Luke seen in room for 45-minute treatment session. Focus of treatment on improving and strengthening his emotional intelligence/self-regulation, improved attention/participation in both preferred and non-preferred task, bilateral coordination, refinement of visual motor skills/graphomotor development, fine motor precision, and sensory processing. OT came to session with a printed schedule with boxes to check as tasks were completed in an attempt to gain increased task compliance. Started session and will continue to start sessions "How Do I Feel Today? Check In. He was asked to circle the word that best describes how you feel. Luke answered "happy". He was then asked to explain why he was feeling this way. He said "I am just happy". Continued session outside with an obstacle course involving movements that require bilateral coordination as as other gross motor play. Luke refused to do jumping jacks today in obstacle and wanted to choose exactly the activities to get from beginning to end of the course. His design involved a lot of jumping and homolateral movements versus contralateral and bilatereal movements. OT will continue to encourage bilateral and contralateral play during future sessions. Lastly, worked at table on graspmotor and visual motor skills. Good session.
Luke was seen for a 45-minute Occupational Therapy treatment session in his room today. Focus of treatment was on establishing rapport since haven't seen one another for a couple months, strengthening his emotional intelligence/self-regulation, improving his attention/participation in both preferred and non-preferred tasks, improving bilateral coordination, refining visual motor skills/graphomotor development, fine motor precision and sensory processing. Luke seemed happy today and seemed glad to be back in school. He wanted to sit on OT's lap during tabletop activities and needed to be repeatedly redirected to sit in his own chair. When OT was reintroducing the Zones of Regulation Luke said "Not this again". He reviewed some previously learned letters today and was able to form 4/5 of the letters correctly. He did reverse the letter "d" as a "b". He wrote a note to a peer across the hall to further practice graphomotor development. Good to be back working with Luke.
To prepare for an upcoming fire drill, we used the exit diagram in Luke's room to practice and learn how to read and understand it. I showed Luke where his classroom was located and we examined the exit route illustrated in the picture. We then followed the directions shown to exit the building. Luke correctly noted that his classroom is almost in the middle of the school. We then worked on an activity sheet and drew a map of Luke's room. Prompting techniques were afforded Luke to optimize focusing skills and performance outcomes.
Geographic puzzles and discussion of music/instruments from other countries.
Lesson Outline
We put together geographic puzzles of Europe, Asia, and Latin America. As we were doing so, we discussed the musical cultures and instruments from some of the countries.
Interactive Calendar Bumble Bee Life Cycle Reading Comprehension Vocabulary
Lesson Outline
Luke completed his interactive calendar. He read an article about Bumble Bees, and answered questions in writing pertaining to the story. He practiced reading his new vocabulary words, and explained the meanings of these words. He tasted honey on a cracker, and decided it wasn't that great.
Luke and I discussed the rules and expectations for this year.
We then played ping pong, baseball and basketball.
We then came in and cooled down with water.
~Read Charlie Needs a Cloak
~Predication and Vocabulary
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Luke asked me to read rather than him reading his own book. He was attentive and involved with the story. He was not interested in the vocabulary as it was a bit removed from his daily experience.
~Heart Word Review From Dolch List
~Whiteboard Paddle Matching Game
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Luke knew some of the words from his list, so we only had four words to play for the game. He was focused throughout the entire game. His writing indicated additional work in letter formation.
