sneaking in therapeutic activities throughout your child… · sneaking in therapeutic activities...

Sneaking in Therapeutic Activities Throughout Your Child’s Day: There’s More Time Than You Think

Jennifer Sharpless, M.S., CCC-SLP

STAR Training 8/10/16

www.kennedykrieger.org

So what is the answer?

Today’s agenda:

• Look for untapped potential

• Get more bang for your buck during your daily

routines

2


“Gotta-get-it-done” Tasks

• Wake up

• Get dressed

• Eat breakfast

• Clean up

• Brush teeth

• Put on shoes

• Get out the door

• Come home

• Make dinner/eat dinner

• Clean up

• Bath time

• Brush teeth

• Bedtime

3


“Gotta-get-it-done” Tasks

• Wake up

• Get dressed

• Eat breakfast

• Clean up

• Brush teeth

• Put on shoes

• Get out the door

• Come home

• Make dinner/eat dinner

• Clean up

• Bath time

• Brush teeth

• Bedtime

4

This is it


Un-tapping potential

5

• Slow down and think:

– What do I want my child to do?

– What do I want my child to say?

– What do I want my child to understand?



• Be mindful

• Be deliberate

• Take your time

• Make it a predictable routine

– Do things the same way, say things the same way

– Pause for your child to do/say what comes next

6


Morning Routine: Infant/Toddler

Things I want my child to do How do I get him/her to do it?

Wave to me when I walk into

the bedroom

Wave to him every time I walk

into his bedroom, then provide

some physical cuing to help him

do it.

Raise arms to be picked up

out of the crib

Hold my arms out to him and say

"up“ while pausing for a few

seconds to see if he will reach to

me.

7



8

Directions or words I want my

child to understand:

How do I get him to do it?

Lay down on the changing

table/bed/floor (wherever I

change his diaper)

Stand him on the changing table and say "lay

down." Pause. If he needs help, physically lay him

down and repeat your command "lay down."

Throw away the diaper

Stand him on the floor, hand him the diaper and

say "throw away.“ Pause. If he needs help, cue him

by pointing to the trash can or physically helping

him while repeating your command.



9

Directions or words I want

my child to understand:

How do I get him/her to do it?

Identify body parts Every day after you change his diaper, say "where's

belly" then tickle his belly. Do this 2-3 times. Then

after this becomes your routine, pause after saying

"where's belly" and pause before you tickle him.

After a while, move on to another body part.

Identify clothing items When getting dressed, have the one item off to the

side that you always do last. When you get to the

part when you put that item on, say "where's

(shirt)," then point to it or hold it up to show them.

After a while, pause after saying "where's shirt" to

see if they will identify it. Then move on to another

clothing item.



10

Words I want my child to say: How do I get him/her to do it?

"momma," "dada,"

"good morning," or "hi“

Make this the first word you say when

you walk into their room in the morning.

"up" Say "up" with your hands out and pause

before picking him up from the crib.

"diaper" After picking him up from the crib, say

"time to change diaper." After several

days of doing this, pause before the

word diaper. Hold up the diaper and

show him to help him connect the word

diaper to the actual object.

"down" Say this word every time you put him

down.


Other considerations

• Engage—don’t distract

• Keep it consistent

• Match language to experience

• Limit questions

• Specific praise

11


Meal Time Clean up: Toddler

12

Clean up after meal: Child's behavior How do I get her to do it?

Things I want my child

to do:

Use gestures Song routines

Directions I want my

child to follow or

words I want him to

understand:

Identify body parts,

familiar items

Follow simple directions

(give me, take off bib,

wipe tray)

Engage in routines. Do an

activity the same way each

time, then start pausing for

the child to do what comes

next

Words I want my child

to say:

“All done”

Body parts

Pause in routines


Meal time: what else can you sneak in?

• Simple math: “Put 3 chicken nuggets on the plate.”

“How many chicken nuggets do you have?” “Put 60

seconds on microwave, then press start.” “I want 3

chicken nuggets and you want 2, how many should

we make?”

• Communicating/requesting: “Forget” to give your

child something they usually have so they have to

ask.

• Follow two-step commands: “Put your cup in the sink

and throw your napkin in the trash.”

• Answer “wh” questions: “Where does your cup go?”

“Who needs a napkin?”

13


Other un-tapped activities

• What do you do to or for your child?

– Get the items they need for a task

– Clean up later after they have left or gone to bed

– Put toys in the bathtub

– Throw clothes in the hamper

– Put their laundry away

– Have food already made/on their plate

– Rushing through a gotta-get-it-done task (washing hands,

brushing hair, putting shoes/coat on, etc)

• These are the areas to tap into

14



• Be mindful

• Be deliberate

• Take your time

• Make it a predictable routine

– Do things the same way, say things the same way

– Pause for your child to do/say what comes next

15


Expanding Routines

• Making things difficult for them (e.g., items inside

containers or out of reach)

• Omitting needed items (e.g., juice box without a

straw)

• Changing up a known routine (e.g., asking child to do

something different from what they’re used to)

• Deliberate forgetfulness (promotes problem solving)

16


Remember: Your work can be their play

• Make it fun, model language, give them a job to do,

provide praise:

– Water plants

– Checking mail

– Feeding dog

– Sorting utensils

– Cleaning

– Laundry

– etc

17


Share with the group

• What has worked for you?

• What tasks do you sneak into your day?

• How might this be difficult?

18

Daily Activity:

Child's response How do I get them to do it?

Things I want my child to do:

Directions I want my child to follow or words I want him to understand:

Words I want my child to say:

sneaking in therapeutic activities throughout your child… · sneaking in therapeutic activities...

Documents