The Hometrain Social Skills Blog

5 Sensory Play Activities to Help with Haircuts

2014-09-30T08:23:00.001-07:00

When we work with children who find haircuts difficult, firstly, we talk to the parents to establish their child's experience of hair touch and cuts. When we meet the child for the first session, we play with a variety of toys, and during play we try hair touch, introducing brushes, combs and play scissors, making observations as we play.

There are two factors to therapy: 1) Sensory play for a sensory issue relating to hair touch and cuts or 2) Behaviour-orientated (with sensory) play. Of course, both go hand-in-hand as a sensory issue will lead to the avoidance behaviour, so we treat them together. Using sensory play, we focus of the responses the child has made during our play time observations.

So how can you play at home or school to help your child cope with hair touch and hair cuts?

Our objective is to help children cope by using therapeutic play which brings the enjoyable activities and the undesired activities (hair cut/brush) together.

Hair touch and Brushing:

1) Begin by using your hands, and then the back of the brush - introduce the bristles at a later stage. What you need to gain at first is confidence and trust.

overcoming fear and gaining confidence

Introduce a routine of hair touch and brushing every day. It's a little easier (especially with boys) to leave the hair alone if your child hates having it done. But treat it like tooth brushing, once you do it every day it (hopefully) becomes a part of your routine that can be coped better with.

Have a play time brushing a dolls hair, teddy or your own/siblings hair. Use different brushes and combs if possible, and encourage your child to brush their own hair as much as possible. Have a distraction, such as TV or a dvd playing, so they have their hands free, but something to reduce the focus of the activity.

'Snipping' play dough

Hair Cuts:

Once you have achieved brushing, introduce play scissors. We use the word 'snip' instead of 'cut' - and play with a range of sensory play activities.

2) Play Dough snipping - make or buy play dough, use scissors to snip the animal or head shapes that 'grow' hair when pushed through.

3) Rainbow Spaghetti - boil spaghetti, then rinse and add food colouring and a little cooking oil. Use or mix different colours and then introduce the play scissors.

Make Rainbow Spaghetti

4) Paper Plate Heads - draw faces on paper plates and leave space for hair on top. Add googly eyes and color them in adding wool or just snip away at the top of the plate to create hair. Then snip away at the hair and talk about hair dressers.

5) Head Massage - try a firm head massage to help with sensory issues - sometimes a firm massage can feel better than a light touch, and works towards de-sensitizing the scalp. You can try this just before having a hair cut.

In between the play activities, do some brushing/combing. For example: 3 minutes of play with whatever they want, and then 3 brushes - or as many repetitions with the brush as your child will tolerate. Give lots of praise, then back to play time for another 3 minutes.

Adjust the play time/hair time ratio to suit your child, and introduce rewards, stickers, bubbles, drink etc in between the two.

So, for example: 1) Play time for 3 mins then 2) Hair time for 1 min 3) Reward, and back to playtime again.

Remember, the hairdresser will use a comb, so try to introduce one. Practise combing hair in different directions, and hold your child's hair between your fingers as if you are a hair dresser. All of these actions will help your child feel more comfortable in the salon.

For more advice, you can contact Claire at: info@hometrain.ie

Or visit www.hometrain.ie to find out about our Social Skills Groups.

Understanding and Delivering Group Work to Children and Pre-Teens with Special Needs

2013-05-10T05:22:00.002-07:00

Understanding and Delivering Group Work

to Children and Pre-Teens with Special Education Needs

Why is group work with special needs effective?

Structured group work with children and adolescents is known to be effective, be it in the classroom, counselling/ therapy group, or social skills groups such as ours. For children with social and special education needs, the effects of group work are not soley recognised through increased social and language skills, but include improvements in cognitive, emotional and behavioural development.

To design and develop groups that accommodate children's developmental needs, we must first understand the basic principles of group work. These include group process development and group dynamics at each age.

The Group Leader’s instructing, activities presented, and the outline of each curriculum apply generally to group work with children and pre-teens. However, some aspects will be adjusted by the Group Leader to account for children with special education needs, and how they individually process, and respond to tasks and follow direction.

Important points to remember for group work with children with special education needs:

1) Children form bonds with peers in a structured environment, one that enables them to interact freely and develop skills without pressure.

2) Groups enable (older) children to understand that their ways, ideas, thought processes and concerns are not unique to them.

3) Through appropriate structured activities, children explore their experiences and feelings through play, learning new skills by observing others and identifying with each other.

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."

Albert Bandura, Social Learning Theory, 1977.

At Hometrain, our groups follow principles of small group work, and the Group Leader uses a range of appropriate interactive approaches to support and promote children’s learning.

These include:

· Play, and playful instruction. Making little demands on children on arrival, increasing instruction and interactions throughout the session.

· Attention to the activities and learning environment for the children.

Group Leaders:

The activities in our Curriculums provide the Group Leader with a range of teaching perspectives which they will adopt for both the whole group, and each child.

The Group Leader:

· Understands children as unique individuals: their interests, motivations, reactions to experiences, language and emotional development.

· Achieves the aim of matching children’s needs and the curriculum being taught.

· Encourages children to undertake activities that require a good deal of guidance and support which they may, under other circumstances, feel unable to achieve.

· Using appropriate language, and create opportunities to use relevant communication techniques such as signs and PECS for each child. Especially in the case of very young children.

· Older children, benefit greatly from interactions and opportunities to ask questions of the Group Leader and Support Staff. This is part of Curriculum 3, in the ‘Radio Show Interviews’ activity. These are designed to develop children’s social competence. Curriculum 3 uses role play and drama activities to model desired behaviour, skills and scenarios.

· Small groups allow the Group Leader to respond in a range of ways to handle difficult behaviours sensitively and in ways that might not be possible or effective in a whole class or 1-1 scenario.

· Talkative children can be helped to listen to peers, while withdrawn children, and particularly those with language difficulties can be given greater opportunities for participation. This includes prompting, and being offered time and space to respond.

· Small Groups enable the Group Leader to determine how children understand a particular task or activity. In a group, identifying children having difficulty understanding a task can be noticed easier than in a classroom situation.

Group Leaders in small groups continually assess children’s learning and development. The Group Leaders and Support Staff participate in all activities with the children.

· Use 1-1 and circle time to clarify understandings and purpose of the activity.

· Observe the child’s attention by listening to them, observing their behaviour and posture and thinking/reflecting on their reactions.

· Are sensitive to the child’s attempts to request help and by responding to requests for activities and reinforcers.

· Respond to the child’s efforts, and make way to change/simplify the structure of a task or activity.

Teaching Special Needs:

You could try simply sitting in a circle with a group of children who mostly have ASD, and spend ten minutes trying to get them to sit and talk. Would this work in a meaningful and effective way?

What is likely to occur? After 3 minutes, you will have a room full of individual children entertaining themselves in solo play. Then chaos as you attempt to re-group them.

Children learn by doing, which is why our curriculums are play-based. The ideal learning scenario for children who have special education needs, is where the Group leader actively engages the children in activities or structured play throughout each session.

All 3 Curriculums are constructed with 2 hourly sessions of planned activities, with a variation of teaching approaches throughout. What is important, is that the type and nature of play used has a purpose.

We begin with playtime, then 1-1 teaching, circle time, big and small group activities. Each session has a theme woven into the structure of the session. Each activity and section has a purpose, the Group Leader delivers each task or activity with the purpose evident throughout their structure.

As the age group’s increase, the level of structure and is gradually reduced (Bednar, Mel nick, & Kaul, 1973). Older children become less impulsive, and the relationship of structure and the nature of teaching changes. When and how to do this will be evident to the Group Leader as the cohesion and the group dynamics change over time.

The 3 Curriculums included in the manual ‘Teaching Hometrain Social Skills Groups’ are:

Pre-Schoolers 3-5 Years

School Age 6-9 Years

Pre-Teens 10-13 Years – ‘The Nest’ Drama Group

Our group work protocol for children with special education needs includes outlines for play activities as effective intervention.

Detailed Activity tables are included, and Template Activity Programmes are provided for Group Leaders to develop each Curriculum.

More details about Hometrain Social Skills Groups can be found here: Social Skills Groups

References for further Group Work Study:

Yalom, L D. (1995). The Theory and Practice of Group Psychotherapy (4th. Ed.). New York: BasicBooks.

Association for Specialists in Group Work, (ASGW) formed in (1973). George Gazda.

Website: http://www.asgw.org/

Social Learning Theory, developed by Albert Bandura, 1977.

Group Leader Training Workshop

2013-04-16T05:08:00.000-07:00

You're Invited!

Group Leader Training Workshop

Saturday 25th May 2013 at The Crowne Plaza Hotel, Blanchardstown, Dublin 15

Registration and Membership Packs @ 1:30

Welcome Packs with Manual, Membership and Introduction

- Claire Whyte

Training Session @ 2-3pm

Manual on CD-ROM

Using your manual 'Teaching Hometrain Social Skills Groups'
- Claire Whyte

Running Social Skills Groups
- with talks from Group Leaders and Support Staff.

Questions and Answers

Practical Workshop @ 3-4pm

1st Event of the Group Leaders Network!

'Social Skills Activities for Groups'

Group Leaders will work together creating activities for Social Skills Groups, covering a range of topics suitable for different ages and abilities. All materials provided.

Presentation of Activities.

There will be time for more Q's and A's after 4pm, and a small selection of toys and equipment available for Group Leaders: free to take for use in their groups.

Saturday 25th May 2013 at The Crowne Plaza Hotel, Blanchardstown, Dublin 15

Registration Fee is €150 - includes Training, 1 year's Membership to the Group Leader's Network, the Group Leader Manual 'Teaching Hometrain Social Skills Groups'

Important: Closing Date for Registration is 3rd May

More about the benefits of becoming a Group Leader: http://www.hometrain.ie/leaders/

More about Hometrain Social Skills Groups: http://www.hometrain.ie/group/

10 FAQ's about being a Group Leader

2013-04-10T14:07:00.001-07:00

Hi – I’ve been meeting up with and chatting to many of you who are planning to be Group Leaders for Social Skills Groups.

Here are 10 FAQ’s that I have come across, and might be useful to read:

About being a Group Leader:

1) What does the €150 fee include? The €150 covers your training workshop, the manual ‘Teaching Hometrain Social Skills Groups’ and a year’s membership as a Group Leader.

2) Do we pay Hometrain anything else – i.e. from our takings/income from our groups? No, once you have bought your manual and membership, you do not pay us a cent from your income. The Group Leader is responsible for the finances of their own groups.

3) What is the next year’s membership? The following year’s membership is just €50.

4) What does membership include? Posting your information, and advertising of your group and news on our website. Having an @hometrain.ie email address for parents and other group leaders to contact you. Also having the support of the Group Leaders network, including Claire Whyte, Groups Co-ordinator to help you set up and run your groups.

Membership also includes regular additional teaching resources on our Pinterest boards, and via emails from Claire. This will include arts and crafts, seasonal events and network events. The free resources on our website are always available.http://www.hometrain.ie/resources/

5) What about insurance? We have a deal with our insurance company to provide public liability insurance for groups at a small fee to Group Leaders. This is yet to be confirmed, but possibly around €50.

6) Are there any other resources available to us as Group Leaders? Yes, there are plenty of paper resources in the manual that you print from the CD-ROM. We have a small amount of games, puzzles, sports equipment and toys that can be shared out on 25^th May to groups that need it. The equipment will be brought back the following year and exchanged with other Group Leaders.

7) Can I set up more Groups? Yes, once you have the manual, you have curriculums for 3 different groups. You can have as many groups as you feel you can manage. Some Group Leaders take on others to help if they have more children than they can teach.

8) Will there be any other Hometrain Groups in my county? The first person to organise a group is important to us, and any other Group Leaders in the same county will be given the option to either: 1) Set up their group in a different area or 2) Join forces with the existing Group Leader, developing the service provided with a new group, possibly in a different age category. Groups are listed by County: http://www.hometrain.ie/group/

9) What happens after 25^th May? All new groups leaders then get their @hometrain.ie address, and their groups are advertised straight away. Claire will then link in with each of you to help in any way and we have the summer months to get you ready to start in September.

10) Can I have the manual now? No, it’s preferable to wait until 25^th May when it’s presented. Most of your questions will be answered on 25^th and it’s better that all new Group Leaders get the same information at the same time. Claire is available from now to meet and discuss running groups, and to answer any questions you have.

For more about becoming a Group Leader: http://www.hometrain.ie/leaders/

To book your place and pre-order the manual 'Teaching Hometrain Social Skills Groups': https://www.hometrain.ie/shop/index.php?main_page=product_info&products_id=81

About the Manual 'Teaching Hometrain Social Skills Groups'

2013-04-02T13:55:00.000-07:00

I am so delighted that this May 25th, we launch this manual which is a definitive guide for all our Group Leaders. It begins with how to set up your groups, how to use the 3 curriculums, with activities and resources for each section.

As the Groups Co-ordinator, my role is to support Group Leaders in setting up and running their groups, providing and sourcing information, and developing the Group Leaders Network.

It was my job to write and research the manual. I have year's of experience in groupwork of different kinds, across a wide cross-section of the community, and Hometrain Social Skills Groups have been running for four years. We have a great reputation among parents, and have referals to our service from HSE and Enable Ireland.

In order to replicate our groups in other areas, I wanted the manual to be practical - a 1-stop-shop for our Group Leaders - and to include everything I needed to run a group elsewhere.
The contents page includes:

Introduction and Contents:

How to set up your groups

Ideas and protocol for planning your groups

Section 1:

Curriculum outlines and activities for pre-schoolers 3-5 years.

Section 2:
Curriculum outlines and activities for 6-9 years.

Section 3:

Curriculum outlines and activities for pre-teens 10-13 years

Then also:

1) Undesired behaviours - how to work with different behaviours effectively in a group setting.

2) Writing reports - what to include, what not to include, how to write and evaluate.

3) Keeping records - which record to keep and for how long.

4) Staff and finances - finding and working with support staff, organising payment.

5) Networking with other members - how to get invloved, share your ideas, exeriences and good resources.

6) Administration Forms and Useful Resources - Everything you need to help set up, print and run your groups! Posters, Code of Conduct and Mission Statement are all here.

There are also useful sections on Play and Groupwork.

The manual has been created on a CD, so Group Leaders can print all admin and resources straight away, and not have to spend hours photocopying. It also means that updates can be added easily - such as further programmes, resources and Summer Camps.

I am sure Group Leaders will enjoy the manual - 'Teaching Hometrain Social Skills Groups' - it does exaclty what it says on the cover!

Any further information about our manual and how to become a Group Leader can be found at: http://www.hometrain.ie/leaders/

Group Leaders Network - Social Skills Groups

2013-03-28T05:26:00.002-07:00

We are looking for New Group Leaders Nationwide to start their own groups! Could this be you?

Hometrain's Social Skills Groups are play-based communication and social skills groups for children. They are for 3-5's 6-9's and 10-13's - (10-13's is a new, drama based curriculum)

The 25th May, 2013 is our first National Network and Training Event, where we will be launching our Manual 'Teaching Hometrain Social Skills Groups' - which covers everything you need to know about starting and running your groups, including curriculums for 3-5's, 6-9's and 10-13's.
It also includes all admin forms, advice and information for starting a group.
All new groups will be supported and advertised free on our website - where parents go to find groups in their area. Group Leaders also get their own @hometrain.ie address, so people contact you with this email and it helps keeps your group life seperate from your real life!

The Manual

1st Group Leader event is 25th May 2013

At 25th May Workshop, will cover all aspects of running your own group, you will meet other new Group Leaders and listen to our existing Group Leaders talk about their groups.
We will introduce the Group Leaders Network, and how to share interesting info with others and use our Pinterest Boards

To pre-order your manual, your first year's Group Leader Membership and attend the workshop in Dublin on 25th May please go here.

The reason for th network and the manual together is that I started groups four years ago, and appropriate resources were few and far between, and I made many of my own. The Programmes of Activities make up much of the curriculums here in the manual, and the resources and printables back up all the teaching. As a Group Leader, you will undoubtedly have your own resources to add - which is great!

Group Leaders will be invited to use, and post items of interest on the relevant boards, i.e. found a great colouring page for your group? You pin the link to the colouring page board for everyone else to use. Had a great idea for a game? Pin up the idea on the Teaching Social Skills board.
The Pinterest boards are:

Teaching Social Skills
Colouring Pages
Arts and Crafts
Everything else!

You can view these now at our Group Leader page: http://www.hometrain.ie/leaders/

The Group Leaders will meet every year to develop the network, meet and discuss ideas, and get to know each other professionally.
It's going to be great!

Please contact me for a chat about any aspect of our groups/leaders: info@hometrain.ie

Claire.

How to Ask For Help!

2012-11-22T05:43:00.001-08:00

Q 1) When did you last ask for help?
I mean really, actually ask for help.

Not 'Help me unload the dishwasher' or 'Help me put the shopping away' but real pratical help.

And by help I mean any time you need help- help with work, business, ideas, housework, life, anything.

Q 2) When could it have been better if you just braved it and asked?
If you picked up the phone and asked.

I've a husband, a business, four kids (including baby twins) a new iPhone app to market, and a heap of other stuff to do.
We're all trying to do well in business, and have access to a wealth of great contacts and networks, but we often miss out on a major FREEBIE - HELP and ADVICE!
This year I've had to LEARN to ask for help to manage home life and business....not in my nature. But by doing this, (admitting I'm not super-human) I realised that people have been delighted to be asked, I've a better business, closer friends and I am more human as a result of picking up the phone!
Here's 5 reasons why and how:

1) Networking - Linkedin, Facebook etc look at the people around you in business. If you see their profile, and wonder how everyone else is doing great, you'd be mistaken. We are all in the same (or similar) boats. Be freindly and polite, do ask for advice and help, but respect people's time also.

2) Asking for help is not admitting inability, defeat or failure - it is normal. Anyone still in business right now deserves the right to ask for help and advice!

3) Friends and associates like to be asked, asking people for help and advice shows you value their opinion.

4) Fortune favours the brave! Call someone regardless of their position, (this takes courage if you don't know them). If they can't help you, they might know someone who can point you in the right direction.

5) Pride comes before a fall! Don't miss out on an opportunity to get your idea realised because you didn't ask for help with it.

P.S. I need some marketing advice/help.....anyone know how to increase app sales without trawling around for reviewers?? You may as well offer me help......I'll probably be ringing you anyway.
http://www.hometrain.ie/gth/

Claire.

Experiencing Out-Patients Dept - Using the Hospital App

2012-11-15T06:48:00.000-08:00

A visit to Hospital out-patients with a child is an experience that many parents dread.

It conjures up images of bustling waiting areas, children who are hot, thirsty, hungry, bored and tired wrestling in and out of their parent's arms, parent's are trying to mangage, possibly with siblings in tow.
Add in the anxiety of the child going for a procedure - plus the anxiety of the parent who is about to deal with the anxiety of the child going for a procedure - and hey presto - you have a life experience waiting to unfold!

How can you make life a little easier for you and your child?

1. Prepare. A little preparation goes a long way. Talk about what is going to happen, the Hospital environment, and ask your child how they feel (Pain scales in our app are good for this, and can be used to determine how your child feels about their Hospital visit). You can print Hospital colouring pages from our website: http://www.hometrain.ie/gth/

play hospital at home

2. Decide a coping strategy beforehand:
After preparing your child, decide with them how they can learn to cope with their procedure - ideas and games are all in the Going to Hospital iPhone app, and help children learn how to stay calm, take medicine, cope with discomfort and painful experiences. The Going to Hospital app includes a relaxation lesson for deep breathing (this has been tried and tested!) and a guided imagery story called 'The Magic Flower' - both of these you can listen to straight from the Going to Hospital app, and they really work!

3. Distraction - Do it! - Learn about distraction in the Parent Info section of the app. Once you have your preparation and coping plan, use the games on the app (or your own games) to distract and entertain your child during their wait and during a procedure. The game 'Counting Sheep' is a great way to count and distract - you can read an account of using this below.

Read a parent's account of using the iPhone app 'Going to Hospital':

Going to Hospital App

"I used the Hospital app with my daughter today, she was to have a blood test and an X-Ray. We looked at the app last night and I read the information on how to prepare her. We talked about going which is something I wouldn't normally do in case she got upset and refused to go! It went well and she looked at her age-group section which she could read and relate to.
We decided to play the quizzes in the waiting area and the counting sheep during her blood test.
When we got to the hospital, there was not too long to wait, she listened to the relaxation story. We talked about the story together afterwards - what her animal was and which food she gave him. My daughter especially liked the flower in the story.
X-Ray went well and then to the blood test area! ...I could see my daughter was worried and we looked at the app again, making sure we had the sheep game ready. We estimated if she counted 20 sheep, then the blood test would be over.
My daughter was anxious, and she sat on my knee. I held her left arm (the one having the blood test) with my left hand and my phone in my right hand. She didn't enjoy the blood test, but she was able to sit tight and count the sheep - we counted 12 and the test was finished!
As we walked back to the car she said - 'That hurt, but I was SO much better than last time, I didn't even cry!'

Practising the Counting Sheep game before a blood test

We enjoyed using the app and I think that preparing her helped."
A Parent.

'Going to Hospital' is available on iTunes, you can view it and download here: http://www.hometrain.ie/gth/

Why Prepare Kids for Hospital?

2012-10-25T07:10:00.000-07:00

'Im H A P-P Y - I know I am, I'm Sure I am' - Remember that theme tune? 'Only When I Laugh' was made during 1979 - the pre-political-correctness period of comedy broadcasting - it was great.
The title was of course the answer to the question 'Does it hurt?'

Back then, children going to hospital were separated from their parents, put in mixed wards with adults and with little or no toys.
Thankfully now, we understand and respect the needs and rights of children. We understand how and what helps children cope better. We work towards creating opportunities to provide information, play preparation and play facilities in most Children's Hospitals and wards.

As a Hospital Play or Child Life Specialist, I have from time to time, seen families shy away from preparing their child for surgery or an invasive procedure. Our role on a ward is to meet with families, discuss our role, and explain the part play preparation has for their child.
So when you're asked by a famliy to not be involved, that they will handle how their child is prepared ( or not) we respect their wishes. After this happened (only a handfull of times, thank God) some of the post-procedure difficulties these families experience included:

Loss of trust - child refused to look at or talk to parents.
Fear of hospital staff - as the child wasn't prepared, anyone coming into the room could be assumed was taking them for surgery or to cause pain or harm.
Loss of apetite - child can refuse to eat.
Fear of post-op medication - child can refuse to take medicine.

The Benefits of Preparation:
If your child knows what to expect (if they are prepared), they are more likely to be co-operative, cope better and gain a sense of achievement. They will be more trusting and feel safer.
Preparation gives children a sense of control.
You can help prepare your child at home before you visit the hospital, we created the 'Going to Hospital iPhone app to help you do this. You can also use books and play 'hospital' with a play doctor kit with teddies and dolls.
Going to hospital is one of life's challenges - help your child begin the journey of mastering this challenge.

The other reasons we created the Going to Hospital app were to:

Help children cope with pain, with relaxation techniques, guided imagery relaxation story and pain scale
Advice and tips to encourage children of all ages to take medicine
Practical information for parents
Distraction game and distraction techniques for painful or uncomfortable procedures
Activities and colouring pages

You can view the app details, print a poster and colouring pages here:
http://www.hometrain.ie/gth/
or scan the QR code below:

Teaching Stranger Danger to Children with Special Needs.

2012-10-03T02:06:00.002-07:00

Right now in Ireland, our children are tucked up in bed. Many parents are wondering how to react to the news from this weekend, when two little girls were lured away from their lovely little lives.
Child abduction and abuse is not a regular occurrence. Every parent's job is to protect our kids - and the fear of any child being abducted is the ultimate 'unthinkable'.

Most kids know not to get into stranger's cars, go with, or talk to strangers, but children with social and communication difficulties may not be able to comprehend the general 'stranger danger' rules.

Shortly, in all Hometrain Social Skills Groups, we will be issuing our Group Leaders with our new 'Stay Safe' resources, which includes an addition to our Curriculums for all age groups, covering our 'No, Yell, Run, Tell' - along with information for parents.

So how do you protect your child who doesn't understand the stranger danger rules? If they are playing outside, or liable to wander or escape, you can try:

child locator

A 'mommy I'm here' alarm - I have one and it's great. The bear attaches to your child's belt and is not easily removed. You have the controller which when pressed, emits a shrill alarm from the bear. This means, if your child goes out of sight, you can quickly find them. Perfect for travelling.

Website link: http://www.mommyimhere.co.uk/prd103ChildLocatorAlarm.shtml

2. Have an outdoors 'buddy' system - where your child is only allowed out to play with a friend or sibling who knows to remain close by and understands the stranger rules. Explain to them that your child does not understand the 'what to do rules'

The 'what to do' rules to remember:
No! Yell! Run! Tell!

Could you work at The Hairy Planet??

2012-04-27T03:04:00.000-07:00

Position Vacant: Play Specialist/therapist
Sessional work available - Immediate start. Saturdays
Location: Hometrain's Hairy Planet Salon, Navan, Co. Meath.

The Hairy Planet is our specialist salon for children who find hair cut time difficult. It has a relaxed atmosphere and the key element of it's success is in therapeutic play, combined with behavioural strategies to help children learn how to cope with hair cuts, hair touch, brushing, combing and wetting hair.

We have a wide client base, ranging from 2-30 year olds who experience a wide cross-section of difficulties. This could be fears and phobias, sensory dysfunction, or working to undo a history of negative experiences.

The ideal candidate should have experience of working with special needs, and have experience and knowledge of the following:

Distraction therapy
Sensory Dysfunction
Therapeutic play strategies
Understanding of child development 2years upwards
Knowledge of ABA techniques
Using a range of communication methods, including PECS.
Knowledge and understanding of working with fears and phobias in children

Although the above is important for this role, the candidate should be fun, open, and able to communicate well with all age groups, abilities and the families of the children attending.

For more information, please contact Claire Whyte:
Tel: 046 9070100 or Mobile: 087 6907663 or e-mail: info@hometrain.ie

This post will be a great opportunity for a Hospital Play Specialist, Play Therapist, OT or other related occupation.
Closing date is Friday, 4th May 2012.

New Services - including our Toy and Teaching Resource Library

2012-04-10T05:47:00.001-07:00

To celebrate moving into our own premises - we are delighted to announce that as well as the usual Social Skills Groups, The Hairy Planet Salon and our shop - here's details of new Hometrain services:

1) Teaching Resource and Toy Library. Borrow from our range of toys, equipment and educational games for just 20 Euros per year. (See images and more info below, call in to join)
2) Rent fully-equipped Teaching and Therapy rooms - you can now use our rooms for home tuition (Available for July provision also) and therapy. Suitable for 1-1 and small groups (see images below)
3) Demo Desk and shop open 10-5pm Monday-Friday for customers.

Hometrain is now based at:
Number 23 Blackcastle Shopping Centre,
Navan, Co. Meath.
Phone: 046 9070100 and Mobile: 087 6907663

Visit

Hometrain’s

Teaching Resource and

Join Today!

Join now and you can borrow teaching resources today.

Our Library service includes:

books, puzzles, games and teaching resources suitable for home tuition and school.

Borrow upto 3 items every 2 weeks.

Open 10-4 Monday-Friday

Part of our resource library

Room available Mon-Fri for teaching and therapy sessions

Resource room available for teaching, meetings and small groups.

For Toy and Resource Library - or any of our rooms and services at Hometrain, Call us: 087 6907663

A Parent's Diary of The Hairy Planet

2012-02-20T04:54:00.000-08:00

I heard of The Hairy Planet from a lady who saw an article in the newspaper and I decided to go. My child does not like getting her very thick hair brushed and a clump of matted hair had formed at the back of her head as a result. To be honest, we were both at our wits end with it and it had become such a challenge to try to brush it out daily that I had to give up.
I rang Claire one night and told her our dilemma - and she is one of the most approachable women I know. She listened with empathy and recognised the behavioural issues surrounding this without me feeling I had exposed my child too much. This is great as a parent because you can begin to feel all you say regarding your child is negative.
I thought it would be a struggle to get her there, but my child was relieved and we set off.

Situated in the countryside, the environent was enough to create calm and on entering the sunny waiting room, it was our turn. Jenny the hairdresser is young and hip and my child related to her immediately. Claire has such an open face and a practical way about her that my child truly didn't have the opportunity to kick off with refusal.
Claire sat, and together they set out goals in the form of a wish list, non-demading, just wishes.
This really appealed to my child as it was not rule-bound and all her own choices. I was not part of this process which gave my 8 yr old a different freedom. For me it took the position of 'bad guy' away. After the dreamlist was written, Jenny took a look at my child's hair while she played the Playstation (massive incentive!!), and started to make sense of her hair, forming a plan to work on. My child and I left with leave-in conditioner and a plan for the next week. My child actually enjoyed herself.
The following week a reward chart was introduced and a pattern of hair brushing began.

I cannot tell you how this changed the dynamics surrounding her hair in my house. She no longer got frustrated and annoyed at me, she realised it was her hair and we needed to work together. I brought her a new WII game that was only played when it was hair time - on advice from Claire, and together we began to work things out.
Claire rings every Friday to see how it was going and her encouragement, support and validation are priceless. So I didn't feel isolated, and got good advice - REAL advice, and someone I could tell my fears and inadequacies to.
We really looked forward to the Saturday trip and the routine of a comic for the car and crisps for the way home.

Today is our last appointment. The clump was removed last Saturday and today Jenny is going to show my girl different styles. We are happy and we are sad.

You see, when you have a child bound by her anxieties and insecurities and aspergers, it is masively difficult for her to see the positive.

Going to The Hairy Planet, to Claire and Jenny, my child had a special, safe place where one of her 'things' was being managed in a positive, nurturing way. All she heard and experienced there was positive, compliments, and it's not all being 'enforced' by me.

It took all the stress out of the picture and now I have this happy, confident little girl, who will take her hair down and let her friends brush it, who is no longer ashamed of her hair and negative.

I personally feel such a sense of relief not having to try to camoflage the clump every day when tying her hair up. I would highly-recommend The Hairy Planet if your child has ANY hair issues at all - it is worth so much for the priceless result.
Any sensory issues are decreased with Claire's individual plan. I just can't say enough - for my child, the outcome is magnificent and we have a forward-plan and routine for the future which will prevent the clump from ever occuring again.

I hope this is ok - it's hard to put in words how successful this has been and how extremly grateful we are.
xx

My daughter after The Hairy Planet!

http://www.hometrain.ie/hairyplanet/ for bookings an more info.

Children's Heads, Hair and Nails - Deep pressure to help tactile defensiveness

2012-01-24T09:24:00.000-08:00

Many of the children we see in our Hairy Planet salon have sensory dysfunction and so have tactile defensiveness, finding it very uncomfortable and flinch when their scalp is touched or going to be touched.

This is often coupled with behavioural difficulties developed over years of children resisiting to have their hair touched, and parents understandably avoid touching or brushing, and can tend to keep their child's hair short (if they are able to attend to hair cuts at all).

There are several ways of helping with this - and families that attend our salon are shown different techniques to help de-sensitize the scalp.

Sometimes, it's a using a different type of brush or comb - and applying deep pressure massage to your child's head regularly (daily where possible).

Avoid light touch as much as possible - it exaggerates the tactile defensiveness further.

Nails:

You can apply the same principals for nail cutting - apply deep pressure and finger exercises before nail cutting. A good time to cut nails is after a bath, when their nails are soft.

As well as using your hands to massage, other ways you can apply deep pressure to heads are:

Pulling strings of a hooded top
Using an elastic headband
Using a stretchy cap or hat
Ask your OT about a weighted cap or hat - you can get these in thinkingtoys.ie

For further advice, and to book an appointment, you can contact us at the Hairy Planet via Hometrain: info@hometrain.ie

Following a great open clinic day in Cork - we are holding an open clinic day on 11th Feb in Dublin - with resources, advice and a 6-week programme tailored for each family. Not to be missed! Call us to book your appointment: 087 6907663

More about The Hairy Planet here: http://www.hometrain.ie/hairyplanet/

Claire.

Christmas Show Planning for Kids with Special Needs

2011-12-06T01:49:00.000-08:00

O.k. it's that time of year again! If you are looking for some ideas on putting on a Christmas show with children who have special needs, or you have a mainstream school and have one or more special needs children - here's my advice for your plan this December!

1) Try to avoid creating an 'all new' series of activites and songs. Include elements of your group's routine, such as your greeting's song, circle time etc. This will help your group feel comfortable and show off the skills you practice every week.

2) Have the children make as many of the decorations as possible. Even if they don't take part in the whole show, their contribution can be made in other ways. For example, paint a huge cardboard Christmas tree together. Write the children's names at the section they painted and add decorations they made.
There are printable decorations on my Christmas colouring page: http://www.hometrain.ie/christmas/

3) Make a card or gift for children to give to each other. We are making cards with our group's photo on the front, and each child makes and decorates one. During our Christmas show, they will give their card to a friend.

4) For children who are non-verbal, make decorated cut-outs of the following shapes. Try the song below.
Get a copy of the instrumental version of 'Partridge in a Pear Tree'. Give each child a shape to hold (attaching the cut-outs to sticks helps) and get them to stand or hold up their shape at the right time.
If this is tricky, be clever with your seating arrangements!
Another bit of advice is to decorate your shapes both sides - this will save you having to remind children to turn them around!!

A STAR FOR THE CHRISTMAS TREE
Tune: “A Partridge in a Pear Tree”

One the first day of Christmas,
My teacher gave to me –
A star for the Christmas tree.

On the second day of Christmas,
My teacher gave to me –
Two strings of lights,
And a star for the Christmas tree.

On the third day of Christmas
My teacher gave to me –
Three silver bells,
Two strings of lights,
And a star for the Christmas tree.

On the fourth day of Christmas
My teacher gave to me –
Four candy canes.
Three silver bells,
Two strings of lights
And a star for the Christmas tree.

On the fifth day of Christmas
My teacher gave to me –
Five Christmas bulbs.
Four candy canes,
Three silver bells,
Two strings of lights,
And a star for the Christmas tree.

4) Make a programme for parents. Write a short description of the show and the different songs. Add a note about each child and how they participated. Add a photograph of their child helping with preparations - i.e. painting the tree or making decorations.

5) Make mince pies or biscuits for the families, display the children's work. Decorate the room.

6) Don't stress if the children do not participate. If your group all have special needs, you will not be expecting them all to sit perfectly and not want to go to their parents. Arranging the group in a circle can help with this, with parents in a greater circle around them (so they can see their child).

And that's it - I'm looking forward to our show on 17th - Hope yours goes well, and any more ideas are greatly appreciated!

Our Christmas Ideas page has lots of festive printables: http://www.hometrain.ie/christmas/

Merry Christmas!

Claire x

Preparing Children for a Hospital Visit

2011-11-10T08:25:00.000-08:00

'How do I prepare my child for hospital?' This is a question that faces most parents at some time or other.
Closely followed by 'How do I explain it?' and 'Should I prepare them at all?'

The answer to the last question is 'Yes' - preparing your child for hospital is essential - even though it might seem easier at the time to say nothing, a prepared child will cope far better. Not preparing children can also lead to problems regarding trust.

"If your child knows what to expect, they are more likely to be co-operative, cope better and gain a sense of achievement."

The CD-ROM 'Going to Hospital' is an essential guide to explaining hospital to children of all ages.

Choose your child's age category

Dodi covers babies and toddlers

                                           Digg is for 4-7 years
                                           Hazel covers 8-12 years
                                           Buck is for 13 - 16 years

Each character has their own menu - so you select your child's age category. Each character's menu has a selection of topics, such as:
Preparing for a hospital visit, taking medicine, preparing for surgery and waiting areas.

This means for every age group, there are different ways of explaining and preparing - these relate to each age category and contain relevant language and descriptions.
The different characters also have games, quizzes and colouring pages that suit all age groups - such as the word search or picture quiz.
There is a section on relaxation and breathing techniques with a guided relaxation story that your child can download and listen to - or you can print and read to them. This is designed to aid relaxation and teach your child coping techniques. It's a good idea to use this before your admission.

Child-friendly explanations and illustrations.

As well as a comprehensive guide that covers a visit to hospital, there is an extensive Parent Information section which lists child-friendly decsriptions of hospital procedures and equipment, important information and guide about distraction, information about siblings, a list of 'Do's' and 'Dont's' and steps for preparing your child.

In the printables section, there are numerous colouring pages, a handy packing checklist, pain scale, reward chart and word search. All designed to help your child become familiar with hospital images, equipment, words and procedures.

'Going to Hospital' is available worldwide - online or by post with our order form, which can be printed from our website.

To find out more:

http://www.hometrain.ie/gth/

Social Story about visiting 'The Hairy Planet' Salon

2011-10-25T05:50:00.000-07:00

When you visit the Hairy Planet, you arrive in the playroom.
There are toys, books, blocks, a TV and a games console.
We have a soft area called the den where you can relax and play on our big hairy floor cushions. There are DVD's and computer games to choose - or you can read, build blocks, play with trains.
There are chairs for your parents too.

You will see bubbles, spinners and buzzy toys, and there are people and other children to play with.

Playing in the den area

Some of the games help you learn how to cope with getting a hair cut.
Some of these games are called:
Snipping Circles, Buzzy Bugs and The Wiggler!

We use lots of hair dresser things when we play, and some games are very silly and fun - like spraying water on our heads!

Learning to spray and comb

You learn how to spray and comb or brush your own hair in the mirror.
You learn how to use words or pictures to say when you are calm and ready.
You choose your favourite colour towel.
You choose where you want to sit.
You choose what you want to play with.
Girls can choose pretty hair slides, clips and hair ties.
You can choose scissors or clippers to get your hair cut.
You choose what to watch on the DVD player.

You can watch and talk about other children just like you getting their hair cut.

Choosing a DVD to watch can help

Hair cuts do not hurt. This is because your hair does not have any feelings.
So when Jenny's gentle scissors trim your hair, you don't not feel anything.
Sometimes the buzzy feel of the clippers can make you feel uncomfortable, but we can help you, and stop for a few minutes if you need a break.
Having a hair cut can be quick too - especially if you are playing computer games or watching a DVD. You can even hold onto the sand timer.

Sitting still really helps. If you can sit still, haircuts can be finished really quickly.
Then it's playtime again! You get a whole hour to play with whatever you like at the Hairy Planet.

The people who help you play at the Hairy Planet are called Claire, Jenny, Karen and Anna.
You can bring your own favourite toys, and your brothers or sisters can get a hair cut too.

No stress! Sometimes, you might need to come for a few visits before you will feel ready to get a hair cut.

Relax and watch a DVD

You'll be so proud of yourself when you go home looking very smart and have tidy hair!

And when it is time to go home - you can choose a lolly, bubbles or crayons to take home.

For more information, videos and booking the Hairy Planet: http://www.hometrain.ie/hairyplanet/

Giving Choice and Control to Cope with Haircuts

2011-10-17T03:33:00.000-07:00

Well The Hairy Planet - the Hair Therapy for Kids Salon is running, and here's my thoughts so far on what's the secret to the sucess of the Hairy Planet programme:

When preparing children for any invasive proceedure, there are three important factors:
1) Preparation
2) Choice
3) Control

Making Choices for Coping

These 3 cover the basics of what is required to help cope with a stressful or fearful situation.
We have to remember at all times that fear of hair cuts 'Tonsurephobia' - be it a perceived fear of pain or not - is a very real fear. Tonsurephobia can have several influencing factors, including sensory dysfunction, imaginery perception of pain, and fear related to a stressful incident (possibly a bad home hair cut experience...)

The fear that many toddlers have of parents trimming their nails is a significant reference - we can relate this when we examine how young children with special needs have the ability to rationalise or distinguish pain and the fear of pain as easily as typically developing children. How children with special needs experience and express pain is an important factor. There are many children who are reported to have a high pain threshold i.e can run head first into a door and carry on about their business. But when faced with a hairbrush, will fly into a panic. Sound familiar??
As a trained Hospital Play Specialist, I used techniques to prepare children for sugery and other invasive proceedures, and the Hair Therapy programme has it's roots in the same theories and protocols.
The 'Hair Therapy' approach is both behavioural and cognitive - with a combination of preparation, choice and control learned at every step.
Here's one example: We use our 'Buzzy Bugs' game to: 1) Experience the sensation of the clippers 2) learn to control the clippers with the Stop, Wait and Go traffic lights.
Having control over the buzzy bugs is just one way how we teach the children to request verbally or using traffic light PECS how we control the clippers. Eventually, we introduce the small clippers to touch, hold and turn on and off using the same principles.

Learning Control and Desensitization

Making choices and learning about different sensation is vital - but we are also adding group dynamics into the mix.
The therapuetic value of groupwork in the Hairy Planet accounts for a great deal of its success. Whilst children attend, they are observing other children having hair cuts and learning to cope in the same way. There is no pressure, parents and children alike are relaxed, mums and dads can come and go when needed.
The children attending learn by observing others, playing out their fears and learning to cope with their difficulties in a child-friendly environment.

There is more about the Hair Therapy and videos here: The Hairy Planet

The Therapeutic Side of The Hairy Planet

2011-09-26T04:04:00.000-07:00

To book - click here:

Here’s the serious side to the Hairy Planet.

A child who has a fear of haircuts can make haircut time a distressing experience for the whole family.

So how does The Hairy Planet aim to make a difference?

Firstly – the name. The Hairy Planet was chosen to be fun and child-friendly.

Secondly – the environment. The Hairy Planet is laid out like a ‘den’ with big, hairy scatter cushions and rugs. There’s computer consoles, DVD player, toys and music. No hairdresser smells or hairdryers. You can open or close the mirror, play with hair dressing equipment and play games.

Hair Play Therapy:
Children visiting The Hairy Planet will take part in different types of play activities that are designed to address their coping needs and help modify behaviour.

Cognitive, though:

· Information

· Choices and Control

· Stress/Anxiety Management

· Attention and Distraction

Behavioural, through:

· Participation in activities

· De-sensitization Training

· Behaviour Modification

Choices and Control:

Children will be asked is there anything they can see or think of to make them feel better when they get their haircut.

Allowing children the ability to make changes so they feel more comfortable are control-related coping strategies.

Children can make choices of where they sit when their hair is cut, what they would like to hold, who they want with them, which toy, watch a DVD or Playstation game, or listen to music.

Calmness Scale:
Stress/Anxiety will be measured using a calmness scale – which is a visual representation of calm, slightly anxious, anxious, very anxious and panicky.

Attention and Distraction:
Toys, games, music, computers and DVD’s are available to the child having their hair cut. These will be selected by the child before they have their hair cut. Other distraction toys will be introduced as needed or requested.

De-sensitization Training:
For children who have sensory dysfunction, we have a selection of vibrotacile toys that imitate the sensation of hair clippers.

There are games and activities for children to play, touch and feel.

With guided supervision and safety equipment in place, Children will have the opportunity to touch, turn clippers on and off, and feel the clippers against their skin.

Behaviour Modification:
We will use the calmness scale with each child to understand their perception of haircuts.
Highly reinforcing toys and activities are available at times throughout the play session – and are given to children freely during and after their haircuts.

Parental Involvement:
Prior to visiting, parents are asked to rate their child’s coping ability at the hairdressers on a calmness scale:

1) Calm

2) Slightly Anxious

3) Anxious

4) Very anxious

5) Panicky

Parents will be in the seated waiting area, and will be called in as each child is preparing to have a haircut. This will be when they have chosen their activity and are ready. Parents will be invited in to discuss their child’s hair with the stylist.

It’s fine to take your child home straight after they get their haircut, but staying for the end of the session is a good idea. This way, they will have time to relax and play before going home.

For your child’s comfort, bring a clean T-shirt to wear after their haircut.

You can bring a favoured DVD from home if your child prefers.

Please remember:
Children may or may not get their hair cut. No child will be forced to avail of a haircut, and we understand that it may take time.
Some children need a number of sessions before they attempt to have their hair cut and we offer a special rate for children who need regular visits.

The Hairy Planet is open Saturdays, to book – please contact Claire at Hometrain.

Phone: 046 9091163 or 087 6907663

Email: info@hometrain.ie

The Hairy Planet - Coming Soon!! Yay

2011-09-21T13:50:00.000-07:00

O.k I can't wait any longer....are you ready for the Hairy Planet to open? After months of planning....oh - just read on!

Having a good experience in the hairdressers is something we take for granted. For children with sensory dysfunction and those who develop fears about visiting the hairdressers, hair cut time is a stressful and difficult experience – and has a huge impact on family life.

Did you know that a fear of haircuts is called Tonsurephobia?

Regular hair cuts are essential, and Tonsurephobia is a serious problem for many families.

So how can children learn how to cope with their difficulties and fears?

Children can now visit Ireland’s only Kids Hair Therapy salon.

Join the 100’s families that are ready to welcome to launch of The Hairy Planet!

It’s a hairdressers – but not as they know it!

Devised and run by established Play Specialist Claire Whyte, The Hairy Planet is a multi-sensory play experience in a fun environment that helps children learn how to cope with hair cuts – or to just have their hair cut in a cool hairdressers!

Children visiting The Hairy Planet will:

· Play with other kids in a small group

· Experience sensory play including vibrotactile toys

· Explore hairdressing equipment in a safe, fun environment

· Play computer games, watch DVD’s

· Choose to have a hair cut with quiet clippers

There are: No strong smells from shampoos or hair dyes, No hair dryers and No loud clippers.

How does it work?

Each session includes no more than 5 kids: sensory play, hair therapy play, having a hair cut by our own hairdresser, watching DVD’s and playing computer games.

Customers can book a single visit or a regular session to de-sensitize (special offer rates for regular visitors)

Any child can attend, including siblings, schools and charity groups.

Price per child is €18 per session.

We know children.

Children may or may not get their hair cut. No child will be forced or held to avail of a haircut, and we understand that some children need a number of sessions before they attempt to have their hair cut.

Private 1-1 sessions are available if needed.

We open on Saturday, 15^th October! Book Now!

Where is The Hairy Planet?

We’ll be open every Saturday at The Bangla Therapy Centre, Balrath,

Co. Meath (near Navan on the N2) Thursday sessions coming in November.

About Claire (if you don't know me already...)

Claire Whyte is the Co-Director of Hometrain Ltd and the leader of the established Hometrain Social Skills Group and Social Skills Summer Camps in Co. Meath.

Claire worked for many years as a Hospital Play Specialist in Our Lady’s Hospital, Crumlin - preparing children for cardiac surgery and painful procedures.

Her experience also as a Home Tutor with special needs children, and her work with many families have lead to the research, development and launch of The Hairy Planet.
Claire is also the author of Hometrain’s educational resources and software.

Please contact for more details and booking by phone or e-mail at Hometrain:

Office: 046 9091163 Mobile: 087 6907663

E-mail: claire@hometrain.ie or info@hometrain.ie

Website: http://www.hometrain.ie

Advice on Staying Quiet in Class

2011-09-20T08:41:00.000-07:00

O.k. I usually write about something I have encountered whilst working, and this week's challenge is with my very own 8 year old who has a difficulty. She talks constantly. I mean, all the time. Forever.
Not for attention, not to disrupt the class, but she just talks compulsively.
So it's her fourth year in school, and each September I pray for a stern, 'no nonsense' teacher who will challenge my daughter's habit. Alas but no. Yet again I am emplored by teacher to do something about my daughter's talking.
So another year, another chart? What's going to work?
Here's my latest approach:
1) A Visual image to have on her desk:

2) A weekly chart to record how she is doing - we did use one before, but the consequences got lost.

3) Lines. I know it's old-fashioned, but I think it will work. It's not enough to say 'o.k you're not going out to play, or no t.v.' She will end up happily doing something else! So lines it is, and here's how the scores go.

If she scores a terrible 1 (rank - poor) for listening and a 1 for staying quiet, that equals 4 exercise book pages of lines 'I must stay quiet in class'.

For a score of 2 (rank - not good), it's 1 page of lines and so on.

It is also clear that a full week of 3's may also result in a page or two.

Call me strict, but my daughter does not have a learning difficulty, we try everything to encourage her to keep quiet when it is appropriate to do so - such as in Mass, at School and when she should be listening. I feel that this could be the thing that (hopefully) works.

On the whole, she's very clever, and understands how this system is going to work. I am determind that I can help her with this - no point being cross, but I'll try to help her to change her verbal behaviour in the classroom.

Here's the text of the chart - copy and paste if you can use it yourself:

Classroom Chart

1=Poor 5=Very Good Date: ___/___/2011

Day	Listening	Staying Quiet
MONDAY	1 2 3 4 5	1 2 3 4 5
TUESDAY	1 2 3 4 5	1 2 3 4 5
WEDNESDAY	1 2 3 4 5	1 2 3 4 5
THURSDAY	1 2 3 4 5	1 2 3 4 5
FRIDAY	1 2 3 4 5	1 2 3 4 5

Teacher Notes:

Parent Notes:

Also - I think it's good to have a chart like this. I do not want to draw too much attention to her talking, so it's a nice way of keeping track and communicating with her teacher.

Next stop - chewing gum.

I will see how she gets on this week - and I'll keep you posted!

Claire.

I must remember to keep you posted, I must remember to keep you posted, I must remember to keep you posted......

How to Introduce PECS

2011-09-14T08:35:00.000-07:00

The success of introducing PECS to a child requires persistance, willpower, determination and a good introduction!
When you have a child who does not use functional communication - you will undoubtedly meet resistance as you begin to make demands for items your child desires.
Simple as it may seem, exchanging a picture for an item will not come naturally. Your child will resist the change in your behaviour to begin with - below are some tips for starting PECS, use these to start the process.
So where to begin?
What has to be realised by your child is that communicating is useful.
Learning to come to you and communicating functionally to get things is a whole new behaviour - so how can you start this relationship?

1) Start by organising play things, favoured items and food/drink in such a way that you child has to come to you to get them. For example:

Place favourite snacks in a bowl - you hold the bowl and give one piece at a time to your child. This way, they have to come to you to get good things.
Put toys in a small bag or box i.e. cars for the play garage, or toy animals - give your child one at a time.
Give lots of praise every time they come back to you.
Try to do this for everything they like/need and tell close family members and teachers to do the same.

What do you do when your child wants the bowl or box just to themselves?? They don't get the bowl or bag to themselves - tough love needed for this! Your child will soon learn that the only way to get things is to come directly to you.

Next, introduce PECS. Either by photo or image, make up your pictures by laminating them if possible and introduce them 2 or 3 at a time.

2) Pair the item or toy with each picture by placing them on top - say the name of the item when you match them.

Hold the item and picture together in your open hand - ask your child 'What do you want?'
When you child reaches for the item - offer it to them and say the name i.e. 'Ball'
Give lots of praise
Hold out two pictures with two items in you hands - ask 'What do you want?'
When your child reaches for an item give it to them, saying the name of the item.

3) Introduce picture exchange with individual items:

Hold out a picture and the matching item close to you in your other hand
Teach your child to 'Touch' the picture to get the item - do this 'hand-on-hand' to begin with.
When your child touches the picture - give the item immediatly, naming the item and giving them lots of praise.

4) Introduce picture exchange for choices:

Offer a choice of two items using the pictures only
Have the items in a box or small bag - let your child see you have them
Ask 'What do you want?' and prompt your child to touch the picture
Give and name the chosen item and give lots of praise

Practise this with added items once the favoured items are mastered.
Adding the name of the item each time will encourage language development. When your child begins to use the label of the items, keep using pictures until the word is clear, then fade the prompts and PECS.
Remember to place yourself between your child and the item they want.

Read more about Comunication and PECS here: http://www.hometrain.ie/child-communication.php
There are PECS images at Hometrain, go to: http://www.hometrain.ie/resources/ and you can print or save from there.
Repetition is the most useful advice, persist with PECS and don't give up - the first weeks are tough, but stick it out and you'll get there!

If you need any more advice on PECS, you can contact me: info@hometrain.ie

Claire.

Home Tuition help without a Grant

2011-09-01T08:37:00.000-07:00

Here's some answers to FAQ's about 'Learning Together':

Why was Learning Together written, and who is it for?
Right now, there are many people who are waiting for their child's assessment, diagnosis and are in the process of applying for a home tuition grant.
It was written for parents, tutors, SNA's and preschool teachers to use individually, or together.

You can use Learning Together at home to not waste valuable early intervention time.
You can use Learning Together at home if you don't get a grant or SNA hours.

Is Learning Together easy for parents to use?
It's straight forward. 'Learning Together' is a home tuition guide that has 48 weekly lesson plans and associated resources. It tells you where to start, has step-by-step teaching advice and learning objectives that help you teach at home at your child's pace.
The course has a welcome pack with glossary of terms, explaining how to use reinforcers, and which resources are needed every week.
It starts simple - with a selection of language cards added each week.

What resources are included?
The other resources include: games, opposites, associations, days of the week, weather, social skills, 'All About Me' communication book, colouring, tracing, writing, numeracy, people, places, and much more. For details of resources for each section, go here: http://www.hometrain.ie/lessons/ and click on the 'course content' headings, where you will find full lists of contents for each section.

What if I don't understand what I have to do?
No problem. The Learning Together course is fully supported by us at Hometrain. You get free anytime support over the phone or online. We will reply with your advice within 24 hours.

If you have any questions about Learning Together for your family, please contact me directly and I will be happy to discuss any aspect of the course with you: info@hometrain.ie

Claire Whyte.

You can view the course, sample lessons and resources here: http://www.hometrain.ie/lessons/

Free-activity-a-week! Number 5 - Ready for School Game and Reward Chart!

2011-08-24T01:07:00.000-07:00

Well here's number 5 of the Free-Activity-A-Weeks, you can look back through the blog for other weeks you may have missed. Some activites you can take straight from here, and some are in our free printables (links are attached)

Nature Hunt
Door Hangers
Dress-up Dolls
Visual Timetables for school

This week's offering is a game and reward chart aimed at helping you get the kids up and ready for school.
It is a known fact that a mum's most stressful time of day is 8:30 a.m. - and I'm sure all over the country (and my house) there are cries of 'Well where did you put your shoes?' 'and 'Please put your DS away and get dressed!'

So here's a game and reward chart you can play to see if school mornings can be a little easier:
Make the game: You need a printer, paper and markers. Laminate the pictures if you can.

1) Print 2 copies of the reward chart first. The link to this is: http://www.hometrain.ie/rewards-print.php

2) Copy, paste and print 4 (or more if you have more kids) copies of the 3 images below.

To play the card game:
Use the cards to play the game. Mix up the cards and turn face down on the table. Take turns to turn over 2 cards. If they match, you child has to pretend that action. Give them a time limit of ten seconds. The winner is the one who does this the quickest.
When each action is done, put those cards to one side (or in a box) and move to the next.
You can also play SNAP with them.

Use one copy of the reward chart for the game - add a sticker or stamp for every action they get right, or every time they win a SNAP. The first to 20 stars is the winner.

Playing every day:
Make a chart on your kitchen wall with the cards. See can your child add which goes first, second and third.
Each time they eat breakfast, brush teeth or get dressed, that picture goes up on the wall and they get a stamp or star on their reward chart.

After the first week you could give the stars when they have all three done and are ready for school.

Make your rewards simple, like a friend to play over, or a trip to the park.

Have fun!
Claire.

Breakfast

Get dressed

Brush teeth

For help with children who have to visit hospital, you can prepare them with the 'Going to Hospital'

iPhone app: http://www.hometrain.ie/gth/

http://www.hometrain.ie/gth/

Interview with Sally Lomax - Author of Times Table Town

2011-08-19T02:12:00.000-07:00

What better way to find out more about our latest addition to Hometrain's online products 'Times Table Town'! Here's an interview with Sally - so you can meet the author - any questions? Leave as comments below:

1) Where are you from?

I live in a small rural village in Norfolk, England quite close to the city of Norwich.

2) Tell us your latest news?

Today I put my youngest daughter (age 15) on a train to Paris, unaccompanied, for the first time. I'm feeling a little emotional! She's going to see her French penfriend and will be staying with them for a week

3) When and why did you begin writing Times Table Town?

The idea for writing the Times Table Town Stories was in response to one of my daughters having difficulty reciting her 7 Times Table . It was her homework and I was helping her. She understood how the 7 Times Table was worked out, but struggled when asked to recall them out loud. What she was missing was a 'clue' a 'trigger' to help her remember the answers. Suddenly the idea of a story to assist recall came to me. So together we started to make one up about a man who looked like a number 7. We called him Angle Man. The story took him to see all his friends who also looked like a numbers. We had so much fun creating the story and when we had finished, she could recite the 7 Times Table with ease! This was because she had something to help her remember the answers. This was back in 2005. Having a story to help remember a Times Table was so successful with my daughter, I decided to write a complete set. To make the learning experience even better I had the stories illustrated which brought the characters to life and added a visual dimension to the learning process.

4) When did you first consider writing?

This is the first time I have written for children. I have written short articles for adults, however.

5) What inspired you to write Times Table Town?

I'm one of the many people who like to see something (a picture , an object) to fully understand what is being discussed. Once I realised how useful these stories could be, particularly if they were illustrated, I became passionate about getting them published. I knew they could help many many children learn their Times Tables, who were perhaps struggling with the traditional way of learning them

6) How did you come up with the title?

The stories are all based around a group of friends who live near to each other in the same town. Times Table Town seemed the perfect name.

7) What books have most influenced your life most?

These are probably the personal development books I have read over the years. They inspire me and rekindle my self belief and my desire to be the best 'me' I can be.

8) What book are you reading now?

The Guide by Dr William Holden. Its a personal development book which reveals why we don't achieve many of the things we would like to in life and the how to change your habits that stop us achieving them.

9) What are your current projects?

I am currently promoting the Times Table Series to schools and the media making sure that everyone knows about them.

10) Is there anything you found particularly challenging when you were
writing?

Yes! The biggest challenge was to make the stories interlink. For example the illustration and story for 7 x 5 is the same as 5 x 7 but, from the other characters point of view. This also had to happen for all the other multiplications so you can imagine this took some thinking about!

11) Who is your favorite children's author and what is it that really
strikes you about their work?

My favourite children's author is probably Michael Morpurgo. My daughters have read a lot of his books and they are always around the house. I like his style , it's easy to read and I find the subject/theme of his books to my taste.

12) Who designed the covers?

The cover to the Times Table Town books were designed by me. In fact I have been responsible for every aspect of what the books design and what they look like. The orginal illustrations were sketched and painted by Paola Cumiskey though.

13) Do you have any advice for other children's writers?

Gosh ! I'm not sure I'm the right one to ask, but as you've asked - I like pictures in books, they help me visualise the text and aid understanding. I always like to see illustrations or pictures in childrens books.

14) Do you have anything specific that you want to say to your readers?

Yes, make learning these Times Table fun! I would love to see the stories acted out by children in costumes or as numbers. If anyone does this I would love hear from you.

For more information about Times Table Town... available now at www.hometrain.ie with free P&P!