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…al or draw a picture about their experience Use natural opportunities to discuss experiences. For example, when you see a dead bug or plant, give factual and brief information such as “The ladybug is not alive anymore, it died. When a living thing dies, they do not feel anything anymore.” Respond using a soothing voice and gestures to comfort them Include your child in your family and cultural practices during the grieving process Offer a favour…
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…the functional assessment suggest that the function of the behaviour is to obtain an activity (obtain more play time). Another possible function of the behaviour is to escape an activity – Asha may be escaping the activity that comes after “tidy up” time. But we’re going to focus on “planning for change” for the first possible reason seeing as the activities that come after “tidying up” are ones that Asha also enjoys. Now it’s time to move onto th…
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…d for service providers in the field. Join us for a 3-day interactive, multi-disciplinary art workshop experience and learn how to relieve stress. When: Thursdays – February 20, February 27, March 6 From 5pm to 7pm Location: Room 224 – 40 Orchard View Boulevard Toronto Cost: FREE Register for your spot by emailing rayderamos@gmail.com. Spots are limited so register now to secure you spot. Art materials will be provided on site. If you have any que…
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…th without the child seeing, ask child to name/identify them Activity 2 – practice incomplete geometric figures, play with jigsaw puzzles. Link has free visual closure activities: https://eyecanlearn.com/perception/closure/ Note that this is not a comprehensive list of what visual perception is but is a starting point. Please see a registered occupational therapist for more information. References Cincinnati Children’s. (n.d.). Visual motor and…
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…families. Resources for Adults, Parents and Families Health Care Access Research and Developmental Disabilities (HCARDD) offers a variety of free information sheets, webinars, videos and tools to help individuals with an intellectual disability better understand COVID-19 and manage feelings of worry and stress. Canadian Association for Community Living (CACL) has developed a robust COVID-19 resource page to provide individuals with developmental…
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…s of interest, providing education and information to individuals with disabilities, families, caregivers, and the community at large. This month, we are pleased to announce an insightful session from TVO Media Education Group – Inspiring learning that changes lives and enriches communities. TVO is passionate about creating learning that empowers you to connect with others and shape your future. This event will take place via Microsoft Teams meeti…
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…ype of play may help your child use their imagination and build a sense of competency and accomplishment in creating something. Incorporate music or song and dance/body movement that your child enjoys into the play. Consider incorporating the natural environment into the space, reflecting a connection to the land. Include family and cultural materials and practices, ones that will help your child find a way to ground their identity within their p…
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…ar or existing ones get worse. In the period between relapses, recovery is complete or nearly complete) to pre-relapse function (remission). Secondary-progressive MS (SPMS) follows a diagnosis of RRMS, Over time, distinct relapses and remissions become less apparent and the disease begins to progress steadily sometimes with plateaus. About half of the people with relapsing-remitting MS start to worsen within 10-20 years of diagnosis, often with in…
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…hold and may be able to tolerate extremes of temperature without showing discomfort. Sensitivity to textures can also lead to challenges with feeding as children can develop very strong preferences for certain types of foods and refuse to eat other types. Gastrointestinal issues, seizures, disrupted sleep patterns, anxiety and depression are some of the common physical and mental health effects experienced by children and youth with ASD. Some beha…
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…s. “Your turn”Pointing to or gently touching the hand of the other person. Passing a toy to the other person. Pointing to the “your turn” picture in his communication book. Practise saying the words. Flip Card – You can create a special card to help your child during turn taking. Take a cue card, or small piece of construction paper and glue your child’s picture to one side. On the other side, glue a picture of the person he is taking turns with….
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