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Elementary School

Skills addressed in OT sessions vary according to each student’s needs. OT sessions use a wide variety of techniques ranging from arts and crafts projects, pencil and paper work, technology and board games, to strengthening and coordination exercises.


Activities in the Sensorimotor Room use a sensory integrative and/or perceptual motor approach and may include obstacle courses, activity stations, exercises and therapeutic games. Various therapeutic equipment are used, such as scooter boards, a trampoline, therapy balls and several types of swings.


Thinking Maps® are incorporated into treatment sessions to assist with organizing and completing presented activities.


Highlights of OT services in the Elementary school:

  • Small group - No more than 4 students to one Occupational Therapist

  • Fine Motor Skills - Manipulating small objects, using scissors, pencil control, hand strength and bilateral coordination

  • Gross Motor Skills - Strength, coordination, balance, eye-hand coordination, ball skills and endurance through use of tabletop activities in the Sensorimotor Room

  • Consultations to academic teachers - Occupational Therapists consult with teachers in order to assist in classroom accommodations enhancing performance

  • Visual Perceptual Skills - Visual discrimination, visual memory, spatial relations, form constancy, sequential memory, figure ground and visual closure

  • Visual Motor Integration Skills - The use of visual perception and fine motor skills for writing, copying shapes and completing various complex fine motor activities (i.e. constructional)

  • Sensorimotor - Self-regulation, postural control, shoulder stability, motor planning skills, body awareness and ocular motor skills

 

Middle School

The Occupational Therapy services model used for Middle School students at LPS is called Work Center. OT skill areas are addressed within the context of practical learning experiences. Students engage in various activities involving life skills and age appropriate “jobs” around the school.


Areas that are addressed include:


  • Skills and accommodations for sensory, motor and visual perceptual limitations

  • Executive functioning skills such as task initiation, organization, sequencing and problem solving

  • Self-esteem, social skill development and self-awareness as related to the students sense of independence in school and at home


Students may be involved in the following activities in Work Center/OT:


  • Calendar/monthly planner skills activities

  • Phone skills activities

  • Basic cooking skills

  • Clerical tasks

  • School/community service activities


Work-related vocabulary and basic work behaviors are emphasized throughout the curriculum. Various tools are used to address skill development such as organizational tools (such as “To Do” lists, calendars and task cards help students to initiate, problem solve, sequence and organize tasks) and Thinking Maps® (which are incorporated into activities to assist students with initiation, organization, sequencing, problem solving and overall independence).


Rating sheets are completed at the end of each class to give students feedback on their performance in individual skills, such as initiation, organization, problem solving, sequencing, collaborating and time management.


The ACT Program (Activate-Calm-Think)

Many students at LPS have mild to significant issues with sensory processing and modulating their level of arousal. These difficulties can have a significant impact on the student’s readiness to learn, ability to focus and overall performance in the classroom. The Occupational Therapy Department developed a simple strategic program to assist faculty in the classroom and therapy sessions.

 

These activities teach students to “Activate/Calm/Think” and therefore prepare their systems to learn.

LPS faculty is trained on the ACT Program, including the specific movement activities and ways in which to incorporate the process into their classes. ACT posters demonstrating the program activities are in all of the classrooms. These activities, which only take a few minutes to perform, may be done at the start of each class as part of the students’ routine. Activities can also be performed during the midpoint of the period or during class transitions if the teacher wants to re-focus students. These activities also provide much needed and legitimate “movement breaks” in a structured manner.

The program consists of five simple movement activities that can be completed in a variety of ways. Each activity is designed to provide specific sensory input, which have a “grounding” effect as well as provide other sensory stimulation.

  1. Reach up to the sky then touch toes

  2. Jump

  3. Stretch at your desk while sitting or standing

  4. Apply pressure by pushing on head or with hands together

  5. Toss a weighted beanbag

  6. March in place

Over time, our goal is for the students to learn how to independently use these strategies in school, as well as other areas of their lives.


High School

The Occupational Therapy services model used for High School students at LPS is continued through the Work Center. The Work Center curriculum for High School students focuses on the further development of life and work skills, pre-vocational behaviors and attitudes, including:

  • Executive functioning such as task initiation, organization, planning, sequencing and problem solving.
  • Self-esteem, social development and self-awareness as related to the student’s sense of independence in school and at home.
  • Skills and accommodations for sensory, motor and visual perceptual limitations.

Work-related vocabulary and basic work behaviors are emphasized throughout the curriculum. Various tools are used to address skill development such as organizational tools (such as “To Do” lists, calendars and task cards help students to initiate, problem solve, sequence and organize tasks) and Thinking Maps® (which are incorporated into activities to assist students with initiation, organization, sequencing, problem solving and overall independence).


Rating sheets are completed at the end of each class to give students feedback on their performance in individual skills, such as initiation, organization, problem solving, sequencing, collaborating and time management.


Learning Prep School provides an individualized language-based program to students with complex learning profiles, including dyslexia, expressive/receptive language issues, autism spectrum disorder, and social communication disorder.

1507 Washington Street  |  West Newton, MA 02465  |  (617) 965-0764  |  contact  |  © 2017 Learning Prep School

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