SUGGESTED PROGRAMMING STRATEGIES
BASED ON DISC RESULTS

December 2003

Fine Motor
Gross Motor
Receptive Language
Expressive Language
Auditory Attention and Memory
Visual Attention and Memory
Self Help
Social Skills

FINE MOTOR

  • holding onto crayon, work on scribble, stroke, horizontal line, vertical line, etc.
  • cheerios – pick out of cereal bowl
  • blocks—pick up, build
  • shape sorters—in and out
  • lunch activities/snacks
  • knob puzzles—put in and take out of puzzle
  • paint brush
  • tidy up—picking up small toys, putting things back in containers
  • cardboard page books, paper page books
  • button board
  • bead frame
  • pegboard – large pegs, small pegs
  • sand toys – fill and dump
  • tub of water—fill and dump
  • squirt toys
  • tupperware – beans, macaroni
  • stress balls
  • play dough
  • songs with finger games
  • necklace: string beads
  • egg beater or wisk to make soap bubbles
  • strawberry huller or tweezers to pick up larger and then smaller objects
  • turkey baster and then eye dropper to suck up water and put into larger and then smaller openings (tooth brush holder with holes)
  • dressing frames with buttons, zippers, domes
  • clothesline with clothes pins
  • napkins, dish cloths to fold
  • set up fine motor stations as an obstacle course
  • tracing lines, square, circle
  • cutting/folding paper dolls and paper airplanes
  • sensory bins: pick up small objects
  • lacing board
  • clothes pins to practice open/close
  • small finger puppets
  • pipe cleaners
  • velcro books
  • catching bubbles
  • spray bottle
  • Magna Doodle
  • squeeze balls/hand grips
  • fold tea towels or wash cloths

GROSS MOTOR

  • push toys
  • exerciser
  • hold hands to walk
  • mirror play at bar
  • balance ball
  • obstacle course
  • play mats/cushions
  • climb – cushions off couch
  • set up incentives – move between furniture
  • songs/music/dance
  • jolly jumpers
  • friendly, safe and stable furniture
  • floor play
  • pushing toys
  • scooters to develop arm strength
  • physio balls
  • small climber
  • footstools/mirror
  • floor balance games
  • balance toys
  • ride em toys
  • hop scotch
  • follow the leader
  • leap frog
  • relay teams
  • dress and undress self

RECEPTIVE LANGUAGE

  • constant labeling/dress/walk – repeat back
  • repetition –“more milk please”
  • peer interaction
  • musical instruments
  • books
  • action songs
  • bring me ball , _____, _____,
  • puppets
  • flannel boards
  • telephone/tape recorder
  • interactive not passive (TV)
  • pronoun games “show me my, your”
  • actions in pictures—“show me where the dog is running”
  • modeling – label objects; puzzles; books – stimulation
  • singing – head and shoulders
  • reinforce all activities verbally
  • walk and talk
  • expand his actions
  • matching colours, shapes
  • sort laundry—match socks, tops, pants
  • sort utensils – forks, spoons, knives
  • HANEN Language Program “It takes two to talk”


EXPRESSIVE LANGUAGE

  • teach parent coping skills to deal with frustration that child may have related to inability to express himself/herself
  • teach parents strategies re: how to correct speech by repeating what child said correctly
  • HANEN method “It takes two to talk”
  • constant labeling/dress/walk – repeat back
  • repetition –“more milk please”
  • peer interaction
  • musical instruments
  • books
  • action songs
  • bring me ball , _____, _____,
  • puppets
  • flannel boards
  • telephone/tape recorder
  • interactive not passive (TV)
  • repeat his words
  • wait for his response
  • ask “what is this?”
  • ask “whose is this?” mine, yours
  • model “mine”, “yours”
  • model “one dog”, “two ?”
  • turn taking “my turn”, “your turn”
  • sing – fill in blanks
  • read – fill in blanks
  • lots of repetition
  • head and shoulders game
  • twister naming colours
  • Interactive television programs
  • actively discuss environment
  • use strengths and expand on them
  • pronoun games “whose shirt is this?”
  • ask what is happening in pictures for use of noun and verb “what is happening here?”

AUDITORY ATTENTION AND MEMORY

  • be sure to repeat all commands and check for validation “What did I say?”, “What did I ask you to do?”
  • repeat environmental sounds – vacuum
  • animal sounds – songs
  • book/tape sounds
  • see and say toys
  • follow simple directions – lots of verbal cues
  • musical instruments
  • sound lotto game
  • “what's that” games
  • finger play – itzy bitzy spider
  • peek a boo
  • mirror
  • cover objects with blanket
  • memory game – juice can pictures – start with familiar
  • lots of repetition
  • repeat environmental sounds – animal
  • songs
  • books
  • colour discrimination: put different colours of construction paper on floor and get them to
  • step from one colour to next
  • go touch the picture of the goat on the wall; move to letters and numbers
  • clapping sequences—repeat number and claps and intervals
  • Circle game: each child yell out 3 numbers and other children have to repeat
  • Head and Shoulders song
  • Brown Bear Story—uses repetition—each page starts with same Introduction “Brown Bear”
  • Dressing game—“Bring me your boots, coat and mitts”
  • Setting the table “Bring me the knives and spoons”
  • Always have eye contact (encourage mother to give instructions slowly, repeat them and make sure she has eye contact with her child when giving instructions)
  • Try to reduce background distractions (Television) and then ask them to do something, then slowly introduce auditory distractions
  • Red light/green light game
  • Simon Says game
  • Listening Lotto game: find pictures that make the sound they heard
  • Tell story and ask "What will happen next?"
  • Read and quiz—read a paragraph from a book and then ask child questions about what you just read
  • Use lots of repetition


VISUAL ATTENTION AND MEMORY

  • read and quiz—read a paragraph while pointing to pictures, turn page and ask child questions about the pictures on the previous page
  • use lots of repetition
  • peek a boo
  • find it games
  • talk to child from next room
  • hides lays under blanket – object,
  • ensure he sees you hide item
  • find item under 1 of 2 blankets
  • increase ability to maintain attention – with adult direction
  • break activity down – simple complex, water play, add bubbles, toys
  • do activities while eating lunch
  • books/stories – simple complex
  • mirror
  • hide and seek
  • hide under cup
  • ducks in bathtub
  • facecloth
  • sand – bury objects
  • dressing – where is?
  • picture albums
  • matching pictures—clothes, food, animals—start with matching identical objects and
  • then move to matching items of same category i.e. food
  • Guess what's hiding under the blanket—missing object
  • Classroom scavenger hunt “Find all the horses, cows and pigs hidden around the room
  • Pictures of daily routines—step on/touch the pictures in order of how you would put on your pants
  • Tape shapes, numbers, letters on floor step on all the shapes, numbers, letters; hide and seek—find all the shapes, numbers, letters
  • Board Maker computer program matching, same/different, put pictures in proper sequence to make a story
  • I spy game
  • card game: match colours, shapes, animals
  • use snack—take away one thing and ask child to guess what you took
  • hide and seek puzzles – match to picture in puzzle
  • matching colours, shapes, textures, categories (animals)
  • “I Spy” something that is red, round, soft, an animal, etc.
  • finding Waldo types of games
  • sign out library books
  • sort laundry by colour, by category, etc.


SELF HELP

  • Always first check with parent if the child is allowed an “opportunity” to do some of the tasks i.e. use a knife to spread.
  • Talk about the benefit of encouraging their child to be independent.
  • post picture cards on wall of bathroom showing how to flush toilet, wash hands, etc.
  • enhance fine motors – manipulatives
  • eye/hand – bubbles, blowing
  • magnetic table – fine motor skills
  • ensure lots of time – eating
  • sensory play – sand
  • pouring/holding/ sand/water
  • wrist movement – bean bag
  • dress up – dolls – large/small
  • button board
  • mealtime
  • feed stuffed animal/caregiver
  • use spoons – shorter handle
  • sand tables
  • get used to cup
  • okay to spill
  • bathtub – practice pouring
  • start zipper/do half of process
  • choice re: clothing
  • friendly clothes/dress up center
  • clothing boards/dolls dress
  • help child put on article of clothing half way and let him do rest
  • break down process of putting on clothing into steps and provide verbal instructions (Chaining)
  • model behaviour—washing hands before eating or after toileting, singing at same time
  • “This is the way we wash our hands”
  • share dressing/eating/toileting routine and language with parent and ask them to use same
  • process at home
  • put pictures above sink in bathroom or in eating area re: steps to take while toileting or
  • eating
  • backward chaining for dressing


SOCIAL SKILLS

Make referral to parenting group to teach strategies for behaviour management, discipline, consistency of expectations and routines, handling a frustrated child, etc. Include siblings in developing family strategies.

Referral to integrated Day Care Programs, Family Resource Centers , Toy Lending Libraries, etc.

  • turn taking games – adults peers
  • feeling stories – emotion pictures
  • puppets – reflecting and verbalizing feelings and apologies
  • paraphrase – apply actions to words
  • encourage to ask for assistance – verbal and non verbal
  • role playing household tasks, interaction with peers
  • small play groups
  • imitation, peer assisted learning
  • model initiating interaction
  • feeling games – puppets, happy/sad pictures
  • label feelings
  • model feelings/how to say “I'm sorry”
  • sharing – my turn/your turn – expand to other children
  • help adult with tasks – toys
  • role play
  • pretend games – eating
  • model entering play
  • sing songs about feelings “If you're happy and you know it”
  • Cooperative games re: taking turns

 



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MAINLAND CONSULTING INC.
http://www.home.golden.net/~mmainland

Marian Mainland
Phone: (519) 699-5429 Fax: (519) 699-4890
Email: mmainland@rogers.com