Colleen Beck OTR/L

Colleen Beck, OTR/L is a pediatric occupational therapist and the owner and author of The OT Toolbox website. She manages all of The OT Toolbox social media accounts and runs the popular newsletter. Read about Colleen's experience and career as an occupational therapist, including how The OT Toolbox began on our About The OT Toolbox page: https://www.theottoolbox.com/about-us/ Colleen created The OT Toolbox in 2011 and since then has written thousands of blog posts designed to support therapy providers, educators, parents, counselors, admin, and caregivers in promoting the healthy development of kids. Check out Colleen's blog posts below:

High School Occupational Therapy

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occupational therapy for teenagers

Occupational therapy for teenagers can look a lot different than OT interventions for preschoolers. High school occupational therapy is a niched component of school-based OT, but one that needs it’s own set of resources and tools. High school occupational therapy providers will find this blog post as a helpful resource.

Middle school occupational therapy and high school occupational therapy sessions focus more on transitional stages as children age into teenagers and beyond.

occupational therapy for teenagers

As occupational therapy practitioners, we support functional skills across the lifespan. In high school aged students, that will look very different for the school based OT compared to the preschool student. One thing to consider about the high school age is that we might need to use our creative thinking cap as OT practitioners.

The high school student may be in an enclosed classroom and we might be supporting very specific areas related to transitioning from middle school to high school and then post-high school. I know I’ve had to support several high school students who had OT goals as a support service, and there was definitely push-back from the students. Check out our strategies and experience on how to engage a resistant child in therapy.

Occupational Therapy for Teenagers

In the younger grades, school occupational therapy practitioners go into the school setting armed with playdough, scissors, pencils, crayons, glue, fidgets, and a few games/puzzles. 

What about the middle school occupational therapy population…and those years following in the high school OT interventions?  These teenagers are not motivated by crayons, Candyland, letter formation exercises, or cut and paste activities.  Nor should they be.  Unless your middle school caseload is in a self contained classroom functioning at a preschool level, these games and activities are not appropriate or practical. This post will explore the tricky transition from elementary to middle school occupational therapy.

Starting in late elementary school, many therapists transition their caseload from a direct to indirect, or consultative therapy model at this time, especially if they have been working with a particular student for several years.

Reasons OT for teenagers moves to consultation

When a student remains on the OT caseload into the middle school setting, therapy typically does transition to consultation. Why? There are several valid reasons for doing so.  There are many reasons why transitioning from direct services to a consultation model is appropriate for teenagers (in middle school and high school). The primary reasons for transitioning to a consultative model are:

  • Teenagers are self conscious and do not care for a therapist coming into their general education classroom to sit by them, observe, or ask questions. A consultative model allows the student to take ownership over their therapy recommendations.
  • Middle school schedules are busy. It can be difficult to ensure carryover of occupational therapy goals when there are many different teachers on the student’s schedule. Therapists make suggestions but then the recommendations may not be carried over to each class. Additionally, pulling a student for individual therapy weekly means they are missing valuable learning time.
  • Handwriting habits are set and unlikely to change at this age. Pencil grasp development and letter formation skills are often formed by the age of eight, making adjustments in middle school difficult. The same is true for Visual perceptual skills.
  • Students do not want adaptations that make them stand out from their peers. They will resist noise cancellation headphones, a scribe for written notes, alternative seating, weighted items, or noticeable fidgets.
  • Executive function – many middle schools already incorporate these skills into their program through schedules, planners, online classrooms, and reminders.
  • Students in the middle school and high school settings are most likely using technology, virtual classrooms, and email to do much of their school work by this point.
  • Students have often been receiving services since early elementary school.  Changes are less likely to happen at this stage, if they have not already.

Direct interventions Occupational Therapy for teenagers

High school occupational therapy is not a one size fits all model.

There are several reasons to keep a student on a direct therapy service model during the high school years. It’s important to realize that moving from direct services to consultation should not occur simply because the student ages out of the elementary buildings.

Teenagers receiving occupational therapy services may continue on with the direct therapy model for several reasons:

  • Self contained students work at a different pace than their mainstreamed counterparts. They may continue to need more intervention.
  • Lower level learners will need to be transitioning to a life skills or self help model, if they have not already. This means new objectives and goals to address. Some of these areas to address include: life skills cooking tasks, starting at the beginning with cursive name writing, changing clothing for gym or swimming at school, perineal care to address menstruation needs, or other skills.
  • Teenagers are a different breed of people. There are new social expectations, hormonal changes, levels of independence, and increased demands for self help skills or self-regulation skills.
  • It may take time to educate families and caregivers about this change in service model, and expectations. Automatically moving everyone to an indirect model, or discharging them, may be too abrupt for anxious parents or overwhelmed teachers

The Role of the occupational therapist with teenagers

The teenage years bring many changes that impact functioning abilities that impact the education in middle school or high school.

Seruya and Ellen write about the Role of the Middle School Occupational Therapist.  They highlight several important factors or strategies to intervention

  • Involve your learner in decision making about goals and objectives. These will be more meaningful and motivating to your students.
  • Transition away from typical handwriting goals to more functional goals
  • Teach typing and word processing using a typing program
  • Address motor skills use of calculators, rulers, graph paper, etc.
  • Address organization of locker and homework planner.
  • Provide adaptations if your learner is not able to complete work in an effective manner. A scribe to write notes for them, word processing versus written documentation, lessen the workload if writing is too labor intensive, preferential seating to improve attention.
  • Address any lingering or new sensory concerns.  Provide adaptation for these with preferential seating, alternative seating, gum or fidgets for self regulation, ear plugs to reduce incoming sounds, and organizational tools. Specifically, brain breaks for high school can be a great resource for self-regulation, anxiety, attention, and emotional needs.
  • Address important life skills – learners need to know their emergency contact information, effectively groom themselves, take care of feminine hygiene issues, advocate for themselves, and follow a schedule.
  • Some interventions may require private therapy to be more appropriate such as meal preparation, laundry, ordering from a menu, shopping, budgeting, or filling out an application. These would be appropriate goals for students in a self contained classroom.

how to improve handwriting for teenagers

There are times when therapists are called to continue to address handwriting in their middle school population.  Intervention needs to be functional, beyond basic letter formation. Functional handwriting can mean learning to write the letters in a name in print or cursive, filling in forms, and essential handwriting life skills.

Handwriting help for middle schoolers

One handwriting goal for middle schoolers, or even handwriting in high school may address the letter formation or number formation to write identifying information such as name, address, phone number.

For example, a handwriting goal for teenagers may be:

“This student will be able to independently write identifying information (name, address, phone number) without a model with 80% legibility.”

Another handwriting goal might be:

“The student will be able to write or access information to fill out a form independently.” 

The OT Toolbox has a great post about filling out forms. (Coming soon)

Transition to middle school and high school occupational therapy

What can you do to help this transition to middle school occupational therapy and high school occupational therapy?

  • Educate – teachers, parents, and other caregivers may not understand the role of the occupational therapist in middle school.  It may be time for a little education on the services provided and the therapeutic model. 
  • Empathy – reducing therapy minutes may feel like the student is not going to improve, or they are being given up on.  It is tough for parents to imagine their learner may never write a sentence, read independently, or live alone.  This is the time to gently begin this conversation.
  • Collaborate – work with educators and families to determine what are appropriate functional goals and needs in the classroom, and how they can be addressed. This blog on collaboration between OT and educators can assist.
  • Continue Direct Intervention– There may be a need for direct therapy intervention. Keep your students motivated with relevant and important treatment activities. 
  • Address life skills.  The OT Toolbox has a series of life skills posts including cooking, laundry, filling out forms, and social stories.

Working with teenagers in occupational therapy can be challenging. A few final tips for the OT working in middle schools or high schools:

  1. Remember teenagers are suddenly big and somewhat awkward.
  2. Keep goals and objectives focused on relevant and functional skills.
  3. Educate staff and caregivers about the role of the OT in schools.
  4. Provide resources, and make adaptations to the educational environment to help students better access their curriculum. 
  5. Try not to be in the hallways when they are transitioning between classes!  

HIGH SCHOOL OCCUPATIONAL THERAPY

School based occupational therapy is drastically different from private or outpatient therapy.  Private therapy follows a medical model with hands on treatment, learning objectives, and goals relating to anything impeding function.  The educational model focuses solely on education related goals.  It aims to adapt and modify curriculum, so students are able to access their education. Because of these different treatment models, High School Occupational Therapy is going to look different at school than at a clinic.  This post will delve into both types of therapy models as learners are being prepared for life after high school.

HIGH SCHOOL OCCUPATIONAL THERAPY CLINIC MODEL

In a clinic or outpatient therapy model, learners work on their “occupation”.  Occupation is defined as daily activities that are goal oriented.  It is what you do.  Each person’s occupation looks different.  It might be in the role of parent, child, grandparent, worker, student, housekeeper, engineer, or bricklayer.  Occupation is typically referred to as a job, and in essence being a child is a job.  What are the daily activities involved in being independent as a child?  This is the core of occupational therapy.

What is the role of a high school student?  

In occupational therapy, one of the key components impacting functional performance is the environment. For the high school occupational therapy client, this is something that must be considered.

  • Self care – grooming, bathing, dressing, using the bathroom, and eating, and overall life skills.
  • Instrumental Activities of Daily Living – laundry, cooking, cleaning, managing money, transportation, school, doctor appointments and medications, shopping, social function, and communication

In the medical model, goals function on the above skills that are limiting the learner’s ability to live independently.  That being said, there is a time when certain goals are not appropriate anymore.  If your learner has been working on shoe tying for eight years, it might be time to transition to velcro.  The learner who is never going to live alone might not need to balance a checking account or go to the grocery store.  

HIGH SCHOOL OCCUPATIONAL THERAPY SCHOOL MODEL

School based therapy services need to be educationally related.  This is often difficult for educators and their families to understand.  While it is true the student may need to learn to cook and do laundry, it is only going to impact their education if it is part of their educational objectives.  A student does not need a buttoning goal if they never wear buttons to school.  The objective of school based therapy is to adapt and modify the curriculum to meet the needs of the student.  It is not to teach laundry, but to determine what the barriers might be to the student learning this skill.  High school occupational therapy goals do not specifically teach handwriting, but functional communication.  Does the student need a name stamp or an ID bracelet to identify themselves?  

Tips about High School Occupational Therapy in the School

  • Keep goals educationally relevant
  • Goals need to be kept in perspective.  If your learner can not write their phone number by 11th grade, they might need an alternative method of sharing this information.  Some students might never be able to do fasteners independently and need to look toward pull on or adapted clothing.  Tommy Hilfiger makes some stylist (although expensive) adaptive clothing for teens and young adults.  
  • Talk about transition services.  LINK TO TRANSITION ARTICLE What is the student working toward after graduation?  What are the ‘must have’ skills in order to be successful?
  • Talk with the team about what barriers they are hitting when it comes to helping their learners reach goals
  • Consider moving students to an indirect or consultative model.  Teachers are usually on top of their programs and know what goals they are working toward.  Sometimes they need a piece of adaptive equipment or problem solving when they get stuck.  I had a student last month whose goal was rolling cookie dough for the class business.  He was having difficulty making consistent size balls.  He did not need weeks of OT to help him.  He needed a five minute consult and a mini ice cream scoop to make the balls uniform in size.  Another student needed a handful of fidgets to keep his hands out of his mouth
  • Check out this article on Occupational Therapy for Teenagers
  • Advocate and educate about the role of the occupational therapist in schools.  This does not mean we sell ourselves short, but rather allocated our time wisely, giving direct services to those with more pressing needs.

High School Occupational Therapy Activities

  • Keep goals focused on attainable goals.  There will be a limited time left for pediatric therapy, and goal completion
  • Communicate with caregivers to determine what goals are relevant.  There is little point in working on laundry if the parent states the learner will NEVER do their laundry.  Ask the caregivers what is most important to them
  • Talk with caregivers about plans post graduation.  Many families do not think far ahead and are taken aback when confronted with questions and information. Many agencies have waiting lists that are years long, therefore families need to start planning early
  • Gear goals toward whatever life program the learner will be transitioning into.  These might be vocational, career oriented, or life skills programs

If you find yourself using a direct therapy model with students, you will need some motivating ideas for them.

  • Work on self regulation and emotional regulation
  • Address executive function skills such as working memory, organization, impulse control, and attention
  • Task boxes – these can teach job readiness skills
  • Simulate job applications
  • Banking tasks including using a debit card
  • Researching their own transition plan
  • Developing their own goals toward transition
  • Alternative methods of self identification
  • Begin and adjust job readiness skills
  • Find resources for students and their caregivers for their transition plan
  • Navigating the cafeteria, opening containers, and paying for lunch
  • Calendar skills to manage their time
  • Social skills to address any difficulties in the classroom

As a school based therapist, know your role and don’t be afraid to express it.  Take the time to educate others, so you are able to spend your valuable time helping as many learners as possible, in the most effective ways. It is easy to get railroaded by an anxious parent or an advocate, but in the end you are doing what is legally required and most effective for their student.  

NOTE*The term, “learner” is used throughout this post for readability and inclusion. This information is relevant for students, patients, clients, preschoolers, kids/children of all ages and stages or whomever could benefit from these resources. The term “they” is used instead of he/she to be inclusive.

Victoria Wood, OTR/L is a contributor to The OT Toolbox and has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

Forest Animals Shadow Matching Worksheet

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shadow matching worksheet with forest animals theme

Today we have a fun shadow matching worksheet for you. This forest animals activity is great for adding to a woodland animal theme, but more importantly, use the shadow worksheet to build visual perceptual skills in areas such as form constancy, visual memory, and more.

Shadow math
Free printable shadow matching worksheet with a forest animals theme.

Shadow matching worksheet

How are your visual perceptual skills?  

My learner can see, but can’t really SEE.  Wait, what?  Isn’t all “seeing” the same?  Not really.  There is seeing in the sense of visual acuity, how well the eyes can see items up close and at a distance.  Then there is seeing in the sense or perceiving an object. A person can have great visual acuity, 20/20 in fact, but have terrible visual perception.  In visual acuity the eye basically has to see the object.  In perception it not only has to see the object, but make sense of it. These vision issues are covered in our blog post on visual efficiency.

For example; I can see the puzzle pieces, but I can’t perceive that each piece becomes something whole, or which piece is the right shape.

This article does an excellent job of explaining visual perception, its effects, and how to improve this skill.

Armed with this information, it is critical to work on developing visual perceptual skills at an early age.  Visual perceptual skills begin in infancy with facial recognition, and by school age are necessary for reading, writing, and mathematics.

When it comes to visual perception, the OT Toolbox has you covered!  Check out the latest PDF free printable, Forest Animals Shadow Matching Worksheet.

You can get the shadow matching worksheet below by entering your email address into the form, or head to The OT Toolbox Member’s Club and going to the visual perception area. Use this item in a forest animals theme! And if you’re doing a forest animals theme, definitely be sure to add this Forest Animals Scissor Skills Activity. It’s a free set of printable puzzles kids can color, cut out, and put back together.

This is a great activity to build visual perceptual skills as early as preschool age. It addresses form constancy, figure ground, visual discrimination and visual attention. You can find other matching activities that support visual perceptual skill development in our free visual perception packet. It includes resources like this flower match-up, and outer space matching worksheets.

Ways to modify the shadow matching worksheet:

  • Laminate the page for reusability. This saves on resources, and many learners love to write with markers!
  • Print in black and white or color for different levels of difficulty
  • Cut the shapes and make a matching game instead of using a writing tool to draw lines
  • Talk about the animals, describe their characteristics, and give context clues to help your learner understand why certain pictures match

Other skills addressed using this forest animal activity sheet:

  • Attention
  • Behavior
  • Frustration tolerance
  • Task avoidance
  • Self regulation
  • Organization
  • Scanning
  • Fine motor skills – pencil grasp, drawing lines

In order to create a full lesson or treatment plan, therapists will need to be armed with more than just this one shadow matching worksheet.  The OT Toolbox offers several free printable items to work on visual perception, including:

If you are looking for all of your resources in one place, the OT Toolbox also offers a Visual Processing Bundle, featured here:

Visual Processing Bundle

What other tasks or games work on visual perception?

  • Puzzles or dot to dots
  • Working on spatial concepts such as “in, out, on, under, next to, up, down, in front of.”
  • Hidden pictures games 
  • The game Memory – matching hidden pictures
  • Word search puzzles and mazes
  • Construction tasks using legos or popsicle sticks
  • Copying 3D block designs
  • Cleaning and organizing – washing dishes, sorting silverware, sorting laundry, organizing spaces
  • There are several Ipad apps available if necessary, but I recommend using electronics with caution, and following up with a real life task.

Now you know  more about “seeing” better.  Before working on visual perceptual skills, make sure your learner has correct visual acuity.  Sometimes their struggle is due to acuity rather than perception.  In this case, a pair of eyeglasses is an easy fix!

Whether your learner is working on this shadow worksheet, or any other resources by the OT Toolbox, make learning fun and motivating.  There is nothing better than a learner who is excited to see what their therapist has to offer.

shadow worksheet, shadow matching worksheet, forest animals

Free Shadow Matching Worksheet

Want to work on shadow matching with a forest animals theme? This shadow worksheet supports development of visual perceptual skills through play! Perfect for adding to a forest animals weekly therapy theme. Enter your email address into the form below.

Or, if you are a Member’s Club member, be sure to log in and then head to the visual perception area of free downloads that are on The OT Toolbox website. Not a member? Join now.

Free Forest Animals Worksheets

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    *The term, “learner” is used throughout this post for readability, however this information is relevant for students, patients, clients, children of all ages, etc. The term “they” is used instead of he/she to be inclusive.

    Victoria Wood, OTR/L is a contributor to The OT Toolbox and has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

    Writing Spacer Craft

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    Writing spacer tool

    This handwriting tool is a writing spacer that supports spatial awareness between letters and words. To make this writing tool we used simple craft materials of a pipe cleaner and a craft pom pom, but you could use any items. The best thing about this handwriting spacing tool is that kids can make it their own. Add this writing spacer to your list of ways to use pipe cleaners in occupational therapy…and ways to use craft pom poms in OT!

    Writing Spacer

    When it comes to legible handwriting, spatial awareness between letters and words makes a huge difference! One way to go about this use of space between words is using finger spacers for handwriting. However, this can become an issue when kids are self-conscious placing their fingers between each word. Also, for the left- handed writer, the spacing finger is in the way when the writing hand moves over to write the next word.

    Whether you are a teacher in the classroom, a parent who is struggling to find the trick to get your child to write legibly, or a therapist working on the underlying skills needed for functional written work, you’ve probably noticed that when letters are smashed up against one another, it’s really hard to read what’s been written!

    Stretching out spaces between words makes a huge difference in legibility. And there’s more; Using consistent spacing between letters can help with legibility too. In fact, there is great benefit to using toys to support spatial awareness to develop these skills.

    That’s why we’re sharing this easy DIY handwriting spacer. It’s a do it yourself version that kids will take pride in making and using.

    Many of us have used and love spacing tools made from craft sticks.

    Use a pipe cleaner spacing tool to write with spaces between words.
    Use a pipe cleaner to make a writing spacer.

    Handwriting Spacing Tool Craft

    We actually have a few different options for making a writing tool to address spacing:

    • This craft stick spacing tool is very simple and has just a single visual cue to support visual tracking skills that play a role in spatial awareness.
    • This clothes pin spacer is unique in that it can be attached to a pencil pouch, folder, or papers so students always know where it is. It can also be accessorized and personalized by the student. It’s also a nice clothespin pencil gripper.

    Today, we’ve got a spacing tool that doesn’t use a craft stick…it’s another fun DIY spacing tool idea, but the difference is that this writing tool can be used to space between letters and between words.

    Use a Pipe Cleaner for a Spacing Tool

    This spacing tool uses items that you probably already have in the house or classroom. Kids can use their creative style in making their spacing tool and really make it their own. We used a few materials to make our spacing tools.

    Materials needed to make a spacing tool: 

    • Pipe cleaners
    • Craft pom poms (You could also use beads for a smaller space between words.)

    This project is super simple to put together. Creating the DIY spacing tools is a nice fine motor warm up to writing, too!

    If you are using a crafting pom pom like we did, use a smaller sized pom pom. A 1/4 inch crafting pom pom is a good size. Once the pipe cleaner is wrapped around the pom pom a couple of times, the size will increase.

    1. Wrap one end of the pipe cleaner around the craft pom pom several times so the pom pom is secure.
    2. A dab of craft glue can be used to secure the craft pom pom to the pipe cleaner, if you like.

    You won’t want the top of the spacing tool to be too wide, otherwise the space between words will become too stretched.

    A bead makes a nice spacer for spacing between words. Once the pipe cleaner is wrapped around the bead, there is a nice sized spacer for words.

    And that’s all there is to it!

    Use the spacing tool to space between words using the top of the space tool. The width of the pipe cleaner can be used to maintain a consistent space between letters.

    Use a pipe cleaner to space between letters when writing.

    These handwriting spacing tools can be as varied as the students in a classroom. Allow the kiddos to use creativity when making theirs. Bend pipe cleaners, add additional beads or other embellishments like ribbon or twine.

    Students will be proud to show off (and use!) their spacing tool when practicing handwriting and spacing between letters and words!

     

    Kids can use pipe cleaners and craft items to make their own DIY handwriting spacing tool for writing neatly and improving spatial awareness in handwriting.

    Working on spacing in handwriting? Why not start a handwriting club for kids? Kids can work on handwriting skills in a fun way. Here’s how to start a handwriting club kids will WANT to join!

    The Handwriting Book is a comprehensive resource created by experienced pediatric OTs and PTs.

    The Handwriting Book covers everything you need to know about handwriting, guided by development and focused on function. This digital resource is is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.

    The Handwriting Book breaks down the functional skill of handwriting into developmental areas. These include developmental progression of pre-writing strokes, fine motor skills, gross motor development, sensory considerations, and visual perceptual skills. Each section includes strategies and tips to improve these underlying areas.

    • Strategies to address letter and number formation and reversals
    • Ideas for combining handwriting and play
    • Activities to practice handwriting skills at home
    • Tips and strategies for the reluctant writer
    • Tips to improve pencil grip
    • Tips for sizing, spacing, and alignment with overall improved legibility

    Click here to grab your copy of The Handwriting Book today.

    Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

    The Power of Yet

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    The power of yet

    Do you focus on the “power of yet” when helping kids with developing a growth mindset? A subtle mindset shift can do great things when it comes to shifting perspectives. Here, we’re covering what the power of yet means and how to help kids use this strategy in every day tasks with a printable power of yet worksheet.

    The Power of Yet activities

    The power of yet

    When we make a decision to learn new things, we are fostering the power of yet.

    When we struggle at a task but persist and keep trying, we are putting the power of yet to work.

    When we look forward to doing something, we exercise hope and optimism.

    All of these examples describe the power of yet!

    The power of yet starts with a growth mindset. A growth mindset is “the understanding that abilities and understanding can be developed” (Mindset Works, n.d.).

    Those with a growth mindset believe that they can get smarter, stronger, and more talented through putting in time and effort.

    According to Susan Jerrell, founder of Time out for Teachers,

    The power of yet teaches students:

    • they can learn
    • learning takes time and effort
    • results come from hard work
    • giving up isn’t an option 

    the power of yet carol dweck

    This way of thinking became popular through the work of Carol Dweck in her book (Amazon affiliate link) Mindset.  She teaches about the “power of yet.”

    This mindset shifts the focus away from all the things one can not do, to what one can not do YET.  As therapists, the population we serve is acutely aware of all the things they can not do.  It is easy to get bogged down by shortcomings and endless goal setting. This can be discouraging, and lead to shutdown or failure.

    When developing this growth mindset and encouraging the power of yet, be mindful of the four traps to success

    • People don’t set clear goals (and don’t break down goals to achieve them)
    • They feel discouraged
    • They feel overwhelmed
    • They are not ready to change

    Ask yourself, is my learner ready to change?  Is this a goal I want for them, or they want for themselves?  This might also be a good question to ask of the parents.  Are THEY ready for change? 

    Is it worth all your time and effort to teach your learner to fold laundry, if the parents are just going to do it themselves?  Should you problem solve and set endless goals to get your learner out of their parent’s bed, if the parents are really not ready for this change?

    Young people may not care about change, or the work entailed in growing may not seem worth all of the effort.  In this case, you will need to get creative if this change is important to their growth. 

    Shoe tying is a great example.  This is an important skill, however try telling that to a six year old who just loves his Crocs!  In this case, some creative goal setting, and a great incentive at the end might help nudge them along. 

    Power of Yet Activities

    Goal setting IS important, however it is crucial to go about it the right way, or this too will end in failure. The OT Toolbox has some great posts about Goal Setting and Goal Ladders. 

    Check out this cute video from Sesame Street with Janelle Monae singing about this “power of yet”.  This is a great tool to share with young learners about embracing change, and being able to learn new things.   

    Courtney Ackerman of Psychology Today gives the following tips to teaching the power of yet:

    • Work on your own growth mindset first. It is difficult to teach the power of yet 
    • Go beyond the “mindset jargon” and inspirational quotes to really focus on what the power of yet means
    • Praise properly, focusing on their efforts rather than shortcomings or natural talent
    • Embrace the word “yet;” use the word “yet” with children to give them a sense they can make a change
    • Take advantage of mistakes children make; be ready to praise them for their efforts but also point out any issues in their approach and brainstorm better ways to handle the situation with them
    • Let kids fail; another vital part of growth in children is to let them fail instead of showing them how to do everything or saving them from making mistakes. This is part of growth mindset mistakes.

    Free Power of yet worksheet

    Today’s free printable worksheet teaches learners to embrace what already makes them awesome, along with recognizing the power of yet.  I am not able to ride a unicycle YET.  I can not speak fluent Spanish YET.  I am awesome at riding a two wheeled bike, and can speak moderate Spanish.  

    Harness the power of yet, set attainable goals, embrace skills along with shortcomings.  Use the power of yet printable to brainstorm goals, focus on awesomeness, and develop a plan for growth. From a treatment planning objective, this task goes beyond just introspection and planning for the future.

    Use this letter to future self printable as a tool to support goal development and planning for the future and development tool to achieve goals that have not yet been achieved.

    Think of the other skills that can be addressed during this activity:

    • Social/Executive Function – Following directions, turn taking, task completion, orienting to details, neatness, multi-tasking, attending to task, and impulse control
    • Handwriting- Letter formation – correctly forming the letters top to bottom.
    • Letter sizing – correctly fitting the letters into the provided space. Spacing, line placement, directionality, and spelling are also addressed
    • Fine motor skills- strengthening, hand development, and grasping pattern
    • Scissor skills- Cutting on the line ( if you choose to add this step), within half inch of lines, in the direction of lines
    • Bilateral coordination – remembering to use their “helper hand” to hold the paper while writing.  Using one hand for a dominant hand instead of switching back and forth is encouraged once a child is in grade school or demonstrates a significant strength in one or the other.
    • Strength – core strength, shoulder and wrist stability, head control, balance, and hand strength are all needed for upright sitting posture and writing tasks.
    • Social function – working together in a group, problem solving, sharing materials and space, turn taking, talking about the activity

    How do I grade this Power of Yet activity?

    When I use the word “grade,” I mean make it easier or harder, not give it a letter grade or score it.

    • Lowest level learners can dictate what they would like written
    • Middle level learners can write one or two words about their awesomeness and goals
    • Higher level learners can write an idea about their goals, then create a goal ladder, checklist, or graphic organizer.  This turns into a multilevel activity to use during many sessions.  
    • Talk about the the power of yet, growth mindset, setting goals, and introspection/self reflection
    • Project this page onto a smart board to work as a group
    • More or less prompting may be needed to grade the activity to make it easier or harder.
    • Make lines within the larger boxes to provide borders and boundaries to write in. Many learners struggle to write legibly in a large box

    Growth mindset is interesting in that some people feel they are flawed and will forever need work, while others believe they are perfect just the way they are. Try and find that balance between the self defeated attitude and the “I am perfect” belief. We all have room to grow and new things to learn. 

    A therapist I worked with for many years did not say, “practice makes perfect” as things are never perfect.  Instead she would say, “practice makes better.”  

    This resource is also available inside the Member’s Club.

    Want to add this resource to your therapy toolbox so you can help kids thrive? Enter your email into the form below to access this printable tool.

    This resource is just one of the many tools available in The OT Toolbox Member’s Club. Each month, members get instant access to downloadable activities, handouts, worksheets, and printable tools to support development. Members can log into their dashboard and access all of our free downloads in one place. Plus, you’ll find exclusive materials and premium level materials.

    Level 1 members gain instant access to all of the downloads available on the site, without enter your email each time PLUS exclusive new resources each month.

    Level 2 members get access to all of our downloads, exclusive new resources each month, PLUS additional, premium content each month: therapy kits, screening tools, games, therapy packets, and much more. AND, level 2 members get ad-free content across the entire OT Toolbox website.

    Join the Member’s Club today!

    Free Power of Yet Activity

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      NOTE*The term, “learner” is used throughout this post for readability and inclusion. This information is relevant for students, patients, clients, preschoolers, kids/children of all ages and stages or whomever could benefit from these resources. The term “they” is used instead of he/she to be inclusive.

      Victoria Wood, OTR/L is a contributor to The OT Toolbox and has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

      Writing and Reading Stick

      by
      Reading stick

      When it comes to handwriting, copying without losing place on the page impacts writing (visual attention plays a big role here), so much so that a reading stick or writing stick tool can be a huge help. Here we are showing an easy way to make a reading stick or writing stick that can be used to impact writing without missing letters or words…and why this happens.

      What is a Reading Stick

      Handwriting is a challenge when spacing is inaccurate.  Poorly spaced letters and words as a result of visual spatial difficulties can lead to illegible handwriting.

      A reading stick is a pointer stick that kids can use to follow along with words when reading and writing.

      When reading from a chalkboard or smartboard, a teacher might use a large pointer stick for this task. One tip for teachers is to add a bright visual cue to the end of the pointer stick to add a visual contrast that is engaging and visual. This might be something like bright tape added to the end of the pointer stick, neon tape or post-it notes folded over the tip of the pointer stick are some ways to easily do this.

      But, when kids are reading and copying from a space on their desk, they can use a miniature version of the pointer stick as a reading tool. What’s nice about the version that we created is that the reading stick can be used in many different ways:

      • Use the pointer stick with the visual cue at the end to point along with reading from a book.
      • Turn the reading stick on it’s side to follow along line by line when reading.
      • Use the craft stick as a spacing tool when writing.

      Why use a reading stick for writing?

      A writing stick is a handwriting tool that can also be called a pointer stick for handwriting. Students and teachers can use a writing stick to follow along with written work to support handwriting needs so that a student doesn’t miss letters or words when writing.

      Copying handwriting work requires several areas of visual processing:

      Using this pointer stick to copy words can help with copying written work without omitting letters or words. The reading stick then doubles as a spacing tool.

      Using a spacing tool can be a HUGE help for some kids!  This handwriting spacing tool pointer stick is a physical prompt and a visual cue that helps kids in handwriting and become independent with when writing.

      There is a lot going on when a child is required to write.  The visual motor skills needed to accurately copy or write written work requires the processing of visual perceptual skills along with coordination and manipulation of the pencil along lines and margins.

      These are a lot of different areas that can break down and result in sloppy or illegible handwriting!

      Try this handwriting spacing tool pointer stick to help kids with spatial awareness when writing.

      Use a spacing tool pointer stick to help with placing spaces between letters and words, assuring words, phrases, or sentences are not omitted, and when aligning columns of words, as in lists.

      Handwriting Spacing Tool Pointer Stick

      Affiliate links are included in this post.

      Try using this spacing pointer stick to keep margins aligned too.

      Looking for other ways to address spacing in margin use?  Here are a bunch of ideas for spatial awareness with margins.

      use a marker to make a reading stick to follow along with words when reading or writing.
      Use a marker to make a reading stick for kids.

      You will need just two materials to make a spacing pointer stick:

      Amazon affiliate links included:

      Use the marker to make a brightly colored dot on one end of the craft stick.  You could also use a small sticker, but I wanted to ensure a bright contrast between the colored craft stick and the colored dot.

      Use a reading stick to follow along when reading to make sure words aren't missed.
      Use a reading stick when reading so kids don’t miss words or lines of text when reading.

      And that’s it!  Show the child how to use it to keep their place when copying written work, when aligning margins, and when spacing between words.

      Use the spacing tool pointer stick to help kids with spatial awareness in these ways:

      • Point to words when copying from a text or sheet on a desk.  The pointer stick can help keep the child’s place, visually.
      • Align columns in math and lists of words.
      • Align left and right margins on the page.  Keep the margin from drifting in toward the middle of the page.
      • Space between letters and words when writing.
      Use this handwriting spacing tool pointer stick to align columns of words or math problems when writing, perfect for kids who struggle with spatial awareness.

      Read more about spatial awareness and how it relates to handwriting.

      Some spacing tools can be themed!  Go beyond the simple dot or sticker and make a spaceman spacing tool. You can also use a clothespin tool for spacing between words when writing. Finally, this writing spacer craft is another handwriting craft kids can make.

      Another great way to add hands-on play to spatial awareness is an activity like these spacing puzzles.

      Use this handwriting spacing tool pointer stick to help kids with spatial awareness when writing.

      Need more handwriting strategies?  

      The Handwriting Book is a comprehensive resource created by experienced pediatric OTs and PTs.

      The Handwriting Book covers everything you need to know about handwriting, guided by development and focused on function. This digital resource is is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.

      The Handwriting Book breaks down the functional skill of handwriting into developmental areas. These include developmental progression of pre-writing strokes, fine motor skills, gross motor development, sensory considerations, and visual perceptual skills. Each section includes strategies and tips to improve these underlying areas.

      • Strategies to address letter and number formation and reversals
      • Ideas for combining handwriting and play
      • Activities to practice handwriting skills at home
      • Tips and strategies for the reluctant writer
      • Tips to improve pencil grip
      • Tips for sizing, spacing, and alignment with overall improved legibility

      Click here to grab your copy of The Handwriting Book today.

      How to Teach Spacing Between Words with a Clothespin

      by
      spacing between words with a clothespin craft

      If you are working on spacing between words when writing, then this OT trick is for you. Many years ago, we created this blog post using a clothespin to teach spacing in handwriting. It’s a simple activity really, and one that kids love to use because they can make the clothespin spacing tool their own! Let’s teach spacing between words with a cute clothespin craft!

      Use a clothespin to teach handwriting as a spatial awareness tool.
      Use a clothespin to teach spacing between words.

      Teach spacing between words

      When it comes to legibility in handwriting, spacing between words makes all the! Addressing spatial awareness in handwriting can make a big difference in legibility fairly quickly given intervention, practice, awareness, and the tools to address spacing in written work.

      Using a visual and physical cue to teach spacing between words is very effective. This is especially true for young students who are beginning to write with more organizational requirements: lines, margins, smaller writing spaces, and faster writing speeds are some of these organizational needs in handwriting tasks.

      Let’s break those areas down to describe how each might impact letter formation and legibility of written work:

      • Line use- Line use progresses from kindergarten (where many students are exposed to writing letters and words on lines for the first time. This progresses to first grade with more writing requirements. Moving onto second grade may bring a smaller line space for written work. In third grade, writing lines may be smaller yet. In about fourth grade, many students move to a lined notebook. These pencil control and line use can impact legibility especially when handwriting lessons are rushed in the general curriculum of most schools. This blog post on line awareness is a great resource for written work requirements.
      • Margin use- One visual perception component to handwriting includes margin use in written work. This impacts legibility when writing on a sheet of paper or moving to the next line. Sometimes, margins creep over across the page as a student copies lists or words or writes sentences as in a journal. Spatial relations includes the visual perception aspect, particularly the visual processing skill of visual tracking, which includes following the pencil as in copying words. Visual attention and visual scanning are also involved. This blog post on margins in handwriting covers this area in more detail.
      • Writing in smaller spaces- Sizing in written work impacts legibility. When letters are written to large, the spacing can be crowded, leading to poor legibility. This can be especially the case when writing on worksheets or workbook pages with limited space availability. This blog post on spatial awareness is a good one to check out regarding sizing and space use.
      • Faster writing speeds- Writing sped impacts legibility because when a student writes quickly, sometimes the legibility of accurate letter formation is lost. When this is the case, adding a bit of space between words can impact overall legibility. As students progress, writing speed requirements increase. Consider the second grader that is required to copy their homework onto their notebook or homework planner. There is only so much time in the school day, so a limited chunk of time is given for this task. When a student struggles with pencil control, letter formation, motor planning, or any other contributing factor, this can really impact written work on a functional handwriting task that has dire consequences. When the student comes home for the day, they are unable to read their homework assignment. This same issue is true for older students. In middle school or high school, they are unable to copy notes in their class. This can lead to difficulty copying notes and studying. This resource covers writing speed in written work.

      We’ve shared several handwriting spacing tools here on The OT Toolbox, like a cute DIY space martian spacing tool and this pipe cleaner spacing tool.

      Sometimes a simple visual cue like this craft stick spacing tool and pointer stick can make a big difference in handwriting spatial awareness and handwriting legibility.

      Read on for another quick craft that kids can make and use to teach spacing between words…using a clothes pin for better spatial awareness in written work.

      WHy Use Clothes Pins to Strengthen Hands

      There are many ways a clothes pin is a hand strengthening tool. It’s actually always found in my occupational therapy bag because it’s so versatile when it comes to hand strengthening.

      Here is a video that shows the different grasp patterns that you can target with just a clothes pin:

      Clothes pins can be used to work on hand strengthening and grasp pattern development!

      Handwriting Spacing Between Words Tool

      This clothespin spacing tool is one that can be attached to a notebook or folder and used again and again…because any school-based OT knows that those spacing tools can get lost very easily!

      The best part of this handwriting spacing tool is that kids can make their own, while creating a unique tool that fits their personality!

      First, read more about how spacing tools work.

      Teach spacing between words with a clothespin for better legibility and spatial awareness in handwriting.

      Next, get all of your materials ready, because this handwriting spacing tool is a fun activity! In fact, school-based therapists can create a group activity in a classroom with random items found in a craft bin…while boosting those fine motor skills!

      To make a DIY spacing tool, you’ll need a clothes pin. The wooden type is perfect for painting and decorating, making a fine motor craft based on the child’s interests, favorite color, etc. When the child makes their own spacing tool, they are more likely to use it again and again.

      Using the clothes pin clip allows the spacing tool to be saved. (Better yet, the clip prevents another lost therapy item later found at the bottom of a backpack or in the midst of desk chaos!)

      Kids can make these clothespin spacing tools to learn spacing between words in handwriting for better legibility and neat written work, just clip to a notebook or folder!

      How to teach spacing between words with a clothespin:

      The clothes pin clip is perfect for attaching to notebooks, folders, or a pencil box on a desk. Students will always know where their spacing tool is…but how do they use it?

      Use a clothespin to teach spacing between words the same way you would use other spacing tools.

      Show students how to place the clothespin on the paper after the last letter of a word. They can keep the clothespin in place as they write the next word in a sentence. They physical and visual cue of moving and seeing the clothespin can make a lasting impact on spacing between words.

      Think about it this way: the messiest written work is easier to read when it has space between words. As readers, we tend to fill in missing blanks using our predictive reading skills. When words are spaced out, students will be better able to read back over notes, homework assignments, and other written work.

      Spacing is often times, the easiest way to make a big impact on handwriting legibility!

      For younger students, using the clip portion of the clothespin spacing tool can be achieved using strips of paper to practice handwriting. Simply cut regular double ruled paper into strips and clip the clothespin between each word as the child writes.

      Those strips can even be laminated and handwriting practiced with a dry erase marker.

      Using the clothespin spacing tool can make a big impact on written legibility!

      Use a clothespin craft to work on spacing between words.

      To make the ClothesPin Spacing Tool

      You’ll need some basic craft items (affiliate links are included below):

      Kids can make this clothespin craft in occupational therapy or school to teach spacing between words for better handwriting.
      Handwriting craft for occupational therapy
      1. Next, get the kids started on painting. Ask the child or group of kids to paint all sides of the clothes pins.
      2. On the wet paint, glitter and sparkling gems can be added.
      3. Let the paint dry and embellish with additional items including gems, stickers, puffy paint, or other items.
      Make a clothespin craft to work on spacing between words when writing.
      Paint clothespins and add gems or stickers for an occupational therapy handwriting craft.
      Use a clothespin craft to teach spacing between words for better legibility in handwriting.

      Looking for more ways to teach spacing between words? Try these ideas:

      Use a clothespin craft to teach spacing between words using a clip clothespin for better legibility and spatial awareness in handwriting.

       

      Visual Perception and spatial awareness in kids. What is Spatial awareness and why do kids have trouble with spacing between letters and words, reversing letters, and all things vision. Great tips here from an Occupational Therapist, including tips and tools to help kids with spacing in handwriting. Visual Spatial Relations activities for handwritingEasy accommodations for poor spatial awareness in handwriting.Try this line awareness and spatial awareness handwriting activity using puzzle pieces and crayons to work on handwriting in a fun and creative way that doesn't require writing.
       
       
      Looking for more ways to address spatial awareness? 
      The Handwriting Book is a comprehensive resource created by experienced pediatric OTs and PTs.

      The Handwriting Book covers everything you need to know about handwriting, guided by development and focused on function. This digital resource is is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.

      The Handwriting Book breaks down the functional skill of handwriting into developmental areas. These include developmental progression of pre-writing strokes, fine motor skills, gross motor development, sensory considerations, and visual perceptual skills. Each section includes strategies and tips to improve these underlying areas.

      • Strategies to address letter and number formation and reversals
      • Ideas for combining handwriting and play
      • Activities to practice handwriting skills at home
      • Tips and strategies for the reluctant writer
      • Tips to improve pencil grip
      • Tips for sizing, spacing, and alignment with overall improved legibility

      Click here to grab your copy of The Handwriting Book today.

      Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

      Breaking Down Goals

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      breaking down goals

      Making and keeping goals is hard, but breaking down goals into bite sized, smaller steps can be key to achieving a larger objective. According to an article in Psychology Today, 80% of people’s New Year’s resolutions fail by February!  The author goes on to give her thoughts and theories as to why they fail in this article.  Breaking down goals into measurable chunks will increase your chances of success.

      Breaking down goals

      breaking down a smart goal into steps

      So often, we have good intentions when it comes to setting goals for ourselves. But there are many reasons why goals fail, and setting huge, audacious goals can be part of that reason. But for the most part, we can pinpoint four reasons goals fail.

      Four traps to goal success: 

      • People don’t set clear goals
      • They feel discouraged
      • They feel overwhelmed
      • They are not ready to change

      Do any of these reasons sound familiar?

      It makes sense! But, the real reason goals fail, beyond these four things, is when people are drawing a mind map, creating a plan, or a goal, they are not SMART about it. We might make a goal that is lofty, unrealistic, and it’s not specific enough to know where to begin. Let’s take a look at these components to a good goal…

      Start by understanding the concept of SMART goals. People are very smart, just not about the way they start projects or set goals. 

      SMART is an acronym for;

      • S: specific – did you detail what it is you want to achieve?
      • M: measurable – how are you going to measure success?
      • A: is this goal attainable or too lofty?
      • R: is this goal realistic?  
      • T: timebound – Do you have a set timeframe for this goal to be measured?

      First decide if the goals are SMART.  Are the goals specific and measurable, or too general?  Are they actually attainable and relevant? 

      Once you have a goal in mind (that can be further broken down), you can move on and actually break down the goals and get started on that first step.

      goal oriented mindset

      If you or your learners are working on a goal oriented mindset, breaking down goals is a terrific method to improve the likelihood of success.  Featured in this post are a specific tool for breaking down goals into measurable chunks. This printable resource supports individuals in using a goal oriented mindset to accomplish tasks they set out to achieve.

      In this activity, learners can break down goals to make them more attainable.

      Once the larger goal is set, use the goal-oriented mindset strips to break them down.

      Decide on the overall goal- At the top write the overall goal: I will clean my room.  Make this more specific by adding time frames, steps, ways to measure success, and possibly a reward at the end.  A better goal might be worded; I will clean my room, to be inspected every Sunday, and check off at least 8/1o items on the list each week.  *Striving for 100% all the time might lead to failure.

      Break the goal down into steps- Help your learner decide what the steps might be to achieving this goal. Write each of these steps on the first strip, then staple the second strip on top.  Each time a part of the goal is accomplished, your learner will snip off the next piece of paper to reveal another chunk of their goal.

      Some of the steps to cleaning a bedroom might be:

      1. Put all dirty laundry in the basket
      2. Take all plates, cups, and other dishes out of room
      3. Put trash in the bin, then empty bin
      4. Put clean laundry away
      5. Put toys in their boxes or back on the shelves
      6. Change sheets
      7. Vacuum
      8. REWARD!

      Each one of these tasks is measurable.  Make them attainable by changing and tweaking as needed.  Having a list like this makes this overwhelming chore seem more doable. If not, you may end up with a kid like mine, who would just lie in the middle of the mess and cry.

      Check out this post on writing a goal ladder for another method to achieving goals.

      A BIT OF INTROSPECTION BEFORE GETTING STARTED

      Before trying to “break down goals” into steps, think about a goal you have recently set for yourself. It could be one that was a great success, or went down in a ball of flames.

      Now look back and determine if your goal was SMART.  Did it have all the pieces it needed, or was it flawed from the start? 

      Then recheck and see if you fell into one of the four traps:

      • People don’t set clear goals
      • They feel discouraged
      • They feel overwhelmed
      • They are not ready to change

      A goal was set for me last year to keep the dog off of the bed and couch.  It was a miserable failure.  Why? I was (and still am not) not ready to change. While the goal was clear, it was not attainable.  

      Once you have spent a little time on introspection, it is time to share your wisdom and skills with your learner.  If you are not able to set and achieve goals, it will be harder to help others to be successful. This goal oriented mindset will not be impossible to teach if you are not great at meeting your own goals, as we are often able to teach others to do what we can not do ourselves.

      If this idea of breaking down goals into chunks makes sense, these goal-oriented mindset strips are a great jumping off point to getting organized and working on executive function. How about learning to make and follow checklists?

      Our learners know they need to change and grow, but may get stuck in the first step of figuring out what goals to set.  Change may seem overwhelming, they are not aware of what they need to learn, or can not think past this current moment to imagine a goal. 

      Adult goals seem to revolve around the following:

      • Lose weight
      • Learn to cook, fish, surf, snowboard, etc
      • Eat less, or eat healthier
      • Exercise more
      • Worry less, or decrease stress
      • Save more money
      • Have a better body image

      What are some good goals for your younger learners?

      • Join a team
      • Clean their room
      • Write neater
      • Read more
      • Make a new friend
      • Learn a new skill (shoe tying, bike riding, shoot a basket)
      • Eat more vegetables
      • Watch less television
      • Play less video games

      Of course these goals would need to be SMART in order to lead to success. Help your learners break down their goals with these mindset strips along with other strategies to develop a goal oriented mindset.

      Setting and working on goals is part of executive functioning skills. The OT Toolbox is full of posts on EF.  Just type Executive functioning in the search box, or check out this executive function course to get started.

      Other resources for kids on breaking down goals include:

      As for my goal of not having the dog on the bed or couch, I have written that one off, and decided to focus on something more attainable. 

      Free Activity for Breaking Down Goals

      Above, we shared how to use this printable resource that helps users to break down their goals into bite sized pieces. You can get a copy of that goal breaking activity here. Simply enter your email address into the form below to access this file. Print off the tool and get started with creating goals and breaking them down!

      This item is also available inside our OT Toolbox Member’s Club.

      Want to add this resource to your therapy toolbox so you can help kids thrive? Enter your email into the form below to access this printable tool.

      This resource is just one of the many tools available in The OT Toolbox Member’s Club. Each month, members get instant access to downloadable activities, handouts, worksheets, and printable tools to support development. Members can log into their dashboard and access all of our free downloads in one place. Plus, you’ll find exclusive materials and premium level materials.

      Level 1 members gain instant access to all of the downloads available on the site, without enter your email each time PLUS exclusive new resources each month.

      Level 2 members get access to all of our downloads, exclusive new resources each month, PLUS additional, premium content each month: therapy kits, screening tools, games, therapy packets, and much more. AND, level 2 members get ad-free content across the entire OT Toolbox website.

      Join the Member’s Club today!

      Breaking Down Goals Activity

        We respect your privacy. Unsubscribe at anytime.
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        NOTE*The term, “learner” is used throughout this post for readability and consistency. This information is relevant for students, patients, clients, preschoolers, kids/children of all ages and stages or whomever could benefit from these resources. The term “they” is used instead of he/she to be inclusive.

        Victoria Wood, OTR/L is a contributor to The OT Toolbox and has been providing Occupational Therapy treatment in pediatrics for more than 25 years. She has practiced in hospital settings (inpatient, outpatient, NICU, PICU), school systems, and outpatient clinics in several states. She has treated hundreds of children with various sensory processing dysfunction in the areas of behavior, gross/fine motor skills, social skills and self-care. Ms. Wood has also been a featured speaker at seminars, webinars, and school staff development training. She is the author of Seeing your Home and Community with Sensory Eyes.

        Sensory Activities For 1 Year Olds

        by
        sensory activities for 1 year olds

        This blog post is one of the oldest posts on the site, but the sensory activities for 1 year olds that we shared way back when are just as fun now! When this post was written, the babies that played with the balls and muffin tins were just 11 months and going on 1 year. Those little ones are now 11 years old! This is such a great brain building activity for babies that I wanted to reshare the idea for the latest crop of babies out there!

        If you are looking for more Baby activities, try the fun over on our Baby Play page. You’ll also find some great ideas for different ages on this post on baby sensory play.  We’ve been busy!

        This is my favorite activity to help babies learn colors.

        sensory activities for 1 year olds

        sensory activities for 1 year olds

        This sensory activity for 1 year olds is an easy activity to set up. You’ll need just a few items:

        • colorful balls
        • muffin tins

        You can add create another sensory activity for the babies with the same colorful balls and a cardboard box or basket. We also used an empty cereal box with hole cut into the sides.

        Each sensory activity here supports development of eye-hand coordination, grasp and release, core strength and stability in dynamic sitting, positioning and seated play on the floor (floor play).

        Baby and Toddler Brain Building activity using balls and a muffin tin. Perfect for developing fine motor skills, visual perceptual skills in an active activity for sitting and mobile babies.

        An important consideration is the use of baby positioners as they can impact powerful movement-based play in babies.

        The best for sensory play for 1 year olds is just playing on the floor! There are so many benefits to playing on the floor with a basket of balls and a few muffin tins.

        Baby and Toddler Brain Building activity using balls and a muffin tin. Perfect for developing fine motor skills, visual perceptual skills in an active activity for sitting and mobile babies.

        What do babies love to do? Take things out and put them back into containers.

        We have a bunch of different colored and sized balls that are so fun to play with in so many ways. I had my niece and nephew here one day and we needed something different to do. My nephew and my Baby Girl are both 11 months old and they absolutely loved this play activity! 

        I pulled out my muffin tins and they had a blast putting the balls into the tins, taking them out, putting them back into the box, and pulling them out again!

        Little Guy (my 3 year old ) loved joining in too. Really, who could resist playing with all of these colorful balls???

        Peek a Boo Sensory Activity for 1 year olds

        What else do babies love? The peek-a-boo game!

        It’s at this age (around one year) that babies often struggle with separation anxiety when being dropped off at a caregiver’s when separated from their parents or caregivers. You will even see signs of separation angst when a parent goes into another room, which can especially happen when the baby is tired.

        The next sensory activity for baby was a fun one!

        We had an empty cereal box that I cut circles into. They had a ton of fun putting the balls into a hole, and pulling a different one out as the box moved around…there were a lot of little hands in there moving that box around 🙂

        The it’s-there-then-it’s not of a great game of peek-a-boo (or peek-a-ball in this case!) is awesome in building neural pathways of the brain. 

         

         

        More sensory activities for babies

        Other sensory activities for 1 year olds and babies include using small baskets or boxes to transfer the balls from one container to the other.

        Transferring from box to box…working those hands to pick up different sized/weighted/textured balls.  Dropping the ball to see what happens is so predictable, but it is important in learning for babies. Just like when baby drops the cup from her highchair a million times…

        We had a ball!

        (couldn’t resist that one…heehee)

        Baby and Toddler Brain Building activity using balls and a muffin tin. Perfect for developing fine motor skills, visual perceptual skills in an active activity for sitting and mobile babies.

        Need more sensory ideas for 1 year olds? Try these:

        • Sensory tables- put interesting toys, textures, scoops, and containers on a low table like a coffee table. The new cruiser or early walker can stand at the table and explore the textures
        • Messy play on a highchair- Strap baby in and encourage messy food play. Thing about apple sauce, pudding, or mashed potatoes.
        • Textured fabrics- Put a bunch of fabric scraps into a box and invite the one year old to pull them out and put them back in.
        • Play with cups and spoons– with supervision- This is a great activity for eye hand coordination skills.
        • Use a baby gym to encourage reach and play in various positions.

        Bilateral Integration

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        bilateral integration

        Bilateral Integration is an area that kids need for so many tasks…but it’s not a developmental milestone that stands out unless a problem is necessarily noticed unless there is a problem. What we do notice in as our kids grow and develop are the motor skills that impact functioning. We notice use of both hands, fluid and efficient movements in tasks like playing, getting dressed, and interacting with peers. Let’s take a look at bilateral integration and dissect how to support this essential sensory motor skill.

        Another resource that supports this information is our blog post on bilateral coordination. You’ll find many bilateral integration activities in that blog post.

        Bilateral integration resources and information

        Bilateral Integration

        From writing and holding the paper, to holding a art project and cutting with scissors, to zippering a jacket, coordinating both sides of the body in an efficient manner is a skill that is necessary for almost everything we do.

        Bilateral coordination develops from a very young age. When babies begin to bring both hands together at their mouth, you are seeing coordinated efforts begin. When the infant pushes up on both arms while lying in a tummy time position, the integrated movements of both hands and legs occurs along with strength and control.

        Research tells us that motor tasks like jumping, jumping jacks, riding a bike, hopping, etc. become easier and more fluid with age as children develop. It’s through play, sensory input, motor skill experience, and activities that these skills are developed.

        Below, you will find bilateral integration activities that can be incorporated at various ages. Use these bilateral coordination activities to promote coordinated and efficient movements in meaningful activities.

        What is Bilateral integration?

        Bilateral integration refers to the ability of both sides of the brain to work together in a coordinated manner. We see this ability when the skills associated with the left side of the brain are done in conjunction with skills associated with the right side of the brain.

        Skills associated with the left side of the brain:

        • Speech and language- Understanding using language (listening, reading, speaking and writing)
        • Comprehension
        • Math problems and facts
        • Handwriting
        • Linear thinking
        • Memory for spoken and written messages
        • Logic
        • Verbal language
        • Sequencing

        Skills associated with the right side of the brain:

        • Creativity and imagination
        • Creative thinking
        • Spatial skills
        • Intuition
        • Art, drawing, and creative artistic skills
        • Musical skills

        Then, when other aspects of functional performance are added to the mix and the individual is still able to complete the task, this is bilateral integration in action.

        Those other considerations include:

        • Attention and focus
        • Proprioceptive input
        • Vestibular input
        • Visual information
        • Motor targets achieved, or motor control shown by fluid movements
        • Praxis- movements thought about and completed in coordinated manner

        When both sides of the body work together in a coordinated manner so that the individual can manipulate objects such as cutlery with various amounts of force modulation, taking in sensory stimuli such as sights, sounds, tastes, and proprioceptive and vestibular input, and managing posture, coordination, and body awareness, bilateral integration is visible.

        When bilateral coordination or bilateral integration is intact and progressing appropriately through development, it is an indicator that both sides of the brain are communicating effectively and sharing information during functional tasks. 

        Tasks that require bilateral integration

        Knowing what we covered above, it is easy to see how some daily tasks are impacted by coordinated and integrated motor skills requiring both sides of the body. Each of these skills requires and has input from other sensory systems and cognitive systems as well, such as proprioceptive input, executive functioning, attention, and even creative thinking and problem solving.

        • Writing and holding the paper in a stable position
        • Cutting and holding the paper steady and at an appropriate height
        • Putting on a coat while holding a backpack (or other item)
        • Tying shoes
        • Pulling up pants and not losing balance
        • Putting socks on
        • Jumping jacks with coordinated movements
        • Turning a page and writing or copying work
        • Typing
        • Squeezing toothpaste and brushing teeth
        • Flossing teeth
        • Playing an instrument
        • Using a knife and fork
        • Pouring water from a pitcher into a cup
        • Cooking skills: chopping, cutting, slicing, peeling, taking food out of packages, putting food into the microwave or stove, taking food out of the fridge
        • Reaching for objects
        • Stabilizing an object with one hand while manipulating another object with the other
        • Jumping rope
        • Catching a ball
        • Riding a bike
        • Swimming
        • Many more tasks!
        These bilateral integration activities are creative ways to help kids with bilateral integration needed for fine motor tasks like handwriting, scissor use, and other functional skills.

        Bilateral Integration Activities 

        Amazon affiliate links are included in this post.

        First, let’s talk about some ways that coordinated use of the arms and legs are needed for coordinated movements. These are skills and tasks that can easily be performed by some children. Others, who struggle with motor planning, core strength, posture needs, left-right discrimination, visual motor skills, or many other areas can struggle. It’s easy to see that simply addressing some areas won’t fix the issue when an underlying concern is present.

        To promote the skills needed for these tasks, try some of the activities listed below to promote bilateral integration:

        Related Read: Here are are some additional bilateral coordination activities with a winter theme.

        Bilateral Integration Activities for Babies

        Bilateral movements are part of everyday life for baby! From turning, creeping on the floor, rolling, sitting, crawling, cruising on furniture, and taking first steps, babies are developing bilateral integration skills from birth.

        Read here about the types of crawling, all of which integrate bilateral coordination and motor planning.

        Encourage these bilateral integration activities with babies:

        There are ways to support child development at this stage through age-appropriate play that will support the child’s progression at later stages, too.

        • Provide various toys and objects appropriate for young babies. Include bold colored objects including black, white, and red items or contrasting colors, toys, or pictures on a blanket or play mat during tummy time. This black and white board book (affiliate link) can be propped up or used while on an adult’s lap.
        • Provide gentle infant massage during and after bath time, and on all extremities. Here is a resource book on infant massage. (affiliate link)
        • Provide toys and age-appropriate objects for reach and grasp. This banana toothbrush teether (affiliate link) has molded handles that make it a great teething item for little ones.
        • Provide teething toys as baby brings hands together at their mouth.
        • Provide toys that are appropriate for mouthing that can be held in both hands.
        • Provide hand-held toys while the child is seated in a high chair. This one (affiliate link) has a suction cup base to keep it stable, but has a black and white ring at the base that babies can grasp with one hand while manipulating with the other hand.
        • Provide toys of various weights when seated upright to provide resistance against gravity and to promote strengthening of the upper extremities. Blocks, rings, sorting toys, or something like this quality teething toy (affiliate link) made of heavier materials can be useful to provide variances in weight, while still allowing the baby to manipulate the item.
        • Provide toys available on a high chair or table surface at various distances to provide opportunities for depth of perception when reaching for toys and bringing them to the mouth.
        • Continue tummy time while playing in prone to promote strength and stability in upper extremities.
        • Use the ideas in our baby play library for more ideas.

        Bilateral Integration Activities for Toddlers

        Provide toys requiring one hand to stabilize a base while the other hands manipulates an object. Shape sorters are great for this.

        Other toys include:

        • Peg Boards (affiliate link)
        • Blocks- These press and stay sensory blocks are perfect for encouraging one hand to use as a stabilizer and one hand as a
        • Play Dough
        • Drawing/coloring- Here is more information on the benefits of coloring.
        • Use these crayons for toddlers to support bilateral coordination skills during coloring.

        Bilateral Integration Activities for Preschool

        Preschool is a time for building hand strength, coordination, eye-hand coordination, and improving motor skills needed for the upcoming years. You can find many preschool activities here on our website, but some specific ways to support bilateral integration include:

        • Encourage kids to participate in cooking activities.
        • Use play dough to cut with scissors and roll out play dough snakes or balls of play dough.
        • Age-appropriate crafts and craft sets are great for this age.
        • Play with stickers of various sizes.
        • Make “snow angels” on a carpet or fluffy blanket
        • Simon Says is a great game for encouraging novel and varied motor combinations. Use these Simon Says Commands to get started.
        • Play various song and movement games such as the Hokey Pokey, Farmer in the Dell, etc. Here are movement and song activities that can be used in circle time, warm-ups, centers, or in group activities. All of these move and dance songs promote core strength and stability.
        • Climb on outdoor play areas at playgrounds and in low trees.
        • Add sensory! Try this table top bilateral coordination activity to draw shapes.
        • Draw with both hands! This four leaf clover activity is a powerful one as it covers a variety of skills.

        Bilateral Coordination Activities for School-Aged Kids

        In schools, development of bilateral integration is important for tasks like putting on a coat or jacket and backpack, holding a paper with the supporting hand and writing, and using scissors. There are many other bilateral integration tasks that happen throughout the day.

        Some ways you can support development of these skills include:

        Try these bilateral integration activities and coordination ideas to promote use of both hands together in activities such as handwriting, cutting with scissors and so many other tasks!

        Last thoughts on encouraging bilateral integration

        The best way to encourage and promote integration of both sides of the body? Movement and play! Get the kids active, moving, and experiencing various planes against resistance and with exposure to all types of sensory experiences.

        The combination of proprioceptive input into a play experience that promotes strengthening in a fun way provides all of the benefits kids need to improve bilateral coordination skills. Add personal interests as the child grows. And finally, have fun!

        Use these bilateral coordination activities to promote bilateral integration needed for skills like writing and holding the paper and any activity that uses one hand to manipulate an object while stabilizing with the other hand.