S.M.A.R.T. Transition Activities Below are lis-ed a few ideas for different ways to have children ‘transition from one station to another or one place to another. 1. Cross Pattern Walk—forward and backwards 2. Cross Pattern Point Walk (right hand extended and pointer Finger points to extended left foot, left hand extended and pointer finger points to extended foot) 3. Cross Pattern Ankle Walk (right hand touches left ankle, left hand ‘touches right ankle) 4, Slap Leather Walk (right leg behind body, left hand slaps foot, left leg behind tody, right hand slaps left foot) 5. Heel/Toe Walk . Creeping Crawling . Bear Walk Side Step Walk 10, Grapevine Walk 11. Hopscotch Jumping (1-1-2, 1-1-2, or 1-2-1-1-2, of 1-2-1-1-2, ete.) 12. Cross Over Walk (Scissor Walk) 13. Symbol Scotch PENoeClassroom Heavy Work / Proprioceptive Activities (Heavy work is a teacher's bestfriend, It brings down the high stadents, and wakes up the Tow students.) PR E 1. Push-ups from chair seat or arms 2. Pull-ins on chair bv 3. Feet pulling chair legs together 4, Press arms into shoulder sockets, against wall or other 5. Squat down to floorand up again 6. Pushing hands together/Pulling them apart, ty 7. Power walk or march 8. Shoulder presses. 9. Press back into wall or chair back |Y__ 10: Hands on knees, fet on flor — wave knees in and out rpily- resis it 11, Push-ups off wall 12. Rhythmic body claps ~ clap hands to body areas, hands to each other gh lavas yap it pen cpa ty aah et be ih 14, Foot slaps, keeping knees flexed, suppor selFby holding seat of chair with both hands, then quickly raise and lower legs to slap feet against floor, maintaining knees in flexed position or alternate leg as if running, 15, Shoulder lifts ~ with arms flexed and elbours tucked closely into sides, 2" person elevates your shoulders by “lifting” you from your arms without actualy lifting you off the ground 16. Quick “tugs of war” with 2" person 17. Reach and stretch, sll the way up on tip toes 18, From a position just above knees press 2" person’s legs into floor while they're seated 19. Face right, face neuual, fae left, fice neutral, face up, face neutral, face dawn, face neutral 20. Press off each other - hands, back, side 21, Leg raise/while siting or standing. 22, Shimmy and shake OTHER 1. Deep breathing 2. Deep breathing, bringing arms out and up from sides out and down to sides 3. Quick pufts 4. Ho ho, he he, ha ha repetitionsKeystone Ares Edcation Agency Dison of pei Edson Set Oi 2Chate StF. hen S21 bea he Phone 563-923-2099< TAX Soh So I a ‘Improving Learning And Living For All Students Heavy Work Activities for Older Kids and Teens Heavy Work Activities for Oller Kids and Teens ‘Thank you tall ofthe members who submited great ideas for this ist! They are much appreciated? Submited by Cindy Campbell: * working out ia the weight wom * running around the tack * jumping on the pad near the poe vault *rolling/thowing medicine tall in gym + stationary bike * wall push-ups + calisthenics * push-ups and sit ups * pushing cart with books in ibeary(o tothe library) * pushing cart with basketball in gym + pushing football ackling trainer blocking sled * wearing ankle weights or weights on wrists * theraband on legs of char a desk * jumping on trampoline * carrying backpack with books from class to class ‘Submitted by Donna Richards: * using a dolly to deliver copy paper throughout the building * helping janitors clean the cafeteria and move the tables Submitted by Puts: * chair push-ups Submited by Terese Klinger: * setup and put away lunch bles ‘Submitted by Michele RoganIndividual “Heavy Work” Activities for Classrooms: Recess ime climbing or rstng the monkey bars, the ings, or ober climbing svctures '* Stretching muscles or singing baseball’s 7 inning stretch song, "Take Me Out tthe Ballgame” Pushing on walls while stdin in line at schoo Caryn heavy bx tke office or on other schoo ands Flings wagn or psig weld pace cr in pres + Palling ona bite ine tbe (store in backpack o keep handy whenever neds) *+ Doing chairpist-ups (Pace arms on citer side ofthe hue Scoot otiom avay from the back ofthe chal Ty Snighten ams ing btm off ofthe cha) + Doing able push-ups (Stand next ta table, Pace hands on the table and psh ups fet i ofthe oor) + Sweeping or mopping the gymnasium oor o allway oor vhs bg broom + Washing cafeteria ables Carrying milk ty or pushing cat filed with nch boxes tothe cafeteria Eraing the chalkboards Moving mat, qupment, or cho! funiture Pasting chron topo desk to prepare for Nor cleaning at the end ofthe shoo dayIndi ties List for Teachers ‘Compiled and Edited by Eliabeh Hab, MS, OTWUL and Deanna is Sav, MS, OTRUL “rata searing ste provide hey ork ates fr suds. Ale sce on his anon are cornea ceeringetvies.This mans thy canbe cul inprad in te Sue ait ease ae ‘nvionment Special thanks tal the erp who openly shared oe a | 1, Place chairs on desk at end of dy o takedown at beginning of day. 2 ‘Brase the chalkboaddyerse boar 3. Wash desks andor chalkboarlry eras board 4 Help earange desks inthe cisroom. 5. Help the janitor with emptying wastebaskets, mopping he flor, te 6. Fill egg erates (small ons that students can cary) with books to take to other classrooms. Teachers could ask students to move these erates back and forth as needed 7. Help the gym teacher move mats, hang them up, te. 8. Take chewy candy breaks ~ sucha licorice, fut roll-up, Starburst, or Tootsie Rolls 9. Take crunchy food breaks ~suh s dry cereal, vegetables, pretzels, or popcom, 10. Sharpen penis witha manual sharpener, 11, Cut out items for display from oak tag 12. Have students carry heavy notebooks to the fice or rom cass o class. 13. Carry books with both hands hagging the book to the chest. 14, Push the lunch cart or carry lurch bin othe cafeteria. 15. Staple paper onto bulletin boards. 16. Inthe classroom, fsten a large phone book to the bottom of the student's char with heavy dy tae. The teacher can rearrange the students schedule so the student has to move toa differen location withna the classroom (carrying or pushing his/her weighted chair) between certain subjects or activities, 17, Have student move several pacts at atime of Xerox paper from the storage area tothe school copy center 18 Use the Ellison cut-out machine. Students can collect orders from teachers (who provide the paper and use ‘these cut-outs for bulletin boards, etc.) and then press out the numberof pieces required under the supervision of an adult. This very heavy work is great strategy for organizing behavior 19, Climb on playground equipment 20, Swing from the trapeze bar.“Bgl cigs sees + Silly Anional Walls as Seer aria renee a ea eee ements Fer a Saal + Haig a bull ing place Roca bag” OEE I tec See eee eee aed fire Ee eam eat Sea sere BO a ge 2 Win BrdaesSHAKES GAME “With the kis standing have them make a pretend cup with their2 hands together. “Tell them to take a deep breath and blow their shakes into the cup and then their ‘cup will shake. “Tell them to divideit into 2 cups, by separating their hands. Their hands should sill be shaking. “*Have them put the shakes into their knees, then their knees shake, take the shakes back out of the kness, Put the shakes in their shoulders, then their shoulders shake, ‘Take them back out of their shoulders. Put them in their hips, arms, etc. in the ‘same way- you can do as many body parts as you want. ‘The last one you de, you tel the kids that first they have to glue their feet to the ‘oor, pretend (o wipe glue first on one foot, then the other. Remind them thefr feet ‘are glued, so they can’t move from their spot, then put the shakes in their whole body and have them wiggle in that spot. Then take the shakes back out. “Lastly, you tell the ks we are going to release out shakes into the air. Take a deep breath and raise your hands up high over your head to release the shakes. Slowly ‘bring your arms back down. You are done and now the kids are calm and ready to listen to your directions.G1 s98sequayfaus's nN ‘aitoig WORE uray Jo uoyssruuzad tpias parunday safieqqi¢ pur Breda TE6L @ ‘SieqMIDD 4oNIO PU SIH Ting 40f apm uohwanian] UY :ZI- SOBY uaspIGO MI Ssouonstiafoc Kostas WON "9° ONE AINLL HAO SINFAA AXOSNAS taps aassuafop on » que PEG? tunopmngs 40 ‘poopie s90t9 14m PAD voy sitiaaa poyuauunosaus 1 asuodsou ts posniouw wiungo fo susoned (y smogs 19q9 SIG,SENSORY INTEGRATION } wPUT * DEMONSTRATE KNOWLEDGE WHA We mic ee INTERACT WITH OTHERS INTERTACT WH THE ENVIRONMENT HOVE HOW WE EYER: Ave SELF-ESTEEM MOVEME HAVE a SELF-CONTROL EXPRESS FEELINGS ~ FEEDBACK @ © 1952 Therap Went. Figure 1-1.HIGH-LOW CHART BEFORE [MM = AFTER HIGH JUST RIGHT LOW"Detective Work" 1. If students are younger than age eight, they will need to rely on adults to supervise their self-regulation, 2, Look for obvious and subtle cues. 3. Does the behavior or strtegy need to change? a) What sensorimotor experience is the student seeking? b)_Isit working? ©) Why would one consider changing the behavior? 4) Is the change necessary for the individual's safety, other's safety, or the needs of the adult? ©) fan adult's nervous system is in danger of going into high gear, explain this so that the student can learr. more about sensorimotor preferences and hypersensitivities. Adult modeling is the key. 4, WELEARN: WE REMEMBER: 1.0% through taste 10% of what we read 1.5% through touch 20% of what we hear 3.5% through smell 30% of what we see 1.1% through hearing 50% of what we see and hear 83.0% through seeing 80% of what we say (Refining Your Presentation Skills by Priscilla Kibbee, RN, MEd., JQA August/September 1988)CHANGING HOW ALERT YOU FEEL PUT SOMETHING IN YOUR MOUTH: + Eathard candy ares if you wan) Ex crunchy food prez, popear, mts, pp Eat chewy fod: gum (I of more pees), rains, bagel, chunks of cheese Eat sour fod: pees, sou candy Ext sweet fod frit or andy Drink fom aera: ue an “exersie bot” 1 drink luis sch ats milkshake, a “Slee” (uty haw 2 frozen dei), or other ink | Try acomomaon sun as wal mx (eraneny chewy, swe, Saxbus (Rew, Sweet, na}, oF hips pe i alsa (erunety and spi) Use green mbt thing + Takeslow deep teas MOVE: (ty moving before you pedo concentate ex homework) ‘Do isomearics (push ams on 2 wll r push has together) + Wal gicky (in choo or ake dog for walk) + Run up and down steps 1+ Doanerrand fora teacher Shake head quickly Roll neck slowly in ceular man Jump up and down os ryt jum touch a dor frame Play sports basketball, swimming basal fishes et. Do aerobics wit group or athame to music “Try holding and “fidgeting” witha Kooth Bal, paper lps, rubber bans, raw, jewelry, olay Rub gently or vigorously on yourskin or cothing “Take a cool shower or warm bth ‘Wash your face with coi or: wash cloth etor play witha aial Hold o sn up gassed sim or arg pillows 100K: ‘+ Putbrigh lights on in oom ifyou are in low speed Di he Hight you are in igh ent Clear off the uble you are woekitg oni it dsracts you ‘+ Wate fish nan sgusiam 4+ Read abook or look at magazine LISTEN: Listen to clsical ype msi (even, slow bea) Listen to ard rock type music (od bas, uneven beat) ‘Uses personal ease payer if oe music boters someone ele Avoid loud, noisy ples if you ae i igh speedo ft bates you when you ar tying to concentrate ‘A-46 “How does yourengae ra?" (© 1994, Therapy Works, In. This page may be epee fr instutions use,KEY POINTS TO SUCCESS Teach 8 key concepts through experiential learning so others can help be "Detectives", Emphasize the "WHYS" and the value of "heavywork”. Know your own sensorimotor needs/preferences and know that they are not universal. Begin with one potentially successful situation. ‘Change and adapt activities to ensure the feeling of success for AP students-abandon your ‘own goals, if necessary. Remember you are in Sales and Marketing. Be patient with the adults and leam from the children. DO NOT attempt to teaci the AP while students are sitting still at desks. It could be hazardous to the author's health! Encourage adult modeling. Allow for ample time at each milestone. ‘The activities in Chapter Four are only EXAMPLES. Watch for the many program variations that will emerge. Follow your heart and feel free to be creative! Observe the children's pride and enthusiasm as they discover their own answers to the question, "How does your engine run?”