dcd/dyspraxia in a day 2011

A day in the life of the child Developmental Coordination Disorder

Supporting the school and home.

Professor Amanda Kirby

Dyscovery Centre copyright 2011 Amanda Kirby. Please do not copy without permission of the

author

Sam,9 years of age• walked at 19 months

• talked indistinctly at 2 ½ years of age

• very fidgety and hyperactive at 4 years of age.

• he usually tells his mother he can’t remember what

he has done in school

He has an older brother who is in the football team

locally and his father coaches. Sam doesn’t want to

play. He has one friend in his class, and does not get

asked to parties very often.

His writing looks like this:

Dyscovery Centre copyright 2011

Amanda Kirby. Please do not copy

without permission of the author

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Prevalence

The ALSPAC UK based large population study more recently has shown a prevalence of 1.7%with a further 3.2% of children considered as having "probable developmental coordinationdisorder" by using broader cut-offs for coordination testing and activities of daily living

(Lingham et al,2009).

• 3:1 boys to girls




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Definitions and confusions




Diagnostic criteria for

Developmental Coordination Disorder

(APA, 2000)

A. Performance in daily activities that require motor coordination is substantially below that expected given the person’s chronological age and measured intelligence. This may be manifested by marked delays in achieving motor milestones (e.g., walking, crawling, and sitting), dropping things, “clumsiness”, poor performance in sports, or poor handwriting.

B. The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living.

C. The disturbance is not due to a general medical condition (e.g., cerebral palsy, hemiplegia, or muscular dystrophy) and does not meet criteria for a Pervasive Developmental Disorder.

D. If Mental Retardation is present, the motor difficulties are in excess of those usually associated with it.

ICD10 (WHO)- Specific Developmental Disorder of Motor Function is

also used- similar but some differences




Dyspraxia

Developmental dyspraxia is an impairment or immaturity of the organisation of movement. It is an immaturity in the way that the brain processes information, which results in messages not being properly or fully transmitted. The term dyspraxia comes from the word praxis, which means 'doing, acting'.

Dyspraxia affects the planning of what to do and how to do it. It is associated with problems of perception, language and thought.

Dyspraxia Foundation




Some children despite adequate teaching, a stimulating environment and

with a generally normal intellect, have difficulty with movement and

specific aspects of learning. Dyspraxia is a difficulty with thinking out,

planning and carrying out sensory / motor tasks.

Dyspraxia Association of Ireland

DCD has also been called...

“Awkward” - “in the wrong way” derived from “awke” or

wrong -from an Old Norse term “öfugr” meaning

backward

1949-MBD

1963-“minimal cerebral palsy”; “minimal cerebral

dysfunction” (Bax & MacKeith)

1965- perceptual-motor dysfunction (Ayres)

1967-visuo-motor disability in school children ( Brenner)

1968/70 -Clumsy child syndrome ( Illingworth)

1970s –Motor Morons

1975- Developmental apraxia ( Gubbay)

1982- Developmental dyspraxia ( Denckla)Dyscovery Centre copyright 2011



What is DCD/Dyspraxia?




A day in the life

• Take any age

• Go through what happens in a day from getting up to going to bed

• List the activities that are non motor!

The fact is that hardly anything happens without the involvement of the motor system!




So DCD is:

A movement disorder affecting

children in more than one

setting-pervasive

Enduring

Developmental

Has multiple causes

Has more than a motor impact




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ADHD

13

ASD

7

DYSLEXIA

17

5

8

3

19




What do we know about causes?




Shared geneticsShared environment




ENVIRONMENTAL

BEHAVIOURAL

NEURAL

GENETIC

“Meshes of influence”

Turvey,2006




Genes involved in dopamine regulation (DRD4 and DAT1) receptor genes have been highlighted in ADHD- and may control attention and EF…

DAT1 and spatial attention have been associated

(Bellgrove and Mattingly,2008)

(J.M. Swanson et al. / Neuroscience and Biobehavioral Reviews 24 (2000) 21–25)

Genetic and biochemical level




Overlap may be linked to shared genes e.g. in ADHD and DCD

1285 twin pairs aged 5 and 16 years from the volunteer Australian Twin Registry (ATR).

The DCD-fine motor and ADHD-Inattentive were most strongly linked using the DSM-IV based scale.

(Martin ,Piek and Hay, 2006)




Klinefelters (XXY)




NF1




http://www.ncbi.nlm.nih.gov/pubmed?term=%22Barton%20B%22%5BAuthor%5D

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Hyman%20SL%22%5BAuthor%5D

NF1 and cognitive deficits

• Deficits in:– visuospatial ability,– executive function,– expressive and receptive language– attentional skills

• Abnormal MRI and Nf1= fine motor deficits

• Feldmann R, Denecke J, Grenzebach M, Schuierer G, Weglage J. Neurology. 2003 23;61(12):1725-8. Neurofibromatosis type 1: motor and cognitive function and T2-weighted MRI hyperintensities.

• Hyman SL, Shores A, North KN.,Neurology. 2005 Oct 11;65(7):1037-44.The nature and frequency of cognitive deficits in children with neurofibromatosis type 1.




Structural or mechanical

Cerebral palsy

Epilepsy and BECTS- post rolandic epilepsy

Agenesis of the corpus callosum

Cerebellar dysfunction




CP and DCD




BECCTSBenign Epilepsy of Childhood with

Centrotemporal Spikes




BECCTS

– Commonest childhood epilepsy– Motor cortex – Abnormal EEG pattern– Night time seizures… thought to not be as

significant but may have an impact on learning– Preservation of consciousness– Pooling of saliva– Speech arrest– 75% at night

One study from Italy( Scabar,2005)Dyscovery Centre copyright 2011



6 out of 8 with MABC <1% had BECTS




Other reasons for co-ordination

difficulties

Degrees of freedom- Joint Hypermobility Syndrome

Visual/visual perceptual

Language –not understanding what to do

Inattention- less practice,less focus

Executive functioning- can’t plan what to do




Joint hypermobility syndrome (JHS)

Reported to affect around 11% of the

population (Seckin et al, 2004)

• F: M = 2.5:1( Didia, Dapper and Boboye(2002)







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Impact of difficulties




Environmental factors




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Changing lives




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Linear approach

Genes symptoms diagnosis

environment




Dynamic systems model

Child with

additional

learning needs

Traumatic

experiences

Poor co-ordination

Hereditary factors

Low self worth

Parent with poor literacy

Poor reader

Fail exams

Poor fitness levels

overweight

Low self worth

Poor nutrition Dyscovery Centre copyright 2011



BUT…it’s not just motor!




DCD overlaps with:

• Dyslexia- 35%

• ADHD- 35-50%

• Autism Spectrum Disorders (ASD)

• Tourette’s Syndrome

• Specific Language impairments

• Anxiety and depression

• Joint hypermobility syndrome




Impact of DCD

• Self esteem- Piek et al

• Anxiety and depression- Myihara




Self esteem and DCD

• Miyihara and Piek ,2006 showed that in studies reviewed (7) there was a medium effect size on self esteem and DCD(greater than in children with CP (6 studies)

• Skinner and Piek ,2001- 8-10 yr olds had worse self perception and self worth

• Increased in 12-14 years




Anxiety and depression

• 3.5-5 year olds - +ve correlation between motor difficulties ( MAND) and anxious /depressed scale ( using CBCL) ( Piek, Bradbury,Elsley, Tate, 2008)

• 8-10 and 12-14 years olds had increased state/trait anxiety cf td kids- Skinner and Piek, 2001

• Depressive symptoms in children (8-10 yrs) with DCD were significantly worse than td children ( Francis and Piek,2001)– Perceived athletic competency predicted depressive

symptomatology




Cognitive functioning and DCD

• Wallin (1916) +ve correlation between motor and cognitive development ( Wassenburh et al,2005)

• Dyck,Piek et al, 2009 have shown an age differential with linkage

– 3-5 years motor and cognition linked

– 6-8 yrs motor and emotion recognition linked

– 9-11 years motor linked to perceptual organisation, receptive language and emotion recognition

– 12-14 years.. Not signifcant links




Executive Functioning and DCD

• Roebers et al, 2009– EF and Motor linked in 7 year olds

• Murray et al, 2006– Early standing- better working memory at 33-35 years of

age!

• Piek, Dawson, Smith and Gasson (2008)– Gross motor scores at 4 yrs 4 months predicted working

memory and processing speeds at school ageEF- DCD and ADHD ( in 6-14 yr olds cf TD)– DCD worse than all groups on working memory– Showed an overall timing deficit– Poorer visuospatial ability




Motor Development and Learning

Resources of the Child

Outcomes

Environment in which Manner of

Activity occurs presentationDyscovery Centre copyright 2011



Presentation at different ages




Key features of DCD..

Difficulty with:

•Self care tasks

•Writing – quality and speed

•Tool usage

•Riding a bike and balance

tasks

•Dual tasking

•Learning new tasks

•Team games




DCD: In childhood




John is 9 years old• John is slow getting dressed in the morning, he still needs

help with his top button and his shoe laces. Mum cleans his teeth for him. He is a messy eater and often spills things

• In school his writing is poor and he writes short stories despite telling you great stories orally. He is often on his own in the playground as he finds playing ball hard to do and the others laugh at him.

• He keeps losing his possessions and gets in trouble for it.• He has an older brother who is in the local football team

and his dad is the coach .• His mother is a musician and she wants him to play the

piano.




Missiuna, C. et al. CMAJ 2006;175:471

Fig. 1: Concerns typically noted by parents of children with developmental coordination disorder at different ages




Core symptoms and signs of DCD3-7 year old

• Riding a tricycle/bicycle

• Painting/jigsaws/ colouring/ cutting/drawing

• Hopping/ jumping/ball skills/balance

• Self care: Untidy eater/ spills drinks/dressing/ undressing/bottom wiping/teeth cleaning




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7-11 year olds

• Riding a bike• Poor handwriting • Poor tool usage -scissor skills, rulers

etc• Posture at the desk• Ball skills- team games• Self care tasks

• Low self esteem• Increased social isolation/difficulties

making friends• Poor organisational skills




Secondary school




Senior school child

• Slower learning new skills

• Handwriting remains poor

• Ball skills and team games

• Dressing / undressing slow

• Social skills / few friends

• Organisation / time management /planning

• Lowered self esteem

• Social isolation




Persistence of motor difficulties

• 73%15-17 years continued to have difficulties (small sample- n=15)

– (Losse et al (1991) 10 year follow up study)

• 65% Finnish 17 year olds remained having some difficulties especially in visual motor integration – (Cantell et al' study,1998)

• 50%17 year olds still had difficulties – ( Van Dellen and Gueuze,1988)

• Cousins & Smyth (2003) showed a variable pattern of presentation in the index adults studied (average 38 years) but did not exclude ADHD.




Social outcome

Cantellet al (1994) showed that those with the most severe motor difficulties as a young child seem to be the ones whose difficulties persist most and have fewer hobbies




Overlap may predict poorer outcome

• Rasmussen et al (2000) followed children diagnosed at 7 years of age with DCD and ADHD .

• At 22 years of age, the research participants were more likely than their matched controls to be unemployed, to have had problems with breaking the law, to be alcohol or drug misusers and to have mental health difficulties.

• ADHD + DCD (not taking medication) had worse prognosis than ADHD alone respect of academic success and employment




Interaction

Parental support

Peer interaction

DCDTypically developing

Individual

0 years 10 years 18 years 20 years




Outcome of DCD in adulthood:

is dependent on :

a) Severity of motor difficulties

b) Level of comorbidity

c) Intervention in childhood

d) Family factors- FH of DDs as well!




So what changes and what stays the same?




0

5

10

15

20

25

Child

Adult

Parent concerns change over time




Study of 16-25 year olds with DCD in FE and HE

0

10

20

30

40

50

60

70

80

90

self ca

re

writ

e ne

atly

writ

e fa

st

read

writ

ing

copy

ing

down

find

way

roun

d buildings

othe

rs re

ading

writ

ing

avoid

hobbi

es g

ood co-

ord

leisur

e tim

e alo

ne

avoid

team

spo

rts

spor

t on

own

avoid

club

bing

mon

ey m

anag

emen

t

TD %

DCD %




Favourite Leisure Choices

Approaching significance at 0.06 level

** Significant at 0.05 level

*** Significant at 0.01 level

0

10

20

30

40

50

60

70

80

% of students

choosing

Bar Reading

*

Films/TV Club** Sport*** Other**

Leisure choices

Movement difficulties

TDA




EF

0

10

20

30

40

50

60

70

80

Get

ting

up b

ed

orga

nising

bag

pack

ing

suitc

ase

folding

cloth

es

orga

nise

room

perfo

rming

2 th

ings

plan

ning

ahe

ad

loss

of a

ttent

ion

follo

wing in

stru

ctions

getting

ready

to le

ave th

e ho

use

com

plet

ing

task

s

arra

nging

room

and

wor

k are

as

plan

ning

to d

o so

met

hing

at a

set

tim

e

orga

nise

d to

soc

ialis

e

plan

ning

leisure

activities

orga

nise

d fo

r a class

/mee

ting

TD %

DCD %




Handwriting• . “keeping handwriting tidy at the same time

as writing quickly”.

• “Remembering stuff, writing lecture notes whilst listening, reading to understand - have to read a difficult page 8 times”.




Independent living skills

Parent comments

• “anything that involves sequencing, like making a cup of tea or a sandwich.” However she describes how “He can make a very simple meal, taking something out of the fridge and putting it into the microwave, or toast or a sandwich”.

• “Impulsive, lacks stability for daily living skills e.g. difficulty in pouring drink in a controlled way”.

• personal hygiene was still poor• Dental hygiene is poor




Psychological

• “I’m just useless, I’m not very good, I’m not very bright”.

• “He is often depressed and withdrawn” and “OCD means he spends a lot of time checking/rechecking switches, doors, taps etc”.




The importance of driving

• An important rite of passage.

• Parental perspective → one of the last times teaching their child a new skill.

• “fleeing the nest”.




Driving: Required skills

• Accurate perception of the traffic environment.

• Ability to react to a given situation and act accordingly.

• Co-ordination of several separately related motor tasks simultaneously (e.g. looking in the mirror while continuing to steer the car) or in a sequence (e.g. mirror, gears, making a manoeuvre).

• Additionally difficult for young people in the UK:- learning in a manual car.




0

10

20

30

40

50

60

70

80

90

Yes No

DCD (38)

Control (77)

Have you learnt/ are you learning to drive?

A chi-square test for significance indicated that this difference was significant (χ²=9.72, N=115, df =1, p<0.002).

Both groups cited lack of finances as a reason for not driving

%




Reasons for not learning to drive: The DCD group

“Do not see things like others do. Poor sense of danger and speed. Do not feel confident enough to learn to drive”

“After 10 lessons driving instructor did not think it [was] worth me continuing - I had only been driving on trading estate”

“I would like to learn but am unsure I could do it safely”




Reasons for not learning to drive: The DCD group

“Lack of direction ”

“*I+ Don't think I would have the ability (nervous)”

“Worried about the lessons and my Dyspraxia, will try when I leave college”




Number of times takenPractical test

0

0.5

1

1.5

2

2.5

3

Mean SD

DCD ControlDyscovery Centre copyright 2011



Miles driven per week

•An independent samples t-test indicated that the control group reported driving

significantly more miles in an average week than DCD group (t(67)=2.75,

p<0.008).

•This may be related to social behaviour with the control group going out more.

0

50

100

150

Mean***SD

DCD (15)

Control (54)




Day- to- day driving behaviours

DCD adults were significantly more likely to report having difficulties with distance estimation (χ²=10.38, N= 44, df=1, p<0.001) and parking (χ²=3.86, N= 27, df=1, p<0.05) than the control group

DCD Control

Driving without a valid license 0% 9.5%

License revoked/suspended 0% 3.1%

Involved in an accident 40% 48.4%

Struck a pedestrian/cyclist 0% 1.6%

Reported for reckless driving 5% 4.8%

Reported for driving intoxicated 0% 0%

Difficulties parking*** 44.4% 11.1%

Distance estimation difficulties * 63.2% 16%




Approach to support




M.A.T.C.H. the activity to the child

Modify the task

Alter your expectations

Teach strategies

Change the environment

Help by understanding

M.A.T.C.H. strategies available from CanChild website http://www.canchild.ca/




M.A.T.C.H.- Organisational difficulties

Messy/disorganised desk or trayEnsure time between activities to put things awayProvide visual clues/labelling to help with effective use of

space (e.g. for pencils or notebooks)Use colour coded workbooksTimetable weekly desk/tray cleaning timeTeach child how to organise desk/trayMinimise what children keep in their desk/tray




Towards success

C A R E

• Develop Competence

• Provide opportunity for Autonomy

• Promote positive adult peer Relationships

• Maximise Enjoyment and minimise anxiety




Develop competence

• Optimally challenging activities– Match the activity to the child

– Modify the equipment and rules

– Frame simple goals

• Create mastery motivational climate– Focus on effort

– Learning- use ‘think aloud’ techniques

– Skill mastery

– Realistic goals




Provide appropriate praise, encouragement and instruction

– Participation and effort

– Mastery attempts and achieving goals




Opportunity for autonomy

Provide opportunity for a variety of activities

– Menu of structured and unstructured

– In and outside

– Allow for activity choices

– Help children help themselves- self regulation strategies e.g. think aloud




Promote positive relationships

• Feel connected with peers/adults

• Structured after school programmes

• Promote social relationships

• Parents acting as role models

• Maximise enjoyment




Intervention approaches

• Practicing what you can’t do

• Doing what you want to do

• Doing what you need to do

• Avoiding what is difficult and is likely to persist

• Seeking out strengths




Approaches to support

How much time have you got

What is important for now

What is important for the future

Listen to the child

Practise enough and appropriately




Practical strategies for home and

school




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Getting up in the morning

Challenges Responses

• Putting out clothes the night before

• Alternative fastenings-velcro etc

• Timer for teeth cleaning

• Wet wipes and practice- be explicit

• Adapted cutlery/stable position

• Verbal prompts




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Teeth cleaning




Shoe lace tying




Dressing

pants

T-shirts




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Organisation at home

Recordable speech bubbles




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http://www.google.co.uk/imgres?imgurl=http://www.eduswift.com/images/gallery/timetable_10.jpg&imgrefurl=http://www.eduswift.com/gallery_timetable.htm&usg=__LlfbP7RWdSMmG4kTcynws7e-scY=&h=439&w=600&sz=97&hl=en&start=13&itbs=1&tbnid=qrdAcc6td2lSAM:&tbnh=99&tbnw=135&prev=/images%3Fq%3Dschool%2Btimetable%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Preparing for school

• Packing bag

• Remembering what to take

• Leaving on time

• Catching a bus

Response

• List of what to do

• Night before by the front door

• List in bag/kitchen etc

• Timer with an alarm

• Practice new journeys

• Practice sorting.. To do lists

Challenges




http://www.google.co.uk/imgres?imgurl=http://dudleydoright.files.wordpress.com/2008/07/ready-for-school-pic1.jpg&imgrefurl=http://dudleydoright.wordpress.com/2008/07/30/gwinnett-county-school-is-about-to-start/&usg=__suKso1lr6lCTYX9WKjUfoG1TxA8=&h=1070&w=1070&sz=57&hl=en&start=16&itbs=1&tbnid=qNXenf0ceBfyQM:&tbnh=150&tbnw=150&prev=/images%3Fq%3Dschool%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Preparing for school

• Lunch box

• List of items – for the day

• Labelled clothes

• Right and left shoes

• Preparing for periods




http://www.google.co.uk/imgres?imgurl=http://www.sneakerfiles.com/wp-content/uploads/2008/05/flavorsoftheworldheel.jpg&imgrefurl=http://sneakerheadnews.com/2008/05/30/&usg=__MNyc9yNrp4TdiGgb8nvvUEcVyw4=&h=524&w=529&sz=77&hl=en&start=1&itbs=1&tbnid=kOek9aaGZ0P01M:&tbnh=131&tbnw=132&prev=/images%3Fq%3Dright%2Band%2Bleft%2Bshoe%2Breminders%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://img.alibaba.com/photo/105027628/1.jpg&imgrefurl=http://9918.info/trade_b2b/product/disposable-panties-for-spa-105027628.html&usg=__YR4m_lCqDzAFdUzgQH0VrSmfel0=&h=353&w=613&sz=41&hl=en&start=2&itbs=1&tbnid=WrZZK5TtqxU9ZM:&tbnh=78&tbnw=136&prev=/images%3Fq%3Ddisposable%2Bpaper%2Bpanties%2Bboots%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Arriving at junior schoolAround the school

Challenge

• Cloakroom

• Toilets

• Getting to class

• Remembering possessions

Response

• Signposting around school

• Hook on the end of the row

• Practicing process-especially when changing schools

• Practicing dressing in the holidays

• Buddy system around school

• Naming clothes




http://www.google.co.uk/imgres?imgurl=http://www.cartoonstock.com/newscartoons/cartoonists/rbo/lowres/rbon636l.jpg&imgrefurl=http://www.cartoonstock.com/directory/n/nursey.asp&usg=__WEmtb1Fgpx9fLyE7LQ3xr_0WNJc=&h=400&w=374&sz=30&hl=en&start=3&itbs=1&tbnid=jYDBDDMrjmPwxM:&tbnh=124&tbnw=116&prev=/images%3Fq%3Dschool%2Bcloakroom%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Map of the School

Using colours, key features, reference points




At play time

Challenge

• Being on own

• Can’t /won’t join in with play

• Bullied

Response

• Circle time

• Friendship bench

• Small clubs and planned activities

• Quiet place

• Bullying policy- explicit

• SEAL




Friendships

• ‘Circle of Friends’

• Peer mentor

• Social groups and opportunities

• Friendship bench or stick




http://images.google.co.uk/imgres?imgurl=http://www.wmep.k12.mn.us/images/1%2525%2520Website/Close-up%2520of%2520Friends%2520bench.JPG&imgrefurl=http://www.wmep.k12.mn.us/fair/onepercent.htm&h=540&w=720&sz=405&hl=en&start=32&tbnid=mfaJOD4e5-rKOM:&tbnh=105&tbnw=140&prev=/images?q=friendship+bench&start=20&gbv=2&ndsp=20&svnum=10&hl=en&sa=N

http://images.google.co.uk/imgres?imgurl=http://bp3.blogger.com/_jizoPL28qCY/R6Dz3NMBwPI/AAAAAAAABME/iCGhz7N3IGA/s400/circle+of+friends.jpg&imgrefurl=http://environmentally-friendly-presents.blogspot.com/2008/01/environmentally-friendly-present-gift.html&h=400&w=400&sz=117&hl=en&start=6&usg=__2E0HRuVWcR1lwjhhETj0F5MVgwo=&tbnid=g-Rl6Mlm5kzIJM:&tbnh=124&tbnw=124&prev=/images?q=circle+of+friends&gbv=2&hl=en

http://www.google.co.uk/imgres?imgurl=http://api.ning.com/files/MkA4RyozfPCtmlARkrijozwZDQZ2XZMOSNNWiOjDC3AM6dUs9GQ56RT*AP8ZXYpqN8GxziekZ4lwC8g7aDD5P84NLPc4JOOE/hopscotch.jpg&imgrefurl=http://2alstvirtualclass.ning.com/groups&usg=__upN2OMHhDa88zVzuTGE_f2Udh_c=&h=390&w=540&sz=49&hl=en&start=6&itbs=1&tbnid=FUc7lpn7xflz0M:&tbnh=95&tbnw=132&prev=/images%3Fq%3Dhopscotch%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Teaching

Social skills

Family

Friends

Teachers

Strangers

Social currency

Creating

Social networks

Social rules




http://images.google.co.uk/imgres?imgurl=http://www.kitbag.com/product_images/maxzoom/prd_maxzoom_237924-666.jpg&imgrefurl=http://www.football-shirts.co.uk/newmanutdshirt.html&usg=__Odz_CGcJj698HrSHSq4yBSBOjew=&h=400&w=400&sz=20&hl=en&start=2&tbnid=U4wNbAJwGCNFsM:&tbnh=124&tbnw=124&prev=/images?q=manchester+united+football+kit&gbv=2&hl=en&sa=G

Making friends

• Topics of conversation

• One to one before bigger parties

www.blacksheeppress.co.uk




http://www.blacksheeppress.co.uk/

Learn the “NON” rules

“ COOL”

“WICKED”




http://images.google.co.uk/imgres?imgurl=http://www.aitken-niven.co.uk/shop/images_thumbs/HARNESS_SATCHEL_BROWN_LEATHER_SBC07.jpg&imgrefurl=http://www.aitken-niven.co.uk/shop/products.asp?RootCategoryID=1&CategoryID=22&borg=M&SubCategoryID=33&h=80&w=80&sz=25&hl=en&start=7&tbnid=6c3wGbuhy6xo2M:&tbnh=74&tbnw=74&prev=/images?q=school+satchel&gbv=2&svnum=10&hl=en

http://images.google.co.uk/imgres?imgurl=http://www.global-b2b-network.com/direct/dbimage/50272987/School_Shoes.jpg&imgrefurl=http://www.global-b2b-network.com/b2b/69/74/254/page6/slippers.html&h=360&w=360&sz=20&hl=en&start=1&tbnid=8ON0DqJ69NrTTM:&tbnh=121&tbnw=121&prev=/images?q=school+shoes&gbv=2&svnum=10&hl=en

http://images.google.co.uk/imgres?imgurl=http://www.jkclothing.co.uk/images/products_front/main_photo.jpg&imgrefurl=http://www.jkclothing.co.uk/&h=252&w=220&sz=16&hl=en&start=15&tbnid=qnjJ7AjgLstEvM:&tbnh=111&tbnw=97&prev=/images?q=wearing+a+school+tie&gbv=2&svnum=10&hl=en

Ensure social currency




http://images.google.co.uk/imgres?imgurl=http://www.todofut.net/product-images/ni-000118038.jpg&imgrefurl=http://www.worldcupjapankorea.com/Soccer_megastore/manchester_united_shop.htm&h=741&w=741&sz=37&tbnid=vNEyND26w5dzyM:&tbnh=139&tbnw=139&hl=en&start=20&prev=/images?q=manchester+united&svnum=10&hl=en&lr=

http://images.google.co.uk/imgres?imgurl=http://images.apple.com/ipod/images/accessoriesdock20051011.jpg&imgrefurl=http://www.apple.com/ipod/accessories.html&h=435&w=298&sz=13&tbnid=HiPQKhmv-dUtcM:&tbnh=123&tbnw=84&hl=en&start=6&prev=/images?q=i-pod&svnum=10&hl=en&lr=

http://images.google.co.uk/imgres?imgurl=http://www.baysideblades.com.au/inline_skating_pics/skating_clothes/skate_hoodies/rejected_sticky_brown_hoody.jpg&imgrefurl=http://www.baysideblades.com.au/inline_skates_dt/skate_clothing/hoodies/rejected_sticky_brown_hoody.htm&h=433&w=300&sz=16&tbnid=9pCQlF5uP1EEOM:&tbnh=123&tbnw=85&hl=en&start=1&prev=/images?q=hoody&svnum=10&hl=en&lr=

Lunch and break times

• Encourage lunch time clubs where there are “ formalised” opportunities for socialising

• Peer mentor schemes

• Play ‘what if’

• Play’ canteen chaos game’

• Get weekly menu from school




http://www.google.co.uk/imgres?imgurl=http://www.piggott.wokingham.sch.uk/images/Canteen/Week%25203%2520Menu.jpg&imgrefurl=http://www.piggott.wokingham.sch.uk/sch_Canteen_Menu.html&usg=__Wk30A_uJll0KFJU7di3Yk7h5WKM=&h=547&w=730&sz=114&hl=en&start=27&itbs=1&tbnid=wXVYsCW3ujoHSM:&tbnh=106&tbnw=141&prev=/images%3Fq%3Dschool%2Bcanteen%2Bweekly%2Bmenu%26start%3D18%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D18%26tbs%3Disch:1

Toilets




http://www.google.co.uk/imgres?imgurl=http://www.everything-nursery.co.uk/acatalog/kandoo.JPG&imgrefurl=http://www.everything-nursery.co.uk/cgi-bin/ss000000.pl%3FSECTIONID%3DFirst_Aid__Baby_Care_and_Personal_Care_Products.html%26NOLOGIN%3D1&usg=__sipYGZZz8psWq8FpGg05nEOj8Tg=&h=164&w=218&sz=68&hl=en&start=8&itbs=1&tbnid=JCS9z85WaTk_hM:&tbnh=80&tbnw=107&prev=/images%3Fq%3Dkandoos%2Bwet%2Bwipes%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://shop.uniformchanges.co.uk/images/B%2520PU%2520TRS03%2520trouser.jpg&imgrefurl=http://shop.uniformchanges.co.uk/index.php%3Fmain_page%3Dindex%26cPath%3D1&usg=__J0bdwS-mjgXI0LoZ_jWY5uRjH0c=&h=300&w=300&sz=14&hl=en&start=3&itbs=1&tbnid=MoWKB77L5HbjPM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dpull%2Bup%2Btrousers%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

In the canteen

• Queuing and choosing

• Paying

• Using cutlery

• Spills

• Where to sit




http://www.google.co.uk/imgres?imgurl=http://creativeside.files.wordpress.com/2009/08/cup-lid-faces.jpg&imgrefurl=http://creativeside.wordpress.com/2009/08/04/unhappy-cup-lid/&usg=__qLQbpE-MiNp0KU8dvVee09E5P2w=&h=428&w=590&sz=19&hl=en&start=15&itbs=1&tbnid=yDuJr4xzZEiorM:&tbnh=98&tbnw=135&prev=/images%3Fq%3Dcup%2Bwith%2Ba%2Blid%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.steadyco.com/pics/products/steady_childrens_plate_range-medium.jpg&imgrefurl=http://www.steadyco.com/products.php&usg=___XgrDi_v0-PTT6sVLtsykseQESM=&h=200&w=150&sz=12&hl=en&start=11&itbs=1&tbnid=kHNFF-opPVcDGM:&tbnh=104&tbnw=78&prev=/images%3Fq%3Dchildrens%2Bplate%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://img1.tradeget.com/thumbnails/swipetechnologies/SG9XA9WW1p2.jpg&imgrefurl=http://swipetechnologies.tradeget.com/&usg=__Up2nFQ6KfkjDnRu_Xdz9XLj8gaE=&h=120&w=120&sz=4&hl=en&start=20&itbs=1&tbnid=FPdt8ty3rQYJtM:&tbnh=88&tbnw=88&prev=/images%3Fq%3Dcanteen%2Bswipe%2Bcard%26start%3D18%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D18%26tbs%3Disch:1

In class

Challenge

• Recording from the board

• Listening

• Planning out tasks

• Using tools- scissors /rulers

• Maths

• Posture

• Position

• Task

• Motivation

Response

• Facing the front

• Angle board

• Adapted tools

• ICT

• Minimise writing




Handwriting

• Observe pupil writing

• Pencil grip, sitting position, letter formation

• Look at handwriting

• Letter size, spacing, on the line

• Discuss with pupil

• Do they want writing to be different, does their hand ache?




Working on core stability




http://www.google.co.uk/products?hl=en&rlz=1R2SMSN_enGB329&q=heel+cups+for+children&um=1&ie=UTF-8&ei=H20oTIPCPMbKjAfZuZiRAQ&sa=X&oi=product_result_group&ct=image&resnum=1&ved=0CDEQzAMwAA

Position




Sebel chairs and desks




http://www.ilcaustralia.org/images/WA/6405017.jpg

Posture- in seating




http://images.google.co.uk/imgres?imgurl=http://www.backcare.com.au/images/product/Back%2520supports/coccyx/loumet_wedge.jpg&imgrefurl=http://www.backcare.com.au/back_seat.html&h=280&w=375&sz=26&hl=en&start=3&um=1&usg=__nrbWmTOqIaJYRNeWqGvheMmrK2k=&tbnid=O38CDtlH4OcB0M:&tbnh=91&tbnw=122&prev=/images%3Fq%3Dseating%2Bwedges%26um%3D1%26hl%3Den

Angle boards




http://www.specialdirect.com/Content/Files/Images/SD08034.jpg

Pencil case

Book holder




Pencil grips




Writing tools




Working environment




http://www.hifiheadphones.co.uk/images/Concept-Learning-2800-Blue-550x550.jpg

http://www.gresswell.com/webprd_gressuk/product_index/FRN' ; document.LANSA.SW_PRDBBID.value='2029' ; document.LANSA.PZZLWLSSEQ.value='' ; HandlePage('PRODUCT', 'LWGWWEB', 'LWGW025

http://www.google.co.uk/imgres?imgurl=http://www.symbolsinclusionproject.org/images/resources/classroom/cfe/example/timetable2.jpg&imgrefurl=http://www.symbolsinclusionproject.org/resources/classroom/cfe/examples.htm&usg=__a1ryXsuQLWTqaAtDETGxaxWMrVc=&h=180&w=307&sz=31&hl=en&start=14&um=1&itbs=1&tbnid=WFakBwjUL2ja7M:&tbnh=69&tbnw=117&prev=/images%3Fq%3Dvisual%2Btimetables%2Bfor%2Bchildren%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2SMSN_enGB329%26tbs%3Disch:1




Time reminders

http://www.focuspg.com/focuspg/catalog.cfm?dest=itempg&itemid=1374&secid=13&linkon=category&linkid=20

http://images.google.co.uk/imgres?imgurl=http://www.mrgadget.com.au/catalog/images/o2_XphoneII_mobile_phone_image.gif&imgrefurl=http://www.mrgadget.com.au/catalog/product_reviews_info.php%3Fproducts_id%3D556%26reviews_id%3D%26osCsid%3D.&h=375&w=375&sz=25&hl=en&start=1&tbnid=H4Nuf1JmGXk54M:&tbnh=122&tbnw=122&prev=/images%3Fq%3Dmobile%2Bphone%26gbv%3D2%26svnum%3D10%26hl%3Den

Handwriting practice

• Sand tray shapes

• Shaving foam and stick




http://images.google.co.uk/imgres?imgurl=http://www.tts-group.co.uk/Content/Files/images/legacy/thumbs/LART.jpg&imgrefurl=http://www.tts-group.co.uk/Range.aspx%3Frid%3D69%26cid%3D8&h=200&w=200&sz=14&hl=en&start=6&tbnid=CR4X47ZTSP_jUM:&tbnh=104&tbnw=104&prev=/images%3Fq%3Dsand%2Btray%2Bwriting%26gbv%3D2%26svnum%3D10%26hl%3Den

http://www.specialdirect.com/Product.aspx?cref=TTSPR593221&rid=182&cid=19

Finger painting

Finger puppets






Hand strength

•Posting

•Threading

•Peg games




http://images.google.co.uk/imgres?imgurl=http://img.alibaba.com/photo/50364950/Plastic_Pegs.jpg&imgrefurl=http://xudong.en.alibaba.com/offerdetail/51268222/Sell_Plastic_Pegs.html&h=360&w=360&sz=10&hl=en&start=3&um=1&tbnid=DXj9HoLYHIltNM:&tbnh=121&tbnw=121&prev=/images%3Fq%3Dpegs%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN

http://images.google.co.uk/imgres?imgurl=http://maxineandmoritz.com/Merchant2/graphics/00000001/H2159tn.gif&imgrefurl=http://maxineandmoritz.com/Merchant2/merchant.mvc%3FScreen%3DCTGY%26Store_Code%3DMM%26Category_Code%3Dha&h=189&w=235&sz=11&hl=en&start=19&um=1&usg=__eyeHIbJxChsJ-qW1ogMhklez_74=&tbnid=JFpJHhbSmMHiVM:&tbnh=88&tbnw=109&prev=/images%3Fq%3Dthreading%2Bgames%2Bchildren%26start%3D18%26ndsp%3D18%26um%3D1%26hl%3Den%26sa%3DN

Minimise or avoid

Apples are ................




http://www.google.co.uk/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/d/d1/2007-12-29_Sony_dictaphone_M-727V.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:2007-12-29_Sony_dictaphone_M-727V.jpg&usg=__ZxnNawyCo5XrBl-3Msf5sOvtLGs=&h=2850&w=1900&sz=2066&hl=en&start=3&itbs=1&tbnid=BhUncof80nJ16M:&tbnh=150&tbnw=100&prev=/images%3Fq%3Ddictaphone%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Mind mapping -www.ikon.com




Use alternatives

Lower case keyboard

Dana Neo




http://images.google.co.uk/imgres?imgurl=http://www.lappylaptop.us/wp-content/uploads/2008/04/eepc.jpg&imgrefurl=http://www.lappylaptop.us/asus-laptop/asus-eee-pc-900-notebook.html&h=388&w=450&sz=102&hl=en&start=18&tbnid=GZnoUfR3XxhbpM:&tbnh=110&tbnw=127&prev=/images?q=asus+eee+pc&gbv=2&hl=en

Typing programmes




Literacy softwareFirst Keys

Clicker

WordbarDyscovery Centre copyright 2011



http://www.cricksoft.com/UK/images/wordbar/index2.gif

http://www.readwritethink.org/files/resources/i

nteractives/essaymap/




http://www.readwritethink.org/files/resources/interactives/essaymap/

http://www.readwritethink.org/files/resources/interactives/essaymap/

Co Writer




www.ghotit.com




Other software

Changing colour

background Screenruler

Speech-to-text Text-to-speech




Mathematics

– Language of maths

– Visualisation of maths

– Learning times tables

– Recording in class

– Using tools




http://www.google.co.uk/imgres?imgurl=http://orange.math.buffalo.edu/241/graph_paper.gif&imgrefurl=http://orange.math.buffalo.edu/241/hw_spring2002.html&usg=__phuVjDVl6hp0zfit2yyZgwwqvhA=&h=560&w=560&sz=10&hl=en&start=1&itbs=1&tbnid=OH_xw5ZTcFEuvM:&tbnh=133&tbnw=133&prev=/images%3Fq%3Dmaths%2Bsquared%2Bpapers%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.thepencilgrip.com/dimg/30f93c89a9c1454fb02238b4cd39638c.jpg&imgrefurl=http://www.thepencilgrip.com/cat.php%3Fk%3D27684&usg=__sLBNgd8YnBo9keZAIASdJyR0SMg=&h=450&w=450&sz=63&hl=en&start=3&itbs=1&tbnid=cZlost-PZzignM:&tbnh=127&tbnw=127&prev=/images%3Fq%3Deasy%2Bto%2Buse%2Bprotractors%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://images.learningresources.com/images//products/en_us/detail/prod45748_dt.jpg&imgrefurl=http://www.learningresources.com/product/teachers/shop%2Bby%2Bcategory/manipulatives/math/symmetry%2B-%2Bgeometry/circle%2Bperfect%2B--174-%2Bcompass.do%3Fsortby%3D%26&usg=___810Qxeq4NGsZBYL4lcM64DH5Z8=&h=315&w=315&sz=16&hl=en&start=5&itbs=1&tbnid=kJsoGVz9O23eEM:&tbnh=117&tbnw=117&prev=/images%3Fq%3Deasy%2Bto%2Buse%2Bmaths%2Bcompass%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Jonny went down the street and had

£3.20, He had to buy six apples at

20p each and 4 pears at 10p. What

change did he have?




Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skillsDyscovery Centre copyright 2011



Difficulties can impact on different

lessons

Science- weights, measures, recording, using tools

Sport- sequences of instructions, direction, timing, understanding the plan/teams

Geography- map reading, recording, orientation, graphs

History- time lines

CDT- measuring, tool usage, planning, language




http://images.google.co.uk/imgres?imgurl=http://www.strategosinc.com/images/lean_manufacturing_history.jpg&imgrefurl=http://www.strategosinc.com/just_in_time.htm&h=707&w=571&sz=74&hl=en&start=9&um=1&tbnid=GEOfie0AxZGuWM:&tbnh=140&tbnw=113&prev=/images?q=history+timeline&um=1&hl=en&sa=N

Tool usage




Rulers




Scissors




Inattention/fiddling




http://images.google.co.uk/imgres?imgurl=http://ecx.images-amazon.com/images/I/51KJS8KPGSL._SL500_AA280_.jpg&imgrefurl=http://www.amazon.com/R-Kosmic-Koosh-Ball-Colors-Vary/dp/B0000542BW&h=280&w=280&sz=19&hl=en&start=2&um=1&tbnid=3RsEvW36Qvr3pM:&tbnh=114&tbnw=114&prev=/images?q=koosh+ball&um=1&hl=en&sa=N

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Movement breaks

• Running on the spot

• Shoulder shrugs

• Hand presses

• Playing the piano

• Stretch and walk

www.shelterpub.com




Homework- school approaches

• Print on labels

• ‘My Space’

• Write up at start of class

• School Intranet

• Buddy system

• Differentiate-Reduce volume- same level of work but less

• Or- easier




http://images.google.co.uk/imgres?imgurl=http://blogs.hgtv.com/hgtv/etips/sew%2520label.jpg&imgrefurl=http://blogs.hgtv.com/hgtv/etips/kids/&h=500&w=500&sz=29&hl=en&start=14&usg=__xtaBnNdFtHtEd6UO7YllZp8GhvI=&tbnid=b1Bh0hKJL-cy7M:&tbnh=130&tbnw=130&prev=/images?q=freezer+labels+homeworl&gbv=2&hl=en

Literacy based difficulties

Suitable reading materials

Rising Stars

Barrington Stoke




In PE/Games

Challenge

• Understanding instructions

• Following sequences of instructions

• Carrying out movements

• Working together in a group of different ability

Response

• Break down tasks

• Small group work

• Stronger and weaker pairing

• Model- alongside, practice and practice-video







http://www.specialdirect.com/Content/Files/images/legacy/TTS/KGMIT.jpg

http://images.google.co.uk/imgres?imgurl=www.trainerswarehouse.com/shop/images/KOOSHBALLS.JPG&imgrefurl=http://www.trainerswarehouse.com/shop/products.asp%3Fdept%3D52&h=216&w=346&prev=/images%3Fq%3Dkoosh%2Bballs%26svnum%3D10%26hl%3Den%26lr%3D%26ie%3DUTF-8%26oe%3DUTF-8%26sa%3DG

http://www.specialdirect.com/Content/Files/images/legacy/SD/SD07127.jpg

http://images.google.co.uk/imgres?imgurl=www.usapa.org/catalog/images/balls.gif&imgrefurl=http://www.usapa.org/catalog/default.asp&h=147&w=183&prev=/images%3Fq%3Dballs%26svnum%3D10%26hl%3Den%26lr%3D%26ie%3DUTF-8%26oe%3DUTF-8






http://www.specialdirect.com/Content/Files/images/legacy/SD/SD07208.jpg

http://www.specialdirect.com/Content/Files/Images/KBC.jpg

Going home

Challenge

• Homework

• Tired

• Friendships

• Parties

• Hobbies

Response

• Regular processes– Time out- walk dog, chill,play

a game

• Place to study – same each time

• Eat together

• Friends around- semi-planned activities

• Not rely on sibs for friendship circle







http://www.google.co.uk/imgres?imgurl=http://www.petsandkids.co.uk/images/3919.jpg&imgrefurl=http://www.petsandkids.co.uk/IsYourChildReadyToWalkTheDog.html&usg=__NS2icPScfjED2A5fpPIMOnx-E8M=&h=260&w=200&sz=16&hl=en&start=3&itbs=1&tbnid=k8099ClMf5v57M:&tbnh=112&tbnw=86&prev=/images%3Fq%3Dchild%2Bwalking%2Ba%2Bdog%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://comps.fotosearch.com/comp/FSA/FSA018/family-sitting-around_~x24466252.jpg&imgrefurl=http://www.fotosearch.com/FSA018/x24466252/&usg=__K5USbaem5_KUPq8nm1aoSapBkME=&h=261&w=300&sz=26&hl=en&start=22&itbs=1&tbnid=tC12lPoen4GmJM:&tbnh=101&tbnw=116&prev=/images%3Fq%3Dfamily%2Bsitting%2Bat%2Btable%26start%3D18%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D18%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://i.dailymail.co.uk/i/pix/2009/04/08/article-1168544-045BDCA1000005DC-778_468x314.jpg&imgrefurl=http://www.dailymail.co.uk/news/article-1168544/Homework-waste-time-abolished-say-teachers.html&usg=__hxH4jaoyM9xVbHiGydA5vP2YckM=&h=314&w=468&sz=29&hl=en&start=10&itbs=1&tbnid=iSQBq76_WyRsFM:&tbnh=86&tbnw=128&prev=/images%3Fq%3Dhomework%2Bsetting%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.grapplecardgame.com/images/grap%2520cover.jpg&imgrefurl=http://www.grapplecardgame.com/&usg=___UA75Y0eGADU0vfkJoHJGgrIZck=&h=336&w=448&sz=39&hl=en&start=15&itbs=1&tbnid=ORBc3zBq-7OvFM:&tbnh=95&tbnw=127&prev=/images%3Fq%3Dplaying%2Bcard%2Bgames%2Bwith%2Bkids%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://scrapetv.com/News/News%2520Pages/Health/Images/chocolate-cake-sliced.JPG&imgrefurl=http://scrapetv.com/News/News%2520Pages/Health/Pages/Cake-eyed-as-major-contributer-to-obesity-Scrape-TV-The-World-on-your-side.html&usg=__k4D1B833OvRCk2gLzUvxXmxi1Ok=&h=600&w=713&sz=37&hl=en&start=2&itbs=1&tbnid=hjkhxKtnc9h-QM:&tbnh=118&tbnw=140&prev=/images%3Fq%3Dchocolate%2Bcake%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.kidsdigital-cameras.org/wp-content/uploads/2009/08/Childrens-Digital-Camera-Blue.jpg&imgrefurl=http://www.kidsdigital-cameras.org/kids-digital-cameras&usg=__KVRPwljP2RIzxQAV-oJKRXSB3NY=&h=280&w=280&sz=18&hl=en&start=3&itbs=1&tbnid=Wswxskr-ApMiEM:&tbnh=114&tbnw=114&prev=/images%3Fq%3Dchildrens%2Bcamera%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.childsdrumset.com/drum/kits/media/kids-drumset-childs-drum-se.jpg&imgrefurl=http://www.childsdrumset.com/drum/kits/kids-drumset-childs-drum-set.htm&usg=__jLZsfgorRhhmI_f3OwKGyfI0XR8=&h=350&w=350&sz=22&hl=en&start=3&itbs=1&tbnid=Wvmh3AuzIPnRbM:&tbnh=120&tbnw=120&prev=/images%3Fq%3Dchildrens%2Bdrums%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Food




http://www.google.co.uk/imgres?imgurl=http://www.piercemattiepublicrelations.com/fitnessdivision/omega-3-fish-benefits.jpg&imgrefurl=http://www.piercemattiepublicrelations.com/fitnessdivision/2009/09/equation_research_on_behalf_of.html&usg=__2ciAk3WvlOHLI4aNQUSOLWjR3fE=&h=503&w=400&sz=11&hl=en&start=1&itbs=1&tbnid=UMya7NuPFOsERM:&tbnh=130&tbnw=103&prev=/images%3Fq%3Domega%2B3%2Bfish%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

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Emotional/social

• Lonely

• Frustrated

• Flare ups

• Sib stuff

• Parent stuff

• Sex stuff

• Time out

• Dedicated time

• Planning time

• Reflecting time

• Time aware

• Social opportunities

• Seeking strengths




Homework at home

• Same place

• Same time

• All equipment ready

• Home- school diary

• Create a plan

• Use an essay planner

• Parent buddy




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http://www.google.co.uk/imgres?imgurl=http://savethelobsters.files.wordpress.com/2009/02/ist2_4588664_half_empty_glass_of_water_with_clipping_path.jpg&imgrefurl=http://savethelobsters.wordpress.com/2009/02/12/changing-my-view-from-empty-to-full/&usg=__uCnnRVKpxR5hX50ixKOhuxwV36U=&h=380&w=380&sz=30&hl=en&start=2&itbs=1&tbnid=rcMKDP3RcG0rcM:&tbnh=123&tbnw=123&prev=/images%3Fq%3Dglass%2Bof%2Bwater%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

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Organisational strategies

• www.mycorkboard.com

• Post-it note and alarm




http://www.mycorkboard.com/

http://www.google.co.uk/imgres?imgurl=http://www.computerlabkids.com/images/screen3.jpg&imgrefurl=http://www.computerlabkids.com/screensavers.htm&usg=__uWkXKPQKB9R4vtx1wZVJiQb_2t0=&h=432&w=576&sz=54&hl=en&start=3&itbs=1&tbnid=70ozMRWykQFZyM:&tbnh=101&tbnw=134&prev=/images%3Fq%3Dmycorkboard.com%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Bedtime- routine

Prepare for the next day




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http://www.google.co.uk/imgres?imgurl=http://www.more4kids.info/uploads/Image/April/parenting-talking-to-child.jpg&imgrefurl=http://thegospelcoalition.org/blogs/thabitianyabwile/category/christmas/&usg=__MNLgHbfFIgF52AvIR-7W26kE8F4=&h=333&w=306&sz=14&hl=en&start=9&itbs=1&tbnid=t_G6ew1zsp6zZM:&tbnh=119&tbnw=109&prev=/images%3Fq%3Dchild%2Band%2Bparent%2Btalking%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://cache.boston.com/bonzai-fba/Globe_Photo/2004/07/20/1090351611_9154-1.jpg&imgrefurl=http://www.boston.com/travel/explorene/specials/spas/galleries/spa_kids%3Fpg%3D5&usg=__ComxkbuPvge265AJfWgcYkaBoRI=&h=276&w=368&sz=82&hl=en&start=3&itbs=1&tbnid=wnTkSmMJ9GOwVM:&tbnh=91&tbnw=122&prev=/images%3Fq%3Dchild%2Bmassage%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://img.dailymail.co.uk/i/pix/2007/12_03/playstationL_468x347.jpg&imgrefurl=http://www.dailymail.co.uk/news/article-549361/If-parents-brave-Dr-Tanya.html&usg=__KBHC_27VX14UWqWDILHUpuqFxWg=&h=347&w=468&sz=26&hl=en&start=1&itbs=1&tbnid=k2aZUvo0_4IOgM:&tbnh=95&tbnw=128&prev=/images%3Fq%3Dchild%2Bon%2Bplaystation%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.affordabletherapysolutions.com/weightedblanket10lb.aspx

Managing change and family dynamics

• Holidays- home and away

• Other sibs friends around

• Family occasions

• Times of transition




Holidays at home

• Create a time table

• Provide a framework to the week

• Opportunity for practicing skills –dressing, cutlery




http://www.google.co.uk/imgres?imgurl=http://www.csulb.edu/aux/49ershops/corporate/furlough/img/calendar.jpg&imgrefurl=http://www.csulb.edu/aux/49ershops/corporate/furlough/&usg=__9pCU0EHXsSTBAwC9FMxnowt7T18=&h=371&w=495&sz=31&hl=en&start=2&itbs=1&tbnid=npV-y9AnGaYo3M:&tbnh=97&tbnw=130&prev=/images%3Fq%3Dcalendar%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1

Holidays away

• Calendar

• Travel time

• Smells, tastes

• Climate




http://www.google.co.uk/imgres?imgurl=http://www.csulb.edu/aux/49ershops/corporate/furlough/img/calendar.jpg&imgrefurl=http://www.csulb.edu/aux/49ershops/corporate/furlough/&usg=__9pCU0EHXsSTBAwC9FMxnowt7T18=&h=371&w=495&sz=31&hl=en&start=2&itbs=1&tbnid=npV-y9AnGaYo3M:&tbnh=97&tbnw=130&prev=/images%3Fq%3Dcalendar%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2009/1/15/1232007972550/Heathrow-Airport-002.jpg&imgrefurl=http://www.guardian.co.uk/commentisfree/2009/jan/15/heathrow-third-runway-labour&usg=__Nmueg6h1N_sK9DkrbexjpWQ_KIs=&h=276&w=460&sz=36&hl=en&start=6&itbs=1&tbnid=h_EefpwIH9sbXM:&tbnh=77&tbnw=128&prev=/images%3Fq%3Dheathrow%2Bairport%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://www.travlang.com/blog/wp-content/uploads/2010/04/sydney_opera_house_00.jpg&imgrefurl=http://www.travlang.com/blog/category/australia-travel-guide/page/3/&usg=__kPqQKD9NvOmaQ6JfGFPi5X99PXE=&h=454&w=583&sz=115&hl=en&start=2&itbs=1&tbnid=okWsnOeWDyznYM:&tbnh=104&tbnw=134&prev=/images%3Fq%3Dsydney%2Bopera%2Bhouse%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

http://www.google.co.uk/imgres?imgurl=http://lamugre.files.wordpress.com/2008/07/paella1.jpg&imgrefurl=http://lamugre.wordpress.com/2008/07/11/como-preparar-una-paella/&usg=__yBqw4MjQ7dRZO4kbywGPGKAzGog=&h=841&w=950&sz=283&hl=en&start=1&itbs=1&tbnid=0_qpqsTUty4IqM:&tbnh=131&tbnw=148&prev=/images%3Fq%3Dpaella%26hl%3Den%26gbv%3D2%26tbs%3Disch:1

Siblings and their roles

• As a parent/carer

• As a source of friends

• Disclosing

• Separate time for every one




Family/Social occasions

• Too loud

• Too long

• Too many people

• Too higher expectations

• Highlights differences between your own child and others and raises your own anxieties... Pass these onto your children




Survival guide....

• Don’t expect more than usual- expect less

• Allow time out/alone time to prevent explosions







CAPACITY THEORY

Moving schools- junior to secondary school

Challenge

• New school

• New teachers

• Bigger environment

• New friends

• Older children

• More subjects

• No lockers/desks

• Puberty

Response




www.move627.org




Create a time table




„To do‟ list




MATCH- IT




What if?




Guidance on each scenario




Moving on to adolescence

Challenge

• Social isolation

• Increased weight gain

• Continuing writing difficulties

• Organisation and planning difficulties

• Anxiety

Response

• Topics of interest

• Movement – walking, climbing

• Brief therapy/cognitive behaviour




Seek out hobbies for success

• Swimming• Horse riding• Trampolining• Canoeing• Photography• Cookery• Rambling• Badminton• Fencing• Archery• Golf• Gym work• Orienteering• Wall climbing







http://www.amazon.co.uk/gp/product/images/0826494404/sr=1-1/qid=1254399310/ref=dp_image_0?ie=UTF8&n=266239&s=books&qid=1254399310&sr=1-1

Mapping SEN routes to identification




http://www.amazon.co.uk/gp/product/images/1843124602/ref=dp_image_0?ie=UTF8&n=266239&s=books

Mapping SEN




www.boxofideas.org




http://www.boxofideas.org/

www.spldtransitions.co.uk




www.move627.org




[email protected]




mailto:[email protected]

http://www.dyscovery.org/

dcd/dyspraxia in a day 2011

Documents

motor coordination

years of age

daily activities

motor difficulties

motor milestones

term dyspraxia

coordination testing

sensory motor tasks