "book" page on the computer. Genevieve says the word book and shows her brother the sign, "book".

Genevieve selects the birthday book specifically from the page of books on the computer in order to sing the "Happy Birthday" song.

Then she selects the appropriate pictures from the computer to retrieve the lines of the "Happy Birthday" song on the computer.

Genevieve loves to sing along!

Explore the other areas of the website to learn more about the early intervention that helped Genevieve develop her language and communication skills. Although she is only 2 1/2 years old, she is already computer savvy!

Last Updated: February 4, 2019

# data[].attributes.attachment_link.description
This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: The website provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders Cerebral palsy Down syndrome Multiple disabilities The website provides: Step-by-step guidelines for early intervention to build language and communication skills Photographs and videotaped examples of intervention with young children with special needs In this picture, Emma is communicating with her mom and Janice.

# data[].attributes.attachment_link.description
Parent to Parent of Pennsylvania - Linking families of children and adults with disabilities or special needs

# data[].attributes.attachment_caption
Preschool Individualized Education Program (IEP)- Annotated

# data[].attributes.attachment_link.title
The PEAL Center - Helping Families of Children with Disabilities and Special Health Care Needs

# data[].attributes.attachment_link.description
Has your child been recently evaluated to receive special education services? Are you new to the IEP or 504 plan process or want to review concepts, including your rights under IDEA and how to effectively advocate for your child? Does your instinct tell you that your child needs to be included in the classroom?

# data[].attributes.attachment_caption
Federal Joint Statement on Inclusion of Children with Disabilities in Early Childhood Programs

# data[].attributes.body
Department of Education & Department of Health and Human Services

# data[].attributes.attachment_link.readable_text
Email newsletter

ASERT sends out a regular email newsletter with autism-related resources, events, training and news.
Sign up here

The earliest symptoms of ASD can emerge between 6 - 18 months of age, with reliable diagnosis possible by 24 months. These symptoms are developmental "red flags" and do not necessarily mean your child has ASD but you may want to contact your child's doctor if you notice these symptoms in your child.

This manual, developed by the Rochester Institute of Technology, in conjunction with other up and coming higher learning institutes, and funded by the Autism Speaks Family Services Community Grant, is designed to help colleges and universities prepare to support individuals with autism attending college and help them succeed.

The ASERT Collaborative and the Bureau of Supports for Autism and Special Populations, PA Department of Human Services, provide resources for Pennsylvanians with autism, their families, communities and the providers who support them.

View all announcements

# data[].attributes.attachment_link.title
PAAutism.org, an ASERT Autism Resource Guide

# data[].attributes.attachment_link.description
The ASERT Collaborative and the Bureau of Supports for Autism and Special Populations, PA Department of Human Services, provide resources for Pennsylvanians with autism, their families, communities and the providers who support them.

# data[].attributes.attachment_link.readable_text
TechOWL has many programs that can help you get assistive technology for different needs. Please check out our services to learn more.

TechOWL has a statewide lending library with over 1500 devices that anyone in the Commonwealth of Pennsylvania can use. We offer free demonstrations and consultations to help in the trial process. Connect with us today!

TechOWL provides free presentations and trainings for Pennsylvania organizations, universities, schools, groups, and more. Check out our pre-recorded and asynchronous learning opportunities.

Who We Are

TechOWL is Pennsylvania's designated Assistive Technology Act Program. TechOWL is one of 56 programs in the nation.

Not in PA?

Not from Pennsylvania? Find your state's AT Act program here -> State AT Act Directory

Office Hours

Monday - Friday 8:30 am - 4:30 pm

Phone - 800.204.7428

Email - TechOWL@temple.edu

Chat with the icon on the bottom right corner of your screen

# data[].attributes.attachment_link.readable_text
Learning Through Routines

Ordinary moments such as getting dressed, preparing meals, cleaning up, or bedtime offer opportunities to build math, language, and other skills that prepare kids for school.

# data[].attributes.attachment_link.description
Explore our free, bilingual resources for families, providers, teachers who care for children with autism and support children's relationships.

# data[].attributes.attachment_link.readable_text
This is the ultimate list of sensory diet activities for kids. Many ideas can be done with common household items and are easy to use and put into your routine!
I've been wanting to write this post for a while now, its a big one, filled to the brim with sensory diet activities you can use for your child or toddler. Heck, many of these ideas work for adults, too. So, no matter what your age, the following list will be a great jumping off point for creating a sensory diet or for adding some new activities into the mix. If the whole sensory diet thing is new to you, make sure you read What is a Sensory Diet first!

Before we get started on this incredible list though, I want to announce a brand new, FREE workshop that I'm co-teaching: How to Create a Successful, No-Stress Sensory Diet in 4 Simple Steps. This workshop is live and we've filled it with tons of sensory tips as we share our exclusive sensory plan. Not to mention that there'll be a live Q/A, too! If you think or know that your child has sensory needs, then this workshop is a must. I'll share some more details later in the post, but you can grab your spot now!

And, as promised, I'll also be announcing the winners to the Sensory Solutions Class scholarship! You'll also find this exciting news at the end of the post!

Whew, so much exciting stuff going on today, aren't you glad you stopped in? I am!

I'm thrilled for you to check out this mega list of sensory diet activities, but there are a couple of caveats that are incredibly important to pay attention to first. Please read these before trying any sensory activities with your child...

Sensory Diet Activity Guidelines

Never ever ever force your child to do any sensory diet activity. Sensory activities aren't homework or medicine, and they work best when a child is motivated to participate in them. It's really important to keep in mind that in many cases, kids may be refusing a sensory activity because it is overwhelming to their unique sensory system, even if it isn't to yours. The finger paints that you may think aren't so bad to touch, can actually be perceived as painful to your child.

That's not to say that you can't demonstrate, model, and encourage. That's what we OT's do, we want to push kids out of their comfort zone just a little and follow THEIR lead as much as possible. Experiencing new sensory input can have wonderful effects on their development, but when we force them to do so, its almost a guarantee that it will backfire.

2. This list is meant to inspire, not overwhelm. If you're just getting your feet wet with sensory diets, then take it slow and just pick a few activities that seem really manageable. Try them a few times and see if your child has a positive response. I have focused on keeping these activities simple, with little or no set-up.

3. Your child's sensory needs may change from day to day or even hour to hour, remember that just because a particular activity or strategy didn't work on this list today, doesn't mean it won't tomorrow. The idea is to have a toolbox full of sensory activities that you can pull from as you need to. However, not all activities will benefit your child. There will be some they don't like or seem interested in, ever. That's fine.

If you aren't quite sure what a sensory diet is or if your child needs one, then check out my last post where I explain what sensory diet's are all about. Understanding what they are and who they're for, will help you create a sensory diet that is easy to manage and that really makes a difference in your kid's life. And, if you're concerned your child with sensory "issues" needs more help then head over to sensory integration therapy to find out!

Sensory Diet Activities

You will find that all of the activities are organized into different groups, please note that there is some cross over, and duplications, as appropriate. Many of these activities give sensory input to several senses. While there are categories listed (calming, alerting, etc.), please note that these are generalizations. It is possible your child could have a different response, as everyone's sensory system is unique. Again, make sure you watch how your child responds during and after the activity:

Do they seem calmer?

More attentive?

Are they sleeping better? (Check out sensory tips for sleeping)

Or eating better?

Are they interacting and communicating more with others?

Did they follow directions more easily?

Were they able to learn something quicker?

Making these observations will help you determine how they are responding to a particular sensory diet activity, and when you should use that activity or one similar to it again! AND, if you want a little more guidance and a nifty free printable check out my sensory diet template, and you'll be able to hone in on those beneficial activities even better.

And, you can snag my custom set of sensory diet cards, that include the most powerful and versatile sensory diet activities, for yourself!

Sensory Activities that Improve Attention, Focus, & Engagement

Below, you will find many of the activities include a link to a DIY tutorial or an affiliate link, as some of these tools might be new to you. Everything on this list are sensory tools and toys that I love and use.

(Often called organizing activities because they typically allow kids sensory systems to become more balanced which leads to improved learning, communication, sleep, eating, etc.)

Jumping

Swinging

Riding

Pushing/Pulling Heavy Objects ( Heavy Work Activities)

carrying groceries

pushing empty garbage cans inside

raking leaves

pulling weeds

shoveling snow

pushing grocery cart

carrying a laundry basket

a rope tied to a door knob or heavy object (see image at top)

Vibration (is alerting versus calming when used in short bursts)

Playing active games

Drinking something cold

Swimming

Crashing and jumping into pillows (put all of your pillows or stuffed animals in a pile on the floor)

Playing with textures (Stimulates the tactile sense)

Blowing

Rolling on a large ball on back or belly

Sitting on a large ball

during meals

for homework/in school

Scratching their back vigorously for a few minutes

Spinning (***a very intense sensory experience, best for kids to spin themselves even if they love spinning. Be very cautious of spinning a child, and only do so a few times in both directions. This is important because it will help balance out their system.)

Sensory Activities that are Calming

Wearing Tight Clothing

Wearing compression or weighted vests for 10-20 minutes during difficult times of the day (i.e. transitions)

Quiet time in sensory tent

Playing in sensory bin (tons of ideas, the sky is the limit)

Kneeding playdough or therapy putty

Handling fidget toys ( a wide variety of options)

Squishing and squeezing

squeezing into tight spots or behind furniture

wrapping up tightly in blanket

sleeping in stretchy sheets that are tucked in on sides

laying under a large yoga ball

Sit or stand or a wobble cushion or wiggle seat (great for meals, homework, and crafts)

Using essential oils (different types of oils are used to calm or be alert, check out this get start guide)

Listening to rhythmic or soft music

Wearing noise cancelling headphones

Watching slow moving or soothing images

Drinking something warm

Sucking on a piece of hard candy or a lozenge

Slow rocking

Using heavy or weighed blankets or lap pads ( check out the whole guide for weighted blankets here and how and when to use weighted lap pads.)

Vibration (is calming rather than alerting when used for longer periods of time)

Now that you have this huge list of sensory diet ideas, what's next? How do you know which activities to use with your child and when? How often should you do them?

Those are all very important questions, and I'm going to answer them for you in next week's free workshops that I'm co-hosting (2 days/times available): How to Create a Successful, No-Stress Sensory Diet for Kids in 4 Simple Steps

As an OT, sensory is one of my specialties, in the workshop we'll be giving you our expert know-how with the practicality of real-life mom. This sensory stuff can get overwhelming pretty fast, and for good reason, in the workshop we're going to be putting an end to that! We aren't in the business of wasting time, we have been working hard for months on this for YOU, and it is worth every minute of your time because what you'll learn could be a total game changer for you and your child!

Make sure you save yourself a seat, we don't know when we'll be offering this opportunity again!

Sensory Solutions Class Scholarship

It's time now to announce the two winners of the scholarships for the simple but intensive sensory class I co-teach, Sensory Solutions, that opens in a few weeks!

First, we want to thank everyone that took time to submit an application, it was incredibly difficult to choose the winners, and we ended up extending it to three parents. For those of you that don't see your name below, we aren't going to leave you hanging! We do have the amazing consolation prize of the workshop next week, where we will teach you our four step plan for FREE.

Without further ado, the winners of the scholarship are:

Sara Earl

Dennae Turner

Brandy Millard

Thank you all again, it was a privilege to receive your responses, we hope to see you live in the workshop (remember there's a live Q/A at the end, you'll be able to ask us, your questions!)

More Sensory Diet Activities
Powerful Proprioceptive Activities that Calm, Focus, & Alert Everything Oral Sensory: The Total Guide Sensory Strategies for Wild Kids 13 Easy Sensory Strategies for the Classroom
Did you pin this?

# data[].attributes.attachment_link.title
100+ Awesome and Easy Sensory Diet Activities - Your Kid's Table

# data[].attributes.attachment_link.description
This is the ultimate list of sensory diet activities for kids. Many ideas can be done with common household items and are easy to use and put into your routine! I've been wanting to write this post for a while now, its a big one, filled to the brim with sensory diet activities you can use for your child or toddler.

# data[].attributes.attachment_link.readable_text
The PaTTAN Short Term Loan (STL) program is a lending library of assistive technology (AT) kits available to local educational agencies (LEA) for a trial period of four to six weeks.

LEAs can play an important role in the acquisition of AT for students who need it. The opportunity for students to try AT devices in their customary school environments provides teams with valuable data. Teams may collect data on a student's ability to use device features in targeted situations with one or more AT features or devices. Students and staff may provide anecdotal data during and after device use. There are many benefits to a "try before you buy" approach to selecting and acquiring AT. PaTTAN's Short Term Loan program can make this kind of informed, data-based decision making possible for student teams.

Who is eligible to borrow? Pennsylvania educators employed or contracted by an intermediate unit, school district, charter school, approved private school, or state early intervention program (county infant/toddler early intervention program or MAWA preschool early intervention program) can borrow from the STL program. Educators are encouraged to conduct AT trials with the participation of the child's/student's multidisciplinary team, including families, in the decision-making process.

What types of kits are available? AT kit categories include:

AT for Augmentative/Alternative Communication (AAC)

AT for Blindness/Visual Impairment

AT for Computer Access

AT for Deafness, Hard-of-Hearing/Deafblind

AT for Switch Access/Environmental Access

Technology for Print/Reading/Writing Support.

How do I request an STL kit? In order to borrow STL kits, educators must first register on the PaTTAN website (www.pattan.net) and then log in. Registration is required only once. Then visit PaTTAN Short Term Loan webpage and follow the directions on the page.

For complete information about PaTTAN Short Term Loan Program, visit the Short Term Loan page and STL Q&A Webpage.

# data[].attributes.attachment_link.description
The PaTTAN Short Term Loan (STL) program is a lending library of assistive technology (AT) kits available to local educational agencies (LEA) for a trial period of four to six weeks. LEAs can play an important role in the acquisition of AT for students who need it.

# data[].attributes.attachment_caption
Inclusion for Preschool Children with Disabilities: What We Know & What We Should Be Doing- P.Strain

# data[].attributes.attachment_link.readable_text
How does regulation develop?

The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal. As these needs are met the infant learns patterns and rhythms. They learn that when they hear mum or dad's footsteps, help is on the way.

Regulation develops over time and with experience. Each time a child experiences dysregulation and is able to regulate they learn what helps them. However, this process starts with co-regulation.

Co-regulation

Co-regulation is when someone else helps another individual to regulate. We usually think of adults helping children. However, adults help adults all the time. Think about when a friend or family member was upset and you gave them a hug. Or, a time when they were angry and you listened. One unique feature of mammals is that we frequently co-regulate. You will see a mother cat regulate its kitten through licking but you would never observe a snake or crocodile doing this with their off spring.

Toddlers need huge amounts of support from their caregivers to regulate and self-soothe. Whilst they are starting to be more a bit independent, the regulation centres of their brain are still developing. Sarah Ockwell Smith suggests that it isn't until after a child's fifth birthday that their brain is developmentally mature enough for them to start to self-soothe or self-regulate. Parents of teenagers would also argue that hormones severely disrupt this skill.

Regulation with the help of caregivers is what teaches children to self-regulate as they get older. They learn what they experience. Co-regulation helps them to develop the brain networks and strategies they need to self-regulate.

Self-regulation

Self-regulation is the ability to stay regulated without the help of others. It is the ability to use your own strategies to either calm down or energise. Some individuals need more help to learn how to self-regulate than others. Often individuals with ADHD and ASD need more support to learn to self-regulate. Sensory regulation strategies can help with self-regulation. As can cognitive strategies. We will explore these further below.

Emotional regulation

Emotional regulation refers to the ability to regulate our emotions. Toddlers and teenagers find this difficult. For toddlers this is because they haven't yet established the language and brain connections to enable them to regulate their emotions. Teenagers find this more difficult as their hormones and brain connections and changing. They need time to get used to these changes.

Neurologically the front part of our cortex (our frontal lobe) is responsible for emotional regulation. The connections to this part of the brain continue to develop into adulthood. The ability to regulate emotions improves as these connections strengthen. Again, some individuals, including those with autism, need more support to develop these connections.

What about sensory regulation strategies?

Sensory regulation strategies are strategies which use the senses to help with regulation. These are often used to support individuals with autism and those who experience sensory processing differences. But in reality, they can be helpful for everyone.

The goal when using sensory regulation strategies is to help the individual to regulate. They are often using the sensory strategy alongside them, so to support co-regulation, initially. The longer term goal would be that they could self-regulate using the strategy. Programmes like the Zones of Regulation can be helpful to teach emotional regulation and how to use sensory regulation strategies.

Sometimes the individual may need to increase their arousal level. This would mean using a sensory regulation strategy that would make them more alert.

Alternatively, sometimes they may need to decrease their arousal level. So, they will need a sensory regulation strategy to helm them to calm down.

What are some examples of sensory regulation strategies?

I will break this section into two parts. Firstly, I will give strategies that can help to increase arousal. Secondly, I will look at ideas to help to calm down. If you want to read more about sensory strategies you could also read this article.

Sensory regulation strategies to help to increase arousal (or alert)

Our sensory diet/brain break movement video playlist is a great place to start!

Movement! Go Noodle have some great songs to follow along with if you're stuck inside. Playgrounds, cycling, scooters and running are good options for being outside.

You can also create fun indoor obstacle courses. This video gives a great example.

Sensory regulation strategies to help to decrease arousal (or calm)

We have some great slow movement and breathing activities here in this playlist

Heavy work is a helpful strategy for calming. We explore this further our blog The Mystery of Heavy Work.

Yoga can be a great option. Cosmic Yoga has some great videos to follow. Each video includes a story which can help children to stay engaged.

Breathing exercises can really help to calm and organise the brains. The Smiling Minds app is free and also has good content for children. The charity scope has also published a product called Mindful Monsters, which includes breathing and relaxation activities designed for children. This monkey video gives a nice breathing sequence for children to follow. Koala goes through 2 minutes of breathing here.

# data[].attributes.attachment_link.title
Sensory regulation strategies - how you can use them to help your child.

# data[].attributes.attachment_link.description
The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal.

# data[].attributes.attachment_link.readable_text
back

100 Day Kit for Young Children

Knowledge is power, particularly in the days after an autism diagnosis. The Autism Speaks 100 Day Kit helps families of children ages four and under make the best possible use of the 100 days following the diagnosis. A 100 Day Kit for school age children is also available.

This kit will help you learn more about autism and how to access the services that your child needs. It contains information and advice collected from trusted experts on autism, autistics and parents.
The 100 Day Kit is divided into the following sections:

What is autism?

Core signs and symptoms

Understanding your child's behavior

Responding to the diagnosis

How is autism treated?

Getting help

Living with autism

A week-by-week plan for the next 100 days

Glossary

Through a generous partnership with FedEx, after calling an Autism Response Team coordinator and providing them with your information, you can pick up a complimentary printed copy of the 100 Day Kit at a FedEx Office location near you!
Haga clic aquí para acceder este recurso en español.

Complete the form below to access the Tool Kit
By submitting this form you will receive periodic communications from Autism Speaks. You can unsubscribe at any time.

Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.
Get in Touch with ART

Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.attachment_link.title
100 Day Kit for Young Children | Autism Speaks

# data[].attributes.attachment_link.description
Click here to download the Autism Speaks 100 Day Kit for Young Children - a guide to support families in the days following a child's autism diagnosis

# data[].attributes.attachment_link.description
Our most popular FREE resources for therapists, parents, and educators! Permission is granted for use in clinical or school-based practices only. Please

# data[].attributes.attachment_link.readable_text
Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.

Trainings on Demand

The TIKES Project provides hands-on trainings to parents and professionals on a variety of early intervention/early childhood and assistive technology topics. These trainings are being developed into training materials of value to both parents and professionals. Professionals can use the materials in peer-to-peer or teacher-to-parent trainings. Parents can use any of the materials to learn more about how assistive technology can help their child. Additional materials for each set, including handouts and short videos, are also being developed to support parents' and educators' understanding and use of assistive technology.

# data[].attributes.attachment_link.title
TIKES - Why Assistive Technology Matters

# data[].attributes.attachment_link.description
Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5.

# data[].attributes.attachment_caption
Brief Summary of Inclusion Research- E.Barton & B.Smith

# data[].attributes.body
SICC Tab

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.title
State Interagency Coordinating Council - Early Intervention Technical Assistance Portal

# data[].attributes.attachment_link.description
Pennsylvania State Interagency Coordinating Council (SICC) The SICC is a Governor appointed council that advises and assists the Departments of Health, Education, and Human Services to ensure that a comprehensive delivery system of integrated Early Intervention programs and services is available to all eligible infants, toddlers, and young children and their families.

# data[].attributes.attachment_caption
Pennsylvania Special Education Advisory Panel 

# data[].attributes.body
SEAP

# data[].attributes.body
NAA’s Big Red Safety Box® | National Autism Association

# data[].attributes.attachment_link.title
Equity, Diversity, and Inclusion | Frank Porter Graham Child Development Institute

# data[].attributes.attachment_link.description
Nationwide, children of diverse racial, ethnic, cultural, socioeconomic, and linguistic backgrounds are too often viewed as challenging, “at-risk,” and of limited intellectual capacity. Wide disparities in achievement bear witness to the ways in which the educational and social systems have failed t…

# data[].attributes.attachment_caption
Executive Summary: Inclusion of Children with Disabilities in Early Childhood Programs- Department of Education & Department of Health and Human Services