Episodios

  • The Ultimate Guide to Engaging Kids with Movement Breaks

    The Ultimate Guide to Engaging Kids with Movement Breaks
    Apr 22 2024

    This short is part of episode 6, Tier 1 Interventions Podcast.
    Join us for our next live event on April 20, 2024, or the 3rd Saturday of the month (school year - no live events in June, July, and August)
    https://disabilitylabs.com/courses/tier-1-interventions-workshops?coupon=T1Ipodcast2024

    Get 2.5 contact hours.
    Start for $17

    Cheri Dotterer discussed her plan to incorporate physical activity breaks in the classroom for first-grade students. She observed students getting up and down in their seats and sitting on their knees and aimed to apply concepts she saw on the board on May 11. Dotterer emphasized the importance of physical activity in the crucial stage of learning and application for young students.

    Action Step
    1. Have kids do planks or wall push-ups when noticing fidgeting behaviors like getting up/down from seats or sitting on knees during lessons.
    2. Implement the movement break ideas from the board (chewing, bouncing, etc.) into a lesson on May 11th.
    https://disabilitylabs.com/live-webinar/tiers-1-2-3-non-academic-interventions-to-enhance-structured-literacy-and-writing-skills/register
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    1 m
  • Connecting the Science of your Neural Pathways from your Brain to your Arm

    Connecting the Science of your Neural Pathways from your Brain to your Arm
    Apr 20 2024

    This short is part of episode 6, Tier 1 Interventions Podcast.
    Join us for our next live event on April 20, 2024, or the 3rd Saturday of the month (school year - no live events in June, July, and August)
    https://disabilitylabs.com/courses/tier-1-interventions-workshops?coupon=T1Ipodcast2024

    Get 2.5 contact hours.
    Start for $17

    That's true because the nerves start in the brain and go down in your arm. They start at your fingertips and go all the way up your arm to your brain and all of your joints. You've got 123 in this finger, two in your thumb, three in this finger, sensation, and a very complex set of bones in your palm and wrist.
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    1 m
  • Unlocking the Power of the Brain, Body, and Spirit to Enhanced Learning

    Unlocking the Power of the Brain, Body, and Spirit to Enhanced Learning
    Apr 19 2024

    This short is part of episode 6, Tier 1 Interventions Podcast.
    Join us for our next live event on April 20, 2024, or the 3rd Saturday of the month (school year - no live events in June, July, and August)
    https://disabilitylabs.com/courses/tier-1-interventions-workshops?coupon=T1Ipodcast2024

    Get 2.5 contact hours.
    Start for $17

    Cheri walked us through the complexity of the brain, the body, and the spirit and how all of those things interact together to produce access to learning. Traditional math classrooms are not structured to allow these positive sensory experiences.
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    Menos de 1 minuto
  • Proprioceptive Techniques for Better Writing Skills

    Proprioceptive Techniques for Better Writing Skills
    Apr 18 2024

    This short is part of episode 6, Tier 1 Interventions Podcast.
    Join us for our next live event on April 20, 2024, or the 3rd Saturday of the month (school year - no live events in June, July, and August)

    Tier 1 Interventions Workshop

    Get 2.5 contact hours.
    Start for $17

    It gives you some guidance on thinking spontaneously and having your toolbox. What is happening overall with different activities you hear about all the time? But what's the best place to use them? Those high school students—I see the dimension chart and the grid paper being assertive with eight through 12, even as an OT. So, take some time and think through some of the last three sessions, and the next two moving forward will be decisive.
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    1 m
  • The Power of Grid Paper and Dimension Charts to boost Learning Effects

    The Power of Grid Paper and Dimension Charts to boost Learning Effects
    Apr 17 2024

    This short is part of episode 6, Tier 1 Interventions Podcast.
    Join us for our next live event on April 20, 2024, or the 3rd Saturday of the month (school year - no live events in June, July, and August)
    https://disabilitylabs.com/courses/tier-1-interventions-workshops?coupon=T1Ipodcast2024

    Get 2.5 contact hours.
    Start for $17

    It gives you some guidance on thinking spontaneously and having your toolbox. What is happening overall with different activities that you hear about all the time? But what's the best place to use them? Those high school students—I see the dimension chart and the grid paper being so powerful with eight through 12, even as an OT. So, take some time and think through some of the last three sessions, and the next two moving forward will be powerful.
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    1 m
  • TWGPC20: Linking academic and functional outcomes using the DIBELS

    TWGPC20: Linking academic and functional outcomes using the DIBELS
    Sep 12 2023
    [00:00:00] It's Cheri from The Writing Glitch Pocket Cast. Yeah, you have missed a few weeks with me because. The holiday brought us a vacation with our daughter, and I followed up with some bronchitis. Oh, well, but you know, such as life. Anyway. We are back in the swing of, uh, sessions. Uh, for people to get their dysgraphia certification. [00:00:32] At our last event. We had this discussion about DIBELS. DIBELS is a reading fluency assessment that many teachers do. They also can do. Similar ones. In the school district. Anyway, DIBELS. It is a reading fluency assessment. And. [00:01:00] [00:01:00] We, as OTs, don't necessarily understand all that's involved. [00:01:09] Uh, assessing. That formative assessment of the reading. [00:01:16] And. [00:01:18] This discussion that you were going to hear. It was a monthly discussion that meets on a monthly basis. To earn their dysgraphia certification. [00:01:32] They're currently, we were discussing module two. And that is all about reading and writing. And what are the definitions of dysgraphia? [00:01:44] So this is a little excerpt from that. Evening. About the DIBELS.[00:01:55] Cheri: Does your school use DIBELS? That was one of the things we were going to follow up on. [00:01:59] Carol: I [00:02:00] had never heard of it before. [00:02:02] Cheri: My school just started it again. Okay. [00:02:05] Teresa: But it's only, I think it's K 1 2. The other kids continue their actions, but K 1 2. We had it. We lost, we left it. They came back with it because of the new guidelines.[00:02:18] Carol: I'm pretty sure we pulled it up because we looked at what they ask for in high school and what they ask for in kindergarten.[00:02:24] Cheri: I put that question in because I wanted us to think about, as OTs, we understand neuroscience.[00:02:36] Cheri: We understand since preprocessing, we don't understand academics. And that's why I built that module up, and I added all that information about assessments in there because I didn't know that either. And I was like, Oh, I got to share this. Oh, I got to share this. Oh, I got to share this. And when I realized how [00:03:00] intense the DIBELS is.[00:03:02] Cheri: I wanted to ensure people were aware of it and align it with your school's program. [00:03:11] Carol: I wasn't sure when you said the reading participation, but as far as an assessment, I think you're right.[00:03:15] Carol: We don't know. And like Teresa said, we. We're unfamiliar with what it is, but to work holistically with this child, we need to know all that and not necessarily take it. What is written in the evaluation report or IEP, they're reading at this level? I do think, and I mentioned it a lot at my meetings after evaluations, that we often ask, I'm like, what is their reading level? Because we are looking at the reading and the writing. Usually, it goes hand in hand, and if we've got reading up here and our report is down here.[00:03:46] Teresa: When you go to those meetings, and you tell the team that this kid can't write, and they'll go, but they can read.[00:03:53] Teresa: So they don't understand that they're two separate pieces where you'll tell them. Yes, they can read and they may be at grade [00:04:00] level for reading, but they don't get the concepts of the writing and they have so because they can read and a lot of our dysgraphic kids can read, but are they, and then you can go into to they understand understanding what they're reading?[00:04:12] Teresa: Because some of those kids Can read, but can they understand it? Can they, that comprehension you're going to read? You know what I'm saying? So you've gotta hit that other side of it to know like how you've got that defense where you can tell, this is why I need to service them as well, [00:04:25] Carol: Absolutely. [00:04:27] Cheri: Share. Sorry, I'm going to share my screen quickly, but go ahead and finish what you were going to say before I talk. [00:04:36] Carol: I was going to say that along with what Teresa was saying, explaining and finding those kids and things like that, that Teresa, not Teresa, Andrea and I have both been, I think she already has an idea of who she wants to do her case study on.[00:04:51] Carol: And I recently met with a new student. He's interesting.[00:04:56] Cheri: very challenging. [00:04:57] Carol: He's going into 3rd [00:05:00] grade, and that kind of topic we're on had come up, and the mom was saying, look. He can read, but when we get to that writing, we are breaking down, and I said, interestingly enough, I'm taking a course, and I explained it to her, and I said, and.[00:05:14] Carol: We have to do a case study, and she said, if you want to do him, please. I've already got somebody who I'm thinking, all right, let's check this out because he's going to be a, he's going to be a tricky one, but look, whatever, we want to take and try whatever we can, because he really is struggling.[00:05:32] Carol: And like you said, he's at that...
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    8 m
  • TWGPC19: Navigating collaboration between teachers and occupational therapists

    TWGPC19: Navigating collaboration between teachers and occupational therapists
    Aug 22 2023

    0:02

    So if what I'm telling you is overwhelming.


    0:09

    Let me be your boots on the ground to help you navigate making changes.


    0:15

    Like I've been sharing with you changes in your classroom to create collaborative environments.


    0:27

    Ultimately, it's going to improve employee retention.


    0:36

    It's going to improve classroom management. It's going to improve student scores.


    0:50

    And that's what we really want: happy employees, parents, and kids.


    0:59

    We want to be the school that will be the town's talk.


    1:08

    Guess what's happening in that classroom?


    1:11

    There is so much going on in there.


    1:14

    It's so cool to see it.


    1:16

    My kid was struggling with writing, and now they are doing writing.


    1:23

    I don't exactly know what they're doing, but I've seen such a change in my kid.


    1:29

    That's the language that we want to hear from the parents.


    1:37

    So, are you willing to be one of those classroom teachers that makes that change?


    1:44

    Are you willing?


    1:46

    Are you one of those occupational therapists willing to work with that kindergarten teacher to make that change, to make kindergarten the most powerful year as we prepare kids for college and career readiness?


    2:02

    Are you ready to transcend a kid's life so that they can overcome their challenges now and unleash their superpowers and be that person?


    2:22

    Oh gosh, wouldn't you like to be that person they call back when they're adults?


    2:31

    And did you get an invitation to the wedding?


    2:35

    Oh, that sends chills up my spine.


    2:36

    Just thinking about that experience to be that teacher that that child remembers and wants at their wedding because you were the teacher, you were the therapist that changed their life.


    3:00

    If you're interested in learning more.


    3:04

    Join us on Wednesday night and learn more about how to impact your kids in the classroom.

    Look for the FEATURED Event on the calendar page of cheridotterer.com for the next Introduction to Dysgraphia - IMPACT Formula Webinar.
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    3 m
  • TWGPC 18: Interventions that IMPACT both sides of the brain

    TWGPC 18: Interventions that IMPACT both sides of the brain
    Aug 19 2023

    Bilateral integration, bilateral integration has several different components to it.

    But one of the things I want you to think about is when you're doing lesson planning, like Orton Gillingham, oh activity is when kids finger-write the letter or the word in the air.

    If they're only doing that with their dominant hand, they're only making an impression on the opposite side of their body.

    So, for example, if they're right-handed, they only make an impression on the left side of their body.

    So why not put both index fingers together and air-write with both sides of the body to spell the word their name, the spelling word, whatever? Put both sides of both fingers together, write the word in the air, and impact both sides of the brain by impacting both sides of the brain.

    You are going to improve the impact that and the retention and the learning, and you're going to create this atmosphere where all the kids are accessing it on both sides of the brain so that both sides of the brain are going to be able to be there to reinforce the memory, they're going to be able to reinforce the recall, the sequencing, the motor planning to help the spelling or what, whatever it is that you're trying to reinforce to them.

    One of the Orton-Gillingham techniques is to air right with the finger, your index finger, and a dominant hand.

    I suggest you go to the next level, put both fingers together and nick fingers together, write them together, and make an impression on both brain hemispheres.
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    3 m