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Ashton’s diary - October 2019

Ashton doing well in his therapy sessions and kindy. Meeting goals.

31/10/19

I asked Ashton what he liked at the animal park, as I always do. Today was different, there was a sparkle in hi eye and he looked at he and said “the salt water crocodile..” Ashton is really beginning to understand this question and this is a day I never thought would come. So many accomplishment.

31/10/19

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 31/10/2019 Ashton, Viryan, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Achieved! Not wearing pull ups at all anymore.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Meet sensory seeking with physical activity as needed.

- Challenge themes in pretend play to mimic peer based play.

- Engage in structured visual motor activity using visuals and timer.

Activities to Facilitate Goal Achievement:

• Ashton was more elevated in activity levels today and was seeking movement, pacing the room, biting his finger and talking about sea creatures. He was able to engage with some structured activity using a FIRST and THEN visual, however this seemed to increase his sensory seeking further when the activity was completed. Ashton demonstrated periods of social engagement and self initiated eye contact when jumping on the bed (to organise through vestibular sensory input) and when squashed in pillows or with my hands. This was not enough sensory input to re- organise him today, what he really needed was to get outside on the swing, slide and climbing wall to reset and reorganise. Once outside for about 10 minutes, Ashton was initiating social interaction again, seeking me out in play and initiating to reach out and take my hand as a partner in play.

• We had a small amount of pretend play at the start of the session with Ashton being motivated by the bowling pins and weighted turtle. Ashton was able to follow my lead indicating that the bowling pins were coral and the sea creatures were swimming in the reef. We then smashed the coral and I encouraged the sea creatures to swim to the table, which they did.

• Ashton was able to choose between 2 cutting activities (chose dinosaurs over sea creatures) and was able to perform smooth and controlled snips, the paper held one hand by Ashton and one hand by me. Ashton needed encouragement to stay with the cutting activity, but was able to complete it and talk about where he would glue the dinosaurs. He was then able to follow my lead in putting dinosaur stickers onto the dinosaur scene, indicating that the ‘cut out’ dinosaurs were the mummy’s of the ‘sticker’ dinosaurs. He demonstrated some lovely pretend and empathy, saying ‘wheres my mummy’ when holding the baby dinosaur, and ‘i love you mummy’ when the baby dinosaur found its mummy. Ashton did not appear phased one way or the other regarding the presence of a timer for this activity, although using it to re-direct to the table twice was successful. Ashton also utilised the weighted turtle when he was frustrated, which I feel helped to re-regulate and focus at table top. It may be worth incorporating it in structured play sessions (FIRST and THEN) to help Ashton learn about time, especially with the transition to school coming up soon.

• Overall I still feel that a play based approach helps to gain connection, engagement and cooperation the most effectively from Ashton, but we probably do need to start implementing more structured expectations given that he will have increased expectations like this at school next year.

Homework:

• Pretend, pretend and more pretend! Challenging themes and introducing new ideas.

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• Continue to encourage semi structured school readiness activities e.g. cutting with scissors, drawing with a FIRST and THEN approach. The timer we used today was called TIME TIMER and is an app.

• If the skin quality on Ashtons finger starts to decline whilst you are away consider seeking out an OT to make a small thermoplastic splint to stop him biting in that spot. It may also be enough to break the habit...

Plan:

Next session 8am 2nd November - Kanbeki


25/10/19



24/9/19

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 24/10/2019 Ashton, Viryan, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Achieved! Not wearing pull ups at all anymore.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Meet sensory seeking with physical activity as needed.

- Challenge themes in pretend play to mimic peer based play.

- Engage in structured visual motor activity.

Activities to Facilitate Goal Achievement:

• Predominately child led session. Ashton had some fairly clear ideas around what and how and where he wanted to play today. He was able to follow a verbal FIRST and THEN approach when distracted by new activities, and was able to help with pack up at the end of the session. Great to see Ashton independently using the toilet without prompting and to hear that he is wearing undies for all sleeps with success.

• Paint / shaving foam / reptiles & dinosaurs. Ashton was motivated to play with this activity and wanted to play outside at the table where we completed the same activity a few sessions ago. He seems to love watching the paint dribble out of the tubes and onto the reptiles. Ashton was initially cautious to explore the paint and shaving foam with his fingers. He was able use a tool (pop stick) to ‘paint’ the snake after prompting / demonstration. He is still very sensitive to texture on his hands and needs to wipe regularly when his hands are dirty, but great to see his tolerance improving with this. Ashton was very involved in the sensory component of this play. He was able to add in a little make believe with prompting (e.g. lets make bug stew for the lego

people) and follow my lead to use other props in the play (bowl, pop stick as spoon to stir, plates, lego people). It was a short pretend play sequence today.

• Melting dinosaur. Ashton was motivated to play with the melting dinosaur. He was able to find the hidden body parts and ask for help with prompting when he needed it. He was able to add all body parts to the dinosaur and demonstrated fantastic frustration tolerance when the dinosaur started to melt. He was able to persist with his construction for about 20 minutes. Ashton needed more prompting than recent sessions to engage with me socially during this activity. He was able to decisively let me know when I was not making suggestions that he was happy with in play e.g. I introduced some different props to use in the construction as ‘ears and spikes’. Ashton very clearly told me ,’they’re not ears!’ and pushed them aside. Ashton was interested in my playdoh creation, and when it asked the dinosaur if they could be friends, Ashton responded ‘yes’ and led the play. Another short play sequence with some creative ideas from Ashton (using the remote control to control the dinosaur ‘robot’).

• Ashton engaged in some sensory seeking after about 50 minutes of the session, pacing and talking about the characteristics of sea creatures. He sought joint attention at times asking if we could see different sea creatures, and took notice and smiled when I pretended to be different creatures. He pretended to be a crab and a squid. Well done Ashton.

• Ashton enjoyed the water play when cleaning up. He was able to listen and not be frustrated when I explained we needed to tip the water out of the bowl to clean it properly.

Overall a quieter session than recent, however great sensory exploration and task persistence when challenged.

Homework:

• Pretend, pretend and more pretend! Challenging themes and introducing new ideas.

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• When you are practicing pen / pencil activities with Ashton, try to encourage him to hold the pencil in a mature grasp with his fingers.

• Try to include simple ‘obstacle course’ type play in the daily routine. Now that Ashton is interested in pretending to be animals, it would be great to encourage him to pretend to be the animals that involve upper limb weight bearing e.g. frog, snake, bunny, bear, crab.

• Try out making a paper chain, aquarium, zoo fence or something similar during paper and glue play.

Plan:

Next session 8am 31st October - Kanbeki



(Get video off sky) for the 19/10/19 with Liz

21st of October where in the car on the way to kindie and Ashton has held out his hand and said can you grab my hand. He said can you grab can you grab and I wasn’t sure and I turned around and he had his hand out to me and said can you grab my hand so I held his hand and then he held his sisters as well so lovely what are what what a wonderful ability to be able to request.


19/10/19

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 19/10/2019 Ashton, Skye, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Ashton has told his parents that he needs to use the toilet on a couple of occasions now.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Meet recently increased sensory seeking with physical activity as needed.

- Challenge themes in pretend play to mimic peer based play.

- Engage in structured visual motor activity.

Activities to Facilitate Goal Achievement:

• Predominately child led session. Ashton was engaged in a wonderful ice/water activity with his bugs. He was keen for me to play and introduce new ideas into the play. Although cautious of my lego people, he was able to incorporate ideas of a diver swimming and exploring the water bugs, and having a swimming race. Ashton was keen for more swimming races, but did not want to make the people ‘swim’ himself. He took the lego people, looked at me, made eye contact, and said ‘Liz make them swim’. This is the first time Ashton has called me by my name spontaneously in play, and asked for what he wanted without prompting in therapy. Well done Ashton. We were both so involved in the pretend play that this took up most of the session.

• OSMO drawing. Ashton was motivated to find different fish to draw. He was able to add all expected body parts and talk about his fish when drawing.

• Tunnel play. Ashton initiated play with the green tunnel today, building on ideas from previous sessions. He had a couple of turns at being eaten by the ‘sea snake’, and then looked at me and said ‘the sea snake is going to eat... Liz!’. He enjoyed helping me get inside the sea snake

by lifting my legs into the tunnel and then initiated chasing play with the sea snake trying to eat him.

Ashton demonstrated such calm and connected social engagement during the session. He seemed so aware of my presence as a play mate, and so happy to be involved in the pretend play.

Homework:

• Pretend, pretend and more pretend! Challenging themes and introducing new ideas.

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• When you are practicing pen / pencil activities with Ashton, try to encourage him to hold the pencil in a mature grasp with his fingers.

• Try to include simple ‘obstacle course’ type play in the daily routine. Now that Ashton is interested in pretending to be animals, it would be great to encourage him to pretend to be the animals that involve upper limb weight bearing e.g. frog, snake, bunny, bear, crab.

• Try out making a paper chain, aquarium, zoo fence or something similar during paper and glue play.

Plan:

Next session 8am 24th October - Kanbeki



































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18/10 19

Speech therapy

Ashton role playing. The dragon fly got hurt and Ashton said he would turn into a doctor .







18/10/19

Ashton has. Even initiating more conversations. Describing things and saying what he wants.

Underpants to bed

He has been wearing underpants to bed and been dry every morning..

11/10/19 Speech therapy





10/10/2019

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 10/10/2019 Ashton, Viryan, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Ashton has told his parents that he needs to use the toilet on a couple of occasions now.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Meet recently increased sensory seeking with physical activity as needed.

- Challenge themes in play to mimic peer based play.

- Engage in structured visual motor activity.

Activities to Facilitate Goal Achievement:

• Predominately child led session however Ashton was easily lead in play today and very receptive to a FIRST we pretend, THEN we build boundary placed around dinosaur skeletons; and was also very receptive to new ideas introduced in play with the body sock, building towers out of cushions and paper craft.

• Rocket launcher. Ashton was a little bit frustrated on his transition upstairs today, so a simple cause and effect game was used to calm, organise and re-engage. Ashton is a skilled rocket launcher operator now and was able to initiate communication with minimal prompting for help with set up. He was able to follow my suggestions re. the direction of the rocket with ease and engagement.

• Dinosaurs, bugs, bus, Dr set and food. The bus, dr set & food were set up in stations around the mat to encourage a theme to naturally emerge in the play. Ashton was keen to utilise the bus and the dinosaurs and had a fairly specific idea on how they should be used today. He was able to be flexible with encouragement and allow dinosaurs to ride on the bus briefly to get to the bug zoo, make some friends and go to the Dr. Ashton was able to ask for what he needed

in play today (a fence, a Dr, eyes for the dinosaur). For the first time he (unprompted) handed me a dinosaur that he had been using in play to take over that dinosaurs ‘role’ in the scene. Well done Ashton!

• Ashton was keen to explore the Mr Mouth Frog game. He was able to follow the game rules with some assistance and was able to turn take with minimal prompting. He was able to remain calm and focused when finding it challenging to get the bug in the frogs mouth. He was able to follow my visual and verbal instruction to use his pointer finger to operate the game. He needed one redirection to re-engage until the game was finished. He was able to tell me that he had finished playing after several prompts.

• Ashton was interested in exploring the glitter glue again. Great to see him imitating me using his pointer finger to spread the glue and get messy. We followed on from last session with the idea of making an aquarium. Ashton ran with this idea and put together 4 pieces of paper to make a square aquarium. He needed some help in folding the corners to stick the sides together, but the idea, problem solving and interest was there. Ashton was able to look through the paper and tell me he needed to get the water - blue paper, which he put at the bottom of the aquarium before putting sea creatures in. Well done Ashton!

• Ashton had lots of energy to use after concentrating so well. He was interested in using the body sock today and for the first time I have seen used it ‘properly’. He put his whole body inside it and pretended to be all different sea creatures. His visual engagement was fantastic when peeping out of the opening. He explored stretching it in all different ways as he pretended to be a spanner crab, cuttle fish, squid and octopus. He was calm and organised when he was ready to get out.

Great session Ashton!

Homework:

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• Continue pretend play sessions, always challenging ideas and adding in themes where you can.

• When you are practicing pen / pencil activities with Ashton, try to encourage him to hold the pencil in a mature grasp with his fingers.

• Try to include simple ‘obstacle course’ type play in the daily routine. Now that Ashton is interested in pretending to be animals, it would be great to encourage him to pretend to be the animals that involve upper limb weight bearing e.g. frog, snake, bunny, bear, crab.

• Try out the rope snake game turn taking with the girls.

• Try out making a paper chain, aquarium, zoo fence or something similar during paper and glue play.

Plan:

Next session 8am 17th October - Temple.








Ashton’s aquarium he made with help from Liz

Joint attention

Cooperation

Fine motor

Imagination

Once the sides had been made Ashton wanted more paper and he chose blue and then put it under the aquarium for the water..

[IMG_7699]

[IMG_7700]

9/10/19

Ashton interacting with his sisters

Social interaction

Joint attention

Associative play

Co operative play emerging

Requesting

Scarlet and Anastasia very happy Ashton has interacted with them .



Ashton identifying the insects and describing them.



Below

Ashton is building a robot out of the insects.

Trying to encourage social interaction

Encourage Ashton to request things from his sister



Ashton parallel play with his sisters

Encouraging Ashton to interact and request and offer items when asked

Share his insects

Building a tall tower which Changed into a robot .

Describing that his creation is a big one



Encouraging Ashton to play cooperatively with his sister and to have a two way conversation

Ashton gets irritated by Anastasia as she tries to help him and join the activity.

Ashton makes a lizard

Transforms into a legless lizard as he takes the legs away.

Always trying to encourage social interaction



5/10/19

Occupational therapy

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 05/10/2019 Ashton, Viryan, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Ashton has told his parents that he needs to use the toilet on a couple of occasions now.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Introduce obstacle course style games.

- Challenge themes in play to mimic peer based play.

- Engage in structured visual motor activity.

Activities to Facilitate Goal Achievement:

• Predominately child led session. Ashton is enjoying exploring the toy bucket and choosing the activities that interest him.

• Tunnel, sea creatures, rope, stepping stones. Ashton had LOTS of energy when we met today. He was keen to engage in pretend and whole body play with the lycra tunnel and used the theme from last session that the tunnel was a green sea snake. Ashton clearly articulated when it was his turn to be eaten by the sea snake, and when it was my turn to be eaten. This was the first time I have seen Ashton initiate this sort of turn taking in play. He was calm and organised after about 10 minutes of this play and ready to try some table top activities.

• Dinosaur Putty and Playdoh. Ashton was keen to create with the dinosaur putty, and demonstrated great patience and persistence when the putty started to melt, changing his creation into a lizard rather than a t-rex. He was able to request the different body parts he needed for this activity, and engaged socially just long enough to get what he needed. He was motivated to make a lizard friend out of playdoh and was happy to let me include a mixture of

objects (pop sticks, pom poms) as we created his lizard together. Ashton was able to include detail such as a ‘proper’ lizards jaw opening up and down, and a long snake tongue.

• Ashton had lots of energy to use up after this period of concentration. His energy was redirected using heavy work (building a tower with cushions and knocking it over; and pretending to be a dinosaur pterodactyl / t-rex, flapping wings, and stomping feet, and jumping and flying. Great creativity, social engagement, anticipation (making sure i was ready before he jumped), and instruction following.

• Cutting with scissors. Sea creature cutting activity was presented, however not completed the way I planned. Ashton was interested in naming the sea creatures, however preferred to make an ‘aquarium’ out of the paper by joining both ends together. He used both hands to manipulate the paper and try to stick it together in a ‘ring’. He had a clear idea about what he wanted to do, but needed some help to use the glue and execute his idea. No cutting was completed, but great to see Ashton interested in paper craft.

• Puppets and pretend play Dr set / Bus / Animals / Farm - Ashton has not been motivated to engage in this type of pretend lately. He is more interested in engaging in whole body games with lots of 1-1 back/forwards interaction - which is wonderful to see.

Great session Ashton!

Homework:

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• Continue pretend play sessions, always challenging ideas and adding in themes where you can.

• When you are practicing pen / pencil activities with Ashton, try to encourage him to hold the pencil in a mature grasp with his fingers.

• Try to include simple ‘obstacle course’ type play in the daily routine. Now that Ashton is interested in pretending to be animals, it would be great to encourage him to pretend to be the animals that involve upper limb weight bearing e.g. frog, snake, bunny, bear, crab.

• Try out the rope snake game turn taking with the girls.

• Try out making a paper chain or something similar during craft play.

Plan:

Next session 8am 10th October - Kanbeki

Wonderful display of imaginary play.

Language and communication

Two way communication

Language exchange

Social and emotional

Social interaction

Joint attention








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[IMG_7642]

[IMG_7649]

[Z70210220]

4/10/19

Ashton in the pool with Kevin the first time that Ashton has ever actually instigated a request or more or less a two way conversation in Ashton asking Kevin . Kevin was in the pool and Ashton pointed to him and said your turn your turn and then actually indicated to him to go into the spa area.

Ashton does say again or push me or words to that affect when he’s being asked a question but this just came out of the blue he just initiated the exchange , there was no question asked of him or no response expected from an action.

E.g pushing him on a swing and stopping it and then saying what do you want Ashton ? Then Ashton would normally respond , push or again or higher. Ashton would also grab our hand to pull us where he wants us to go and he will say. ”come on mummy. “ but this exchange just seemed different somehow, he seemed connected and just making a request. Sometimes it is too hard to explain in words as it is just a feeling I have.

4/10/19

Speech therapy

Below

Second introduction of the mouse trap game.

New ideas

Labelling insects

Communication

Two way communication

Social interaction



Answering questions posed

Communication

Two way conversation

Social and emotional

interaction

Fine motor

Cognition and learning



Story book “shhhh little mouse” by Pamela Allen

Story book with prompts

Cognition and learning

Imagination development

Acting out story with props

Recall of events from story

Language and communication




Self regulating after intensity of the story book previously read and acted out.

Naming animals

Cognition and learning

Language communication



Story “crunch the crocodile “

Ashton told the story from the pictures

Creative expression

Language and communication

Shared attention

Cognition and learning



3/10/19

Occupational therapy

OCCUPATIONAL THERAPY SESSION SUMMARY

Name:

Date of Session: People Present: Location:

Ashton Groves 03/10/2019 Ashton, Viryan, Liz Home

Long Term Goals:

1. Ashton will be able to come up with ideas to initiate play with his sisters and peers, and have the confidence to interact and engage with others.

2. Ashton will achieve toileting independence. Ashton has told his parents that he needs to use the toilet on a couple of occasions now.

3. Ashton will use strategies to regulate his emotions when engaging in challenging activities.

4. Ashton will develop his gross motor strength and coordination.

5. Ashton will be happy and comfortable in his home and preschool environment.

6. Ashton will develop his school readiness skills of tool use (drawing, scissors, glue etc) and following tasks on an adults agenda.

Session Goals:

- Facilitate engagement for whole session.

- Introduce obstacle course style games.

- Challenge themes in pretend play to mimic peer based play.

- Engage in structured pre-writing activity.

Activities to Facilitate Goal Achievement:

• Predominately child led session. Ashton is enjoying exploring the toy bucket and choosing the activities that interest him. Ashton had lots of energy today and spent the first 10 minutes or so of the session self regulating by running, pacing and generally seeking movement. He settled into play, motivated by the bean bag animals.

• Lycra tunnel. Ashton remembered the game we played last session with the green sea snake. He self initiated this game for one round of the ‘snake eating Ashton’ however had limited interest in continuing / extending play in this game.

• Bean Bag animals & stepping stones. Ashton was not very motivated by the bean bag animals today, but was very motivated to explore the sensory aspects of the spiky stepping stones. So much so that he pulled his pants down - I think to feel the spikes when he was sitting down. He enjoyed standing, sitting and pressing on the stepping stones and initiated some lovely social interaction around me feeling the stepping stones too. He was able to balance whilst standing on 2 stepping stones. He did not follow my lead to walk from one stone to the next, or to include them in the pretend play.

• Magnetic shapes. Ashton was motivated to engage in this activity today (he did not show interest the last 2 times it was introduced). He had much more creative ideas than my suggestion of a ‘train’ to construct & created an eel and a red snapper. Ashton needed prompting / facilitation to engage socially & request additional pieces. Once the construction was complete Ashton was able to follow my suggestions of the snapper eating other bugs / animals. Great to see Ashton persisting introducing his goanna (‘I am leo the goanna’) until I understood and introduced my bug too. Great social initiation Ashton!

• Osmo. Following on from the theme of fish today, Ashton was motivated to explore the ‘fish’ drawings in osmo masterpiece. He demonstrated great reciprocal engagement pointing out the different fish. He was interested in drawing the fish, however did prefer me to hold the pen and he control my hand. He was able to add spikes, fins and a tail to the fish; directing me to draw the body and the eye. I wonder if Ashtons preference for me drawing is relating to him liking to have a sound mastery of tasks before attempting them himself (e.g. he knew what he wanted to draw but didn’t feel he had the skills to do it himself). Ashton chose to pick up the pen in his left hand a couple of times today, something I havent noticed before. Overall great effort and participation.

• Rope snake. Ashton was interested in this at the very end of the session briefly, but not as motivated as he was last session.

• Finger nail cutting book. Ashton was briefly interested in looking at this book and was able to identify familiar pictures in it. He did not stay engaged for long enough to achieve the social story goals, but great to see him taking interest in the book.

Ashton really seems motivated at present by the sensory qualities of play e.g. paint, water, shaving foam, clay - and this is seeming to help draw him in to play and subsequently promote social engagement and skill development.

Homework:

• Continue focus on pincer grip strengthening in play - pinching and poking with pointer finger where possible.

• Continue encouragement of supported turn taking at daycare and with siblings.

• Continue pretend play sessions, always challenging ideas and adding in themes where you can.

• When you are practicing pen / pencil activities with Ashton, try to encourage him to hold the pencil in a mature grasp with his fingers.

• Try to include simple ‘obstacle course’ type play in the daily routine. Now that Ashton is interested in pretending to be animals, it would be great to encourage him to pretend to be the animals that involve upper limb weight bearing e.g. frog, snake, bunny, bear, crab.

• Try out the rope snake game turn taking with the girls.

Plan:

Next session 8am 5th October - Kanbeki

Sensory steppingstones

Ashton seeking sensory sensations

Sensory awareness

Exploration-Interest shown with the impression of spikes on skin



Self regulation

Cognition

Imagination

Initiating game with sea snake (tube tunnel)



Magnetic shapes

Promoting

Fine motor

Cognition and learning

Imagination

Social and emotional

Joint attention ( sometimes achieved)

Withholding magnets so Ashton has to ask for them .. encourage joint attention eye contact



Role play

Acting out feeding the red snapper Ashton made with magnet shapes



Extending the magnet red snapper activity by adding dough or putty to add to it



Drawing

Fine motor skills

Pencil control

Pincer grip ( need to do fine motor skills to strengthen finger control)




Sensory

Washing animals in water

Ashton wanted to wash the animals



Reading a book to help Ashton understand about getting his nails cut as he does not like them being cut.



Choices

Dinosaur blow up activity

Problem solving spontaneous as the blow up dinosaur gets a hole in it and Ashton has an idea of plugging the hole with putty he had used earlier.



Jumping the rope (snake)



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