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Lorax

In: English and Literature

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VANIER COLLEGE | ACTIVITY-BASED APPROACH ASSIGNMENT. | WORKING WITH PEOPLE WITH DEVELOPMENTAL DISABILITY. |
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1364264
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IOANNA DOURANOU
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Wednesday, February 10, 2016
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1364264
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IOANNA DOURANOU
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Wednesday, February 10, 2016

1.
According to Mary Roy’s client profile, she has many skills that she can perform independently. For instance, she understands 6 different sizes, spatial, and temporal relation concepts. She is able to group objects on the basis of physical attribute. Mary can follow directions that are not routinely given to her. She can arrange objects in a particular order according to the length and size. She can also retell events in sequence. She can retain short term memory. For example, she can recall events that occur on the same day, without any contextual hints. Mary can identify means to goal of problem solving. Mary can use imagination props and maintain participation every time she plays. She is able to count at least 10 objects and she also demonstrates understanding of printed numerals. Mary can segment sentences and words. She can read by sight and sound out words. Furthermore, Mary is able to use appropriate utensils to eat and drink a variety of foods. She accomplished all toileting functions and can also use tissues to clean her nose. Mary is able to undo buttons, snaps, and Velcro fasteners on clothing. She can put on clothes only in her lower body. For example, she can put on long pants, underpants, shorts and skirts. Moreover, her balance and mobility skills are attained. For example, she can run and avoid obstacles at the same time. She also alternate her feet walking up and down the stairs. She can ride and steer two-wheel bicycle and can jump forward. In addition, Mary writes using three finger grasp. She is capable of drawing representational figures and copy complex shapes. She can print three letters and copy her first name. Another strength of Mary is that she’s able to respond to affective initiations from others. She can share and exchange objects with others. She can claim and defend her belongings. Mary responds every time she is asked to finish activities. She meets observable physical needs during her interaction with the environment. Mary is capable of choosing the activities she want to do and objects she wants to play with. She can express herself and state her name and her age. Mary can say full sentences when she informs others. She is able to use socially appropriate physical orientation. Every time Mary speaks, she uses auxiliary verbs, third person singular verb forms and uses present progressive such as, words that end with “ing”. She uses irregular and regular plural nouns, subject, object, indefinite, and demonstrative pronouns. Lastly, when Mary produces sentences, she uses adverbs and conjunctions. 2.
There are three skills that should be prioritized in Mary’s case. First, her ability to use her two hands to manipulate objects, and each hand performing different movement. This fine motor skill should be prioritized because it is functional for the Mary’s daily routine. It does not only focuses on fine motor but also focuses on multitasking. It will improve Mary to hold, grasp, and pincer grasp better. It will give Mary the opportunity to explore more. It will increase access, participation and progress. Second skill that should be prioritized is Mary to initiate social interaction. It will give her the opportunity to make new friends and learn new things. It will enhance her self-esteem and improve her language. It will increase her participation in group activities. Also, it will be easier for others to understand her need. The third skill that should be prioritized is Mary to communicate her personal likes and dislikes. It gives her the opportunity to take initiative and be friends with the one with similar interest. Discussing children's likes and dislikes helps them express and understand their preferences. This benefits her because it promotes empowerment. She will create her own identity. It will increase her social life, and give her the chance to communicate more. Also, it will help other to get to know her better, which at the end of the day will benefit her. For instance, the character Elsa triggers her interest. Therefore, the SCC uses Elsa to get Mary’s focus. 3.
For the first skill, Mary is expected to hold objects with her two hands. For example, holding a book, a plate or even a ball. She is expected to use right/left hand to manipulate objects. For instance, uses right or left hand to hold a pencil and write. She is expected to use both hand to manipulate objects. Such as, manipulate playdough with two hands. And lastly, she is expected to use both hands to manipulate objects and each hand performing different movements. So, left hand holding down a piece of meat with a fork and right hand is cutting the mean with a safe knife. These are the expected behavior from Mary will improve her bilateral coordination. For the second skill, Mary is expected to initiate greeting to others who are familiar. Such as, saying “hi” to peers. It is expected Mary to take turns with others. For instance, waiting in the line to use the bathroom. It is expected Mary to establish and maintain proximity to others. For example, keeping up the relationship between her and her peers or spending recess with the same group of people. She is expected to respond to others in distress or need. For instance, seeing a peer crying and asking if he/she is okay. She is also expected to initiate social interaction. So, making new friends at the park and playing tag with them. And lastly, for the third skill, Mary is expected to explore new things, meet new people, go to new place, do different activities to get to know what she likes and dislikes. Let’s say, watching a new Disney movie, finding out her new favourite princess. It is expected Mary to use personal learning style. For example, tasting 5 different candies and indicating her favorite one out of the 5. She is expected to choose and indicate her preferred activities or objects. For instance, she rather play with cars than Barbie, therefore she chose to play with the cars. Mary is expected to communicate her likes and dislikes. For example, to take initiative and tell her friends her favourite fruit and least favorite vegetable. Then ask others, their favorite fruits and vegetables.
4.
DAILY SCHEDULE ACTIVITIES | Skill #1Hold objects with two hands | Skill #2Greeting others | Skill #3Choose preferred activities or objects. | HOME [AM] | Wake up | | Say good morning to parents. | | Use bathroom | Hold and rip off toilet paper. | | | Breakfast | Hold a glass of milk/juice or bowl of cereal. | | Cereals, pancakes or fruit salad? | Brush teeth/comb hair | Hold tooth brush with right hand, and toothpaste with left hand. | | Brush teeth first or comb hair? | Get dress | Hold socks and pants on each side to wear it | | White or blue shirt? | Put shoes on | Hold the back of the shoes with both hands | | Pink or blue sneakers? | Grab school bag and lunch box | Grab school bag with both hands to put on her back. | | | Leave the house to go to school | | Say bye to parents. | | SCHOOL [AM - PM] | Arrival | Hold school bag with right hand and lunch box with left to put it away in the locker | Greet students and teachers. | | Circle time | Hold pencil with right hand and calendar with left hand. | | | Snack time | Hold juice/milk box with both hand. | | Cheese first or sliced apples? | Recess | Outdoor/indoor, use of both hands for activities. e.g. Holding a ball. | Greet other peers from different classes. | Play with a ball or tag with friends? | Center time [Playdough center] | Holding playdough with both hands. | | Playdough or housekeeping? | Play time | Holding Legos with both hands. | | Legos or coloring? | Clean up time | Hold object with two to put them away. | | | Lunch | Hold sandwich with two hands. | Greet peers that are sitting at the same table as her. | Sandwich first or carrots? | Quiet time | Holding a book with two hands. | | Pick a book she would like to read | Art time | Holding paper wit left hand and scissor with right hand. | | Painting or coloring? | Bathroom break | Hold pants with both hand on each side to pull it down | | | Story time | | | Sit next to Xy or Xz | School’s done, time to go home | Grab school bag with both hands to put on her back. | Says goodbye/see you tomorrow/have a good evening to teachers and peers. | | HOME [PM] | | Shoes off | Hold shoes with both hands to take it off. | Greet parents | Left or right shoes first? | Put school bag and lunch box away | Holding both in different hands and letting it go at the appropriate spot | | | Change clothes | Taking off/putting on pants by holding each side on the pants. | | Sweatpants or shorts? | Snack time | Hold brownie with left hand and milk with right. | | Brownie or cookie? | Do homework | Hold duo tang with both hands | | | Play time | Hold a toy train in each hand | | Train or coloring | Eat Supper | Hold plate and cup with two hands. | | Juice or water? | Bath/shower | Massage/clean her hair with shampoo using both hands | | | Brush teeth | Hold tooth brush with right hand, and toothpaste with left hand. | | | Get dressed in pajama | Puts on pajama pants holding each corner | | Pajama with stars on sheep on it? | Read book | Hold a book | | Pick a book she would like to read | Go to bed and sleep | Pull up blanket with both hands | Say goodnight to family | |

5.
I chose the activity Name-Doh because Mary needs to practice her fine motor skills and playdough gives her the opportunity to do all kind of hand and finger movements. For instance, roll, squash, mold, and make all sort of shapes with it. It will promote her bilateral coordination skills. She will use hand-eye coordination. And mainly, manipulating playdough helps to strengthen hand muscles and develop control over the fingers. It will not only benefits her fine motor skills, but in also enhance her knowledge of different color, shapes and it will allow her to learn how to print her name with playdough. Repetition of this activity can lead Mary to write her name independently. Children from age 4 to 5 name correctly at least four colors and three shapes. In her case, she still experiencing difficulties in that domain and she is 6 years old. These are the secondary skills she can learn from this activity which is still very beneficial for Mary.

6.

THERAPEUTIC ACTIVITY PLAN Title of Activity: Name-Doh

Name | Age | Gender | Role | John | 6 | Male | Student/Participant | Mary | 6 | Female | Client/Student/Participant | Cindy | 6 | Male | Student/Participant |

Pre-Requisite (s) skills
This activity requires the participants to recognize letters, roll and shape play dough. Participants must be able to touch the texture of the playdough. This activity also requires a good hand eye coordination. Therapeutic Benefit(s): This activity will give the students the opportunity to learn to write their name. It will benefit the students to improve their fine motor skills. For instance, while moulding or rolling the playdough, the students get to use both of their hand. It promotes multitasking as well. For example, while one hand is doing a circular motion to create a ball, the other hand is holding on a playdough tool. It promotes creativity and lastly, it permits the students to stimulate by manipulating the playdough [tactile stimulation] Activity Methodology & Procedure: The SCC will animate this activity during centre time after recess for 30 minutes. The Name-Doh activity requires play doughs and white laminated papers with their name on it. The SCC will prepare the table by putting laminated papers and play dough containers on it. The SCC will wait until every student is sitting down and ready to start the class. The SCC will explain the procedure of this activity by saying that each student has to take one white laminated paper and one play dough container. Once the students have the materials ready in front of them. The SCC will warn them that playdough is made for our hands and not our mouth [so, they don’t eat it]. The SCC will show them an example of the work that she has done for this activity. (See appendix I) Then the SCC will start explaining the activity by saying that the point of this activity is to learn how to write their name with the help of playdough. The SCC will tell the students that they can use any moulding method to write their name, snake shape, worm look-a-like, mini balls or it can just be flat. They also use the help of the playdough tools. She will tell them that the first letter of their name needs to be capitalized such as (pointing the SCC’s example) and explain why by saying that everybody’s name is a proper noun and proper noun’s first letter is always capitalized. After this explanation, the SCC will ask the students if they have any question and will put her example in the centre of the table. While the students are doing the activity, the SCC will pass by the table to check up on their work. Once everybody accomplishes their task, the SCC will summarize [tell them they did a good job] and tell them to clean up.

7.
The material that will be used for this activity is colorful playdough and playdough tools. White laminated paper with their name on it. Laminated because it will be easy to take off the playdough or else it is going to stick to the paper which will be a waste.
Appendix I

VISUAL SUPPORT AND MATERIALS
Mary

Mary

References
Ages & Stages: Why Children Like What They Like. (2001, November). Retrieved from SCHOLASTIC : http://www.scholastic.com/teachers/article/ages-stages-why-children-what-they
Reference, W. M. (2014, October 14). 4- to 5-Year-Olds: Developmental Milestones. Retrieved from WebMD: http://www.webmd.com/parenting/guide/4-to-5-year-old-milestones
Roux, T. l. (2009-2016). Fun Playdough Activities. Retrieved from OT Mom Learning Activities: http://www.ot-mom-learning-activities.com/playdough-activities.html#BenefitsOfPlaydough

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[ 1 ]. (Ages & Stages: Why Children Like What They Like, 2001)
[ 2 ]. (Roux, 2009-2016)
[ 3 ]. (Reference, 2014)

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