Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. OT brought shoe tying book to start teaching Luke this skill. Luke said he wasn't ready for shoe tying so we will try another time. Began session with Simon Says to work on listening skills, crossing midline, and contralateral movements. Luke was able to follow directions well and knew when do a movement and when not to do one. He was unable to do a smooth jumping jack or contralateral stride jumps. He is able to perform homolateral movements well. Sat a table to continue work on CVC valentine days worksheet to work on visual motor and graphomotor development. Luke required cues to make the letter "o" in a counter clockwise direction. Worked on Print Island for upper case letter A and V today. He wrote them well. Had Luke write a sentence today in Print Island workbook. He wrote the letter "j" backwards but overall demonstrated excellent writing. Good session.
Assignment
Continue to practice crossing midline when writing letter "o, a, g, and q"
Luke was seen in his room for a 45 minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began session outside with Luke providing him with deep proprioceptive input through various activities for 15 minutes.Worked on contralateral movements to get the two hemispheres of the brain to communicate during play. When back in his room noticed increased attention to task for longer durations.Worked at his desk to write CVC words with short e practice. For this activity I focused on his formations and line placement of the letters and mixed in some phonetics/reading work. Worked on visual motor control with higher level maze work. When the maze was difficult for Luke he got frustrated which resulted in impulsiveness which in turn made him go off the road/tracks of the maze. OT cued him to slow down, take a deep breath and to go for quality versus speed. Good session.
Today Ben and I worked on the properties of multiplying and dividing exponents. We started with using his desk and the expo marker to work the problem 4^3*4^(-1) (that is 4 to the third power times 4 to the -1 power). We reviewed the rule: multiplying like bases -> add powers. So that gave us 4^2. Then we evaluated that as 16. We practiced several examples like 4y^3*3y^2=12y^5. Ben started picking up on the concept. Then I introduced division. I asked him, "If we multiply like bases and add powers, then when we divide like bases, what do you think we do?" He answered, "Subtract." That led us into a discussion about the rules of inverses. We then moved to the white board and I wrote problems for him to try on his own. He worked them aloud, asking great questions along the way.
Today Joshua and I reviewed his homework. He did fairly well on it. He did make errors by multiplying in a situation where he needed to divide first. We reviewed and corrected those problems. Then we practiced more similar problems. Joshua got practice taking logarithmic equations and turning them into exponential form in order to solve. He also got practice taking equations in exponential form and using logs (with the correct) base to solve them. Joshua is getting better at these challenging problems.
Today Carson and I did an activity where Carson had to Identify Angle Measures and their names: Corresponding, Alternate Interior, Alternate Exterior, Same-Side Interior, Same-Side Exterior. Then Carson had to determine if the angles were congruent or supplementary. Carson had to set up and solve equations and determine the missing angle measures.
Matthew had 1 problem left on his Test that he still needed to complete. He also noticed an error and reworked a few problems. When he was finished, we reviewed the problems together. He got a 94%. The only error he made on the entire test was forgetting to do Plus/Minus when using the Square Root Property. Way to go Matthew!
Christopher wrote his spelling words in his dictionary. In his journal, Christopher wrote what he knows about segregation. We read The Watsons Go to Birmingham.
