June second half
30/6/20
30/06/20
Video 1 - whiteboard story
Goal - to draw a series of pictures in relation to the discussed topic
Outcome - today we read the book “a fish out of water”, Ashton was able to tell me the events of the story with some prompting. I used hand over hand to encourage Ashton to do some drawing with me.
Video 2 - SP 1 FR Lesson 4 hand washing
Goal - to wash hands independently without any prompting
Outcome - Ashton is able to complete all steps independently however still needs guidance on what step comes next.
28/6/20
28/06/20
Video 1 - whiteboard story
Goal - to draw a series of pictures in relation to the discussed topic
Outcome - Ashton didn’t want to do this activity today so I tried adapting it to his interest in play. This morning we were playing with his bakugan so I asked him to draw them. Ashton asked for me to do it, I used hand over hand to encourage Ashton to do some of the drawing. Ashton was able to tell me what they all needed drawn on them.
Video 2 - shape & colour recognition
Goal - to place the correct colour and shape onto the matching picture
Outcome - Ashton was able to place all the colour/shapes onto the correct pictures
27/6/20
27/06/20 Video 1 - Monkey Toes
Goal - to improve balance and motor planning skills (by using feet/toes to pick up bakugan and put them in a basket). (I didn't introduce the video, we just jumped straight into it today).
Outcome - Ashton wasn't overly interested in participating today but he joined in a little. When he
did join in he was able to successfully grab the bakugan and place it in the basket.
27/06/20 Video 2 - Water sensory play/seashell number recognition
Goal - to correctly identify the number written on the seashell.
Outcome - Ashton was able to recognise the numbers when he participated. At first I had to model this activity to gain his participation and than I used hand over hand. This activity didn't last long today and Ashton moved on to playing with his sea creatures.
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27/06/20 Video 3 - Dancing (spontaneous)
Outcome - Ashton was sitting in his chair finishing his morning tea. The girls were dancing to a sleeping bunnies song. When Ashton heard/saw this he asked if he could join in. I immediately said yes. Ashton got out of his chair to join the girls. He enjoyed dancing with the girls and was able to follow along with the song.
26/6/20
First time Ashton has asked us to be a character in his story and then told us the story and acted it out with us as in the story . I tried not to interrupt him in his train of thought as I wanted to see where it would go .
26/6/20
26/06/20 Video 1 - Monkey Toes
Goal - to improve balance and motor planning skills (by using feet/toes to pick up various balls and put them in a basket). (I didn't introduce the video, we just jumped straight into it today).
Outcome - Today I set up various balls for Ashton to play a game of monkey toes. Ashton was being cheeky and was trying to use his hands to put the balls into the basket. I was able to encourage him to use his toes/feet and he successfully placed the balls into the basket. He was able to balance/pivot on his bottom while holding his legs and feet up to place the balls into the basket.
26/06/20 Video 2 - Sensory water play/labelling objects
Goal - to label various objects when asked in a generalised manner, for example, "what is this?" or "can you tell me what this is?" and so on.
Outcome - To encourage Ashton to participate in this labelling objects lesson I decided to choose an activity he enjoys. Before I started filming I got Ashton to help me set up the water play activity, he followed my instructions when asked to get his sea creatures, to clear the table and to carry things over to the table. At first I let Ashton play and than I began to ask him what things were, for example I would say, "what is this or can you tell me what this is?" I used different phrases to see if Ashton could label objects when asked in a generalised manner. Ashton was able to label most of the objects however, he got a couple wrong, for example when asked what the water dropper/water jug was he gave an incorrect answer but I corrected him. Ashton was able to copy my correction each time and even though he labelled a couple of things incorrectly he still showed an understanding of the questions I was asking.
25/6/20
Speech therapy
25/6/20
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Ashton enjoying his weighted blanket. He has never liked any of this form of sensory weighted objects. Anyway as Ashton stills runs and bites to regulate himself so I thought I would try it.
Trying to explain why I want Ashton to stop running inside .
I explained to Ashton tonight that running is for outside when he goes to beach or park or outside. Inside time is a time to relax and sit quietly or move if you have to but quietly and not running.
It appears to have had an impact and Ashton really seemed to understand. I had asked him why are you running and he said I need to move fast. That is when I said outside is for moving fast inside is for slow and relaxing.
25/6/20
25/06/20 Video 1 - Whiteboard story
Goal - to recall and sequence events.
Outcome - Ashton was able to recall that he went to the park with Kevin yesterday. He immediately said that they had bakugan's so I ran with that story. Ashton interacted with me for a little while and than got distracted playing with his bakugan. I tried to turn the story back to the park so Ashton could recall more events from yesterday but when I did he suggested we rub off the whiteboard.
25/6/20
25/06/20 Video 2 - Cutting with scissors
Goal - to hold scissors correctly and cut independently.
Outcome - Ashton was not motivated to complete this task. He really wanted to continue playing. I had prepared two dinosaur cutting sheets, one with straight lines and one with zig zags. I gave Ashton the option to choose but he didn't pick one. In the end I chose the straight line sheet and I used hand over hand (upon Ashton's request) to help with cutting along a dotted line.
25/6/20
25/06/20 Video 3 - Star Program 1 receptive langauage (non-verbal imitation - gross motor)
Goal - to imitate 5 gross motor movements when given a verbal cue (clap hands, stomp feet, touch nose, touch arms, touch head).
Outcome - Ashton was preoccupied playing with bakugan but I decided to try and bring him to task for his activity. Ashton was not keen to participate and had his own agenda to play with his toys. This task is supposed to involve verbal cues but I decided to model the movements/help Ashton with them. Ashton was able to do a few moves on his own. I didn't prolong this task as it was clear he wanted to keep playing.
25/6/20
25/06/20 Video 4 - Bubble play/ Star Program 1 expressive language lesson 2 (initial requesting)
Goal - to imitate single words or phrases and use those imitated words or phrases spontaneously.
Outcome - Usually Ashton is highly motivated to participate in bubble play so I chose this activity to do the initial requesting lesson from the Star Program. Ashton seemed distracted on the front balcony today and was walking around a lot. He needed lots of prompting today to be able to request for bubbles.
24/6/20
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24/06/20 Video 1 - Water sensory play/seashell number recognition
Goal - to correctly identify the number written on the seashell.
Outcome - For this activity I set up a therapy tray with water, food colouring and seashells (with numbers on them). I also had scoopers and a bowl for Ashton to scoop the seashells into. Ashton enjoyed this sensory experience, he requested for some sea creatures to be added into the water. While Ashton was playing with the sea creatures I would ask him for a particular number, he would use one of the scoopers/his hand to grab the number and place it into the bowl. Overall Ashton experienced success and was able to recognise all the numbers. After I stopped filming Ashton continued to enjoy playing with the sea creatures and coloured water.
23/6/20
Speech therapy
This video is the longer version of the one below ( my video was cut off so I found the original)
Below video Ashton reading the end of the book with Tania .. it was cut off in the above video.
Theory of mind...
Theory of mind.. Tania talking about how we can determine what level Ashton is at with “theory of mind.” E.g first level might be asking what the girls are going to have for dinner? If Ashton is able to identify what the girls like if we ask the question “does Scarlett like meatballs ?” If he says yes and we know Scarlett doesn’t then he hasn’t yet got that other people like particular things .. theory of mind. Or if reading a story “since walk in the jungle .” If we asked him if the teacher knew the snake was swallowing all the children then that would tell us he was at a second level of theory of mind if he said no . (because she didn’t see it. ) he is understanding that if someone doesn’t see it then they don’t know. If he said yes because he can see it then he is not yet thinking about what the other person is experiencing or seeing.
22/6/20
Musical freeze monsters.. Ashton has fun