OUR FAVORITE LINKS
(note: many of
the links for this issue come from BBB Member Bernie! Thanks a million!)
BBB Autism Web Site
Online Support Network
Auditory Integration Training (AIT)
can Occupational Therapy Help the Individual with Autism?
Sensory Integration Resource
Integration Dysfunction: "The
Misunderstood, Misdiagnosed and Unseen Disability"
Written by Sandra Nelson
and the Irlen Method
An Interview with Carol Kranowitz, author of Out-of-Sync Child
for a Successful Summer
for Developing Fine Motor Co-ordination
with Fine Motor Manipulatives
Motor Art Activities
Resources; More Fine Motor Activities
Association for Occupational Therapists
ORDER SENSORY PRODUCTS ONLINE!
Take A Swing
Socks for Sensitive Feet
Paw Enterprises (check out the 'Bear Hug')
Bridges Through Sensory Integration
Activities/Sensory Integration Books
Integration and the Child
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Back to School - strategies
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are some signs of Sensory Integrative Dysfunction?
getting messy or wants to be cleaned up immediately
being touched, hugged or kissed
bathing or grooming tasks
certain textures of clothing
going barefooted, especially on grass or sand
certain food textures or lights
movement activities, changes in position, or being upside down.
to move constantly or has difficulty sitting still
an excessively high pain tolerance
a hard time following directions
clumsy or awkward in movement
or trips often
difficulty in crowds or groups of other children
difficulty with transitions
delayed fine motor and/or gross motor skills
FAVORITE SENSORY POST
thought I'd share this experience in case it effects any others families.
be honest I'm not a guru on this topic as my son didn't have a great many
sensory issues, but on the few he did... he sure went to town on them.
or Stim it could fall either way. He was extremely oral and it affected
him all over the place.
For two years he would eat only three foods, as he couldn't stand the
texture of other foods. They included French fries, grilled cheese and
CHICKEN wieners. It was rather difficult to plan three meals a day around
this repertoire of foods.
initiated a program within our ABA program to try a deal with this. He was
going to preschool (shadowed) in the mornings and home for ABA in the
afternoons, so we started having him stay for lunch at preschool before
bringing him home so that we could have peer modeling to help with it.
process was slow and it took a long time upwards of over a year and a
half... but it worked for us.
step) We picked one new food to introduce at all three meals. (We picked
corn to start with) Note: he had to do the following before he was allowed
to eat his preferred foods.
step) All he had to do was touch this food to the outside of his bottom
lip. The natural reflex is then to either scrap your lip with you top
teeth or to lick it. This allowed him to slowly and gradually get used to
the new taste without dealing with the offensive texture. This was
continued for two weeks and over this time we increased the number of
occurrences expected until it was one bite of preferred food for one touch
of corn to his bottom lip.
step) We stepped it up and he now had touch the food (corn) to his tongue
and that was all.. then he could again have his preferred foods.
was over a little more than a week.
step) Now he has to do one chew of the targeted food and then he can
remove it from his mouth into a napkin. Over the course of two weeks we
increased the number of expected chews before removal.
Now he has to take one miniscule bite of the targeted food, chew it and
swallow it... for each bite of preferred food. Note: miniscule bite
consisted on a tiny portion of one kernel of kern. Over the next two weeks
the bite was increased until it consisted of one whole corn kernel.
step) This was increased to two, three, then four kernels at a time, until
he could do a child size spoonful of corn. Then we increased until he
could complete a child size portion of corn on his plate.
step) This was then put to maintenance so that the food was included in
one meal a day 2 to 3 times a week.
on it went with each new food, as we progressed the time may be shorted in
any step and you could stager new foods about a week apart... BUT all
foods had to be put on maintenance... because if you didn't he would
strike them from his list of acceptable foods and you had to start again
with them. Once in a while a new food was excepted more easily and could
go throw all the steps within days and others not so easily. We tried to
start with foods that most children would eat and we also incorporated the
school menu so that he was working on foods that were served at school
anyway. While a specific food was on target we sent it with him to school
each day (I didn't expect to the school to serve it daily on his account).
Today he will eat almost anything, when we have his friends over for lunch
or dinner, it is the friend that is now the picky eater. I understand that
there will be foods he will never eat or like, but isn't that true for all
of us. Example: he detests tomato's, but loves anything made from tomato's
i.e.: ketchup, pasta sauce etc... But we still live with one rule and I
think we will always have to... he has to have one bite of anything that
is served at a meal (except tomato's). He at times will still attempt to
remove certain foods that he had previously liked and eaten without
question i.e.: broccoli and carrots. But with the one bite rule we are
able to keep this under control, and he actually finds new foods he likes
sometimes that he thinks he will not... like shrimp, scalloped potatoes, Chinese
noodles, rice, and salmon steaks. We recently found a way to get him to
willing try and eat almost anything, and my daughter loves this as well. I
bought them both their own tiny ceramic portion cup (it holds about 4 oz
full), we fill it about half full with ranch salad dressing as a dip, and
they will both eat any vegetable or meat if they can dip in it the
a personal decision you have to make but I'm happy to let them have it
when they'll eat things like asparagus, brussel sprouts, broccoli etc...
This one definitely falls across both sensory and stim and again is oral.
My son used to grind his teeth, and he did it to the point that he ground
both of his top centre two teeth away until he exposed the nerves and
needed two emergency root canals done.
This is back at the very beginning of our home program and he displayed NO
PAIN EVER about anything. His tolerance was so high I used to live in fear
of internal injury and we'd never know it, because of a lack of pain as a
consequence for things, he'd do anything and often hurt himself and never
show or acknowledge it. (i.e.: he used to spin himself around and around
until he was so dizzy he'd fall, once he fell at my in-laws onto the
wooden arm on their sofa and got himself across the bridge of his nose, he
was bleeding and both eyes swelled up and he was completely oblivious to
it). Any way I'm getting off target in trying to explain the lack of his
feeling any pain. On the issue of his grinding his teeth though this was a
stim it originated from a need for sensory. Once the root canal was
performed he stopped but moved on to chewing the inside of his cheek
(again no pain issue), he'd be sitting in circle at preschool and you'd
see blood trickle out of his mouth!
took him to the dentist and he said the inside of his mouth was like raw
hamburger and he had no ideas or solutions to deal with it other than
wearing a mouth guard. We opted out on this for a few reasons, it didn't
treat the problem, we couldn't go through life putting guards on him, it
would definitely make him stand out from his peers, and it would prohibit
his speech and he definitely didn't need that. We (the team) put our heads
together and came up in the end with a very simple strategy to try and
tackle this. To try and give him an alternative to get the sensory he
needed we would implement chewing gum. Sounds easy right.... except he
would treat it like food... chew it and swallow it. So though it started
as a sensory issue, it had now turned into a stim.. we took data, he only
did it at times he had to be still (circle time, story reading, times he
was waiting from one activity to the next) and he couldn't go longer than
5 seconds with out doing it. For someone not watching for it, it was hard
to catch because on the outside it was only a slight movement of his
mouth. You couldn't stick your hand in his mouth and if you gave him any
verbal attention for it... it would be on the rise. So we came up with
plan 2, if he could only last five seconds then we started reinforcing him
at 4 seconds for not doing it. (We enlisted the help of his preschool
teachers to support this as it would be a little disruptive at circle
time.) We started pulling him out of circle to give him a tiny piece of
candy (mini M & M, skittle etc.) Note: we only pulled him out as we
couldn't give him candy in front of the other kids, it wasn't fair to
them. He gradually increased the time he could go without doing it until
it was extinguished. It took months. I'm happy to say this was the last
destructive oral thing he did, though he did replace it with verbal oral
stims to get the oral sensory he was after. But we addressed each of those
the same way as the cheek chewing until they also were gone. Each was a
long process... but today he only visits verbal stims once in a blue moon
and always with one eye on me to see if I'm watching... it's more for
attention now than anything.
He used to strip down naked whenever and wherever he felt like it, he
especially had an issue with socks. Though I'm happy to report this was
not a daily occurrence . We could be in the grocery store the bank you
name it and I'd find him stripping down. This could be a long story as
well but I'll make it short. To tackle it I only put him in pants that had
belt loops so that I could put on a belt. (He couldn't undo a belt yet).
left his socks and his shirt. Which we addressed exactly as above, we put
him on a regular reinforcement schedule for keeping his cloths on....
one went relatively quickly except for the socks which lasted about a
year. Today he stills prefers to be barefoot (as do I), but will keep
socks on without an issue. So in the cold months socks are not to be
removed ever and in the summer he can live in bare feet and sandals,
except when doing sports, bike riding etc... and it's not a problem at all
sorry this ended up being so long. I don't know if this will help anyone
and like I said I think these fall on the fringe they started out as a way
to deal with a sensory issue and all turned into full blown stims, but
though the process seemed long and slow while we were living through it,
it now almost seems like a lifetime ago and he's only seven. But I will
proudly tell you he is my HERO!
Faria, ASO, Halton
From Children's Therapy Works
(SI) is a therapeutic approach, which
was developed by Dr. Jean Ayres incorporating the vestibular,
systems. This input facilitates the development of the
nervous system. It is through the familiar sensory systems
of touch, sight, smell, taste, and hearing that we receive input
and information about our world. This information is taken in by
systems which sorts and connects the information to the
environment. Additionally, information is processed combining with
the perception of position in space, an awareness of body posture,
and the ability to discriminate and plan motor movements.
Children diagnosed with
disorders in the autism spectrum commonly experience problems with
sensory integration. These problems can vary from low
arousal levels and a decreased sensitivity to visual or auditory
input, to poor organizational and motor planning skills, to
hypersensitivity. Speech and language delays are usually
also present, as without appropriate organization of sensory
input, a sufficient level of neurological arousal, oral-motor
prerequisite skills and adequate interaction, communication skills
may not optimally develop. Because a diagnosis of autism is
usually made based on decreased social interactive behaviors,
speech and language development issues, or decreased learning
ability, the sensory integration deficits may not be readily
identified because they are less obvious, and are developing on an
system controls where ones head is in space - receptors are
located in the inner ear, and is stimulated by movement of the
head. This gives us information about where our bodies are
in space, i.e., up, down, fast, slow and angular, and whether we
are moving or our surroundings are moving. When a child is
unable to master his own position in relation to space, he is seen
to be clumsy or disorganized, and have problems of balance.
This can manifest in fine motor activities such as handwriting
with letter reversals, right/left discrimination difficulties, and
poor concept formation (e.g., up/down, before/after).
is the ability to control where one’s body parts are and what
they are doing. Receptors are located in the muscles and the
joints. E.g. the ability to copy from the chalkboard while copying
words onto the paper. A child with poor proprioception may have
stiff and uncoordinated movements, not be able to do things
without looking and have difficulty dressing and undressing.
system has a protective and discriminatory function- serving the
child by alerting them to danger or providing information about
the quality of objects in the environment i.e. soft, hard, dull,
rough or smooth. A child may experience hypo sensitivity e.g.
getting hurt and not realizing it, or hypersensitivity such as
disliking certain foods or negative reactions to being touched.
By addressing these three
systems, therapy and home programming can positively reinforce
growth and development of a neurological system.
READ THE REST OF THE ARTICLE HERE.
to Learn About Sensory Integration
your Parenting Special Needs Guide
Become an Expert on
the Sensory Integration Needs of Your Child.
Difficulty Level: Average
Time Required: 60 minutes
- Our ability to learn is directly correlated to our senses, symptoms
of sensory impairment include:
- Hypersensitivity to light.
- Hypersensitivity to touch.
- Hypersensitivity to sound.
- Hypersensitivity to taste.
- Hypersensitivity to smell.
- If you suspect that your child is having difficulties with sensory
integration issues, have your child evaluated by an Occupational or
- Do seek expert guidance before working with your child in your home
- When using sensory integration techniques at home, be creative and
make it fun for your child.
Tips from REAL Moms!
Members: Bernie, Khris, Liz, Juli, Becca and Diana
compression - when we are approaching a difficult
situation, I will do a few quick repetitions of this, and it
seems to calm him down.
Sensory Fidget Bag:
During family functions, flights, long dinners etc, I bring a
sensory fidget bag. I take $20 to the dollar store and fill a
bag with all sorts of neat feely things...like feathers,
stress balls, slinkys, koosh balls etc. This will keep him
occupied for a while.
This doesn't always work with us, but most of the time, I can
tell when we are reaching the overload of deep pressure
massage (for example). Hopefully, I stop in time! Lol
Pressure Massages: When A. gets wound up I give him
deep pressure massages, on his back and torso this seems to
I use bath time as a way to get A. to work with
textures. We use the soap foam and/or bubble bath solution. He
really enjoys using the finger paint soap and this allows him
to write on the wall while bathing. Only problem with all of
this is that it's really hard getting him out of the tub.
Activities: I find that giving J. a lot of sensory
input before doing something where he needs to really
concentrate or be on "good behavior" really helps;
also when he has a hard time settling down for schoolwork this
can work. I keep in mind that J. needs to move to pay
attention, so if I can sit him on a T-stool or ball he can
move and still get his work done.
Motor: My big secret for coping with over stimulation
when we are out and about is food! The deep pressure of
chewing something is very calming to both of my kids, so I
always carry a little something in my backpack for them. Gummy
fruits work great for this because they come in individual
little bags, they don't melt easily and they require a little
chewing. Gum is also great for this purpose. I told the OT
about it and she said what I did was a great idea.
Fast: Nicolas loves moving so he runs back and forth to
organize himself. I know he needs to but at school we'll have
to make this organizing behavior more socially acceptable. I
frequently turn it into a game of chase or block his path and
play but a few times a day I just let it go. We schedule a
walk break or park trip before any new or undesirable
We do a lot of oral work, massaging around his mouth, using a
NUK brush, brushing his inside cheeks and tongue when we do
his teeth - with a battery-operated toothbrush.
We also do lots of water play, sand, rocks and loads of
jumping on the bed. We
use a bear hug when we need to calm him down we call it a
squishee hug. From behind, tuck his legs and arms in and
sure you are looking the individual with the auditory
processing challenge directly... do not turn your head or
change the pitch of your voice drastically during speech...
* Ask them to repeat back to you what you said to make sure
that they understand....
* Earplugs and Earphones are a heaven sent blessing to those
suffering from auditory discomfort and or pain.
* Repeating the same musical piece repetitively (especially
through earphones) can be incredibly calming to my central
* Using written/pictures/or sign language to enhance verbal
* Reduce the amount of competing noises.... a TV. (even quiet)
in the background can make it extremely difficult to make out
other people's words.... it can also cause physical pain....
* Don't expect an individual with an auditory processing
disorder to necessarily look at you. A lot of people with
auditory integration disorders also have visual processing
disorders. For example I cannot look at a person's continual
face and body language without becoming so distracted that I
can't think or speak. I listen to meaning and emotion in a
person's voice just like a blind person.
Simplify the environmental stimuli and reduce visual
distractions. If you want to gradually increase the amount of
visual stimuli this again needs to be done extremely slowly
over a long period of time.
* Be aware that some children may not be able to concentrate,
read, write or even think in a normal classroom environment.
What they need is fewer stimuli in order to concentrate. Some
of my children (as well as myself) have difficulty reading is
someone is even moving slightly to their side. A quiet still
non-stimulating environment is important for these
children to reach their
* A lot of children with visual sensitivities are sensitive to
light - I suggest sunglasses, dim lighting, dark curtains and
or a plastic black bag over the window to block sunlight when
they are sleeping (or hopefully sleeping). Also if they have
difficulty getting to sleep make sure there isn't even a crack
of light coming under the door and that there are no shadows
that make objects look strange.
her to carry a bucket when she feels unwell. Vestibular
dysfunction causes you to feel sick and dizzy on occasion.
I need a bucket was one of her first sentences... sigh...
* Swinging on a swing or rocking gently in the same
direction. Helps alleviate the dizziness and nausea.
Gently walking helps with this too.
* Again time and Patience.... gradually increasing the
movement level as her coping gradually increases.
Place small round foamy pieces on pencils to make them
thicker. Many kids are completely turned off writing in early
school years, as the pencil is too hard to hold.
do a lot of rough and tumble play here. The boys love the
touch, and the deep hugs. T. is the king of jumping, and it
really works to get him out of a bad mood, or stressed out
help in the desensitization process; helps in touching a
lot more things then you would be able to otherwise.
* Depends how you feel about cream but one of my sons and
I use cream often as our hands feel uncomfortable a lot of
the time. In our case the cream makes us feel better which
can restore our ability to concentrate and function
* Determine if there is a level of pressure that is
desirable when being touched. Or if certain spots are more
vulnerable and uncomfortable than others. Also some need
warning if they are about to be touched but as long as
they are warned they are more comfortable.
* Check all fabrics that come in contact with the child.
Make sure their clothes aren't too tight or loose
(including underwear). Anthony wears all soft fleece sweat
suits. Other items to evaluate are bedclothes (difficulty
sleeping), carpets, couches (fights with siblings), chairs
(irritable meal times), towels/facecloth (some children
even dislike the feel of the bathtub/bathmat) and the
upholstery in cars/car seats (leading to cranky car
We have done the Willbarger brushing Protocol which had medium
results...we have discontinued it for now.
The one thing that we have used with T. recently is a bearhug
vest. It simulates deep pressure. He wears it for 20 minutes
and gets 2 hours of calming effect. We put it on before
bed...and he is finally sleeping through the night almost all
nights!! This is huge for us
ARTICLE OF THE WEEK
BBB Autism Member Gabrielle
>> My third son
has some major sensory difficulties. He can't stand sudden, loud noises,
gets "lost" in a visually stimulating environment and is tactile
defensive...he can't stand a light, tickly touch at all. School fire
alarms upset him so much he didn't want to attend class. He never knew
when that alarm would go off.
To solve the problem
we asked the Principal to warn him when a fire drill was scheduled. It
My son has a lot of
trouble concentrating in a place with too much visual stimulation. Grocery
stores, sporting events and school assemblies are difficult for him. We
try to avoid those situations as much as possible.
When that isn't
possible, we make a special effort to help him stay engaged and on task.
We bring books and toys for him to concentrate on, use multiple verbal
reminders to keep him on task and I will often actually put my hands
firmly on his back and chest to get his attention. Since we know he has
such trouble with excessively visual and auditory situations, we try to
provide its opposite, calm and quiet, for him as often as possible.
His room has as little
in it as possible...few toys, no electronic games, books kept in a plain
white box. When it is time for homework, we put him in a quiet corner with
no wall decorations. He does so much better!
Our son's biggest
problem has been the tactile defensiveness. To him, a light, tickly touch
feels like spider claws crawling on his skin. It makes him want to run
away, even to the point of becoming physically violent.
A year ago we tried
the Willbarger Protocol with him in an effort to calm this
over-sensitivity. The Protocol involved 3 parts, all of which were planned
specifically for him by a trained Occupational Therapist (OT).
The first was
brushing. We were told to use a soft surgical brush on his back, arms and
legs. At first I was skeptical about the whole idea, not sure if it would
work. However, I was "converted" at our first session. My son
was sitting on his bed, and as I applied the brush to his arm this
normally tightly-wound little boy melted into a "bowl of contented
jelly." I had never seen him like that! I wondered if I had
unwittingly hypnotized him or something. This reaction continued for quite
some time. It really made a difference.
The second thing we
were asked to do for him was joint compressions. After a brushing session,
we would press his joints together a certain number of times. He really
enjoyed that. He would remind us if we missed an area, or if we did the
wrong number of compressions.
The third part
of the Protocol was a sensory diet. The OT determined where our son needed
work, and gave us a list of suggested activities to add to our daily
routine. Our son needed to use his large muscles, run around, and do some
swinging 3 times during the day. We actually had him jump on a bed (just a
mattress on the floor) 20 times every morning, run around in circles after
lunch, and swing from our "Tarzan" rope in the evening.
Our other children
seemed to enjoy doing the sensory diet as well...jumping on the bed was a
favorite. Working with the OT we discovered a few more things that helped
our son feel better and focus more, and we added those things to his day.
Chewing on things was comforting to him, so we packed a few gummy worms or
pieces of gum with us when we attended an event that we knew would be
stressful to him. He liked to be "squished," so once in a while
we would make him into a sofa pillow "sandwich."
We also noticed that
he really enjoyed playing with extra-soft putty, like silly putty. We
purchased a larger quantity of it for him, and started taking little
containers of it with us.
Some suppliers of
"sensory objects" charge a lot of money for some of their
products. Our family budget does not allow for that. We have found that a
little creativity can go a long way. Instead of spending $100 for a
"professional" net swing, we strung up our old hammock and got
the same results. Paying $87 for a vibrating toy was too much...we got a
generic "Bumble ball" at a toy store for just $3, and it did the
same thing. Not everything in a catalog is that expensive...you can get
some really good products cheaply if you look...but a desperate parent
with a dollar store close by can do some marvelous things.
that we have found that are helpful: --washing dishes by hand; --swimming
lessons; --letting him hang upside down from the bunk bed frame;
--wrapping up in a slippery, stretchy sheet; wearing bike shorts for
pajamas; and --wearing earplugs once in a while.
things we have avoided: --NERF toys (he obsessively chews holes in
anything made of foam)...those cloth-covered "water bomb" balls
(dry, of course,) are great to throw around in the house without causing
damage; --plastic garbage bags for storage (another thing he destroys
obsessively)...we use the big hard plastic containers instead. Since each
child with Sensory Integration issues is an individual with their own
unique set of needs, finding someone to help you determine what those
needs are, and treat them appropriately, is very important. Most schools
has an OT on site who can help. You can also find a good OT at the closest
children's hospital or at a private OT clinic. Often your child's regular
physician can help you find someone who will help. In any case, finding
the right person who can help you sort it all out is worth the investment
of time, effort and financial resources.<<
Autism member Chirs
Sensory issues for the child
with autism have an enormous affect and impact on behavior,
participation, and overall moods and temperament. Therefore, it is
crucial for parents and educators to have an in depth understanding of
how the sensory system processes information. When these processes
malfunction by modulating too much or too little than adverse
manifestations occur by meltdowns, rages, defiance and an out of control
Asperger Syndrome and
Sensory Issues offers wonderful visual graphics (in the form of smiley
face people) as examples of the sensory gang. Explanations of each
process are presented in an easy format that is adaptable for children
as well. It also offers a 26 page chart of incidents, interpretations,
and interventions. It serves as a great tool for seeking out
explanations of the whys of behaviors.
Oftentimes communication is
the primary area of concern, but in order to communicate the child must
be in a receptive state of alertness and attention in order to
participate in communication. To achieve this the sensory load must be
at the level of modulation most appropriate for that child. With an
understanding of the sensory process, real interventions can occur and
behaviors can be understood.
Armed with this information
the child, parents, and educators can empower both the child and those
around them with the ability to "control" some of those
invasions on the sensory system and enable the child to be better
equipped and understood. By feeding the sensory system appropriately
what it needs, many negative behaviors can be eliminated. By empowering
the child with an understanding of his levels of comfort and discomfort,
he can better participate.
Many of our kids
who have had sensory integration therapy have been exposed to playing
with sand, birdseed, beans, rocks, etc. It is important to extend
these activities at home. While always respecting the level of comfort
for your child explore things from a sensory sense and adapt according
to what your child's level is. If touching the shaving cream is too
much, put it in a Baggie and let them do it that way, eventually
working up to the actual thing. Use whipped topping for extra
enticement so they can eat it too! The possibilities are limitless!!
Ice cream, yogurt, etc. Mini trampolines, swinging, sliding, all great
activities! Sit 'n' Spin is a great toy for those twirlers of ours!
Explore auditory sounds, eventually and in controlled situations try
to introduce those forbidden ones. Try alarm clocks, your fire alarm,
etc. If attending events that are loud and over stimulating, carry
shooters ear muffs and sunglasses, hats, shirts with hoods for the
feeling of retreat. For those harrowing hair cutting sessions and hair
washings try swimming goggles. Get in tune with your own child by
being a sensory detective and OBSERVE and notice what your child is
drawn too and of course, you are probably already all too familiar to
what they aren't. Write a descriptive sensory analysis for your
child's teacher so they will be aware and anticipate these issues.
Write a story with your child about their sensory system so they can
begin to understand what is happening to them and what they can do to
control it, anticipate it or avoid it.
OF THE WEEK
BBB Member Michelle
>>Hi! For those of
you that were on chat last night - You know I had to leave because Brian
was nauseous. Well, When I got upstairs Brian was by the toilet looking
peaked. Danny was sick the week before so I figured Brian was coming down
with the same thing.
When I got up there, Brian said he was Nauseous and NERVOUS - and I asked
why he was nervous. He said because he went outside with his father and
they both made wishes on stars. Then he asked his father what he wished
for and Rob said "I wished to live to be nice and old and watch my
children grow up and have happy lives. That sounded innocent enough. Brian
said he wished for Run Away Chickens. As they went back in - there was a rustle
in the bushes. 15 minutes later - I was called up from the chat room because
Brian was Nauseous.
He was nervous about the run away chickens and couldn't get over this. I
tried reasoning with him but he is so damn literal that he didn't get it.
Then I ended up telling him that there are no such things as wishing on a
star and having it come true - he seemed relieved until Rob piped up (DH)
with "Except with good wishes". Well, I gave Rob a look to kill while Brian
started in again about not wanting any wishes to come true. Once again I
told him not to believe in that silly stuff (he is so neurotic LOL) and he
was happy. Asked us a million times if wishes don't come true. Then DH
couldn't help himself - he started making Chicken sounds. LOL I was ready
to slap him for that. LOL
Robert my 9 yr old summed it up best - You can make your wishes come true
by accomplishing what you want. The boy amazes me sometimes.
Oh and the kicker of the story is that the reason he didn't want any
wishes to come true is because he was thinking ahead (as usual) and he
said "What if Robert wishes me DEAD" LOL Poor kid - I felt bad
But once he was satisfied that the Chickens weren't going to run away
after him - and that Robert couldn't wish him dead - his nausea went away.
You can't make this stuff up man lol.<<
– swings, hammock, trapeze
– pillows, trampoline, rebounder
– on pillows, mattress, large ball
upside-down – off couch, off monkey bars, from trapeze bar
– on playground equipment, furniture
– in a barrel, roiling up in a blanket
– on chair with wheels, sit ‘n’ spin toy
– rocking horse, rocking chair
with wheels – roller skates, scooters, tricycles, wagons
– tag, hopscotch, soccer
– teeter totter, slides, swings
Activities for Tactile
– varied brushes, textures (soaps, shaving cream, lotion), drawing
with chalk on body and erasing with varied textures (loofa sponges,
thick washcloths, plastic brushes)
– Apply deep, firm pressure to child’s back and limbs. Rub
finger painting – If child craves it, let him go to it!! If child
shuns it, encourage him to stick his fingers in, but don’t force.
Adding sand or rice into the paint provides a different tactile
play activities – water table, sand box, play doh, clay, popcorn,
Activities – hide small objects in a box (shoe box with hole cut in
top) or in the sand. Have child retrieve specific toy/object from box
without looking. Or, have
child insert hand into box and guess what toy he is touching without
looking. See if child can
describe object he is touching (without looking if possible)…is
soft, smooth, round, hard, rough, hot, cold, sticky…etc?
painting and body painting (can use standard face paints; can use
large paintbrush with water or try body tattoos and stickers on body
Activities – crunching dry cereal, popcorn, chips, crackers, apples,
celery, nuts, carrots or ice cubes; blowing bubbles through a straw;
chewing gum, gummy candy or rubber tubing; blowing whistles, licking
stickers; drinking through “crazy” or regular straws.
Hideaway – provide a ‘hideaway’ for child to escape to when
feeling “overloaded”; supply pillows, sleeping bags, comforters,
towels, etc. for a ‘hideout’ under a table or desk or behind a
SPOONFUL OF HUMOR
Asked Questions About Health Care
Q. What does HMO stand for?
A. This is actually a variation of the phrase, "Hey,
Moe!" Its roots go back to a concept pioneered by
Doctor Moe Howard, who discovered that a patient could be
made to forget about the pain in his foot if he was poked
hard enough in the eyes. Modern practice replaces the
physical finger poke with hi-tech equivalents such as
voice mail and referral slips, but the result remains the
Q. Do all diagnostic procedures require pre-certification?
A. No. Only those you need.
Q. I just joined a new HMO. How difficult will it be to
choose the doctor I want?
A. Just slightly more difficult than choosing your
parents. Your insurer will provide you with a book listing
all the doctors who were participating in the plan at the
time the information was gathered. These doctors basically
fall into two categories--those who are no longer
accepting new patients, and those who will see you but are
no longer part of the plan. But don't worry--the remaining
doctor who is still in the plan and accepting new patients
has an office just a half day's drive away!
Q. What are pre-existing conditions?
A. This is a phrase used by the grammatically challenged
when they want to talk about existing conditions.
Unfortunately, we appear to be pre-stuck with it.
Q. Well, can I get coverage for my pre-existing
A. Certainly, as long as they don't require any treatment.
Q. What happens if I want to try alternative forms of
A. You'll need to find alternative forms of payment.
Q. My pharmacy plan only covers generic drugs, but I need
the name brand. I tried the generic medication, but it
gave me a stomach ache. What should I do?
A. Poke yourself in the eye.
Q. I have an 80/20 plan with a $200 deductible and a
$2,000 yearly cap. My insurer reimbursed the doctor for my
out-patient surgery, but I'd already paid my bill. What
should I do?
A. You have two choices. Your doctor can sign the
reimbursement check over to you, or you can ask him to
invest the money for you in one of those great offers that
only doctors and dentists hear about, like windmill farms
or frog hatcheries.
Q. What should I do if I get sick while traveling?
A. Try sitting in a different part of the bus.
Q. No, I mean what if I'm away from home and I get sick?
A. You really shouldn't do that. You'll have a hard time
seeing your primary care physician. It's best to wait
until you return, and then get sick.
Q. I think I need to see a specialist, but my doctor
insists he can handle my problem. Can a general
practitioner really perform a heart transplant right in
A. Hard to say, but considering that all you're risking is
the $10 co-payment, there's no harm giving him a shot at
Q. What accounts for the largest portion of health care
A. Doctors trying to recoup their investment losses.
Q. Will health care be any different in the next century?
A. No, but if you call right now, you might get an
appointment by then.
from Hell 2