OT Corner: Students Shouldn’t Earn Brain Breaks

[Source:  Pink Oatmeal]


I love brain breaks.  I  don’t love when I hear others saying that their students earned a brain break. Students shouldn’t earn brain breaks.  Hearing someone say that their class earned a brain break just seems backwards to me.  Brain breaks are something that students NEED and should not be skipped if the class didn’t “earn” them.  I’m not saying that students shouldn’t have the opportunity to do them after they’ve worked hard or a job well done.  I’m saying that they should be looked at as a NEED and not as a extra.

A brain break is a time in the day that students are allowed to move and get the wiggles out!  They are absolutely essential to learning.


Research:  The research is pretty clear that students that have physical activity in their day do better in school.


  • study in 2006 found that students who participated in energizers in their school day improved their on task behavior by up to 20% after energizer activities.  It also showed a statistically significant difference in on task behavior between those kids that participated in the energizers versus those students that did not.
  • recent study released in the Journal of Pediatrics in September found that students that participated in a physical activity program enhanced cognitive performance and brain function during tasks requiring greater executive control.
  • Recess is another form of a brain break.  Unfortunately not all students get recess.  Researchhas shown that students who have greater than or equal to one recess break during the day for greater than 15 minutes was associated with better behavior based off of teacher ratings

Brain Break Resources:   GoNoodle - This is a free resource available to teachers. You

Read the Rest of this Article on Pink Oatmeal


Posted in OT, SLP, Special Ed | Tagged , , , ,

Private Practice Corner: How Does Your Practice Reflect You?

[Source:  The Burgeoning School Psychologist]

uniqueI am a singer. Not professionally, I just sing all the time. My children will tell you I sing All . The . Time! It’s my thing – I love music. When I’m in my car, I’m that crazy lady who’s doing a full breakdance session in the driver’s seat. When I provided counseling sessions, my students got used to me humming a tune, playing some music, singing down the halls on my way to pick them up. 

In some of my groups, I let the children pick music to listen to – I had rules about explicit stuff and what not. Some days we had jam sessions, other days we just had Jazz in the background. I learned on the days I listened to Jazz that “modern music has words now Ms. S”.

My singing gives me an in with my kiddos at school. Music is the universal language that I find transcends all problems, all cultures, all peoples. It’s a language I speak fluently and its reflective of me in all aspects of my life.

What part of your practice is unique to you?

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Posted in Behavior Analyst, OT, Psych, PT |

Therapy Activity of the Week: Frankenstein Contact Paper Sticky Wall

[Source:  I Heart Crafty Things]

It’s been a while since we’ve made contact paper sticky wall art. Since I’ve had Halloween on the brain, I came up with this idea to use different materials to create a Frankenstein. My daughter had so much fun and ended up with a unique looking, spooky creature.  


For Directions, Supplies will Need, and a Great Book Companion for this Craft, Please Visit the I Heart Crafty Things blog!

Posted in OT, SLP, Special Ed | Tagged , , ,

Autism Corner: How One Boy With Autism Became BFF With Apple’s Siri

Thank you to our OT friend Loren Shlaes for the heads up on this sweet story!


[The New York Times]

Just how bad a mother am I? I wondered, as I watched my 13-year-old son deep in conversation with Siri. Gus has autism, and Siri, Apple’s “intelligent personal assistant” on the iPhone, is currently his BFF. Obsessed with weather formations, Gus had spent the hour parsing the difference between isolated and scattered thunderstorms — an hour in which, thank God, I didn’t have to discuss them. After a while I heard this:

Gus: “You’re a really nice computer.”

Siri: “It’s nice to be appreciated.”

Gus: “You are always asking if you can help me. Is there anything you want?”

Siri: “Thank you, but I have very few wants.”

Gus: “O.K.! Well, good night!”

Siri: “Ah, it’s 5:06 p.m.”

Gus: “Oh sorry, I mean, goodbye.”

Siri: “See you later!”

That Siri. She doesn’t let my communications-impaired son get away with anything. Indeed, many of us wanted an imaginary friend, and now we have one. Only she’s not entirely imaginary.

This is a love letter to a machine. It’s not quite the love Joaquin Phoenix felt in “Her,” last year’s Spike Jonze film about a lonely man’s romantic relationship with his intelligent operating system (played by the voice of Scarlett Johansson). But it’s close. In a world where the commonly held wisdom is that technology isolates us, it’s worth considering another side of the story.

Read the Rest of this Article on the New York Times

Posted in OT, Psych, SLP, Special Ed | Tagged , , , , , , , ,

Hot Job: Early Intervention Speech-Language Pathologist, Dover, Delaware


We are searching for a dedicated pediatric speech therapist who enjoys working in a community based setting treating kids with disabilities. Our client’s outpatient rehabilitation therapy services are comprehensive and individualized to meet each client’s needs, family-oriented to meet each family members concerns, outcome-oriented with a goal of enhanced independence, and cost-effective benefiting from public support. Speech and hearing therapy services focus on enhancing or restoring limited or lost communicative skills or swallowing capabilities lost due to trauma, disease, aging or congenital abnormality. Our licensed speech therapists incorporate the use of special facilitory techniques, augmentative and assistive equipment, therapeutic exercise and evaluation tools. Treatment consists of:

  • Addressing disabilities in children, including articulation disorders, language delay and stuttering;
  • Providing care for communication disorders, stuttering and cognitive impairment;
  • Improving oral-motor, swallowing, and respiratory skills;
  • Providing augmentative and alternative communication systems to individuals who cannot rely on speech as a means of communication.

Qualifications: Must hold a Masters Degree in Speech Language Pathology or Communication Disorders; a current state license (or eligible) if applicable.

Apply for this Job Today!

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