“I want you to build a tower,” I say. You agree, and you stand up to go get the bucket of blocks off the shelf. I shake my head sternly. “No. Did I tell you you could get up? Sit down. Build a tower.” You look confused. You point over at the bucket of blocks. … Read more
Sometimes parents are uncomfortable with the behaviorist strategies used by their schools. (ABA strategies, PBIS/PBL strategies, rewards charts, clip charts, smiley face charts, ClassDojo, etc.) I think it would be outright impossible for me to write to every single possible permutation of every individual situation, but my hope is that this very thorough post can … Read more
People ask me semi-often about learning “letter formation”, or, to put it in other terms, what would be the “right” way to teach children letters? (assuming that they WANT to learn to write letters…none of this information will be nearly as relevant if they are being FORCED to learn to write letters.) There is technically … Read more
I have noticed some of my language shifting when I write notes, evaluations, progress notes, etc, in an ongoing effort to be more true when I describe what children are doing—since it’s so easy for my bias (positive or negative) to creep in, and since my assessment of what their body is doing carries so … Read more
I want you to imagine for a moment that…everything is really good right now. Imagine that all the things on your to-do list that feel like “have to”s (instead of “get to”s) are taken care of. Someone is going to bring you dinner and it’s food you love and your body is hungry for it. … Read more
My kids are 6 and 4. Both of them have gorgeous tight-coily-textured hair and both of them have (different) sensory processing sensitivities. For the first time in our family’s entire life I successfully washed and cared for everybody’s hair thoroughly in one weekend — even less than that, it only took a few hours! Using … Read more
When I think to myself I do not think with an inner dialogue. My thoughts don’t sound like words until I translate them. When I think to myself, it’s in a big empty void (I call it a galaxy) and my thoughts are in clusters I call boxes and the cluster represents a whole entire … Read more
There was once an occupational therapist working at a school. The occupational therapist had a young teenage boy on their caseload. They were supposed to see the teenage boy to work on handwriting goals. The therapist could work with him for thirty minutes every week. The therapist spent a lot of time thinking of creative … Read more
The last thing that I wanted you to know this week, as I wrap up my talks about sensory mismatch (the other four posts are here: one, two, three, four), is that kids will typically become better at managing this mismatch themselves over time, so you don’t have to feel like this will take active … Read more
Setting up the environment to help mitigate some of the sensory mismatch is the fourth tool you can use in parenting, teaching or whatever situation you might encounter. Some of these other things I’ve named over the course of this week are just specific versions of doing this. (Here are links to the first post, … Read more