I don’t know about you guys, but when I was in grade school, I was always carrying a huge trapper planner, my lunch box, thermos, school supplies, and a few library books in my bookbag. The bag honestly was SO heavy. But it seemed normal. My shoulders would hurt, and the skin would be a little red from the weight. The only time that the weight of my bookbag came into question was at my annual pediatrician appointment, when they checked for scoliosis. While I did not have scoliosis, or an abnormal curvature of my spine, my doctor did educate us on how the weight of the bag can cause strain and poor posture.

The American occupational therapy association (AOTA) deemed the third Wednesday of September to be “Backpack Awareness Day.” As Occupational Therapists, we have knowledge about the anatomy and physiology of the body, ergonomics, and child development. Your child’s backpack should change in size and function as your child grows. But wearing the backpack incorrectly, making it too heavy, and/or wearing the wrong size can gradually affect your child’s body over time.

A child’s shoulders and neck have many muscles, nerves, and blood vessels. If restricted or compressed by a heavy backpack, it can cause numbness, tingling, and/or pain down their arms. Carrying a heavy load can also cause a compressive force on the spine, making the space between the intervertebral discs smaller, and it can distort the natural curvature of the spine.

The body often tries to compensate for the weight of the backpack, and can force kids to lean forward when they walk if they bag is too heavy. For some children, it can increase their risk of falling.

In some cases, children will wear a backpack using one strap. This creates an uneven weight distribution and can cause a child to lean to the opposite side to compensate for the uneven weight. This leaning strains neck and shoulder muscles.

The key factors to keep in mind are: the type of book bag your child has, the bookbag’s size/dimensions and how that relates to wearing the bag, and how to pack the bag.

There are many different types of backpacks and names for them. Some of the more common options are as follows:

• Standard backpack– this is the most standard type of backpack. It usually has two straps, one large opening, and potentially one smaller compartment in the front. Two straps mean that the weight of the bag is more evenly distributed.
• Sling bag/messenger bag– this usually has one single strap that goes over the shoulder, and the pockets are smaller. It is meant for lightweight items and quick trips, not books and heavy loads. By having only one strap, the weight of the backpack is not evenly distributed across your child’s upper body and torso. This is not an ideal choice of a backpack.
• Functional Backpack– similar to the standard backpack except it has more features. Features usually include more pockets, and are reinforced and have more structure. Many of the compartments have designated slots and pockets for specific items; some include a key ring for your child’s keys, pencil holders, and water bottle holders. Having two reinforced and padded straps, this is a good choice for a child’s backpack.
• Rucksack– this is also similar to a standard backpack but it can have additional straps (like a chest strap). They usually has a main compartment that closes with a buckle flap versus a zipper, and they are usually able to carry more weight comfortably.  By having extra straps that can go around your child’s chest and/or their waist, this can help to prevent the shoulder straps from slipping, and provides better weight distribution. The only potential downside is if the main compartment of the back pack closes with a buckle instead of a zipper, the contents of the bookbag may not be secure. This could be a good choice for some children.
• Drawstring backpack– lightweight bag, with one major compartment and a drawstring closure. It is not sturdy, and does not have padded straps to distribute weight. This bag is flimsy and is meant for lightweight items; this is not an ideal school bookbag.
• Rolling backpack– Similar to a functional backpack, but it has an extendable handle and wheels. It can hold heavy items and won’t put added weight on your child’s body. However, it can be difficult to pull around the school building (especially stairs), and can be a tripping hazard. This may be a good choice for some students.

Key added features to think about when choosing a backpack:

• Sternum strap– a strap that can be worn across the chest to connect shoulder straps and keep them from sliding back and off the shoulders.
• Hip strap– a strap that can be worn across the hips to provide additional support and weight distribution.
• Mesh panels– on the area of the bag that makes contact with your child’s back can provide ventilation to prevent your child’s back from getting too sweaty.
• Waterproof– to help keep your child’s belongings protected in the rain, or if their water bottle spills.
• The number of pockets-having multiple pockets can be helpful with organizing, but too many can make it easy to lose items in the bag.
• Laptop compartment– is your child carrying a tablet or laptop? Consider having a bag with a padded, separate laptop compartment to protect it.
• Fasteners– Be mindful of fasteners, can your child do these? You want to foster independence, so either ensure that their backpacks have fasteners they can manipulate and/or practice with your child so that they can become more independent with the back pack.

Size and dimensions

Ever look at a child carrying a bookbag and think to yourself that the bookbag is bigger than them?!?! Well, in some cases, you might have been right; they were wearing the wrong size.

When choosing a backpack you should be mindful of the dimensions. Backpacks should not be longer than a child’s back. There are two measurements that are important; maximum height and maximum width. To determine maximum height measure the distance between the top of your child’s shoulders and to their waist (around their belly button) then add two inches. Your child’s back will have different dimensions at different points. Therefore, you want to measure the space between your child’s shoulder blades (when they are relaxed, not when they are pulling their shoulders back), and then add an inch or two. The back pack should be able to be centered between their shoulder blades, can be a few inches below their waist (belly button area), and the shoulder straps should be snug but comfortably rest on the shoulders. You do not want the straps to be too tight and restrict their range of motion, but you also do not want them to be too loose and allow the bookbag to hang too low on the body.

Packing the bookbag

There are several important factors to consider when packing your child’s backpack.

• First off, your child’s backpack should not weigh more than approximately 10% of their body weight. In other words, if your child is 50 pounds, the backpack should not be heavier than 5 pounds.
• As often as you can, at least once a week, check your child’s backpack to ensure that they are only carrying items that they need for that day at school, and for that night to do homework. Any unnecessary items, take them out.
• Is your child allowed to have a water bottle in school? Consider having them pack an empty bottle, and fill the bottle up with water in school.
• Instead of packing their lunch box and putting it inside of their backpack, encourage your child to carry it in their hand to decrease the weight on their back.
• When packing the bag, load the heaviest items closest to your child’s back. Having heavier items closer to your child’s body helps them to maintain an optimal posture and balance when wearing the backpack. Conversely, the lighter items should be at the front of the backpack, and sharp items should also be away from the back (like scissors).
• When arranging the items in the bag try to pack it so that the items will not shift and slide around when moving.
• Once you establish the ideal way and amount of things that need to go into your child’s bag, teach your child how to pack their bag. While you can help them pack it before school, your child’s teacher may not be able to help them pack it before they leave school. If your child has difficulty remembering how to pack it, take a picture of it ideally packed and tape it to the inside of the bag. You can also try color coding and numbering the items. For example, does your child like rainbows? Put a red sticker and/ or a #1 on the item that belongs closest to their back. Put an orange sticker and or a number 2 on the next item, etc. 
• Modeling and practice should also be included for putting your child’s backpack on and taking it off. Especially practicing the fasteners! 
• Lastly, if your child’s teacher insists on your child carrying heavy items to and from school, consider talking to them about the 10% body weight rule, and see if they are open to reconsidering the daily necessary academic items.

Check out our handout for a quick and easy summary of the information above. Thanks for reading!

Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.”

Play – the universal language of all children. The tool and means for children to learn and explore the real world.

As a Child Life Specialist who helps children cope in medical settings, I get to witness the extraordinary effect that play has on a child – whether the child is engaging in play as a distraction from a stressful or invasive procedure, playing as a way of normalizing the medical environment they are in or by engaging in medical play for the purpose of familiarizing themselves with medical tools – it is truly amazing .

As Pediatric Occupational Therapists, Christine and I also recognize play as being one of the primary occupations or meaningful daily activities for all children. Play builds confidence in children, fosters creativity and self-expression, and improves social skills, problem-solving skills, fine motor skills, gross motor skills as well as visual motor skills.

For parents or supportive adults like yourself, it is important to encourage opportunities for children to engage in free play, whether it is indoors or outdoors. This blog post will discuss the different types of play, how to play with children to enhance their motor and cognitive skills and ways to support children who may need assistance in engaging in play.

Types of Play

There are several types of play. Most of them are observed to occur at various developmental ages and stages. Some children, especially children with special needs, shy children, and/or children that do not have opportunities to play with other children, may need some support from caregivers to acquiring skills in and/or learn various types of play.

Here are some common types of play:

• Solitary play– this type of play is when children are playing with objects or toys by themselves, and do not seem to be observing or engaging in the environment around them during this play. Ex. Using a shape shifter.
• Onlooker Play – this is when a child is looking at other children playing without the desire to join them Ex a child watching children play on the playground while sitting on the bench
• Parallel play– This is when children are playing near each other, but seem to be doing their own thing, and are not engaged with each other. They may look at each other occasionally but they are not usually trying to influence their peers. Ex. One child is building a block tower at a table while another child is playing with a car on the same table.
• Associative play- This is usually when a child seems to be more interested in their peers and their play. Children are more engaged with each other, and there isn’t usually structure to their play. Ex. Two or more children are building their own block structures in the same area, sharing blocks.
• Imaginative play- Children are imagining worlds, roles, and situations, and encouraging other children to participate in their imaginary situation. Ex. One child is a veterinarian, another child has a sick stuffed animal pet.
• Cooperative play– When children work together for a common goal. Ex. Organized sports, playing board games together, building a sandcastle together.

Helping your child to get the most out of their toys:

Children may not always know how to play or engage with the toys that are given to them. Children that are young, have special needs, and/or have never seen that type of toy before may need an adult to show them how to use their toy to maximize their learning.

While some toys may seem to have limited uses, there are many ways to enhance your child’s learning by using any toy they are given. Here are some examples to do just that:

Language

Using a lot of language while playing any toy is essential in increasing your child’s vocabulary and receptive skills. Teach your child the names and various properties of the toys. For example, “this is a toy car. The colors on the car are red, black, and white. The car is small, feels hard and has a smooth surface; the paint is shiny”. It is also important to narrate your own actions as well as your child’s when playing with the toys. “I am rolling the car up a hill. Vroooom… beep beep goes the horn. I see you are stopping the car from getting across, I will drive around you”. The more language you use, the more you are encouraging your child to understand and/or use language during play.

Promoting Social Skills

Using any and all types of play is great to improve a child’s social skills. Set up situations where your child has to share, and/or ask for toys. Thank them if they let you use the toy. Drawing rainbows? After verbally going over the colors in a rainbow, hold onto the green and purple crayon, that way when they get to those colors in the rainbow, they have to ask you for the crayon.

Following Directions

Play can be a great way to teach your child how to follow one step, or multi-step directions. Whether it is during an organized game, or imaginative play. Start with giving simple, and clear one step directions, and gradually increase the complexity of the directions and number of steps. For example, while playing Simon Says, you can practice one step commands such as “touch your nose” or advance to multi-step directions such as “touch your nose then touch your ears”.  While engaging with blocks, you can have your child place the red block on top of the green block to have them practice following directions.

Modeling

Since most children are visual learners, it is important to model or show your child how to perform any task you want them to perform with an object or toy. It is also important to note, that you should always try to model how to use new objects, perform new tasks, or play with new toys.

For example, when attempting to brush a doll’s hair, you pick up the doll, place it in front of you, grab the brush, and show your child how you hold the doll with one hand and brush the hair with the other, moving the brush from the top of the doll’s head to the tip of their hair. Then, give the doll and brush to your child and verbally encourage them to do the same. If needed, gently place your hands over or under your child’s hands and perform the action with them. Gradually reduce the amount of help you give them, until they can brush the doll’s hair on their own.

It is also helpful to use toys to model real life activities such as potty training, wearing a mask or going to school. When kids see their favorite toys engage in certain activities with them, it can increase compliance and reduce challenging behaviors associated with those activities.

Facilitate Self-Expression:

It is always great to use play as a means for children to express themselves and showcase any suppressed feelings. For example, after a stressful doctor’s visit, you can play ‘doctor’ with your child to see how he or she may have felt during the visit. When your child is observed to aggressively insert a toy needle into her doll’s arm, that can reflect how she perceived the needle she had gotten. This type of play allows parents an opportunity to address these feelings in a safe space. “Seems like that pinch doesn’t feel too good, but I also see how quick it was to go away!”. Similarly, pretending to play a scene from your child’s day at school or an encounter they had at their friend’s house can be a great way to practice safety, social skills and develop appropriate coping strategies when needed.

Physical Support

Depending on your child’s age and abilities, they may need some physical support when learning how to play with toys. They may need assistance in holding an item, manipulating it, putting it back, and playing with it. When giving physical support to your child, it is important to gradually diminish the amount of support you give them as they become increasingly more independent with the task. Some ways to provide this support is by placing your hand over or under your child’s hand while engaging and manipulating a toy, holding the item or toy for them, verbally reminding your child what to do next with the item, pointing to the object that they need and more.

Check out our ‘Toy Reviews’ tab on more ways to help foster your child’s acquisition of developmental skills with the toys you have at home or with some of our favorite toys that we have used during our therapy sessions. A new toy review will be released each month. Join the email listing to get it straight to your inbox.

And of course, always reach out with questions on specific ways to enhance various skills with your child’s favorite toys.

Here are 10 fun and creative end of the school year writing prompts to get your little ones reflecting on the past year as well as anticipating for the next:

Farewell Letter – A farewell letter to the teacher, therapist or any one you will truly miss. Probably the hardest thing for anyone to read!

Letter of Advice – What will you tell the future student who will be taking your seat in this class? What advice can you give them about succeeding in the coming year?

Letter to Your Future Self/Class – Are you excited about meeting your future classmates? What do you want them to know; what do you want to remind yourself on?

Favorite Memories from this Year – This can be a memory from school or from outside of school.

Summer Bucket List – Who doesn’t enjoy this one?!

One (or two) things you learned this year that you will take with you in the coming year – No explanation needed on this one.

Compliments to Your Classmates – Write one nice thing about each of your classmates on a separate page for each person. Pass them around until everyone gets all their compliments.

An Accomplishment You’re Proud of (of the many!)

A Challenge you Overcame – If the pandemic and remote learning wasn’t challenging enough!

Thank You Letter to a Parent, Teacher, (ahem Therapist) or any Adult that Supported you this Year.

Hope these are beneficial – share more writing prompt ideas in the comments!

Wishing everyone a happy, healthy and safe summer break.

6 steps for teaching puzzle skills:

1. Always have the puzzle pieces facing up for ease of visibility.
2. Keep the box with the image of the completed puzzle in front of your child for reference at all times. They can even study the image first before starting the puzzle. Ask them questions about what they see which may help them remember the image better.
3. To start, first locate the 4 corner pieces. Your child can feel/look for the two straight edges that meet. You can even allow their finger to touch the pointy tip of the corner. This is important since incorporating a tactile or hands-on component may help children better grasp the concept of distinguishing between the different types of puzzle pieces. Place the corner pieces in their appropriate places using the box as a reference.
4. Complete the border by locating all the edge pieces. Edge pieces usually have one straight edge. Have your child feel and look for pieces that have just one straight edge.
5. Finally, complete the center by locating the center pieces. Usually, center pieces have ZERO straight edges.
6. Have your child group similar center pieces together and have them focus on completing one area of the center at a time. Look at the completed image on the box to make associations (ie. I see that the foot of the man is by the seashell, we should look for the seashell next!).

Important tips from an OT:

*It’s important to find the ‘just right’ challenge for your child when it comes to completing puzzles. If they’re still struggling to complete the puzzle and are starting to grow frustration with the activity, you can choose a puzzle with fewer pieces and/or a puzzle with simple, defined images with obvious contrasts. Having a puzzle that has a lot of blues and greens, for example, may make it difficulty for your child to distinguish between the pieces. Therefore, contrasting colors are important when starting simple. Then, grade up the challenge as you see fit.

For more help on completing puzzles and/or ways to grade up or down the activity (ie. making it less or more challenging) reach out for suggestions by either emailing us or writing in the comment box. We look forward to responding!

As a school based Occupational Therapist as well as a certified Child Life Specialist trained to help children cope in stressful events, here is a compilation of eight strategies to help transition your anxious child for back to school:

1. Appropriate Prep – For kids as young as kindergarten level, it may not be helpful prepping too far in advance as they may not fully grasp the concept of time. Provide brief preps closer to the time of the school year beginning. You can try to schedule a visit to the school/classroom before the school year begins or even walk around the school with your child. You can schedule a meeting with your child’s teacher, read books/social stories about going back to school and even play ‘school’ at home. During play time, you can read stories while sitting on the rug and even practice wearing a mask if the school requires it. Helping children understand what to expect helps to ease their anxiety in novel situations.

2. Practice Separation – Provide opportunities for your child to separate from you and see you come back. Whether that means going out for a walk or stepping out during a play date, let your child learn and trust you to come back. Avoid sneaking out as that may make the child more anxious about separating from you. Allow your child to see you leave and see you return.

3. Validate their emotions – Let your child know that it is okay to feel nervous, afraid, or sad. Validate how they are feeling at the moment and let them know you are here to help them work through these emotions. Be honest with them and let them know that you will come back to pick them up at the end of the school day.

4. Comfort item – If allowed, let your child bring a comfort item from home to school. Nothing too valuable as it may get lost but something small they can keep their in their backpack.

5. Caregiver’s item – Let your child hold on to something that belongs to the parent – mom’s handkerchief, dad’s keyring, etc. That way, they can feel a sense of closeness to the caregiver at all times.

6. Consistent morning routine – Kids feel less anxious when their day is predictable. Set a morning routine and stick to it. You can create a visual schedule with images that go along with each event in the morning (ie get dressed, eat breakfast, brush teeth, put on shoes, time for school). The visual schedule should go up in an area that is easy for your child to see. It is also important to allow your child extra time in the morning to get ready, especially when they may need time to work through their emotions.

7. Share excitement – Let your child know how excited you are for them to be starting or going back to school. Let them know how excited you’ll be to pick them up and hear about their day. A little laughter can go a long way to ease the anxiety.

8. Avoid prolonging goodbyes – Don’t spend too much time saying goodbye to your child. Keep it brief and avoid lingering at the door. Your child may sense that you don’t trust they’ll be okay. Therefore, keep it short and sweet. You can even come up with a quick and fun handshake, a goodbye song or a fun dance.

For questions or comments, reach out to seedsforspecialneeds.com or write in the comment box below. Love hearing from you all!

It often happens when a child just plops down on the floor of aisle 7 of the grocery store, screaming at the top of his lungs and simply refusing to get up off the floor. Not knowing right away what his needs may be, especially if he is non-verbal, further exacerbates the situation, leading the parent and child to become more frustrated at the circumstance.

At times like this, a parent may quickly and forcefully lift their child off the floor in ways that may cause more harm than good if not done properly, for both the child and the caregiver. Not only are safe lifts helpful in mitigating the embarrassment of public tantrums but they are also crucial when trying to remove your child off the floor during emergencies or any unsafe situation. Regardless of your child’s age and weight, here are 3 safe lifts to help you get your child off the floor safely and efficiently.

Before we get into the techniques of the lifts,  keep in mind that it is important to always inform your child what is about to happen and why to facilitate compliancy: “I am going to help you stand up because this is not a safe place to sit.” Always make sure your own body mechanics are safe before lifting your child: ie do not, I repeat, do not bend with your back but rather with your legs. Lifting while bending your backs can lead to serious injuries. Get as close to your child as possible when lifting them. And never pull on your child’s arms or legs as this may risk dislocating their joints.

Let’s Get Into It!

Here are 3 safe ways to get your child from the floor to a standing up position:

Technique #1: Criss-cross arms method from behind:

Technique #2: All 4-s (quadruped) to sit to stand

Technique #3: Bending hip/knee method

If your child is lying down on the floor, here are three safe ways to get them to first sit up. Once they are sitting up, follow the sit to stand methods mentioned above.

If your child is lying on his/her back – Technique 1

If your child is lying on his/her back – Technique 2:

If your child is lying on his/her stomach:

Hope these videos were helpful. For any comments, questions or suggestions please write them in the comment section below or email me directly at madeha.ayub@seedsforspecialneeds.com.

See you in my next post!

The skills involved in cutting work to improve performance in other functional activities as well. For example, cutting works on fine motor skills which strengthens the small muscles of the hands and is needed for legible handwriting. Cutting also works on eye-hand coordination and how well the eyes and hands can work together, important for tasks such as shoe-tying. Cutting improves bilateral coordination, how well both hands are working together to achieve a task, which is essential for getting dressed and/or eating a meal.

Whether your child is learning to cut paper for the first time or just needs a refresher after the long summer break, here is all you need to know about scissor skills with your child.

As a school based Occupational Therapist, I want to share the most efficient way to cut paper and some tips and tricks to make the task achievable. To make sure your child is properly and efficiently cutting paper – check off each of the steps below:

Affiliated links were used in this post. See full disclosure here.

1. Appropriate Scissors

Before we get into the position of the hands while cutting, be sure your child is using scissors appropriate for their hand size. For left handed children use left handed scissors!

Click here for a quick link to these scissors below, appropriate for children ages 4+ years.

2. Proper Posture

If your child is sitting at a desk with their feet dangling, be sure to place a box, stool or even books to serve as a foot rest for improved stability. The desk should not be too high that it places your child’s shoulders in a flexed position. Keep the elbows close to the body and the wrists in neutral position

3. Scissor Orientation

Make sure your child is holding the scissors in the correct orientation. Have your child place the thumb in the smaller loop of the scissors while placing the index, middle and sometimes ring finger in the larger loop.

4. Holding the Paper

While holding the paper, the non cutting hand should also be THUMBS UP – meaning the thumb should be the only finger seen on top of the paper.

5. Thumbs Up Rule!

Now time to cut! For a helpful visual cue, place stickers or draw in smiley faces on the thumbs so your child remembers the thumbs up position. You can also place stickers or googly eyes on the smaller loop of the scissors to provide a visual reminder that the thumb side goes up.

6. Cutting Direction

It helps to hold the paper upright as opposed to laying it flat on the table. Have your child start cutting from the bottom with the scissors perpendicular to the paper. Always have them cut away from the body.

• For curved lines, a right-handed child should cut in an anti-clockwise direction and a left-handed child should cut in a clockwise direction. The non cutting hand should be the hand turning the page. Check out this great visual below to help your right handed and left handed children cut while appropriately turning the page in the direction best suited for their hand.

Other things to keep in mind:

• If cutting thin paper is difficult for your child, try practicing first by cutting resistive mediums such as playdoh, straws, and card stock. Check out this fun activity from funlearningforkids.com

• Bold or highlight the cutting line for a visual cue.

• If the paper is too large, cut off any excess part so your child has better control of the paper.

For more helpful tips and tricks and/or questions related to teaching cutting skills, email us at madeha.ayub@seedsforspecialneeds.com or chat with us in the comment box below.

If you haven’t already, check out my post on cutting skills by clicking the link here. The post provides a step by step process with visuals on how to teach the most efficient and safest way to cut with your littles ones.

As I stated in that post, the skills involved in cutting work to improve performance in other functional activities as well. For example, cutting works on fine motor skills which strengthens the small muscles of the hands and is needed for legible handwriting. Cutting also works on eye-hand coordination (ie how well the eyes and hands can work together) which is important for tasks such as shoe-tying. In addition, cutting improves bilateral coordination, how well both hands are working together to achieve a task, which is essential for getting dressed and/or eating a meal.

For those children who are not yet ready to start cutting with the standard scissors, there are many transitional scissors available to help make the task easier. Here is a list of adaptive scissors and their uses for your child’s specific needs.

Loop Scissors

• Great for kids 3+.
• Appropriate for both righties and lefties.
• Benefits children who are working on hand strengthening.
• The child places their entire palm over the loop and practices opening/closing their hand while cutting.
• Easy for parents to provide hand over hand assist.

Lever Scissors

• Appropriate for ages 3+.
• These safety scissors have a blunt tip and can cut paper only, making it safe for preschoolers.
• The scissors also have a training lever near the hinge that opens the blades after each cut; flip the lever to traditional mode as your child gains confidence in cutting.
• Great choice when needing to grade up/down an activity (ie making the task of cutting simpler/more challenging).

Push Down Scissors

• Safety cover on the blades.
• Great for toddlers.
• Children can use their palms to open/close the scissors or form a lateral pinch (as shown in the pic).
• Children can also use these scissors by pressing down with one hand while having the scissors flat on the table. This is a great choice for kids with one-sided weakness (hemiparesis or hemiplegia) and may benefit from completing the task of cutting with one hand.

Helping Hand Scissors

• This 4 loop scissor helps a parent guide their child’s movement while cutting.
• The parent places their fingers in the outer loops and cuts with the child.
• Parents are able to assist without placing their hand directly on top of their child’s, which may be beneficial for children with tactile defensiveness (ie sensitive to touch).
• Children are able to experience how the cutting motion should feel like.

Two Different Size Loops

• It’s helpful to use scissors with two different sized loops as a way to provide a visual cue for appropriate finger placement.
• These scissors (shown below) have a small loop for the thumb and a slightly larger loop for the index, middle and sometimes ring finger.
• Be sure to check for left handed scissors for left handed children. Left handed scissors such as these have reversed blades so the top blade is always on the left making it easier for your left handed child to cut.

For more information on adaptive scissors that cater to your child’s specific needs, be sure to reach out by writing in the comment box or emailing us at madeha.ayub@seedsforspecialneeds.com.

See you in the next post!

When children are not provided with support when experiencing challenges in transitioning skills, it can lead to unsafe behaviors in the hallway and/or a difficult time focusing on the next activity at hand.

As a school-based Occupational Therapist, I not only help children reach their full potential in the classroom setting but also help them combat any challenges throughout the school day. Here are some ways to help your child or student transition better in the hallways:

Fun Games: Play Ispy in the hallway or ask questions about their surroundings (ex. did you notice the blue and green border on that bulletin board?) This serves as a great distraction tool for the child in addition to making the activity of transitioning to the next class more enjoyable.

A Transition Item/Toy: Allow the child to hold on to a special item/toy that they’re given only while transitioning in the hall. Be sure to let them know that they will have to return the item until it’s time to transitioning to the next class. This ‘transition item’ makes the activity of transitioning something a child can look forward to. It also provides predictability and comfort in the transitioning process.

Engage in a Scavenger Hunt: Have the child participate in a scavenger hunt where the child has to locate items on their way to the next classroom. This is another great distraction tool that is easy and fun to engage in. Look for a yellow construction paper, the fire extinguisher , the letter ‘E’, etc.

Sing a Song or say a Chant/Catchy Phrase:

“I give myself a great big hug standing straight and tall my eyes are right in front of me. I’m ready for the hall with a bubble in my mouth.”

“Marshmallow mouths and toes. Marshmallow mouths and toes. Quietly in the hallway everyone goes, with marshmallow mouths and marshmallow toes.”

(examples taken from Kindergartenwork.com).

Animal Walks Between Rooms: Animal walks are especially great for our sensory seekers who need movement and deep pressure to feel grounded and ready to learn. When it is safe to do so, have the child engage in animal walks such as frog jumps, bear walks or even crab crawls while transitioning to the next class. The deep pressure that animal walks provide in the joints elicit a calming effect for children who need sensory input to feel regulated.

Complete a Short Puzzle: For those kids who enjoy completing puzzles, pick out a quick 5-10 piece puzzle (depending on how far the next classroom is). The child can even pick out the puzzle from a choice of two short puzzles. Have the child start the puzzle in the first room and disperse the remaining puzzle pieces in the hallway. The last puzzle piece should be in their next classroom, possibly on their seat or desk to make the transition of getting seated easier.

Create a Behavioral Chart: A behavioral chart with prizes for every time the child transitions with appropriate behaviors is a great way to promote positive behaviors in school. For those kids who are having greater challenges in transitioning, break up the task into smaller achievable tasks that each earn their own small reward. For example, give the child a check or sticker for ending the first activity, lining up at the door, walking safely in the hall and getting seated in the next class.

First – Then Chart: Many of our children with ASD are visual learners so providing them with a visual as to what behaviors are expected of them can promote compliance. A ‘First-Then’ chart, in particular, is a simple visual that lets the child know what they’re expected to do first and what predictable outcome will happen afterwards. An example of a First-Then chart can say ‘First we walk to our class, Then you’ll get a snack’.

Create a Social Story: Social stories are a great way to illustrate and discuss appropriate social behaviors, such as walking in the school hallway. Customize it to fit the student’s specific needs and behaviors to make it relatable to them. Check out our social stories tab for the topics we have written about so far. A social story on transitioning in the hallway is soon to follow.

Hallway Buddy – Partner the child up with someone in the class who can demonstrate appropriate hallway behaviors. Children often look to their peers for support and behaviors that they can model.

Hallway Task – While transitioning between classes, give the child an important task (ex. we need to send a message to so and so; Are you able to hold my important folder/notebook to the next class?”

Hallway Monitor – On a similar note, give the student an important role in the hallway (ie. door monitor, indoor voice reminder, etc). Giving the student a responsible role shows them that their involvement is needed for a smooth transition in the hallway for the entire class

Leave comments/suggestions on what works best for your students in the hallway in the comment box below. You can also reach us at madeha.ayub@seedsforspecialneeds.com. See you in our next post!