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The Power of Positive Thinking

One of the best ways to create exactly what we want in life is to think positively. Our thoughts have power, they direct our actions, and carve the way to our destiny. What we focus on we create, so if our thoughts are constantly negative, we are giving attention to the exact opposite of what we are trying to manifest in our lives. When we practice positive thinking, we turn our focus instead to the beneficial outcomes that we want to actualize.

What is positive thinking?

Positive Thinking in simple terms is focusing on the good in any given situation. It is when we focus on what is possible instead of what is in our way, or our obstacles. In other words, it is when we focus on the solution and not the problem – when we see what we want to happen instead of what we are afraid might happen.

Why is Positive Thinking Important?

Positive thinking helps you be the master of your own destiny. When you adopt a can-do attitude, you stop blaming others and take responsibility. It puts you in charge and helps you shift away from victim mentality into an empowered action taker.

Another benefit of being a positive thinker is that it unlocks your creativity as you are constantly focused on what is possible. This state of possibility allows for infinite ways to approach any given problem or difficult situation, giving you an opportunity to use your creative thinking skills to solve problems, create outcomes, and find new and interesting ways to approach everything in your life.

Lastly positive thinking also has many health benefits including:

Longer life span
Better overall health
Low blood pressure or chance of heart disease
Lower stress levels
Less likely to get sick
Better overall mental health – better mood, less depression, better coping skills

How do you become a positive thinker?

How often have we heard “don’t be so negative”, “have a positive attitude”, or “look on the bright side”, and yet we struggle to do just that.

We know it is in our best interest to think positive, but somehow it alludes us. We want to be a positive thinker because it feels good and it gives us hope about our future, but we can’t seem to get away from our fear of what might be lurking around the corner.

So then how do we master the art of positive thinking and become the optimist we always knew we could be?

Step One: Notice the voice in your head

Are you:

Judging/blaming yourself
Predicting the worst-case scenario
Focusing on what’s wrong, challenging, or negative
Afraid of what might happen

If so, you are stuck in a loop of negative thinking. One of the best ways to counter negative thinking is to become aware of your negative chatter. Just this simple awareness gives you the opportunity to notice your behavior, pause, and redirect your thoughts.

Step Two: Re-Frame – Shift your perspective

Once you become aware of that negative response the best way to begin to implement positive thinking is to shift your perspective or re-frame how you see any given situation. To do this here are some following tips:

Ask yourself what else could be true in the scenario you created
Put yourself in someone else’s shoes
Look for what is good about the situation
Come up with 3 alternative positive ways you could see the situation

Step Three: Assume the universe will support you

So often we are convinced the universe is against us and that we are doomed to fail. If we can decide instead, that the universe is on our side, it helps us shift our perspective and realize that we have just as big of a chance of success as we do of failure. Tips for getting the Universe to support you:

o Imagine everyone you meet wants to say yes to you

o Notice what you are receiving and acknowledge it

o Count your successes

Step Four: State your desired outcome as if it has already happened

By putting yourself in the mindset that you have already achieved that which you are desiring you command that the world delivers exactly that.

o Affirmations quickly shift your mindset and help you see all that is possible for you.

o By assuming and claiming success it commands your subconscious to pay attention and counteracts negative conditioning and programming.

Step Five: Practice Gratitude

Gratitude might be the best way to immediately put you on the path to positive thinking. By simple focusing on what you already have that you are grateful for

o This quickly shifts your perspective

o Acknowledge everything you appreciate in your environment/day

If you are struggling just thinking about how you could do all this here are a couple of things to keep in mind:

o People have all the resources that they need to make the changes that they want.

o Possible in the world and possible for me is only a matter of how.

o Every behavior has a positive intention. Everyone is doing the best that they can with the resources they have available. Including you.

o There is no failure, only feedback.

This blog post was first seen on: https://www.electronic-therapy.com/blog/the-power-of-positive-thinking/

Prepare Your Student To Wear A Mask

We all know that most students returning to school this year will be required to wear a mask. Start preparing them now, so it will be easier when they go back to class.

Model and practice

One of the most useful ways to prepare your student is to model and practice proper mask-wearing yourself. Show them the right way to put it on – using the straps while avoiding touching the outside surface – and covering their chin and nose. Incorporate the mask into your daily routine, so it becomes normal for your student, no different than putting on your shoes so you can go to school.

Encourage your younger students to play “mask dress up” with their dolls or stuffed animals. This is a good way to practice the proper placement of the mask. Ask them to explain to their animals why it is important to wear the masks around the other animals to check for comprehension.

When you “catch” your child doing the right thing, praise them. Provide positive reinforcement regularly throughout the day.

It’s okay to acknowledge students’ possible feelings of frustration or annoyance at wearing a mask. We have all felt that way, and your child’s feelings are no less valid. It’s important to continue to encourage them and help educate them on the importance of mask wearing.

Read our blog Super Hacks For Student Anxiety During Online Learning for ways to talk to your student using tips from guidance counselor and social emotional learning expert, Nancy Fernandez.

Explain the science

Children want to understand why they must wear a mask to school. Don’t be afraid to walk them through the science of masks. Go through the process of Covid-19 spread and how the mask both prevents them from spreading and getting the unwanted virus. You can say something like,

“By having everyone wear a mask, we reduce the spread of the COVID-19 virus. This helps keep your friends, teachers, and their families safe so that you can keep going to school with your friends.”

If you don’t feel confident enough to explain, there are plenty of videos available for all age levels. The one below is appropriate for young students.

https://youtu.be/lnP-uMn6q_U

Practice masking to build endurance

“Students with sensory sensitivities may struggle with masks – whether due to feel or smell,” said Lauren Eckendorf, MS, MA, OTR/L, an Account Manager with E-Therapy.

“Practice masking” will help determine if the current mask is comfortable for the student, because your student may not like the feel of the first mask they try. You may have to go through some trial-and-error. Eckendorf suggests testing different ways of attaching the masks like ear loops, tie back, or straps attached to a headband or hat.

“For students irritated by the feel, try different materials, especially those that are lighter and softer,” suggests Eckendorf. “Understand that your student may need to build up tolerance. Practice wearing the mask to gradually gain “mask endurance” to build up to the extended periods of time like students will be at school.”

If students are sensitive to the smell of either the mask or their own breath, try mints, chewing gum, or scented chapsticks.

Express yourself through your mask

Allow your student to choose their own mask design. There are some cute unicorn and cool superhero ones, as well as fashionable ones that can match outfits. Just be sure that if little Junior goes to school wearing an Incredible Hulk mask, that he doesn’t come home with a Spiderman mask!

Also key is making their mask their “own”. Work together to sew or craft a mask that helps your student express their own unique personality and style. Create a message or their own unique “flair” ideas for a mask. If they are really creative, maybe they do one for each day of the week. Get fun fabric, and accents to help them find their style.

Another idea is to create one for a friend or with a friend to help create more fun in the process. This also helps promote supporting others during this unusual time.

student wear a mask — Entry from Colorado Face Mask Design Challenge

Some states are actually doing state contests for mask making, so you may want to see what your community may be sponsoring. In Colorado, Governor, Jarod Polis, launched a mask designing campaign and some really cool designs from kids of all ages came in.

Ideas for Teachers

Teachers, the mask design contest above can be promoted in your class or school-wide to help create more excitement and community.

Foster community with joint presentations on mask-wearing

Foster a “teamwork” attitude within your class and school; we’re in this together and working together to stay healthy and safe.
If you are in a hybrid model with some of your students on-site and others remote, you can engage students in mask creativity and pride by having the class that is online create a presentation on why masks help stop the spread of Covid-19. They will present this to the on-site students via TikTok.

The on-site students could create a presentation using PowerPoint or GoogleSlides of what it is like to navigate through the school day wearing a mask and present that to their online classmates. The class could then compare the two, and figure out how one type of presentation could be converted into the other platform. Have the teams offer tips on how the other team can improve their presentation.

“The idea of grabbing content and changing genres is a really useful exercise in terms of language development and making distinctions between the content and the form,” says Tomás Galguera, a professor of education in the Online MA in Educational Leadership program at Mills College in Oakland, Calif.

“This helps connect students while they may be distant from each other, while learning the value in masks.” Read more about this and other synchronous lessons.

Allow for mask breaks

If the student needs to step out in the hallway for a minute or so to remove their mask for their comfort, let them. Ensure that students know they won’t be penalized for requesting a mask break.

This blog was first posted on: https://www.electronic-therapy.com/blog/prepare-your-student-to-wear-a-mask/

Teletherapy Is A Lifeline For Special Education Students

When it became apparent to the Office of Student Support Services in Sumter School District that the traditional school model would likely not be in place this year, they drafted a “must have” list to guide their search for a teletherapy solution for special education. Angela McLeod, the lead Speech Language Pathologist for the county, wanted a solution that their own staff of therapists could quickly learn and successfully use. It needed to work for speech and language, mental health, occupational and physical therapy, as well as for administering assessments and diagnostics. She wanted technical training and to ensure continued support. And since their therapists were used to face-to-face sessions with students, therapy materials and tools to prepare them for virtual therapy services were also necessary.

“The team at E-Therapy have not only met those initial lists of must have items but they have exceeded them,” McLeod wrote.

What’s on Your List? Get in Touch So We Can Talk It Through.

E-Therapy: designed to meet student’s needs

E-Therapy is an advanced teletherapy company that provides online services to PreK-12 schools across the United States. Much like Sumter County’s need, brought on by Covid-19, E-Therapy was founded on a need to reach more students.

Travel less, serve more

In the mid-2000s, Diana Parafiniuk, an SLP in Arizona, spent hours each week driving from school to school in rural parts of the state. She knew there was a better way to reach under served students, so in 2009, she founded E-Therapy. Her vision was to help PreK-12 schools remotely access speech and language services using teletherapy. Today, E-Therapy continues that vision of providing the highest quality services and reaching students and schools across the United States.

Schools send out an SOS

Now that many schools have turned to virtual learning, E-Therapy’s teletherapy expertise has provided a lifeline to special education teams striving to ensure their students do not regress or fall behind on their speech and language goals. The company’s account managers provide expansive teletherapy training and access to resources therapists can use to motivate and engage the students they serve.

“E-Therapy had been a lifesaver for PreK -12th grade students with disabilities receiving speech-language therapy and other related services before the pandemic,” said Parafiniuk. “Now that we find ourselves with a requirement for compensatory time, E-Therapy’s online therapy services are more important than ever.”

Helping school therapists manage compensatory time

E-Therapy developed its newest teletherapy solution, eSMART, as a direct response to Covid-19. It helps school’s SPED teams provide students with compensatory minutes. Efficiencies include session monitoring, detailed data tracking, and Individual Education Program (IEP) reporting.

E-Therapy’s account managers train school-based teams to get virtual sessions up and running quickly. They continue to offer support as the team works to compensate for learning losses their students may have.

Speech therapists, as well as mental health counselors, have access to a vast library of digital resources. These tools are proven to engage students and provide positive outcomes to advance academic success.

“eSMART meets the needs of special education programs right now,” said Parafiniuk. “Its ease-of-use has revolutionized how speech therapists and school administrators track and monitor their student’s IEP speech session progress. Therapists and administrators can see real-time clinical data that charts student progress at a glance.”

Overcoming the ultimate challenge

Sumter County’s Office of Student Support Services went into this school year feeling like it was going to be the ultimate challenge for their therapy service providers.

“The onboarding, training and support provided to our district has been outstanding,” said Ms. McLeod. “The team at E-Therapy made the transition to teletherapy and virtual learning much smoother for the staff, students, and parents.”

Need a complete teletherapy solution for your school-based therapists? Or is your school district facing a shortage of therapists? Your unique problems require a unique solution. Let us help. Manage compensatory time with E-Therapy’s help.

This post was first posted on: https://www.electronic-therapy.com/blog/teletherapy-is-a-lifeline-for-special-education-students/

Attention Boosting Deep Pressure Touch Sensory Activities

In this E-Therapy Voices blog post, Occupational Therapist Jasmine JJ Erazmus explains the benefits of using Deep Pressure Touch Sensory Activities to help children calm down and relax.

How to Use Deep Pressure Touch Sensory Activities to Boost Attention During Virtual School

by Jasmine JJ Erazmus OTR/L

This week one of my students started our virtual Occupational Therapy (OT) session in tears. He was overwhelmed in class right before our session. We started with 2 minutes of silence with a timer which helped to de-escalate his emotions. He enjoyed a long hug with his mom and said, “I have an idea!”

He suggested that he get deep pressure touch in the form of pillow “squishes” like he did in the last session. After 15-20 minutes of these activities and a few minutes under a weighted blanket he was drawing and then writing. At the end of the session he interrupted before I closed our meeting. His voice was still shaky from the crying earlier.

He said, “Jasmine, thank you for helping me.”

The feeling in my heart from his sincere gratitude is the reason why this is the topic of this E-Therapy blog post. That student is on the autism spectrum but these techniques are ones I suggest for any child without physical injuries.

For everyone working with a child with a goal such as “(student) will pick a sensory strategy with (level of assistance) and return to attending to an academic task after (X number) minutes,” the activities below will add a few more to your list of strategies that can get a kid ready to learn and participate in therapy or school.

Deep Pressure Touch

The topic of today is deep pressure touch (DPT). This touch is applied with increased pressure. Examples include gentle squeezes, compressions, or hugs.

Deep pressure touch is one of the most commonly used sensory tools in the OT toolbox. This touch releases serotonin, dopamine, and oxytocin [1],[2]. Deep pressure touch is one of the fastest ways to regulate a child’s nervous system. Having a happy nervous system is the foundation for attention.

Oxytocin decreases cortisol (stress hormone) levels. Other benefits include a more regular pulse [1].

Serotonin and dopamine have short and long-term effects to regulate mood, movement, and impulse control. These in addition to oxytocin are released in touch therapy techniques like massage that involve “low to moderate pressure” touch. [2]

Another benefit from deep pressure touch is that it increases body awareness or proprioception. This means that our children’s nervous systems can better relax and attend to class because the body is more connected to the brain. Increased proprioception or body awareness in space makes it easier to sit still and perform skilled movements such writing.

In summary, the two benefits of deep pressure touch are:

Relaxed state– releasing feel good hormones
Body awareness -for attention and skilled movement

Self-directed touch

The most tolerable kind of touch is self-directed. The child is using their own movements to control the intensity of the input, for example, having a child crash into something or hug a pillow. Pillows do not move and are more predictable, so they work well even if a child is in a state of distress or is not a big fan of hugs from others. These activities are a great introduction to deep pressure touch on their terms.

Pillow Crash

Make a BIG pile of pillows and couch cushions on a couch or if you have couch cushions you can put them on the floor. Put them on a yoga mat if on a hardwood floor to prevent the pillows from sliding away and make the ground softer.

Simply moving the pillows is already giving deep pressure touch input.

Have a child “crash” or jump on to the pile
Count the number of times and determine the number target to help with transitioning out of the activity

Pillow Hugs

Get a big pillow
Have a child hug – either from above or lying on their back with pillow on their torso
One game to play is “Don’t let go”. The child lies on their back and grips a big pillow tightly with their arms and legs wrapped around it. Someone else tries (dramatically) to pull it away from them. I usually cheer the child on, “Don’t let go!!!”

This game also has core strengthening and reflex integration benefits. Working core strength helps with sitting attention – the more stable their base the longer they can attend without a movement break. Reflex integration of the Moro reflex helps a child get out of flight and fight states. This is achieved if their head is tilted back when playing the “Don’t let go game.”

Pillow or Ball Squish

The child lies on the carpeted ground/couch/yoga mat (something soft).

Use a big Yoga ball or big pillow to SLOWLY press on their lower legs. Check in right when they get the pressure as to how it feels.
Have the adult roll the ball up their legs (be gentle around knees), keep checking in around pressure and where to “squish”
Go lightly over their chest if they request the squish over their torso
You can have them cover their face with their hands if they want you to roll over their head

Manual Deep Pressure Touch

For children that actively enjoy deep pressure touch, they may like deep pressure touch applied manually. A few of the kids I work with often ask for this technique without prompting.

Compressions

Compressions are easily performed when a child is lying down on their back or belly.

Have an adult use both hands to push slowly on their limbs into whatever surface they are lying on.
The key word is SLOW. Have them start soft. I say it is like “pressing into a bag of marshmallows”. This is to make sure you don’t overdo it as it may take a while for a child’s body to register the pressure.
Hold it there for a slow count of 7-10 seconds and ask how it feels. Dr. Masgutova, a well known therapist practitioner and teacher, recommends 7 seconds for the similar deep pressure technique of embracing squeezes. After taking one of the classes in her program, I began to slow down with my compressions.

You can tell if they are smiling or have their eyes closed with a blissful look on their face that they like it.

I find that taking a deep breath helps me connect to myself first before working on others. If you are working with a parent, cue them to breathe and go slowly while doing this technique. If your child prefers a faster pace that is also OK! Just ask. When you check in you teach a child to connect with their body.

To do this technique while a child is sitting, you can use the table or desk they are sitting at or have them lie down on the table. Lying down is easiest because you always have a surface to push their body into.

Start further from the body on each limb and move closer towards the center of the body with hands squeezing hips together on legs after the top of the knees.

Compressions at a table with chair

Have an adult push their forearms onto the table.
Make sure the adult keeps their hands soft and forming to the shape of the arm.
On the legs you can have an adult use two hands to wrap around the calves to start.
Moving closer to the core, they can push the child’s lower thighs into the chair. Pressure can also be applied at the outer hips with two hands.
Instead of someone using hand strength have them push from their core, leaning in gently. It will feel better for everyone.

*You can hold for fewer seconds but the longer you do it the more their nervous system can register where you are for body awareness.

Occasionally a child will feel extra (maybe too) relaxed when lying down. Have them sit up and take a few minutes before jumping into the next activity on the schedule.

Word of caution: No child or sensory system is the same. When considering introducing something new to your student explain what you will do before doing it. Check in frequently to make sure it feels good. Stop if it doesn’t. And HAVE FUN!

Building Body Awareness

These techniques are NOT a “cure all” to behaviors. You will need to adjust the intensity of pressure and duration. Increased frequency of deep pressure touch over many days will build body awareness over time. Some kids will need many sessions of self-directed deep pressure touch before they will feel safe allowing someone else to apply pressure to them. You can have them switch roles and do these activities on an adult so they can get the pressure from pushing.

Once you get going with these remember that most kids enjoy novelty so you can make your own games (think themes: space, pirates, dinosaurs). The pillow can be a big egg that the child must guard against dinosaurs trying to steal it!

Check out this blog has many fun ideas for “heavy work” or activities that give deep pressure.

These stand-alone activities are akin to sensory “snacks” and if you want a combination of activities that are a part of a “sensory diet,” you can talk with an OT on how to create one.

References:

1) Field T, Hernandez-Reif M, Diego M, Schanberg S, and Kuhn C. Cortisol Decreases and Serotonin and Dopamine Increase Following Massage Therapy. 2005. Int J Neurosci 115(10):1397-413.

http://sitn.hms.harvard.edu/flash/2016/research-into-our-sense-of-touch-leads-to-new-treatments-for-autism/

2) Uvnäs-Moberg K, Handlin L, Petersson M. Self-soothing behaviors with particular reference to oxytocin release induced by non-noxious sensory stimulation. Front Psychol. 2015;5:1529. Published 2015 Jan 12. doi:10.3389/fpsyg.2014.01529

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4290532/#B151

This blog was first published on: https://www.electronic-therapy.com/blog/attention-boosting-deep-pressure-touch-sensory-activities/

E-Therapy Brings Their Expertise to Online Therapy

Diana Parafiniuk, founder of E-Therapy, is very busy these days. In pre-pandemic times, E-Therapy already provided innovative online therapy services, like speech-language pathology, to PreK-12 school students. E-Therapists were found in all types of situations; under-served areas, online education programs, charter schools, public schools, blended schools, and traditional brick-and-mortar schools. But since the wave of school closures due to Covid-19, the teletherapy services E-Therapy provides has become a lifeline for school districts across the country.

“E-Therapy had been a lifesaver for PreK -12th grade students with disabilities receiving speech-language therapy and other related services before the pandemic,” said Parafiniuk, “Now that we find ourselves in the midst of Covid-19, E-Therapy’s online therapy services are more important than ever.”

Schools increasingly utilize E-Therapy’s national team of therapists

Diana and her team have worked continuously to onboard schools as the pandemic lingers. The need for online therapy tailored to the needs of kids with disabilities is greater now than ever due to possible regression in skills, behavior patterns, and/or a lack of progress towards goals. Districts tap into E-Therapy’s national team of therapists for speech and language, mental health/behavior, occupational and physical therapy, assessments and diagnostics, and more.

A teletherapy solution for every school

E-Therapy’s innovative teletherapy solution was developed as a direct response to Covid-19 to help school’s special education teams with monitoring, detailed data tracking, and IEP reporting. E-Therapy’s account managers train school-based teams to get virtual sessions up and running quickly.

Speech therapists, occupational and physical therapists, social workers, and mental health counselors, have access to a library of digital resources. This includes tried-and-tested activities you won’t find anywhere else, on-demand webinars, and training videos. Our resources help therapists provide positive outcomes to advance the academic success for students with special needs.

Let’s talk about the unique situation at your school or in your district. E-Therapy has a solution for you. Whether it’s the online therapy services of our certified E-Therapists or licensing our teletherapy platform for your own SPED team, we can tailor a solution for you. Click the button below to schedule a conversation.

Original Source

Teach Better Podcast: Connect, Build Relationships, Engage Students

Our founder, Diana Parafiniuk, shares her story on Teach Better.

Join Jeff & Adam for episode 3 of their new season! Diana Parafiniuk is a seasoned and nationally recognized business leader in the tele-therapy market. Her company, E-Therapy, pioneered the tele-therapy industry in education with its innovative practices, services, and solutions and first-to-market approaches to serve PreK-12 schools and students. Diana is an honored recipient of the inaugural Women Achievers of Arizona award in recognition of her leadership in the online therapy field.

Tune in today! https://www.teachbetter.com/principal-leadership-lab-podcast/season2ep3/

“I hope we stay awake. I hope we maintain awareness. Continue to fight the fight.” – Diana Parafiniuk

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November Activity Round Up

It’s November, the month of thankfulness! We want to show our appreciation to you, our faithful followers, by saying THANKS with a round up so stuffed with November therapy content that it will rival any stuffed belly on Thanksgiving day. Without further ado…we present you our November gifts of THANKS!

November Calendar of Activities

Use the embedded daily activity links as a warm-up or ice breaker for your class or in a therapy session. The activities linked may contain stories that can be read to target goals and facilitate discussion or the links may direct you to hands-on activities that you can complete with students. Some links even lead to online activities that can be an engaging way for students to interact with the daily theme. Be sure to grab your very own November “National Day” Calendar today.

Make a Turkey Drag and Drop Jamboard Activity

Drag and drop images to make a Thanksgiving turkey in Jamboard! This activity includes 3 different ways to create your turkey. In the first version, students arrange the turkey parts any way they choose. In the second version, a template of the completed turkey is visible to cue students how to arrange the parts to form a completed turkey. In the third version, students roll a dice to add particular parts to make their turkey. Use this activity to promote receptive and expressive language skills, following directions, turn-taking, and articulation practice reinforcement. Also, use the Jamboard app to play the game on an iPad or phone.

Gratitude Journal Activity

This gratitude journal is appropriate for student or staff use. Journal pages can be customized using sticky notes, text, or images. Get your free copy of the Gratitude Journal now. The gratitude journal is a material brought to you by E-Therapy’s eQUIP Mental Health Program.

Gratitude Activity Sheets

Students can write a gratitude list, add images, or draw pictures using these fall theme editable and printable PDF sheets. Both grayscale and colorful sheets are included. Choose the editable pages if students are typing or adding images. Printable sheets can be printed out for classroom use or annotated using Adobe Reader. Don’t miss snagging your free copy of these Gratitude Activity Sheets today!

Thanksgiving Virtual Sticker Scene

Decorate the dining room for Thanksgiving. Dress your characters for Thanksgiving Day. Set the table for a feast. Our E-Therapy virtual sticker scenes are perfect for remote or in-person therapy sessions to target a large variety of goals or can be used as a reinforcing activity. Check out our Thanksgiving Sticker Scene today!

Thanksgiving Words Guessing Game

Can you guess the word based on the number of letters and a hint? This open-ended Thanksgiving theme PowerPoint game is a great activity for promoting receptive and expressive language skills, decoding skills, and articulation practice. It is also an appropriate game for reinforcing group discussion and turn-taking skills. You must have PowerPoint to use this game. It will not work in Google Slides. If you are using the Drive link, it will open as a Google Slide file. From there, select the file tab and download as a PPT file to your computer. This game can also be played on an iPad using the PowerPoint app.

Acorn Hunt PowerPoint Game

Help the squirrel find his acorns! This open-ended Acorn Hunt PowerPoint game is a great activity for promoting receptive and expressive language skills and articulation practice. It is also an appropriate game for reinforcing group discussion and turn-taking skills. You must have PowerPoint to use this game. It will not work in Google Slides. If you are using the Drive link, it will open as a Google Slide file. From there, select the file tab and download as a PPT file to your computer. This game can also be played on an iPad using the PowerPoint app.

November Daily Digital Planner

This November Daily Digital PDF planner was designed for use in teletherapy and onsite session planning. Sections include tabs for a yearly calendar, a November 2021 calendar, Daily Reminders checklists, Lesson Plans, and Resource links to aid in planning therapy sessions. When using this hyperlinked PDF on the computer, Adobe Reader is recommended to ensure that the hyperlinks continue to be live. If you plan on using this planner with an iPad, a paid app such as Goodnotes is recommended. If you already use a paid Adobe Pro subscription, you can use the Adobe Reader app on your iPad to edit your planner and the notations will save from your iPad and opened using Adobe Pro on your computer. Using a digital pencil or a stylus will also be helpful but not required. If you are using OneNote, keep in mind that the hyperlinks will no longer be live.

November Physical and Occupational Therapy Activities

If you missed our fall OT/PT activity release, be sure to check out our blog featuring these activities and make sure to grab your free copies of the OT/PT fall activities as they’ll carry you through to the winter holiday break.

New for November:

Cut the Pumpkin Pie Scissor Skills

Print out the grayscale pumpkin pies to practice scissor skills during onsite sessions or to send via email for home practice. The Pumpkin Pie Scissors Skills PDF activity can also be used for tracing practice. Use screen sharing and give students mouse control to practice tracing skills using a mouse, finger, or digital pencil/stylus for remote sessions.

Turkey Bowl Spot the Difference

This visual perception Turkey Bowl Spot the Difference activity can be used in all therapy settings. In a remote setting, screenshare the activity from Jamboard. While sharing in Jamboard, use the shape tool to circle the student’s responses or if your teletherapy platform allows, share remote keyboard access and allow your students to circle their responses using the shape tool. In a brick and mortar setting, print paper copies of the activity and complete with your students during their first therapy session. Use the answer key provided to double check that your students found all the differences.

Get monthly activities to use in your online therapy sessions

Check out our monthly Activity Round-ups for even more fun online games and activities that can easily be used in your online teletherapy sessions.

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How Teletherapy Benefits Students and Schools

Teletherapy can be a wonderful way to connect to new faces and places as a therapist, and for schools it can help you provide all of your students the services they need.

Benefits of teletherapy for Students

Smaller groups sizes or individual sessions

For any students, working in a small group or individually for therapy is a big change – and often in a good way. They get one-on-one time with an adult who is there to help them learn and grow, and they get to focus on what THEY are interested in (games, videos, stories, etc) for a small part of their day.

If they are in a group, it is usually smaller, so there is more time to dedicate to each students needs and goals.

Student love computers

Many students only get to “play” on computers or watch videos as a treat. So when they come to therapy and this is what you do for your session, they fully enjoy it!

Students are also able to offer suggestions for games and activities they love to use, that may help them to reach their goals.

Get to share interests in sessions

Technology is everywhere and students are so engaged in it. By being part of that world, they are able to share with you their interests and computer skills, which can help them feel more involved and engaged in working towards their therapy goals.

Benefits of teletherapy for schools

Reach schools that have a difficult time staffing

Many rural schools and inner city schools have a difficult time finding staff, due to long commutes, no space for classrooms, etc. Having a virtual therapist means they can often cut down on the costs of staffing another room, give everyone more space, and have all students needs met.

Virtual students can attend therapy, too

For virtual schools, there is no building to attend school, so it can be difficult to provide all services for the students. With teletherapy, all students, no matter where they are, can get the services they are required to have.

Whether you are a school, student or therapist looking to pursue teletherapy, there are so many benefits and ways that it can work for you and those you work with!

Want to get started in Teletherapy?

If you are a therapist ready to get started or find out more about teletherapy, head over to our “Join the Team” page, where you can

We will contact you with a school or need that fits what you are looking for. You’ll also get access to our monthly newsletter with even more exclusive and up-to-date info on being a teletherapist.

If you are a school interested in adding this service into your district or find out more info, reach out to us. We will get back to you in a jiffy!

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Tips for Conducting OT/PT Services in a Remote Setting

Providing innovative, motivating, and effective occupational and physical therapy sessions for school based students is very possible in a remote setting.

Along with the typical equipment needed for teletherapy sessions, using a second webcam and/or document camera can be very helpful. The second camera allows the therapist to demonstrate and model movement skills. Further, creating and providing kits for students that contain supplies for participating in sessions is important. For example, an OT kit may contain items such as scissors, markers, pencils, pencil grips, paper, and tongs. Communication in the form of phone calls and emails regarding what students will need to fully participate in the session and work toward their IEP goals should be provided to the teaching assistants, caregivers, or learning coaches well ahead of the first scheduled session. The toolkit items and space where the student will engage in movement skills practice in front of their own webcam should be discussed at the IEP meeting.

Along with having the tools and equipment for sessions lined up ahead of time, make sure to include additional digital activities to round out your sessions and help maintain student engagement.

When providing services in the remote setting, it is important to prepare for the unexpected. Always have several alternative activities at the ready in case student attention wanes. Also, if planning on using printable activities, ensure that the caregiver or teaching assistant is actually willing and able to make copies. Sharing digital activity URL’s, instructional videos, and PDF’s can also be useful for supporting home practice.

In general, preparation is the key to successful remote therapeutic sessions. And part of the planning includes knowing the student. Time spent finding out student interests and motivations is never a waste. Sometimes creating customized activities or themed sessions can go a long way to forming relationships with students and increasing engagement and goal progress.

E-Therapy is here to support the needs of not only students but our OT and PT providers. Check out the latest OT and PT activities available for free in our ever-expanding resource library. These activities were designed with both teletherapy and onsite sessions in mind.

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What Shane Taught Me About Neurodiversity

*The names used in this article are pseudonyms. Although the experiences described are authentic, details and events have been deleted or changed to ensure student privacy.

I decided that Robert and I were going to go ahead and get started with our session. Shane was late, and this wasn’t the first time. The last two times Shane was late, it was because he was at his grandma’s house at the time of our session. Although Shane’s grandmother had adequate internet connectivity, the set up at her house was different and changing the process of logging in was stressful for him. At Shane’s home, he was in the family room with his beloved dog, Dakota, softly snoring in the background and his jet kitty Midnight was usually at his feet or in his lap or tiptoeing around his keyboard. There was a window to his left and on sunny days he often remembered to close the curtains without any cues.

When Shane was late, there was always a good reason. According to Shane’s mom, he was often very anxious, sometimes distraught when he missed a session. Following the absence, I received a frantically worded email from Shane expressing his apologies. Responding to Shane with my written words helped to calm his fears and offered assurance to him that Robert and I would be there for him next time and that everything was okay.

Shane often started out therapy sessions stating that he didn’t know why he had to come to speech because he didn’t have any speech problems and it wasn’t helping his education. Kicking off the session with Shane re-reading a written script or story about why he was attending speech sessions was often needed before we could move on to practice his social communication goals.

Shane told me it was silly to practice these skills because he didn’t have any friends and having friends wasn’t going to help his education.

I remember the first time Shane told me that he thought attending speech sessions was a waste and that I wasn’t helping him. He wanted to know why he had to come to speech.

When Shane asked his question, he was agitated, accusatory–almost rude. He needed me to understand that from his point of view, kids that went to speech had difficulty forming sounds. He didn’t have that challenge, therefore, speech was a waste of time.

It made sense.

I thanked Shane for explaining and said that I would come back to the next session with an answer to his question. Then I gave both boys a homework assignment: bring an item to Show and Tell and be ready to talk about it at our next session. Shane asked if he could bring his dog and the group decided that pets counted as appropriate items for show and tell.

At the next session, I shared a Google document with Robert’s and Shane’s speech goals and a narrative about why working toward these goals positively impacted their education. I linked social communication skills with relationships and relationships to education and education to jobs and jobs to independence.

Shane reluctantly agreed that what I had written made sense. I could tell he wasn’t wholly satisfied and told him that as we continued our sessions that I might revise this answer. I explained that I was still figuring out how to answer his question. Both boys felt it was fair that I should have more time to answer Shane’s questions and we checked “Review Goals” off of our visual schedule and moved on to the next item: Show and Tell.

As Robert shared his basketball on the webcam, Shane was quiet–at first. He didn’t ask any questions or make any comments. Shane started talking quietly over Robert about Dakota, his snoring dog. Shane talked nonstop for what seemed like 10 minutes without wondering if his group partners were listening.

When Shane paused to take a breath, I prompted Robert to ask a question. Shane just kept talking, now walking around the room with his laptop following his cat. Both Robert and I mentioned we were getting seasick with all of the camera motion, but Shane just kept on going.

I asked Robert if he had any questions for Shane and Shane proceeded to talk over us. I modeled respectfully interrupting Shane and told the group it was my turn to share. I shared a Show and Tell checklist of procedures establishing who would go first, time limits, when and how to ask each other questions, and posters of verbal starter options in case the kids didn’t know what to say.

At the next session, Shane wanted to know why we were doing Show and Tell and expressed concern that this was not helping his education. We returned to the “Review Goals” on the visual schedule and shared my screen with the narrative about Shane’s and Robert’s goals. Then Shane told me it was silly to practice these skills because he didn’t have any friends and having friends wasn’t going to help his education. He then went on to tell Robert and I that he didn’t talk to anyone but his mom, dad, grandma, and us. And when he talked to his family, he didn’t need to follow a checklist.

I had to admit, Shane had a point.

He wasn’t wrong. This was Shane’s world. I told him I needed to think about what he said. I needed to think about Shane.

I needed to try to see things from his point of view.

During another session, I presented videos of students acting out social scenarios, then reviewed questions about strategies the kids in the video could have used. Shane told me he could tell me the answers to the questions on the worksheet but that it wasn’t helping his education, it wasn’t helping him–I wasn’t helping him. He expressed that the videos were illogical because they didn’t represent any experiences he had had in the past or would ever have.

Shane was speaking his truth.

I never saw it as my job to make him care about what I cared about. I needed to make him aware that when he kept on talking without stopping, other people may interpret that as ignoring. And sometimes other people view ignoring as disrespectful. They don’t like it and they may frown or turn away or say angry words.

No matter how my sessions with Shane began, they always ended the same. He said,

“Thank you for talking to me. I don’t have anyone else to talk to except my mom, my dad, grandma, Dakota, and Midnight. You are my friends.”

I always responded to both of the boys in the group by saying I was glad to talk to them and that they made my day and that they were both important to me. Robert and Shane knew that web cams didn’t lie and neither did I.

They knew I was speaking my truth.

Learn how to work with young students with ASD

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