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Early Learning Foundations 1

Teacher Instructions Week 1

Number Flash

Number Flash* Use the Basic Flash Technique (explained below) for the Number Flash. You will flash the numbers that are specified on your check sheet unless otherwise directed by the classroom teacher. The progression schedule is designed to give adequate INPUT (being told or shown) so the student will have no problem with OUTPUT (telling you from memory). You can move ahead of the suggested schedule for introducing new numbers if the student already knows the numbers but please remember to be careful not to ask for output too early. If a student is struggling with recall, continue flashing the current set of numbers for a longer period of time.

See Saw

Purpose: To organize the brain at the Pons level. Repetition of this activity builds nerve pathways and stimulates natural development/repair of a central nervous system that may have been compromised by trauma, abuse, adoption, war zone or high fever. 

Lie on back. Do See Saw with bare feet dragging on floor or bed. Build to recommended repetitions. Client can do this independently if movement is fast, smooth, and synchronized. Two adults can pattern a child. Client can move only the arms, if an assistant is available to work with the legs.Instructions for Counting: Count one for every time you come back to the original position.Variation: For older children, teens and adults who do this activity independently, intensity can be increased by wearing light weights: 1-1.5 lbs on wrists and 2-2.5 lbs on ankles. Build up to recommended repetitions before adding the weights.

Deep Pressure on Hands

Visual Digit Span Test Kit

Purpose: To assess the level of visual processing ability. This is the same as visual short term memory. This is done one time only to determine current visual function.

Supplies: Visual Digit Span Test Kit

Instructions:

  • Print the test kit in the handout below.

  • Cut out all the sequences

  • Locate the four digit sequences with four numbers on them.

  • Show one sequence for three seconds and then hide it.

  • Student tells you each of the individual numbers by memory.

  • This is a visual activity so you do not say anything. Simply show the card.

  • Correct responses on the first try for two cards out of three indicates a functioning level.

  • Next, locate the three sequences with five numbers on them.

  • If client repeats the numbers back to you but out of order, this is a miss.

  • If client leaves out a number, this is also a miss.

  • Continue testing at the next level until client misses three out of four.

  • Once you determine the visual processing level of a client, begin working at the next level.

General Goals for Visual Processing Test Kit:

  • 4 for a four year old

  • 5 for a five year old

  • 6 for a six year old

  • At least a 7 for a seven year old, teen or adult.

Handout:

Handouts:

Auditory Digit Span Test Kit

Purpose: To assess the level of visual processing ability. This is the same as visual short term memory. This is done one time only to determine current visual function.

Supplies: Auditory Digit Span Test Kit

Please see the handout for details.

Auditory Touch Sequence

Watch the video for one type of Auditory Touch Sequence. In addition to the one described, you can ask the client to touch things in the environment. For example: "Touch chair, counter, floor, window. Touch book, lamp, rug, table." Be sure to say the word "thousand" to yourself between each word for the appropriate timing.

Handout:

Fine Motor

Purpose: To provide a variety of activities that will develop the skill of cortical opposition for proper pencil grip and for improved handwriting.

Handout:

Cortical Opposition Sock

Purpose:To provide a variety of fine motor experiences to develop correct cortical opposition which is essential for a good pencil grasp and handwriting.

Preparation: Use a pair of cotton socks. Cut a hole for the thumb and the index finger. The client wears the socks on both hands. Velcro the socks on if there is a problem with them staying on.

Audio Books or Stories

Purpose: This activity is very important for establishing ear dominance, building vocabulary, improving auditory processing and enlarging the language center of the brain.

Supplies: MP3 player or CD player, audio books, sermons, radio shows or audio Bible

Instructions: Excellent while traveling

  • This activity is strictly auditory. Client does not read along in the book or look at the pictures in the book.

  • Choose stories, books or radio dramatizations with HIGH interest and very little music. Adventures in Odyssey is okay.

  • See other options on handouts below.

  • Provide a special place for client to JUST listen and then tell assistant what was just heard. If unable to, go back to very short stories from www.faithcomesbyhearing.org or stories for young children, just auditory, no pictures or print.

  • If client is listening to audio books on the computer, cover the screen with a cloth so the visual input from the computer screen does not distract the auditory system.

Note:

  • Please see handouts below for a list of resources of Books on CD/MP3 and suggestions for fine motor activities.

  • One idea is to download audio books onto an MP3 player.

  • Explore free downloads of classic literature and radio shows.

Handouts:

Shape Flash

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