“Exercise (ECE) is a strategy that involves an increase in physical exertion as a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motor skills” “ECE can be used effectively to address behavior, school-readiness, academic, and motor skills.” NPDC Exercise Fact Sheet, 201

Hess, Laura Greiss

Maurin, Heather

English

Dominican Scholar

Dominican Scholar Collected Faculty and Staff Scholarship Faculty and Staff Scholarship 10-2015 Exercise: An Antecedent Based Intervention to Address Sensory Motor Needs and Learning Readiness Laura Greiss Hess Department of Occupational Therapy, Dominican University of California, laura.hess@dominican.edu Heather Maurin Stockton Unified School District-Marshall Preschool Autism Programs Survey: Let us know how this paper benefits you. Recommended Citation Hess, Laura Greiss and Maurin, Heather, "Exercise: An Antecedent Based Intervention to Address Sensory Motor Needs and Learning Readiness" (2015). Collected Faculty and Staff Scholarship. 112. https://scholar.dominican.edu/all-faculty/112 This Presentation is brought to you for free and open access by the Faculty and Staff Scholarship at Dominican Scholar. It has been accepted for inclusion in Collected Faculty and Staff Scholarship by an authorized administrator of Dominican Scholar. For more information, please contact michael.pujals@dominican.edu. RESEARCH POSTER PRESENTATION DESIGN © 2015 www.PosterPresentations.com Research (selected) • “Exercise (ECE) is a strategy that involves an increase in physical exertion as a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motor skills” • “ECE can be used effectively to address behavior, school-readiness, academic, and motor skills.” • NPDC Exercise Fact Sheet, 2014  Current Model: MOTOR THRU THE DAY Fine Motor Exercises •Done before lessons involving fine motor skills Recess  •Formal inservice training on structured and purposeful recess for all teachers and staff. •Lesson plans and fidelity checklists developed. •Visual supports and variety of sensory motor exercise /social play emphasized. Teaching ratio maintained. •Activities include: • Visually structured gross motor obstacles using playground • Chalk • Bubbles • Parachute • Tricycles  Future Directions • Ongoing program implementation via interdisciplinary team collaborative approach • Formal student outcome measure data collection • Classroom data • BIP data • IEP goals Stockton Unified School District-Marshall Preschool Autism Programs in Collaboration with Dominican University, Department of Occupational Therapy  Laura Greiss Hess, PhD, OTR/L & Heather Maurin, MA, EdS, BCBA Exercise: An Antecedent Based Intervention To Address Sensory Motor Needs and Learning Readiness   Built directly into the daily curriculum  Roughly 12 times per day over a total of 200 minutes of instruction 1. Circle time (2x per day – 60 mins) - Exercises 2. Stations (“Get Ready” Exercises x 6 stations) 3. FM Exercises (FM station & art projects) 4. FM / GM lessons (approx 20 mins stations) 5. Structured Recess – 2x per day = 60 minutes total Marshall Preschool Autism Programs • Leveled programs • Highly Structured • Structured • Generalized • Kindergarten  Circle Time Exercises •Circle time was analyzed to determine how much time students spent “sitting” •All exercises (gross , fine and oral motor) done in standing position. •Sensory motor “exercises” designed to be peppered throughout circle time: • Exercise • Book • Exercise • Song • Exercise  • Etc •Sensory motor exercise visuals included in circle time schedule and/or on choice boards          • DSM- 5 ASD Diagnostic Criteria includes: • Hypo (under) or hyper (over) reactivity to sensory input or unusual interest in sensory aspects of the environment.  • Children with ASD have documented sensory processing and motor impairments.  Positive effects from sensory motor interventions including improved play, social interactions and decreased sensitivity. • Baranek et al., 2002 • Philosophy and practice of Interdisciplinary Team Collaboration • Autism Specialist/Behavior Analyst • Occupational Therapist • Speech Language Pathologist • Programming • Formal in-service modules for teachers and staff (monthly, 2010-2014). Written and presented by the therapy team • Individual classroom collaboration meetings (approx. Monthly).   • Interdisciplinary team classroom consultations – “push-in”  Information for Families Classroom Wide Support for Sensory Motor Development Frequently Asked Questions (FAQs) Q:  When does sensory motor exercise programming happen? A:  Throughout the school day!  Be on the lookout for sensory motor activities including:  exercises in circle time, “Get ready to learn” exercises in stations, motor breaks, recess activities, and specific motor development lessons.  Sensory motor programming happens multiple times per day!  Q:  Where does sensory motor exercise programming happen? A:  In the classroom, during group instruction, in learning stations and on the playground.  Q:  How does sensory motor exercise programming happen? A:  Interdisciplinary team collaboration is the key.  An Occupational Therapist (OT) is a member of our team and provides sensory motor supports to each classroom.  The OT consults with each classroom on a regular basis and provides formal in-service training to our teachers and staff regarding sensory motor  / exercise needs and classroom interventions to support student learning.  Q:  What should I do if I have more questions? A:  Contact your child’s teacher with any questions and the team will work in partnership with you to discuss your child’s sensory motor needs. Author Contact Information • Laura Greiss Hess, PhD, OTR/L (laura.hess@dominican.edu) • Heather Maurin, MA, EdS, BCBA (hmaurin@stocktonusd.net) Get Ready Exercises •At the beginning of each rotation, students participate in get ready exercises. •Helps students get ready to learn. •Exercises repeated as needed throughout the lesson and sometimes at the end to facilitate transition.  Break / Self-Regulation •Use of visuals taught throughout program •Sensory-Motor Exercises can be used responsively because they are integrated throughout the day. 

Exercise: An Antecedent Based Intervention to Address Sensory Motor Needs and Learning Readiness

https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1112&context=all-faculty

Exercise: An Antecedent Based Intervention to Address Sensory Motor Needs and Learning Readiness

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