Interoception One District's Experience with Small Group Implementation.

Chris Harder, Renae McInerney, Hannah Duff, Jenna Hoffman Author

04/13/2022 Added

2 Plays

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Conference 2022

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[00:01:30.340]Okay.
[00:01:31.270]Again, if you're just joining us,
[00:01:32.950]thank you for being here.
[00:01:34.340]We are going to link handouts later.
[00:01:36.760]So some people got handouts as they came in.
[00:01:38.490]There are more of you than we anticipated, which is awesome,
[00:01:41.440]thank you for coming.
[00:01:42.550]We are going to be passing out gum right now,
[00:01:44.400]it is not because we can smell your breath from up here.
[00:01:47.070]Please save this for later on,
[00:01:48.650]we are gonna use this as part of the presentation.
[00:01:50.360]So we're going around and handing out gum now,
[00:01:51.960]please hold on to it until later.
[00:01:54.710]We will get started momentarily.
[00:04:53.050]Okay, I think we're gonna go ahead and get started.
[00:04:56.330]Again, thanks for coming into the session, I'm gonna wait.
[00:05:02.370]Okay.
[00:05:03.340]Today we're gonna talk about interoception,
[00:05:04.970]the eighth sensory system,
[00:05:06.760]and I'm going to introduce our presenters here,
[00:05:10.530]Chris Hadar,
[00:05:12.670]Renee,
[00:05:13.925](indistinct)
[00:05:17.730]Hannah Duff and Jenna Hoffman.
[00:05:20.530]Chris, I'm gonna talk about you for a little bit.
[00:05:22.050]Has been an occupational therapist for 26 years,
[00:05:25.160]beginning in acute care with the NICU experience,
[00:05:28.880]followed by outpatient pediatrics,
[00:05:30.860]and the last 16 years with ESU one.
[00:05:33.510]Chris has an extensive background in continuing education
[00:05:35.950]and sensory integration and processing,
[00:05:38.260]developmental care and feeding within the NICU,
[00:05:41.840]school-based practice and autism.
[00:05:43.940]She has been a guest speaker
[00:05:46.030]at the University of South Dakota
[00:05:47.590]occupational therapy program, and teaches a sensory portion
[00:05:50.940]of the visual structured strategies course
[00:05:53.570]through the South Sioux City School District.
[00:05:55.680]She is a clinical instructor for occupational therapy
[00:05:58.250]students from programs all over the Midwest.
[00:06:01.420]Here is Renee, do you get first?
[00:06:04.260]Oh, here you go, thank you.
[00:06:06.030]Good morning everyone, how are you?
[00:06:07.872]Good.
[00:06:08.705]Good, good.
[00:06:09.820]We are so excited to see all of you here today.
[00:06:12.310]We jokingly were like,
[00:06:13.530]yeah, there's probably gonna be like 10,
[00:06:15.950]11 people here.
[00:06:16.970]So this is fantastic, thank you so much.
[00:06:19.760]So we are here to talk about interoception,
[00:06:21.920]the eighth sensory system.
[00:06:23.990]This is only our perspective and what we did.
[00:06:27.370]We'll talk a little bit more about
[00:06:30.360]how we came to this idea in just a second.
[00:06:32.660]Like I said, I'm Renee McNerney, I'm a speech therapist.
[00:06:36.050]We are all from South Sioux City schools.
[00:06:39.890]I'm Jenna Hoffman, I'm a resource specialist as it says,
[00:06:42.890]which is basically a special ed coach, fancy title.
[00:06:47.210]And you already heard enough about me,
[00:06:48.530]but I do appreciate you'll giving your trust in us
[00:06:51.300]that we have something important
[00:06:52.870]or something that might be useful for you at your schools.
[00:06:56.470]I'm Hannah Duff, I'm an elementary resource teacher.
[00:07:01.320]All right, let's go ahead and get started.
[00:07:04.460]So when you're here today,
[00:07:06.850]we have some objectives up here that we sure like,
[00:07:11.790]good morning, no worries,
[00:07:15.920]we'd like you to take away.
[00:07:17.580]So we'd like you to be able to define interoception
[00:07:20.660]and how it may be of benefit to the students with autism.
[00:07:24.840]We, sorry.
[00:07:34.171]All right.
[00:07:35.350]We can identify students who may benefit
[00:07:37.440]from interoception interventions,
[00:07:39.840]explore resources to help plan an interoceptive group.
[00:07:43.110]Take home an example of one of our interoception body,
[00:07:46.650]check charts, which like we said,
[00:07:48.500]will be linked for those of you who didn't get that today.
[00:07:52.710]And then we're going to identify some behavioral changes,
[00:07:57.660]emotional and behavioral changes that might show growth
[00:08:01.370]following the instruction of interoception.
[00:08:20.782]All right, we're good.
[00:08:26.170]All right, so, like I said,
[00:08:28.670]this is just our experience
[00:08:31.200]with working in interoception into our students' worlds,
[00:08:35.840]and making sure they have an understanding
[00:08:38.610]of their body and body signals.
[00:08:41.250]We got a large majority of our information
[00:08:44.040]from Kelly Mahler's book,
[00:08:48.630]and presentations that Chris has been to.
[00:08:52.480]We did get permission from her to use all of the resources
[00:08:55.470]that we have up here today.
[00:08:58.090]So going forward, what is interoception awareness?
[00:09:03.590]It is one's ability to notice body signals
[00:09:05.850]and connect those signals to emotions.
[00:09:08.417]And it is considered our eighth sensory system.
[00:09:13.090]And when my friend Chris Hadar and I were chatting,
[00:09:15.400]and she was telling me all about interoception,
[00:09:17.740]she said it's the eighth sensory system.
[00:09:19.770]And I said, "Wait, what?
[00:09:22.757]"What in the sixth grade science misconception?
[00:09:26.797]"What in the schoolhouse rock scandal?
[00:09:29.267]"Are you kidding me here?
[00:09:30.577]"There are seven systems."
[00:09:32.600]But she assured me that they're now eight,
[00:09:36.110]and the eighth one is our interoception.
[00:09:39.760]Kelly Mahler says,
[00:09:42.670]that it tells us how or answers the question,
[00:09:45.870]how do you feel?
[00:09:47.300]It's feeling the feelings?
[00:09:51.930]So I always need just a little bit more information,
[00:09:55.480]a little visual to help us,
[00:09:59.640]understand what's going on.
[00:10:01.550]So we have a few quick clips to show you.
[00:10:06.740]I'll let you watch the first one here.
[00:10:09.917](alarm ringing) (snoring)
[00:10:12.511](alarm ringing)
[00:10:19.571](upbeat music)
[00:10:23.124](yawning)
[00:10:25.920](upbeat music)
[00:10:36.852](alarm ringing) (snoring)
[00:10:38.980]Okay, so in this picture
[00:10:41.240]we see that the brain
[00:10:44.130]identifies that there's a feeling.
[00:10:48.500]It has to locate that feeling
[00:10:52.310]and then decide how to respond.
[00:10:55.030]What is the physical response that I have to have?
[00:10:57.570]So I feel a full bladder,
[00:10:59.170]I need to get to the bathroom right away in the morning,
[00:11:02.320]Okay.
[00:11:03.153]So I got one, I have one more for you here.
[00:11:09.220]Oh.
[00:11:11.790]I'm gonna let you do that.
[00:11:15.748](upbeat music)
[00:11:19.460]Yep, go for it.
[00:11:20.375](upbeat music)
[00:11:21.760]Okay, on my way to work.
[00:11:24.693]I've gotta rush,
[00:11:26.850]but oh no.
[00:11:29.370]I see and smell a good breakfast.
[00:11:32.890]There's that feeling again, I'm locating it.
[00:11:36.520]Yum, yum.
[00:11:38.555](indistinct)
[00:11:43.040]Sorry little buddy.
[00:11:45.960]All right.
[00:11:47.664]So we have that feeling.
[00:11:50.410]We smell the smells, we see what's going on.
[00:11:53.370]We've gotta locate that feeling.
[00:11:55.640]What is it?
[00:11:57.310]And then do we act upon it?
[00:11:59.140]Now in this case, we don't have time.
[00:12:01.130]We've gotta suppress that feeling and move on towards work.
[00:12:05.260]All right.
[00:12:06.660]So now you've got just a, like a glimpse
[00:12:09.430]of what interoception might look like.
[00:12:13.272]So let me let Chris tell you more details
[00:12:15.550]about how that works,
[00:12:17.970]and what our experience was.
[00:12:20.830]Awesome, thanks Renee.
[00:12:22.490]As she's getting that set up, can I see a show of hands,
[00:12:25.830]how many OTs in the room?
[00:12:28.270]Yes, anymore?
[00:12:31.310]Teachers?
[00:12:33.270]Nice.
[00:12:34.103]Speech?
[00:12:35.600]Would I ask PT?
[00:12:37.920]School psychs.
[00:12:41.190]So why would we start teaching interoception?
[00:12:44.930]And we'll talk a little bit about how I came to that,
[00:12:47.200]but haven't we recognized the kids in our classrooms
[00:12:51.550]and in our schools
[00:12:52.570]that don't register information accurately?
[00:12:56.610]Whether it's overeating, undereating,
[00:13:01.800]bathroom accidents, right.
[00:13:05.000]In addition to, let's,
[00:13:07.010]if anybody's been reading any research on,
[00:13:09.830]like kids are playing on the floor,
[00:13:12.330]not learning to crawl, right.
[00:13:14.460]We know that their developmental milestones
[00:13:17.930]are maybe being delayed a little bit,
[00:13:19.910]and I mean, in my mind, as an OT,
[00:13:22.420]I'm thinking, well,
[00:13:23.940]I'm assuming that delays a lot of other things,
[00:13:27.430]or that the brain isn't getting
[00:13:29.310]the right amount of information,
[00:13:31.660]in addition to like spatial awareness,
[00:13:33.580]tone, directionality.
[00:13:35.270]And you'll see some examples of the students
[00:13:37.960]that we chose for our groups.
[00:13:41.944]Let's go to the next page.
[00:13:44.420]So I know that a lot of you are familiar
[00:13:46.750]with these strategies,
[00:13:47.970]and I'm not knocking any of these strategies,
[00:13:50.400]'cause they work great for some students, right?
[00:13:54.140]But what about the students that they don't work for?
[00:13:57.220]I've had students that you can make a,
[00:13:59.350]you can go through an incredible five point scale,
[00:14:03.540]they can recite to you what each of these look like.
[00:14:07.110]They can recite, yep, yep,
[00:14:08.820]what I need to do, but in the moment, can they do it?
[00:14:11.580]No, 'cause they're the ones that don't even recognize
[00:14:15.430]that they're even upset.
[00:14:17.160]So that's kinda what we're talking about
[00:14:19.090]within interoception.
[00:14:23.860]So, oh sorry.
[00:14:25.410]In addition, if we think about that,
[00:14:28.180]kinda just what I was alluding to,
[00:14:30.920]when you have a body signal,
[00:14:33.130]we need to first recognize it,
[00:14:36.076]and a lot of times whether you know,
[00:14:38.380]those kids that we have that under register,
[00:14:40.070]wouldn't we automatically that their brains'
[00:14:42.640]under registering these body signals as well.
[00:14:46.417]I mean I do.
[00:14:47.620]So first we have to recognize the sensations,
[00:14:50.560]then we have to give it a label, okay.
[00:14:52.410]That's where Renee comes in.
[00:14:54.380]Most of the students that we're talking about
[00:14:56.100]have language delays, right.
[00:14:57.880]So can they label?
[00:14:59.930]Probably not.
[00:15:02.150]And then they need identify the need to respond to that.
[00:15:05.830]What does it mean?
[00:15:07.070]What does it mean to me and my systems?
[00:15:11.330]And then you get that response,
[00:15:13.100]and then finally you know the outcome,
[00:15:14.910]being able to pair that body signal with an emotion,
[00:15:18.720]with a need to do something with their body.
[00:15:21.730]So obviously if there's an error anywhere along that path,
[00:15:25.920]we're gonna expect difficult behavior,
[00:15:28.110]difficulty with emotional regulation.
[00:15:34.460]Obviously what kinda students are we talking about, right?
[00:15:37.600]Sensory processing problems, autism,
[00:15:43.890]anxiety, you know, we've got, I don't know,
[00:15:48.170]there's a lot of teachers in the room
[00:15:49.470]and I don't wanna offend anybody,
[00:15:50.780]but you know, the compliance approach,
[00:15:53.240]I know you have teachers in your building
[00:15:55.730]that still want the special ed students to just comply.
[00:16:01.284]And at the end of the day don't you think
[00:16:02.980]that that probably causes some disconnect
[00:16:05.260]between feelings, between some, and even disassociation
[00:16:09.440]in their relationships with those teachers.
[00:16:11.167]And what does that do to our ability
[00:16:13.560]to recognize these signals and then attach emotions to 'em.
[00:16:18.510]Trauma.
[00:16:19.670]You know, suppressing their body signals,
[00:16:21.880]don't you think that's probably pretty common?
[00:16:25.401]And you tend to see a lot of under registration
[00:16:28.110]in those kids.
[00:16:28.943]Sorry, I don't mean to be turned my back to you guys.
[00:16:32.627]And that, actually there's research that indicates
[00:16:35.300]trauma produces abnormal activation of that insula.
[00:16:38.610]Insula is the piece of the brain
[00:16:40.560]that processes our body signals,
[00:16:43.481]and that is neurology, and that's a whole another topic.
[00:16:47.340]I'm too far away from school to talk about any of that.
[00:16:50.750]Chronic illness too.
[00:16:52.860]Lengthy hospitalizations.
[00:16:54.990]What has that done to their ability to recognize signals?
[00:16:57.980]Have they suppressed those indicators and just kind of like,
[00:17:01.630]hmm, I don't really wanna recognize that.
[00:17:03.630]And then we talked a little bit about developmental delay.
[00:17:07.180]If we acquire our milestones out of sequence,
[00:17:11.390]or they're significantly delayed,
[00:17:14.310]I think there's gonna be a problem
[00:17:16.070]being able to recognize those body signals as well.
[00:17:19.550]So how did we get started?
[00:17:22.590]Well, I heard Kelly speak at this very conference,
[00:17:26.899]and it did strike a nerve at the time, right.
[00:17:29.570]But then there's that how,
[00:17:32.120]how am I gonna get started with that?
[00:17:34.840]Like what students?
[00:17:36.870]Where's the time in my day?
[00:17:39.750]You know, all the things that we think about
[00:17:41.280]when you hear about something new,
[00:17:42.650]and man, I don't really know that much about it,
[00:17:45.510]do I know enough to really make a difference?
[00:17:48.890]So I took the course again.
[00:17:50.597](laughing) Right?
[00:17:51.670]When all else fails, just listen to it again.
[00:17:55.820]And then as the OT, you know I kinda thought,
[00:17:58.360]well, this is right in our wheelhouse, right?
[00:18:01.260]We're talking a little bit about sensory regulation,
[00:18:04.310]because hopefully we would have an improved outcome.
[00:18:08.600]That would be our goal.
[00:18:10.120]If they're better able to recognize these body signals
[00:18:13.450]and then connect them with an emotion so that down the road,
[00:18:18.050]oh, I can recognize now that I'm gonna get upset,
[00:18:21.910]what can I do about that?
[00:18:26.070]So we already kinda talked about
[00:18:29.000]some diagnoses groups, but age wise,
[00:18:32.500]I know Kelly, she has students from the preschool age,
[00:18:37.750]probably all the way through adulthood.
[00:18:41.180]I was kind of just in thinking about my caseload, you know,
[00:18:45.450]the younger elementary, I thought how's that,
[00:18:48.300]how's that gonna look?
[00:18:49.920]Like are they,
[00:18:50.910]is their attention okay for the exercises
[00:18:55.020]that we're gonna do?
[00:18:56.100]Are they gonna sit in a group,
[00:18:58.680]or should I even do a group, right?
[00:19:01.110]So the ones that I chose were upper elementary,
[00:19:05.140]and then I had some middle school students.
[00:19:08.800]This particular team I took it to them and I'm like,
[00:19:12.293]what do you think about this guys?
[00:19:13.443]It's the beginning of the school year,
[00:19:14.860]'cause that's when we start everything, right?
[00:19:17.979]And they're like, yeah, yeah, I'm not sure.
[00:19:20.510]And then I just kept talking about it.
[00:19:22.190]Well, it's like, you know, you teach social skills, right?
[00:19:24.530]You kinda scaffold that information and build on it.
[00:19:28.466]I said, so it's just like that.
[00:19:30.300]Really I had no idea.
[00:19:32.710]I mean I looked through the curriculum book,
[00:19:34.320]but I was kinda making that up.
[00:19:36.760]But they all got on board, nicely with me.
[00:19:39.740]And the nice thing was they already had
[00:19:42.690]a social skills group going, and guess what?
[00:19:45.890]Those were some of the students
[00:19:46.990]that I said I was thinking about having,
[00:19:48.290]so they let me use the social skills group time
[00:19:53.440]on a day that I'm already in that building, right.
[00:19:55.640]So do it.
[00:19:57.100]And then I got them to start participating too.
[00:20:02.000]And I wouldn't let 'em say no, well there's that, right?
[00:20:05.690]So we just wanted to give you an idea of kind of an overview
[00:20:08.930]of what the students look like.
[00:20:10.610]Now I put them into a group.
[00:20:13.100]well, they were already,
[00:20:14.130]this group was already in a social skills group.
[00:20:18.400]I'm thinking, you know, you can do this any which way.
[00:20:21.420]She doesn't necessarily say that,
[00:20:23.220]oh, you have to do it in a group format.
[00:20:25.920]You could certainly do it individually.
[00:20:27.270]And you'll see I have a couple individuals.
[00:20:30.770]Whether or not I'll continue this same group next year,
[00:20:33.820]we'll talk about that when we talk about
[00:20:36.240]how this team's gonna grow this part of our program.
[00:20:41.090]But so you can see,
[00:20:41.923]so this group is fourth and fifth graders,
[00:20:44.700]three boys, a girl, you know.
[00:20:47.820]A couple of 'em are pretty low.
[00:20:50.550]All have language delays.
[00:20:52.860]Right Renee?
[00:20:57.820]And then at the middle school level,
[00:21:00.290]I will say that I'm the only one implementing
[00:21:02.840]at the middle school.
[00:21:04.470]The classroom where group two is located
[00:21:08.780]they had two brand new teachers this year.
[00:21:13.150]I was, you know, and I, to be honest, right?
[00:21:15.760]Like I'm just shooting from the hip.
[00:21:17.410]I didn't know how's this gonna go?
[00:21:20.100]I don't know.
[00:21:21.390]I mean, these guys are, I know really well.
[00:21:23.270]They see me all the time.
[00:21:24.900]I was newer to spending a lot of time
[00:21:27.830]in the middle school classroom with the two knew teachers,
[00:21:30.280]and I just thought, I'm just kinda gonna do this on my own.
[00:21:35.704]And that's reflective too.
[00:21:37.160]We'll talk about how to get the best carryover.
[00:21:39.910]So am I getting the best carryover?
[00:21:41.520]No, it's first year,
[00:21:43.230]just shooting from the hip.
[00:21:46.610]And then like the bottom two,
[00:21:48.490]they were in their own group
[00:21:49.930]but then there was some behavioral issues
[00:21:51.400]with the two of 'em, so I had to split them up individually.
[00:21:54.270]You know, you guys know how this goes.
[00:21:55.970]Obviously I'd love to do 'em in a group.
[00:21:58.340]That saves time,
[00:21:59.670]they get better feedback from the other students.
[00:22:04.860]So those are kind of the students that we chose.
[00:22:08.470]But be before we jump into Kelly's information,
[00:22:12.040]I did do some,
[00:22:13.730]no, go ahead.
[00:22:15.760]I did do some research just to see,
[00:22:18.540]you know, what else is out there.
[00:22:19.730]And I did find that the Australian public schools
[00:22:23.530]have an interoception kit that's available to their teachers
[00:22:28.000]through the public school system there.
[00:22:30.250]And they had done some research
[00:22:32.980]and they showed great gains
[00:22:35.510]over an eight to 10 week period in self-regulation,
[00:22:39.040]and less off task behavior,
[00:22:41.910]and actually engaging in more kind and considerate behavior.
[00:22:44.760]So right.
[00:22:45.593]Like I was like, yes, that's exactly what we're looking
[00:22:48.500]to get out of our students.
[00:22:51.000]I did find it interesting that, and it's very similar,
[00:22:54.760]they use activities to start exploring different ways
[00:22:59.000]different body parts can feel.
[00:23:01.360]And they also monitor hydration
[00:23:03.950]by checking urine and stools, and there are even graphics.
[00:23:07.750]And I was like, oh, okay, well,
[00:23:11.450]I don't think we're gonna go that route, but you know,
[00:23:14.880]glad to know it's out there.
[00:23:17.140]Maybe I should talk to the school nurses
[00:23:18.930]and see if they wanna.
[00:23:25.500]You can go ahead.
[00:23:28.120]This was a piece that I might eventually pull out.
[00:23:33.130]I really liked how it laid out
[00:23:35.140]different interoceptive activities
[00:23:37.380]that the students could do throughout the week.
[00:23:41.410]So really just, I like, I need for those,
[00:23:44.770]those in the back of the room that know me,
[00:23:46.500]I need structure.
[00:23:48.340]So once the students are a little bit more independent
[00:23:52.210]with this process,
[00:23:53.180]I think we could utilize something like that
[00:23:55.910]for them to continue to practice, which I think they need.
[00:24:03.200]So the primary resources that we're using,
[00:24:05.710]obviously are Kelly Mahler's interoception curriculum.
[00:24:09.400]And I also have the interoception exercise cards.
[00:24:12.730]I did just get the assessment piece,
[00:24:15.750]and we've all kind of looked over it,
[00:24:17.410]and we thought, oh, we'd like to have more data to give you,
[00:24:22.220]and could we use that assessment piece,
[00:24:24.230]but quite frankly, we were too late in the process,
[00:24:28.830]and we did fill the assessment out on the first group,
[00:24:36.190]but in terms of pretest, post test,
[00:24:39.450]when I started the groups in the fall
[00:24:41.010]we didn't know we'd be presenting.
[00:24:42.850]So we'll talk about the shortcomings, but next time, right.
[00:24:48.360]So for implementation,
[00:24:52.550]I'm available in each building once a week to do the group
[00:24:58.240]for about 20 or 30 minutes is our group time.
[00:25:01.410]And we do numbers one and two.
[00:25:03.790]So systematically her curriculum is set up
[00:25:06.670]to where it's broken and down into different body parts.
[00:25:09.690]So each week I thought, oh,
[00:25:11.210]each week we're gonna do a different body part.
[00:25:14.850]Didn't really take into consideration mastery,
[00:25:18.480]kept on going.
[00:25:21.190]Again another, you live and learn, right?
[00:25:24.890]So with the first two, we're gonna introduce vocabulary,
[00:25:29.610]sometimes it just depends on the time.
[00:25:33.000]I'll ask 'em,
[00:25:34.420]well, what are some different ways your hands could feel?
[00:25:37.367]And I might write up on the board
[00:25:39.010]or whatever I have available on the tabletop,
[00:25:42.160]and just see what they know.
[00:25:44.060]And then we might, I might add a few more vocabulary.
[00:25:48.100]Sometimes we don't even do the pre vocabulary,
[00:25:50.530]sometimes we just jump right in to the experiments,
[00:25:53.310]and those are the focus area experiments.
[00:25:55.760]And those are practice activities
[00:25:58.230]across each of the different body areas.
[00:26:00.950]And in the curriculum,
[00:26:02.680]and those of you that have a packet,
[00:26:04.140]there's I think the mouth curriculum,
[00:26:07.190]some have more activities than others.
[00:26:09.320]Obviously creating new activities, right.
[00:26:11.950]Being creative and adding to that.
[00:26:15.440]So the first two we're gonna do on a weekly basis
[00:26:18.010]in the group.
[00:26:19.500]The body check chart,
[00:26:21.430]there's a couple different ways to do that.
[00:26:24.050]As the groups went on, and we had more and more vocabulary,
[00:26:28.530]we started doing a body check chart
[00:26:31.560]at the beginning of each group,
[00:26:34.620]as the means to kinda check for understanding,
[00:26:37.490]you know, where are we?
[00:26:39.770]Again, didn't really think that we should probably
[00:26:43.740]get to a level of mastery before moving on,
[00:26:46.950]we just kept forging ahead.
[00:26:49.480]That's okay, but they were showing growth,
[00:26:51.650]and we'll show you some examples.
[00:26:54.090]So the first two we do in the actual group,
[00:26:57.350]the third one we started doing
[00:27:01.290]later on at each group.
[00:27:03.610]And then the interoceptive awareness on the fly,
[00:27:05.700]those are the practice activities.
[00:27:07.320]And that's why I have this team right here.
[00:27:09.630]Those are the things that need to be done
[00:27:11.170]throughout the week in order to reinforce
[00:27:14.150]that vocabulary, the learning,
[00:27:17.150]and implementing activities
[00:27:19.590]other than the ones we've done in the group.
[00:27:22.640]And these ladies are really good about that.
[00:27:26.920]So here's an example of a descriptor menu,
[00:27:30.360]and in the blank ones we write in,
[00:27:32.960]we have a dry erase marker.
[00:27:34.800]And I have,
[00:27:36.560]I think later you'll see an example,
[00:27:38.620]but here's the one that we use.
[00:27:43.464]And we use the,
[00:27:44.770]I think these are considered the pre-reader icons,
[00:27:48.980]but most of the kids I have can read, right?
[00:27:52.460]But we all know what's easier,
[00:27:55.000]the vision piece.
[00:27:57.234]So giving them a visual.
[00:28:01.010]So sometimes instead of the paper one,
[00:28:03.540]we might just open up and,
[00:28:06.940]it probably got to be about January and we'd already covered
[00:28:10.620]probably about two thirds of the different body part areas,
[00:28:15.110]all the easy ones.
[00:28:16.710]And then now we were gonna get to internal organs.
[00:28:19.740]So for the easy ones, I actually,
[00:28:22.130]well, I just put 'em in a envelope on the front,
[00:28:26.130]but I did leave out the blank ones
[00:28:28.870]from the ones we had already done.
[00:28:30.470]In my mind thinking, okay, well, let's just see,
[00:28:33.830]you know, once they pick that icon,
[00:28:35.180]what they say.
[00:28:36.013]And so that worked out pretty good.
[00:28:37.460]'Cause we were checking all areas.
[00:28:38.750]When I tell 'em,
[00:28:39.583]when the group starts, oh we're gonna,
[00:28:41.220]let's do a check in,
[00:28:42.890]and I have 'em go through and check,
[00:28:44.540]you know, okay, take your brain to your hands.
[00:28:47.140]How are your hands feeling?
[00:28:48.060]And then they'll pick a icon, right?
[00:28:50.670]So you can see the only ones on this one are stomach,
[00:28:54.780]bladder, brain, lungs, and heart.
[00:28:57.470]So those are the ones that we've done.
[00:29:00.800]Those are the ones we've done more probably since January.
[00:29:09.560]And this is the sequence of the different body part areas.
[00:29:12.620]So I followed the sequence and it does,
[00:29:15.800]obviously Kelly's stunner work 'cause it makes sense, right?
[00:29:19.070]How much easier is it to identify that our hands are cold,
[00:29:23.060]that's pretty straightforward.
[00:29:24.790]Easy experiments, let's go run 'em under cold water.
[00:29:27.690]Let's run 'em under hot water, we brought some hot packs.
[00:29:32.070]We played with different materials.
[00:29:35.350]And then feet, toes, obviously you can see.
[00:29:37.780]And as it progresses down you start getting to,
[00:29:41.130]skin even wasn't so bad, but you start getting to muscles.
[00:29:43.640]Okay, now think about the kids
[00:29:45.430]that we've already kinda talked about,
[00:29:47.090]that you have in your classrooms, right.
[00:29:49.030]You start getting to muscles, what?
[00:29:52.540]They're like.
[00:29:53.950]So then we had to start pulling out those exercise cards.
[00:29:57.590]Then I started thinking, you know what,
[00:30:00.400]why weren't we doing those exercises
[00:30:02.180]before we started the group, right?
[00:30:03.960]To kind of prep as the OT, hello.
[00:30:08.620]So that's something we started later on,
[00:30:10.360]and we'll talk about that.
[00:30:13.111]And it didn't dawn on me
[00:30:14.130]until we were actually covering muscles.
[00:30:16.980]Again, limitations, first year.
[00:30:22.930]So here's a focus experiment.
[00:30:25.130]This is the one I think that you have or will get you.
[00:30:29.191]And this is very typical
[00:30:30.630]of what all the different body areas look like.
[00:30:33.250]There's gonna be anywhere from 10 to 15
[00:30:37.010]different experiments, all easy to plan for.
[00:30:40.100]You might have to get, stop at Dollar General,
[00:30:42.490]get the Pop Rocks, you know, get some hand warmers,
[00:30:45.150]whichever you're on that week.
[00:30:47.300]But for the most part,
[00:30:48.970]sometimes I even just walk around the school building,
[00:30:50.990]oh yeah, can I have that?
[00:30:53.200]Can I use that?
[00:30:55.830]But I try to make sure that we have enough stuff
[00:30:58.840]to cover all the ones in the experiment.
[00:31:03.840]This is Pop Rocks.
[00:31:05.910]So I know you can't see him on his lip very well.
[00:31:08.902](mumbling)
[00:31:15.520]But he did it, and I think,
[00:31:19.230]can you go back to the mouth?
[00:31:21.220]I think you just had to let him sit there.
[00:31:23.640]Oh no, it said one and small handful,
[00:31:25.770]but I think we actually instructed them
[00:31:27.450]to just leave 'em sit on your tongue.
[00:31:30.410]You don't have to eat 'em yet.
[00:31:31.840]And he's like, I don't like it.
[00:31:32.810]Okay, good job.
[00:31:34.120]Okay, now go spit 'em out.
[00:31:36.300]But honestly, all of the activities,
[00:31:39.680]in all the different areas,
[00:31:40.920]the kids have been fantastic.
[00:31:42.750]And we'll talk about best practice for implementation,
[00:31:45.420]but you know, having a trusting relationship.
[00:31:48.920]A lot of the students I have had,
[00:31:51.350]probably since they were two,
[00:31:52.850]or since they were initially verified,
[00:31:54.290]because I also do early intervention, so that really helps.
[00:31:57.300]And having these guys who work with them every day
[00:32:01.080]also helps.
[00:32:01.913]So they've been great about trying all,
[00:32:03.860]I mean I can't even,
[00:32:05.170]can I think of anything that they've refused to do?
[00:32:10.110]Foods.
[00:32:12.908]Yeah.
[00:32:16.710]Yeah.
[00:32:18.630]Yep.
[00:32:19.540]Yeah, I have some pictures.
[00:32:22.330]You know, movements.
[00:32:23.280]Again, we're talking about body awareness
[00:32:25.940]from a physical sense.
[00:32:27.550]Spatial awareness.
[00:32:28.520]You can imagine what their,
[00:32:30.374](mumbles)
[00:32:31.207]I'll show you what it looks like.
[00:32:36.750]So here's.
[00:32:38.773]18, 19 20.
[00:32:41.300]So checking her heart rate.
[00:32:43.110]You know that one we did spend a couple weeks on,
[00:32:45.230]because that was an eye opener.
[00:32:47.970]Again, just not really thinking about it,
[00:32:49.810]but okay, we're gonna learn how to check our heart rate.
[00:32:53.400]You know you need to take two fingers and put right here,
[00:32:57.020]we had kids like groping their head on their hairline,
[00:33:01.620]and I'm like, oh, here we go.
[00:33:04.050]Again, the light bulb went on for the OT,
[00:33:07.170]why aren't we doing these preparatory activities
[00:33:09.830]to at least make sure we're in our best state
[00:33:13.110]before we introduce body awareness?
[00:33:16.420]But now they're all great.
[00:33:17.740]And later on we'll talk about a success.
[00:33:21.550]One of the students that had difficulty
[00:33:24.440]even getting their heart rate,
[00:33:25.290]and you know, they'll pretend, right?
[00:33:27.670]They'll be like,
[00:33:28.503](mumbling)
[00:33:29.336]One, two, three, four, five.
[00:33:30.800]Okay, no, that's probably not it.
[00:33:32.486]You know, and so we hand over hand.
[00:33:34.920]Oh, I can feel it, can you feel it?
[00:33:37.660]We call them beeps, I don't know where got that at.
[00:33:40.440]Do you feel the beeps?
[00:33:42.510]You just kinda, you gotta constantly be, you know,
[00:33:45.310]changing it up for 'em,
[00:33:47.460]making it so they can understand it better.
[00:33:56.300]I absolutely love these students
[00:33:58.500]with all of my heart and soul,
[00:34:00.610]and you know how it is
[00:34:02.050]we're never laughing at them,
[00:34:04.040]but sometimes just even imitating motor imitation,
[00:34:08.410]imitating postures,
[00:34:10.300]whether this is about interoception or not, right.
[00:34:13.234](laughing) Like that's so cute.
[00:34:17.330]So this is, we're working on breath.
[00:34:19.630]So they needed to lay on the floor and breathe in and out,
[00:34:23.150]and put the book there, right.
[00:34:24.090]To give 'em that feedback to see it.
[00:34:26.550]Take a deep breath in.
[00:34:28.600]So this is an example, do I just push it.
[00:34:31.810]Okay, take a big breath in.
[00:34:33.822](breathing in deeply)
[00:34:34.655]What happened to the book?
[00:34:37.166]It went up.
[00:34:37.999]Okay, now blow it out.
[00:34:40.760]What happened to the book?
[00:34:41.870]Now went down.
[00:34:42.790]Okay. Went down.
[00:34:43.840]So that air is going.
[00:34:45.500]Okay.
[00:34:46.750]So surprisingly enough
[00:34:48.780]that was one of the first times that he had done that
[00:34:50.920]and he got it.
[00:34:52.070]But I will tell you as a whole, he doesn't get it.
[00:34:56.150]So the physicality of that particular exercise
[00:34:59.930]and the feedback that it's giving him, you know,
[00:35:02.060]he's got gravity, for the OTs in the room,
[00:35:04.140]he's got gravity supporting his trunk.
[00:35:06.500]And that the pressure of that book on his diaphragm,
[00:35:10.250]I think really helped that,
[00:35:11.890]because in the big scheme of these activities,
[00:35:14.670]he doesn't get it.
[00:35:15.760]He, and we'll talk about that,
[00:35:17.790]but he aims to please so much you know.
[00:35:20.080]He'll give a response and he'll be like,
[00:35:23.168]up.
[00:35:25.483]And you're like, oh buddy, but we're working on it.
[00:35:30.310]So conversely, here's another student.
[00:35:34.950]Push the air out.
[00:35:37.495]Was that out or in?
[00:35:42.140]Blow your air out.
[00:35:45.150]Blow your air out.
[00:35:51.260]Okay, what happened to the book?
[00:35:53.440]Did it go up or down?
[00:35:54.760]Up and down.
[00:35:56.240]Okay.
[00:35:57.880]Take a big breath, watch the book.
[00:36:01.296]Oh, you can stop it, sorry.
[00:36:02.470]Okay.
[00:36:03.303]Take a big breath in now.
[00:36:07.450]So you can see
[00:36:11.120]she doesn't even have control of her breath, right?
[00:36:14.140]So then that's gonna be an issue.
[00:36:16.400]And so that where we kept forging ahead
[00:36:19.720]rather than sticking with mastery,
[00:36:23.350]that's some thinking.
[00:36:24.410]We'll talk about the growth of the team,
[00:36:26.370]and I'll think about that over the summer
[00:36:27.970]and decide how we're gonna go forward
[00:36:30.070]with those that maybe aren't grasping it,
[00:36:32.320]and that I went too fast for.
[00:36:33.970]But awesome,
[00:36:35.850]I think we're gonna do some experiments.
[00:36:37.810]So you guys got some gum, hand it over to Jenna.
[00:36:40.584]We're not gonna do the gum first.
[00:36:41.517]Oh no, don't chew your gum.
[00:36:42.890]Sorry.
[00:36:46.220]Okay, perfect.
[00:36:48.106]Pop Rocks are first.
[00:36:51.523]They're going to pass out Pop Rocks.
[00:36:54.568]What we're going to do is we just are asking
[00:36:56.780]that you take some and pass it down kind of,
[00:36:59.690]we thought about separating about individually
[00:37:01.530]and all the things, and we were like, what are we doing?
[00:37:03.750]These are adults that can handle this.
[00:37:05.600]It's not the kids, we can do this.
[00:37:07.260]So we are asking for your help, those of you online.
[00:37:10.380]There will be some that you can join us with,
[00:37:13.020]Pop Rocks if you have some at home,
[00:37:14.870]that's awesome, go ahead.
[00:37:16.430]But if you don't, or wherever you're at,
[00:37:18.970]if you have something sour,
[00:37:20.110]we're gonna get to something sour,
[00:37:21.630]or something like spicy hot, we're gonna use Takis here
[00:37:24.660]for those in person.
[00:37:26.280]Or if you have a piece of gum that you could go grab,
[00:37:28.510]we will be doing the experiments in just a minute.
[00:37:30.060]So when you get your Pop Rocks, please just hold on to 'em,
[00:37:31.700]we're gonna kinda do it communion style
[00:37:33.450]where we all do it together,
[00:37:34.370]so we can all talk through it.
[00:37:36.600]Minus half the blessing there.
[00:37:47.060]I think they might have some
[00:37:48.110]if we need to take 'em somewhere else.
[00:37:53.790]Oh, dang it.
[00:37:54.623]And I forgot to have you do the first thing,
[00:37:55.700]it's gonna be kind of hard now.
[00:37:56.960]We'll do Pop Rocks and then we're gonna go backwards.
[00:37:58.580]So if you can also with your free hand,
[00:38:00.740]get out your sheet
[00:38:02.330]that was handed out.
[00:38:06.650]So the packet you got
[00:38:08.250]is really your take home stuff if you got the packet.
[00:38:11.830]So the stapled stuff
[00:38:14.220]keep stapled
[00:38:15.830]and together,
[00:38:16.800]but if you got the blank body guy,
[00:38:21.290]you can get that out.
[00:38:22.590]We are gonna be focusing on the mouth.
[00:38:24.080]So if you wanna, if you can with your free hand right now,
[00:38:26.830]you can check in now or you can do either Pop Rocks,
[00:38:28.870]that's okay too.
[00:38:29.870]But just put kinda how you're feeling.
[00:38:31.200]If I were to fill this out right now,
[00:38:32.630]I'd put a big smiley face on it.
[00:38:34.050]I think I have the best part of the presentation,
[00:38:36.000]'cause this is exciting and you get to try it out,
[00:38:38.410]and really get your first taste
[00:38:41.140]of what this is like.
[00:38:43.660]And you also have a couple,
[00:38:45.840]I mean there's different versions
[00:38:46.850]kinda depending on your level of student,
[00:38:48.860]you can just google this.
[00:38:50.610]That's how I got these ones,
[00:38:52.330]besides the one that came with Kelly's materials.
[00:38:56.300]So if you want to, and you can fill out with your free hand,
[00:38:58.730]the mouth, that's the focus area.
[00:39:00.640]We do have students, and we have a slide
[00:39:02.560]coming up in the presentation that has some of our students
[00:39:05.810]doing this as well,
[00:39:07.290]and so you'll see kinda how they do it.
[00:39:09.730]Anybody in the room not have Pop Rocks
[00:39:11.610]that would like some Pop Rocks.
[00:39:14.820]All right.
[00:39:15.660]So what we are gonna do
[00:39:16.500]is we're gonna put them in our mouths
[00:39:18.260]and just hold 'em there.
[00:39:19.720]And then you're gonna kind of check in with yourself
[00:39:22.070]and answer the question, my mouth feels,
[00:39:24.780]or finish the statement, excuse me, my mouth feels.
[00:39:26.600]So go ahead, and just let 'em sit on your tongue.
[00:39:29.410]We're not chewing 'em up, we're not swallowing.
[00:39:31.980]Those of you online that can't hear this,
[00:39:33.490]I hear the crackling all across the room.
[00:39:38.573](laughing)
[00:39:43.340]Shared experiences, wonderful.
[00:39:47.620]All right.
[00:39:48.930]Renee, how does that feel?
[00:39:53.030]Wait, wait, come this way please.
[00:39:55.690]I gotta do it for our online friends.
[00:39:58.600]My mouth feels,
[00:40:01.210]crackly, fizzy.
[00:40:04.100]Whoa, she gave me some good descriptors.
[00:40:05.410]I thought she was gonna give me the opportunity,
[00:40:06.650]'cause you know,
[00:40:07.483]we've got this student in the room that would say, good.
[00:40:11.050]Tell me more.
[00:40:11.980]That comes with the curriculum too, some prompts,
[00:40:14.280]so tell me more,
[00:40:15.113]now you can go ahead and eat your Pop Rocks.
[00:40:17.571](laughing)
[00:40:18.910]It's kind of a lot.
[00:40:19.743]So then you would answer the statement.
[00:40:21.780]Yeah, yeah.
[00:40:22.770]And nobody's running for the hills,
[00:40:24.360]nobody's leaving after the experiment number one.
[00:40:27.970]So then you would answer that my mouth feels,
[00:40:31.090]anybody brave enough to just wanna shout out
[00:40:32.970]how their mouth felt,
[00:40:34.690]different than crackly or what's the other one you said?
[00:40:38.190]Tingly.
[00:40:40.210]Tingly.
[00:40:41.043]But you can see where that like really drew your attention.
[00:40:42.650]It would help kids really tune into
[00:40:45.510]that specific area that we're trying to focus on.
[00:40:47.790]So that's example number one.
[00:40:50.770]Now they're gonna come around with,
[00:40:52.960]this half of the room you're gonna get sour.
[00:40:54.840]If you don't wanna participate and you hate sour
[00:40:56.710]that's okay.
[00:40:57.940]And this half you're going to get Takis.
[00:40:59.930]If you don't wanna participate, again that's okay.
[00:41:02.330]We understand these are a little bit more
[00:41:03.960]outside of people's comfort zones typically.
[00:41:07.960]So we're gonna kinda go with these two at once.
[00:41:20.450]You'll also notice on your handouts
[00:41:24.270]that we gave you only the one side.
[00:41:28.905](indistinct chattering)
[00:41:39.027]And we made the executive decision to divide and conquer
[00:41:41.950]so we can get the supplies.
[00:41:54.183]23.
[00:42:02.724]All right, I think everybody's got,
[00:42:04.020]so I'm gonna bring you back in.
[00:42:06.000]Or most of you who have 'em anyways.
[00:42:08.450]I wanna just point out before we go ahead
[00:42:10.170]and do this experiment,
[00:42:12.230]that you were given this page on the back of your body,
[00:42:15.330]on the back of your guy there.
[00:42:17.570]So while we did not give you the full list,
[00:42:22.500]you can see that on the full list in your other packet
[00:42:25.730]there are spaces to write in.
[00:42:26.830]So Takis are nowhere on this list.
[00:42:30.480]We just know that might elicit a response
[00:42:33.040]or get you to tune into your mouth area, which is the goal.
[00:42:35.410]So you can just write it in,
[00:42:36.910]that is absolutely something,
[00:42:38.910]and a point that we want to bring up
[00:42:40.840]because you can just add in any experiment that you think.
[00:42:44.340]And you're probably going to have to supplement,
[00:42:45.880]especially as we're thinking about year two,
[00:42:47.800]what else can we do that helps them really tune in,
[00:42:49.930]'cause it's not all gonna be there.
[00:42:52.090]And again, googling,
[00:42:53.130]and there's lots of people doing this now which is exciting,
[00:42:55.450]so you can tune in.
[00:42:56.283]But go ahead and try your sour or your heat.
[00:43:00.340]And then I'm gonna actually kinda popcorn around
[00:43:02.040]and ask you to shout out a little bit as well.
[00:43:10.230]I'm seeing some faces over here that it's maybe
[00:43:12.550]not as pleasant as the Pop Rocks.
[00:43:18.251](indistinct chattering)
[00:43:28.610]Okay, I am gonna walk this way.
[00:43:30.740]I saw a physical reaction, can I call on you,
[00:43:33.160]Is that okay?
[00:43:35.690]How did it, how does your mouth feel?
[00:43:37.190]My mouth feels.
[00:43:40.260]Spicy.
[00:43:44.830]Tingly.
[00:43:45.970]These are the people that tried Takis.
[00:43:50.070]Warm.
[00:43:51.020]Warm.
[00:43:52.890]Anybody else burning to get it burning to give us an answer.
[00:43:58.430]All right.
[00:43:59.263]So my sour friends.
[00:44:00.710]Oh yeah, I saw it.
[00:44:01.810]I saw that.
[00:44:04.360]I don't even know, bitter.
[00:44:07.000]Here's what some people might say, my eyes feel watery.
[00:44:09.620]They'll change it on us, that's okay, that's all right.
[00:44:12.500]'Cause then also you're, she's blinking a lot,
[00:44:14.510]so I could see that maybe.
[00:44:15.880]And as the teacher I could say something like,
[00:44:17.870]and how do your eyes feel?
[00:44:19.470]'Cause while we have the opportunity, two for ones are okay,
[00:44:21.890]we're teachers, we can do teachable moments.
[00:44:23.520]We know how to do that.
[00:44:24.800]So utilize those other kind of the on the fly things.
[00:44:28.010]Did you guys get to do both, sour and, no, that's great.
[00:44:31.490]You wanna tell me about it?
[00:44:32.620]Anyone?
[00:44:33.453]Yeah.
[00:44:34.286]The sour was watery.
[00:44:36.400]Sour was watery, so my mouth feels watery.
[00:44:40.580]Your mouth tightens a little.
[00:44:42.180]My mouth tightened, yep.
[00:44:43.720]And we do kind of use it as a sentence stem
[00:44:45.890]a little bit too.
[00:44:46.723]I mean build on all the skills,
[00:44:48.040]we're working on lots of things, right?
[00:44:49.830]We're teachers again, educators.
[00:44:53.770]The sour was too much.
[00:44:55.700]Tell me more about that.
[00:44:59.190]It was like bitter and it made my mouth feel like,
[00:45:02.260]I don't know, too much.
[00:45:03.321](laughing)
[00:45:04.154]My mouth feel like too much.
[00:45:04.987]We're gonna get stuff like that.
[00:45:05.920]Yeah, we're gonna get those responses,
[00:45:06.990]it made me feel like too much, overload.
[00:45:09.140]Yeah.
[00:45:09.973]Well we had the sour,
[00:45:11.050]but then we had spicy, and now the sour's sweet.
[00:45:14.020]Oh.
[00:45:16.900]No it's good.
[00:45:18.068]Like it's sweet.
[00:45:19.890]My mouth feels good, my mouth feels sweet and just keep,
[00:45:22.910]yeah, yeah, absolutely.
[00:45:24.450]And it's good to go through all of that too.
[00:45:27.140]Awesome.
[00:45:28.930]Okay, now we're on to the gum.
[00:45:30.300]We did save the gum for last, I know we passed it out first,
[00:45:32.917]but we are saving the gum for last for you.
[00:45:37.190]So, and you see this one on your sheet here.
[00:45:40.980]We're actually gonna eat the gum,
[00:45:43.100]and then if you have cold water,
[00:45:45.150]go ahead and take a drink of your cold water.
[00:45:47.390]And then we're gonna talk about.
[00:45:49.290](laughing)
[00:45:50.360]I already have some people
[00:45:51.193]knowing what that's gonna be like.
[00:45:52.650]That's okay too,
[00:45:53.580]do you wanna tell me before you actually do it?
[00:45:56.270]Do you wanna, my mouth will feel,
[00:45:58.430]like make a prediction.
[00:45:59.420]Again, more skills that you can tie in.
[00:46:04.320]My gums will burn.
[00:46:05.470]Yeah.
[00:46:08.470]It would just be more sweet.
[00:46:11.560]Yeah, absolutely.
[00:46:12.890]All right, go ahead if you haven't.
[00:46:16.020]Okay.
[00:46:19.650]How does your mouth feel?
[00:46:21.930]Good.
[00:46:24.900]Can you tell me more about that?
[00:46:27.840]Really good.
[00:46:30.290]If your mouth feels good,
[00:46:32.270]how else could you say that?
[00:46:35.900]Minty.
[00:46:36.850]Good.
[00:46:37.683]Minty good.
[00:46:38.516]Your mouth is minty good, very good, I like that response.
[00:46:41.730]That's going to happen.
[00:46:42.940]Even if she were to say terrible, hot, opposite,
[00:46:46.840]something we like completely unexpected, left field,
[00:46:48.840]we're gonna validate all answers.
[00:46:50.410]I think we're gonna get to that more,
[00:46:51.910]but always validate all answers 'cause there's,
[00:46:54.030]you don't wanna shy them away
[00:46:55.260]from learning about their body.
[00:46:56.570]'Cause to them it may only feel good.
[00:46:58.630]If they don't have any other vocabulary
[00:46:59.920]that's going to happen.
[00:47:02.600]All right, any other burning,
[00:47:03.620]anybody wanna tell me more about how their mouth is feeling?
[00:47:07.330]Icy, my mouth is feeling icy, yeah.
[00:47:10.200]Refreshing, you're gonna have a kid
[00:47:11.180]that like reads the package, it feels like peppermint.
[00:47:14.480]Yeah, you bet.
[00:47:15.760]He's not wrong, right?
[00:47:17.380]All right.
[00:47:21.031]Go back to you, or is this one me?
[00:47:22.600]Oh, and this is just another example of what we use.
[00:47:26.560]So you can see that up and those people online
[00:47:28.390]that you couldn't see our folders,
[00:47:29.440]this is what the folder looked like,
[00:47:31.550]all spread out that way.
[00:47:36.290]All right.
[00:47:38.260]So they did a good job of giving you examples
[00:47:41.190]of exactly what our group looks like, right?
[00:47:43.610]I mean, and again,
[00:47:45.660]without doing pre-test at the beginning of the year,
[00:47:48.710]or video taping, or having some tangible,
[00:47:52.860]but the fact that they can expand
[00:47:55.720]on even using the full sentence like she was modeling,
[00:47:58.820]my mouth feels, right.
[00:48:00.860]Because most of the kids in our groups
[00:48:03.300]aren't even using full sentences in their day to day life,
[00:48:07.610]so the fact that they can describe that is great.
[00:48:18.700]Here's more options for body check charts.
[00:48:21.930]And like I said, as the year has progressed,
[00:48:25.320]we went from just using the file folder
[00:48:28.850]to actually doing some write in ones
[00:48:31.830]where I just wanna see, you know,
[00:48:33.610]what are they gonna come up with?
[00:48:34.810]And we'll show you an example
[00:48:36.750]kind of where we're at right now.
[00:48:40.670]And then in giving them some options.
[00:48:43.370]That's good too, but I think they've,
[00:48:45.960]we've done the one with options so much that they are,
[00:48:49.080]that does help reinforce that vocabulary,
[00:48:51.730]because they see it, they think about it.
[00:48:54.200]Oh, is my brain really?
[00:48:57.950]So I do think, oh, sorry.
[00:48:59.240]I do think that's helpful for them to see it.
[00:49:01.470]And they'll sometimes write in and sometimes you'll,
[00:49:04.330]we'll show you an example here in a minute
[00:49:06.070]of maybe they just pick one and they stick with it.
[00:49:10.590]So that's where we have some more work to do.
[00:49:14.350]So this was a my mouth feels.
[00:49:18.330]This was about three months
[00:49:19.620]into our activities.
[00:49:23.460]And this is probably really accurate,
[00:49:26.300]reflective of where these three particular students are at.
[00:49:30.050]The guy on the right, wet, dry.
[00:49:34.620]But honestly like when we started the year,
[00:49:36.710]could he have come up with wet, dry?
[00:49:39.350]No.
[00:49:40.183]So, you know, that's an improvement.
[00:49:43.540]A lot of language for the middle student,
[00:49:45.600]so she's able to carry,
[00:49:47.617]and they weren't looking at anything,
[00:49:48.960]I just wanted him to come up with the words off their head.
[00:49:51.970]And even the guy on the left,
[00:49:54.090]that's a lot of words for him, a lot of description,
[00:49:57.640]so I'm excited about that.
[00:50:02.577]Here are some examples of the write in ones.
[00:50:05.530]So you can see he focused in on focused,
[00:50:08.860]and I'm gonna use that for eyes, ears, brain,
[00:50:12.840]all appropriate, right.
[00:50:15.560]And we're all respecting every answer they give,
[00:50:20.140]or trying to without raising an eyebrow or anything
[00:50:22.880]that gives them the indication
[00:50:24.040]that we don't accept their response,
[00:50:27.199]but appropriate, appropriate for those areas.
[00:50:32.100]But you did see, oh, back up just a second.
[00:50:33.887]You did see like over on the muscles, lungs, good, good.
[00:50:38.860]His nose, good.
[00:50:41.550]I didn't put the one in here that was,
[00:50:43.920]that they had written dry boogers.
[00:50:46.340]We talked about boogers,
[00:50:47.750]and somebody wrote that in, that's all right.
[00:50:50.543]You know, it's better than nothing, right?
[00:50:53.470]This particular student
[00:50:56.990]has a hard time staying with the group.
[00:51:01.890]Doesn't really,
[00:51:04.680]my observation, actively participate a whole lot.
[00:51:09.040]Her brain and her body really aren't in the group.
[00:51:11.870]And then when she turns,
[00:51:13.260]when I'm not like covering over 'em
[00:51:15.440]when they're doing this,
[00:51:17.120]but I look through 'em later,
[00:51:18.560]and she picks repeating for her voice and she has autism.
[00:51:22.860]I'm like, is she really not paying attention or is she?
[00:51:26.770]Because that's, you know, you wouldn't necessarily,
[00:51:29.880]I wouldn't, I mean we've talked about it,
[00:51:31.940]but it's fascinating to me and I hope that it is.
[00:51:37.190]And she doesn't pick the same one,
[00:51:39.000]in this particular day.
[00:51:40.830]She doesn't go through and pick the first one
[00:51:43.020]on the left hand column.
[00:51:45.580]So that's awesome, I take that as a win.
[00:51:49.290]She's also circled the one that says scripted voice.
[00:51:54.640]I'm like, hmm, okay.
[00:51:58.490]So the interoceptive awareness on the fly.
[00:52:01.750]Those are the things that you're gonna,
[00:52:03.500]if you're gonna have to incorporate throughout the week,
[00:52:06.450]whether it's coming from lunch.
[00:52:09.310]Oh, boy, how does your stomach feel?
[00:52:12.600]Right, my stomach, or before lunch, or snack or,
[00:52:16.700]we'll show some examples.
[00:52:18.630]But it's just kind of a mindset, right?
[00:52:20.560]It's always those teachable moments.
[00:52:23.250]When can we have them check in
[00:52:25.800]to their different body systems?
[00:52:27.870]So after recess,
[00:52:30.290]or some other examples.
[00:52:33.810]After PE or during PE. Oh yeah, PE.
[00:52:36.960]Yeah, anytime.
[00:52:37.820]Hygiene routines.
[00:52:39.780]During an assembly.
[00:52:41.080]Ooh, assembly, good one.
[00:52:46.360]Ooh, another good one, yeah.
[00:52:50.670]So we just,
[00:52:52.160]the more opportunity they have to revisit that,
[00:52:55.440]it's not just about the vocabulary, right?
[00:52:57.580]There's a physiological action that has to go on.
[00:53:00.590]They have to like take their brain
[00:53:03.310]and assess that body part,
[00:53:05.070]and that's what we're talking about.
[00:53:06.340]That's where the kids' disconnect is.
[00:53:09.010]They can't, you know, how's your foot feel?
[00:53:11.130]I don't know.
[00:53:11.963]Good?
[00:53:12.820]Good, it's good.
[00:53:14.820]Fine.
[00:53:15.700]Right.
[00:53:23.651]Oh, whoops.
[00:53:24.810]Did I miss one?
[00:53:25.643]Sorry.
[00:53:27.860]Nope, I think I got 'em all.
[00:53:30.700]So here's some of those examples
[00:53:32.630]of some interoceptive awareness activities.
[00:53:35.570]We were on a field trip with the student on the left
[00:53:39.150]and he sat in the corn bin.
[00:53:42.180]We have sensory paths in our school,
[00:53:44.240]so checking in with the student after a sensory path
[00:53:47.330]or a sensory diet.
[00:53:49.400]I think we listed all of the other one.
[00:53:51.960]This group made pistachio pudding
[00:53:55.010]in their social skills group.
[00:53:56.970]So that was a really good one.
[00:53:59.601](indistinct)
[00:54:06.422](laughing)
[00:54:11.100]Art was another one,
[00:54:12.790]any kind of tactile play would be a good one.
[00:54:16.020]So this is out of the curriculum too,
[00:54:18.170]Kelly offers up some,
[00:54:19.190]just some daily activities that someone could use.
[00:54:23.610]You could even probably cut these up
[00:54:26.790]and give 'em like that organized weekly chart
[00:54:31.570]that I showed in the beginning,
[00:54:32.960]you know, do something like that only on a visual,
[00:54:35.480]from a visual perspective
[00:54:37.410]and have a para do one of each with them a day.
[00:54:41.470]That would be super great for carry over.
[00:54:46.001]We'll get there.
[00:54:47.580]We're being very honest with you.
[00:54:49.390]This is our, we're just learning along with the kids.
[00:54:55.310]This is an example
[00:54:56.143]of the interoceptive awareness exercise cards.
[00:54:58.950]So there might, the activities might be repeated,
[00:55:02.930]but on different days,
[00:55:05.010]they'll ask how different body parts feel, right?
[00:55:08.770]So on this one it happens to be the high knees.
[00:55:11.260]It happens to be how do your muscles feel?
[00:55:14.545]And a lot of times,
[00:55:15.450]again, with poor proprioceptive awareness,
[00:55:18.390]poor motor planning in the students
[00:55:20.110]that we happen to choose,
[00:55:21.920]we're doing that about six times, right?
[00:55:24.760]High knees,
[00:55:26.030]'cause you might not get a response
[00:55:27.790]the first couple times, right.
[00:55:28.780]They might under register.
[00:55:29.770]Good, you're still on the good,
[00:55:31.540]but then they'll get to tired.
[00:55:32.780]Good, now we're getting somewhere.
[00:55:34.370]They at least are recognizing the body part
[00:55:36.820]or the area that we're talking about.
[00:55:40.296]And you all know what prone extension looks like
[00:55:42.600]in some of the students we work with.
[00:55:45.490]That one happened to be bladder, and we did do that one.
[00:55:51.270]So here's a student, he's checking his heart rate.
[00:55:53.940]He's got his sleeves pulled up.
[00:55:54.960]But like I said, they're all,
[00:55:58.210]I think every single student
[00:56:00.280]is able to check their heart rate,
[00:56:01.630]which you know in and of itself,
[00:56:03.520]the fact that they can address where their heart is
[00:56:06.670]and what it does
[00:56:08.551]is a step in the right direction for our students.
[00:56:13.800]Directionality, positional sense.
[00:56:16.410]You guys know where our students are at.
[00:56:19.540]The girl on the bottom actually did a good job,
[00:56:21.320]that's prone extension.
[00:56:22.820]And the other guy,
[00:56:24.530]of course my prompting is, oh, arms out in front.
[00:56:27.970]Right.
[00:56:29.360]And isn't that what our kids do.
[00:56:31.140]I'll tell you the other, the middle school group,
[00:56:33.310]I wish I would've had a camera the day that we did this.
[00:56:37.570]Okay, we're gonna lay down on our tummies,
[00:56:39.710]and what do they do?
[00:56:41.520]They're on their back, they're sitting up, right?
[00:56:44.770]So that's when it started to dawn on me,
[00:56:48.520]maybe we need some prep activities.
[00:56:51.440]Let's get out the cards and pick one or two of those
[00:56:54.370]before we even get started.
[00:56:55.930]So we have everybody's brain is in the right place
[00:56:59.250]and they're a little more neurologically warmed up
[00:57:02.320]for the learning.
[00:57:07.220]These were pushups from the card.
[00:57:11.840]Keep going.
[00:57:15.890]Right.
[00:57:16.790]And we just love him.
[00:57:20.934](laughing)
[00:57:22.980]But see he's got a peer model in front of him
[00:57:25.680]who wasn't doing too bad.
[00:57:27.850]We're like, oh, look at, look at your friend,
[00:57:29.710]look at your friend.
[00:57:31.600]And again, can't we just assume
[00:57:35.240]that if they can't assume a physical posture,
[00:57:38.950]that they're probably not getting their signals accurate.
[00:57:42.140]I think so.
[00:57:44.050]I think we have another example of our poor guy.
[00:57:47.170]He's getting closer.
[00:57:48.570]You're gonna push all the way up on to your toes
[00:57:49.660]Okay, so we're on our tummy.
[00:57:50.680]Your whole body.
[00:57:51.830]Oh no.
[00:57:54.670]Come on guy, get up there.
[00:57:56.387]Oh yes.
[00:57:57.220]Good.
[00:57:58.053]Right.
[00:57:59.114]Oh.
[00:58:03.524]But again, we all know from like,
[00:58:06.270]oh.
[00:58:08.100]So I thought we were gonna, thought we were gonna get it
[00:58:10.980]and then, but.
[00:58:13.500]So right before,
[00:58:14.650]right before we came the other day I showed the kids,
[00:58:17.880]we are so proud of you,
[00:58:18.713]we're gonna go show all the teachers across Nebraska,
[00:58:21.040]what you guys can do and I was showing him this video,
[00:58:24.180]and I was a little nervous
[00:58:25.150]'cause I thought he might be like, oh,
[00:58:27.560]like they're gonna laugh at me, or it's not gonna be good.
[00:58:30.840]No, they were laughing hysterically,
[00:58:33.680]and they were like, okay, we gotta do that again.
[00:58:37.090]So they get it, they understand,
[00:58:39.860]they were excited for you guys to see.
[00:58:47.280]So best practices.
[00:58:49.280]And I know you guys are all in tune with your students
[00:58:54.370]and especially coming off the trauma informed presentation
[00:58:57.890]this morning, right?
[00:58:59.550]The kids have to feel safe.
[00:59:01.370]And I feel confident, they feel confident, all of my groups.
[00:59:07.207]And it helps having that long standing relationship,
[00:59:09.570]but they have to feel safe in order to give these responses.
[00:59:14.410]All response need to be validated.
[00:59:18.040]We try our hard, I mean, you know,
[00:59:19.670]hello, I'm pretty expressive, so it's really hard for me
[00:59:22.100]not to go.
[00:59:24.643]And of course I have a crabby face anyway,
[00:59:26.180]so then the kids with autism are looking at me,
[00:59:28.160]oh that's not the right answer.
[00:59:29.630]So I have to work on my own responses to their responses
[00:59:33.670]just to make sure that we're accepting them,
[00:59:36.740]and then we're gonna ask 'em for more information.
[00:59:45.010]Yeah.
[00:59:45.843]So to not label for the students,
[00:59:48.420]we try to use more coaching type phrases.
[00:59:51.170]Tell me more, what does it feel like?
[00:59:53.610]Is there any other words that you can use to describe that?
[00:59:57.360]Do you feel anything else?
[00:59:59.020]And then we get into,
[01:00:00.480]why do you think you're feeling that way?
[01:00:02.450]Or what's your body trying to tell you?
[01:00:07.840]Here's an example of us not labeling for a student.
[01:00:16.330]And again, we have kids that are at,
[01:00:18.580]I would say all different levels of mastery
[01:00:21.670]with this curriculum.
[01:00:24.000]This one probably, one of the toughest ones.
[01:00:28.040]I think this was after we did some exercise activities.
[01:00:33.850]Great.
[01:00:34.780]After we exercised the other day,
[01:00:36.410]how did your muscles feel?
[01:00:39.818]Cold.
[01:00:41.120]Okay.
[01:00:43.177]Great, okay.
[01:00:44.650]We're gonna go on from there, right?
[01:00:46.360]Like it's probably, you know,
[01:00:50.077]and maybe it is what he's feeling,
[01:00:52.310]but we have some work to do with that guy.
[01:00:56.470]I do think though with that said,
[01:00:59.400]I think we're a lot further along than when we started,
[01:01:02.190]even with him.
[01:01:04.980]All right, so we've talked a lot about the body signals
[01:01:07.850]and being able to identify them,
[01:01:10.180]but we make this big jump
[01:01:12.660]to tying these body signals to emotions.
[01:01:18.360]So our body signals are clues to our emotions.
[01:01:23.090]Each emotion has different body signals.
[01:01:26.860]Some of the body signals may be a couple different emotions.
[01:01:32.344]And then what's the cause of my body signals?
[01:01:35.000]And then we've started to create a body emotion check chart.
[01:01:45.170]So here's an example of the body emotion chart.
[01:01:49.150]So like when we're identifying our stomach,
[01:01:54.960]or are putting our brains to our stomach
[01:01:56.930]and we realize that our stomachs are growling,
[01:02:00.880]well that emotion would be hungry.
[01:02:05.300]A heavy, tight stomach.
[01:02:07.550]Could show that they are full.
[01:02:11.520]As you go down to, like this sleepy,
[01:02:17.220]heavy eyes, slow brain, heavy muscles.
[01:02:21.370]Anxious, the tight chest, the fast brain,
[01:02:23.530]the fidgety hands, my feet can't stand still.
[01:02:27.540]So those are all things that we are doing before we even
[01:02:31.170]connect to an emotion.
[01:02:32.600]We're being able to identify those body signals,
[01:02:35.290]which our group at the elementary level
[01:02:38.160]has just us started to kind of talk about the emotions
[01:02:42.720]and tie in.
[01:02:44.100]So here's, I guess I don't have to click,
[01:02:47.710]here's an example of a student one.
[01:02:50.420]He added a couple more body signals to the emotions.
[01:02:56.510]So for anxious, sorry, sleepy,
[01:02:58.230]he did slow muscles.
[01:03:00.540]For anxious he did shaking leg,
[01:03:03.190]for frustrated he wants to hit.
[01:03:07.480]And then for calm, he's breathing slow.
[01:03:10.780]So being able to identify those body signals
[01:03:14.210]and what does that mean?
[01:03:15.760]What is my body telling me if I have a fast heart rate
[01:03:20.460]or if my feet are moving?
[01:03:24.458]Connecting that.
[01:03:28.460]So this is a new territory for us.
[01:03:31.880]We have not gotten to this point yet,
[01:03:35.320]but this will come after
[01:03:37.200]the connecting the body signals to the emotions.
[01:03:42.100]Well then what can I do to fix my feeling
[01:03:47.070]if it's a bad emotion, or to satisfy that emotion?
[01:03:51.640]My feel good action.
[01:03:53.060]So when I'm hungry, if I have a growling stomach,
[01:03:56.120]I identify that.
[01:03:57.830]I've identified the body signal,
[01:03:59.460]I've identified the emotion, I am hungry.
[01:04:02.860]Hmm, I can eat.
[01:04:05.780]When I'm anxious or frustrated,
[01:04:09.180]these are some of the things that we see a lot in our class.
[01:04:12.886]And they're having those body signals.
[01:04:15.080]This is kind of like what they can identify
[01:04:17.080]at the five point scale,
[01:04:18.130]but what can they do when they're in those instances?
[01:04:22.770]They can go for a walk, ask for help.
[01:04:25.570]So those are some of the things that we continue
[01:04:28.110]to talk about in our social skills group,
[01:04:30.670]but really connecting to,
[01:04:32.750]they can say that they need to do those things
[01:04:34.650]when they feel frustrated,
[01:04:35.790]but they're already frustrated,
[01:04:37.590]They don't even,
[01:04:38.423]they can't even see the workup to them getting frustrated.
[01:04:47.160]So some of them must have modifications.
[01:04:50.210]like we've talked about.
[01:04:51.380]I really think from that, again, from my OT perspective
[01:04:55.530]that doing some sensory activities for warm up,
[01:04:58.730]some proprioceptive awareness
[01:05:00.870]just to get our brain in the right group.
[01:05:05.520]Always making sure the activities are encouraging curiosity,
[01:05:08.894]that goes back to the students feeling safe,
[01:05:11.290]and we see it.
[01:05:13.110]So we feel really confident that all the kids
[01:05:16.600]not only feel safe, but they're curious.
[01:05:18.800]We actually had to get out some,
[01:05:21.280]when we started getting into the internal organs,
[01:05:24.640]we just got out some,
[01:05:26.560]two of us found some human body books that we had
[01:05:29.840]and they really enjoy looking at those.
[01:05:33.590]They're still having fun, right?
[01:05:37.300]Kinda going back to what she was talking about
[01:05:39.930]this morning with the trauma informed, right?
[01:05:42.720]Our learning is gonna be best if the kids feel safe
[01:05:45.590]and they're comfortable.
[01:05:47.000]Making sure the material is at each student's level.
[01:05:50.220]Do you wanna show on that?
[01:05:51.430]So in addition to the small icons that we have
[01:05:54.020]on the body check chart,
[01:05:55.500]there's I think one in each of my groups
[01:05:58.780]that actually uses this binder.
[01:06:01.500]They're similar symbols, they're just bigger, right?
[01:06:10.780]More visual supports.
[01:06:12.910]And good group dynamics.
[01:06:14.470]Like I said,
[01:06:15.550]we're gonna keep on going this school year.
[01:06:19.270]And then we got the summer to kinda think about
[01:06:21.200]how did those groups work out?
[01:06:22.280]Are the groups good amongst themselves, right?
[01:06:26.080]Are the dynamics in the group appropriate for learning
[01:06:28.820]for all of the students in there?
[01:06:30.600]Should we split 'em up and you know,
[01:06:32.990]maybe make some different groups?
[01:06:35.500]Less language demands, I have a hard time with that.
[01:06:38.300]Right Renee?
[01:06:40.400]The OT in the group is always talking too much,
[01:06:44.310]that's why I'm up here.
[01:06:47.770]Yeah.
[01:06:48.820]I don't give enough wait time,
[01:06:51.730]if I ask 'em tell me more, you know, I gotta like, oh.
[01:06:57.850]Video modeling.
[01:06:59.590]I just tried that the other day,
[01:07:01.180]what were we talking about?
[01:07:02.120]The frustration.
[01:07:03.010]'Cause that chart that Miss Duff just showed,
[01:07:08.260]hungry, thirsty, those gotta go to the bathroom.
[01:07:11.670]those are easier ones, right.
[01:07:13.410]But when we start getting down to frustration, anxious,
[01:07:16.800]and so first we did some role playing,
[01:07:19.390]and then I tried to videotape a student
[01:07:21.167]and then watch it to see,
[01:07:23.030]well, what do you think?
[01:07:23.950]What body signals do you think you're getting?
[01:07:26.230]So we're gonna use a little bit more of that.
[01:07:30.960]Including high interest topics.
[01:07:33.000]We didn't really, we didn't do that much, but again,
[01:07:35.710]when we think forward to next year modifying the activities
[01:07:40.070]that she has in the curriculum or adding to them,
[01:07:42.580]and maybe pulling in some other high interest,
[01:07:45.200]I think this year we still have 'em.
[01:07:47.460]I mean, they're fully engaged,
[01:07:48.900]they're still curious, they're having fun.
[01:07:50.950]But down the road, if I'm continuing these same students,
[01:07:54.170]I'm gonna have to change it up.
[01:07:55.690]Give 'em different opportunities.
[01:07:58.270]Pacing, like we've already talked about.
[01:08:00.360]Maybe I wanted it to conveniently fit
[01:08:04.140]within the school year, not sure that was best for mastery.
[01:08:09.660]Maybe an AAC body check chart, right?
[01:08:13.010]Yeah, Renee's all over that.
[01:08:20.260]So for student growth,
[01:08:23.720]I'll let Hannah go for student growth.
[01:08:26.750]All right, so I have two growths
[01:08:30.600]for this one student.
[01:08:33.130]He is very anxious.
[01:08:36.840]He's the most anxious student I've ever seen.
[01:08:42.170]So he,
[01:08:45.010]last year I had him,
[01:08:46.360]I was his case manager last year.
[01:08:48.207]And there were times where he would get so upset
[01:08:51.210]and he would literally cry for 45 minutes,
[01:08:54.380]and be upset and in my room,
[01:08:56.890]and it just through the whole all day off.
[01:08:59.100]And I'm like,
[01:08:59.933]I don't even know how you still have tears coming out.
[01:09:01.860]It's been so long that he's been been upset,
[01:09:05.120]and he couldn't tell you why he was upset.
[01:09:08.940]A lot of our communication when he is in that state
[01:09:11.900]is through writing.
[01:09:13.470]And so I would ask, you know, what made you upset?
[01:09:16.140]'Cause I just wanted to help.
[01:09:17.760]I didn't want to drag the situation on,
[01:09:20.750]but I wanted to see if there's anything that we can prevent
[01:09:23.220]or what's going on.
[01:09:24.530]And he would write, I don't know,
[01:09:27.150]every time.
[01:09:28.100]And I still get that every once in a while.
[01:09:30.350]And that was the beginning of this year as well.
[01:09:33.730]But since we've started this group,
[01:09:35.260]he'll come in, and he'll just,
[01:09:37.020]he'll know exactly where to go.
[01:09:38.950]He'll be crying, five, 10 minutes at the max.
[01:09:43.520]And then we have a conversation about it.
[01:09:45.590]Now he has an iPod
[01:09:49.130]to help with this speaking,
[01:09:51.280]and he's able to say,
[01:09:53.600]so and so hit me, or I didn't get to be first.
[01:09:57.650]And he's being able to communicate more of why he was upset.
[01:10:03.450]And so he was able to identify,
[01:10:05.840]I'm getting really upset, I need to go ask for a break,
[01:10:08.700]go to Mrs. Duff's room and have my time.
[01:10:12.890]Second story with the student.
[01:10:14.550]Last year it was the breakfast thing.
[01:10:18.490]They would grab a sack breakfast
[01:10:20.480]and go eat in their classroom because of COVID.
[01:10:23.100]He would grab two sack breakfast every morning.
[01:10:27.610]And we would have to say, okay, buddy,
[01:10:30.720]it's time to slow down.
[01:10:31.590]Like you've had three cereal boxes,
[01:10:34.840]four milk cartons, two juices, a granola bar.
[01:10:38.310]Yeah, he just could never feel satisfied or full.
[01:10:42.850]And now,
[01:10:46.090]again, that continued on to the beginning of this year,
[01:10:48.280]but now he gets one breakfast.
[01:10:50.850]The other morning he said, oh, I'm full.
[01:10:54.490]As in he didn't even finish his breakfast.
[01:10:57.880]He used to have a snack in my room after his math group,
[01:11:02.470]and he no longer asks for that.
[01:11:05.610]If he has a great day and I'm like,
[01:11:07.110]yes, you had an awesome day, here's three Hershey's kisses.
[01:11:10.290]Just one please.
[01:11:11.950]He's like being able to, oh,
[01:11:14.620]to take those body signals and realizes he is not hungry,
[01:11:18.370]he's not needing to eat to feel good.
[01:11:23.171]He's realized those body signals, that emotion,
[01:11:26.900]and what he needs to do to feel good in that instance.
[01:11:33.080]I just have a couple quick ones.
[01:11:34.530]One,
[01:11:37.610]I had a student, this is one of my middle school students,
[01:11:40.280]but last year he was,
[01:11:42.380]he's the one student that I tried,
[01:11:44.700]I kind of dabbled,
[01:11:46.340]dipped my foot in the last quarter of last year.
[01:11:49.640]And he was a fifth grader moving to middle school
[01:11:52.550]and he was having toileting accidents.
[01:11:56.780]And this is not a student that you would
[01:11:58.730]necessarily expect that to happen.
[01:12:00.610]So they were like, is it behavioral or what?
[01:12:04.207]And I was like, hmm.
[01:12:05.040]So that's really when I started thinking about
[01:12:07.670]applying this, so he was kind of the guinea pig.
[01:12:09.870]Well, he was,
[01:12:11.430]I actually made him a sensory diet that he had to do first.
[01:12:15.610]And he was squeezing,
[01:12:17.910]just a hand strengthening thing.
[01:12:19.780]And you know his effort was like this, right?
[01:12:22.160]Like not even, and I said, oh, dude,
[01:12:24.862]you gotta use more, get your muscles in it.
[01:12:27.430]And of course he didn't know what that meant,
[01:12:28.690]so that was my first cue.
[01:12:30.300]Well, I gave him some proprioception around his upper arm
[01:12:32.740]and I said, oh, keep going, keep going.
[01:12:34.990]You know made him keep squeezing.
[01:12:36.970]As soon as he used enough effort
[01:12:39.650]to get that resistance to his bicep, that I was giving him,
[01:12:42.920]it was no joke, it was like an electric shock hit him.
[01:12:46.870]And I'm so glad, not a teacher that's with us,
[01:12:49.470]but a different resource teacher was in the room,
[01:12:51.730]and she was like, oh my gosh,
[01:12:53.020]I totally see what you're saying now.
[01:12:55.800]But that was real eye opening,
[01:12:57.100]and that's kinda what sparked me to keep going with this.
[01:13:00.940]Another one was the checking the heart rate.
[01:13:04.190]One of the kids that has really struggled with it the most,
[01:13:08.630]we kept doing it about third or fourth week in a row,
[01:13:11.420]we're checking our heart rate before we start group.
[01:13:16.310]I don't think he'd gotten it before then.
[01:13:18.730]And he's trying again, and he's doing his best effort.
[01:13:21.650]I am thinking he's not really,
[01:13:23.660]is he really paying attention?
[01:13:24.930]Is he really even trying?
[01:13:27.050]And all of a sudden he's like, I gotta go to the bathroom.
[01:13:30.170]And we were like,
[01:13:31.750]well, was that a coincidence,
[01:13:33.870]or did he just check into his system
[01:13:36.080]such that it made that big of a response, right?
[01:13:42.185]Do you guys have anything?
[01:13:47.880]Hannah alluded to that one of our students
[01:13:50.060]got a communication, an iPod to help him.
[01:13:52.290]He'd become selective mute
[01:13:54.995]when things get too big.
[01:13:56.630]And so we gave him a iPod and we present it to him
[01:13:59.560]during our social skills group.
[01:14:01.400]And one of the girls in the social skills group,
[01:14:03.950]would've been that girl that was like,
[01:14:08.130]why does he get an iPod and the rest of us don't?
[01:14:11.940]He's using that iPod.
[01:14:13.200]That's what she would've been at the beginning of the year.
[01:14:15.120]This year she looked over and she was like, oh my gosh,
[01:14:18.790]you get a voice, I'm so happy for you.
[01:14:21.150]And I was like,
[01:14:22.563]I was like I could barely contain myself for a second.
[01:14:24.790]And then when we were doing these slides,
[01:14:27.770]I was like, oh yeah.
[01:14:29.220]When we saw that the interoception
[01:14:32.780]through the Australian package,
[01:14:35.650]one of the comments was that it makes them kinder
[01:14:38.280]and more socially aware.
[01:14:39.380]And I'm like, there's the connection.
[01:14:41.240]There's that data that we want to see
[01:14:43.640]that proves that we're doing the right thing.
[01:14:46.660]Awesome, I had a student that I asked them,
[01:14:49.610]did you get a chance to check in at home?
[01:14:52.260]And he said, I was taking the trash out,
[01:14:54.480]my brother scared me, my heart was pounding.
[01:14:57.220]And then I also had a parent report to me just this week
[01:14:59.940]that her daughter said to her, complained of stomach cramps.
[01:15:03.640]And she said, she would've never done that before,
[01:15:05.740]she would've gone straight to her room
[01:15:07.020]and not said anything.
[01:15:08.970]We need to be wrapping up.
[01:15:10.640]So here's just some examples of some write-ins.
[01:15:12.670]And we definitely think had we given this out
[01:15:14.880]at the beginning,
[01:15:16.380]they wouldn't have been able to come up with one or two,
[01:15:18.600]so that we think is a success.
[01:15:22.310]Real quick, we kinda talked a little bit
[01:15:24.040]about some changes we're gonna make,
[01:15:26.100]collect data, obviously, right.
[01:15:27.880]Decrease the pace to achieve mastery,
[01:15:30.500]revisiting and modifying some experiments
[01:15:33.210]to broaden the opportunities they have
[01:15:35.720]to make those connections.
[01:15:38.680]Yeah.
[01:15:40.400]Yeah, anything else?
[01:15:44.260]It's okay.
[01:15:46.010]Awesome.
[01:15:47.060]Our behavior rooms ask me about interoception
[01:15:50.630]and my plate's kinda full, and I was like,
[01:15:53.590]I just don't have time to get in there.
[01:15:55.680]I gave the two teachers, elementary and middle,
[01:15:58.420]the information.
[01:15:59.500]They were already doing a check-in
[01:16:01.510]with their students behaviorally,
[01:16:04.130]on an emotional standpoint.
[01:16:05.440]And of course I question, are they able to really do that?
[01:16:08.150]But I gave her the information,
[01:16:09.730]she's already implementing it with what they already had.
[01:16:13.140]So you can see she put on their, my nose feels.
[01:16:15.720]So that was what they were working on that week.
[01:16:17.460]So she's taken it and running it without me.
[01:16:21.790]This is a good book too.
[01:16:23.110]And there's a video on YouTube that we watched
[01:16:25.590]and it kinda goes through a similar process,
[01:16:28.310]so the kids really like that.
[01:16:29.350]All right, we gotta wrap up don't we, questions?
[01:16:32.480]Oh.
[01:16:34.920]I believe it was Annette that said,
[01:16:36.710]right before our presentation
[01:16:37.960]that there is a webinar on the ASD network site.
[01:16:42.050]That's Kelly Mahler's interoception webinar
[01:16:46.210]to learn more about this, so check that out too.
[01:17:02.810]Oh no, I had to revert all the questions to Chris.
[01:17:05.429](laughing)
[01:17:06.409]The first one is what activities can help
[01:17:08.340]with preschool students in a classroom setting?
[01:17:17.790]I would say I haven't branched out
[01:17:19.460]to preschool students yet,
[01:17:20.650]but I will say that the preschools and the head starts
[01:17:23.360]are implementing more emotional awareness.
[01:17:26.240]So I think just them
[01:17:27.700]working on the emotional awareness first,
[01:17:30.960]but I mean, I think you could tie in
[01:17:32.780]these interceptive awareness activities in preschool, right?
[01:17:35.920]I mean your vocabulary
[01:17:37.260]might need to be narrowed a little bit.
[01:17:46.070]The question is,
[01:17:47.360]are you only focusing on interoception weekly,
[01:17:52.190]or do you have other skills you're addressing
[01:17:53.930]with these students?
[01:17:56.170]You showed their profiles at the beginning
[01:17:57.890]and you're a multidisciplinary team,
[01:17:59.670]so I assume the answer is, yeah,
[01:18:00.830]you're focusing on lots, but that, yeah.
[01:18:04.762]So we have the one time a week
[01:18:08.410]that we exclusively do interoception activities
[01:18:12.755]and Chris Hadar is there with us,
[01:18:14.910]and guiding us through that.
[01:18:16.730]But then the rest of us throughout the week,
[01:18:18.670]do the interoception on the fly activities,
[01:18:22.080]like the putting one we talked about,
[01:18:24.940]how does it feel when it gets on your hands?
[01:18:26.570]How do your hands feel?
[01:18:28.010]How does it taste?
[01:18:29.110]How does your mouth feel when you try putting?
[01:18:31.630]So we do those, and one of our,
[01:18:34.260]one of the things, one of the improvements
[01:18:35.820]that we would like to make for growth
[01:18:37.430]is making sure that there are para educators
[01:18:39.950]when we're doing this
[01:18:40.810]so that they can carry those activities out
[01:18:43.100]throughout the day and ask the right questions
[01:18:45.270]and help them tune in to their body.
[01:18:48.360]And our specific group is a social skills group
[01:18:50.860]that runs the other four days at that time.
[01:18:54.540]And then of course, academic support.
[01:19:00.140]And then just one other comment from a parent in the group,
[01:19:03.030]that as a parent with a daughter
[01:19:05.070]who struggles with interoception,
[01:19:06.680]thank you for the presentation,
[01:19:08.030]it's been very helpful she says.
[01:19:09.820]Oh, well, thank you, thanks.
[01:19:11.090]And that's it from the chat.
[01:19:12.240]So I'll give the audience an opportunity.
[01:19:14.370]Yeah, does anyone have a question?
[01:19:17.410]Yeah.
[01:19:21.100]I'd like to just quickly share
[01:19:22.910]a very little known research resource
[01:19:25.640]that is not entirely related but connected.
[01:19:29.620]In 2015, the autism community lost
[01:19:33.950]a very little known person, an MD named Jeff Bradstreet.
[01:19:38.440]Doctor Jeff Bradstreet was a pioneer,
[01:19:40.750]a medical researcher who discovered
[01:19:42.890]while treating autistic children,
[01:19:44.730]that every single organ in the autistic body
[01:19:47.210]works differently.
[01:19:48.410]And he attributed many interoceptive deficiencies
[01:19:51.300]and difficulties to different organ functioning
[01:19:54.750]that even to this day few people know about.
[01:19:57.490]Before he died he gave sessions to teachers
[01:20:00.010]about how every single organ in the autistic body
[01:20:02.670]works differently and attributed many problem behaviors
[01:20:06.020]to those organ differences.
[01:20:07.140]So one resource, look up his research,
[01:20:09.550]and it may help you with the children you work with.
[01:20:11.740]Can you say his name one more time.
[01:20:13.320]Doctor Jeff Bradstreet.
[01:20:14.770]Also, we underestimate just how much
[01:20:17.260]autistic people have to defy their own bodies
[01:20:19.500]just to be functioning members of classrooms and society.
[01:20:22.980]Everyday I have to defy my own interoception
[01:20:26.030]just to function.
[01:20:27.370]I'm defying my body right now just to be here.
[01:20:31.660]Thank you, that was fantastic.
[01:20:34.290]Any other questions?
[01:20:43.120]Thank you so much.
[01:20:44.290]Thank you guys.

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Interoception One District's Experience with Small Group Implementation.

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