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OTA Video Assignment

Maddy Hamlyn 100814786
Chanelle Coy 100776850
Archit
Rose Nguyen 100764192
Durham College
OTII 3304-02
Isabel Lam/Leanne Carnaghan
Tuesday, October 4, 2022, by 5:00 pm
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SOAP Note

Name: Jack Ainsley Age: 7

Date of Birth: January 5, 2015
Intervention session: #1
Equipment: A variety of toys suited to the child’s interests, a mat to sit on when
practicing circle time

Subjective: The client and his mom were seated at one of the tables in the classroom. His mom
mentioned that Jack has been “having difficulties settling down before circle time because he
gets overwhelmed when playtime is over and he has to sit down”. Jack states that “putting away
the toys before circle time makes him upset because toys are more fun”. The treatment sessions
were reviewed with Jack’s mom, along with how they relate to Jack’s goals. Risks and benefits
were explained and Jack’s mom provided informed consent.-----------------------------------------------

Objective: Jack was taught the “Clean Up” song so that he can sing it while putting his toys away
before sitting down for circle time with his peers. Jack practiced the song while putting away
toys in a classroom setting. After putting away the toys, he practiced sitting down with the OTA
on the floor for circle time.---------------------------------------------------------------------------------------

Analysis: Jack was initially engaged with singing and putting the toys away for about 1 minute
before getting distracted and playing with the remaining toys. The OTA redirected him back to
singing and putting the rest of the toys away. He was able to focus on the task until all the toys
were put away. He felt comfortable sitting down with the OTA on the floor and did not show
signs of distress. Jack was able to sit and talk with the OTA about what toys he was playing with
before circle time. He was engaged in the conversation for about 2 minutes before asking when
he can play again.--------------------------------------------------------------------------------------------------

Plan: Follow up with the OT regarding the events of the treatment session on this day.
Recommend that Jack practice singing the song while putting toys away to help prepare him for
the transition to circle time. OTA will summarize upcoming strategy plans with Jack’s mom that
will take place during the upcoming sessions. Discuss with Jack’s teacher and EA to incorporate
the clean-up song when having Jack and his classmates transition from playtime to circle time in
order to determine the usefulness of this strategy. Collaborate with Jack’s teacher and EA to
determine equipment available to Jack for circle time. Update the allied team on Jack’s session
and results. The next treatment plan was established with Jack’s mom for Tuesday, October 11,
2022, at 3:00 pm. —-------------------------------------------------------------------------------------------------

Signed by: Chanelle Coy (OTA/PTA student, Durham College)

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Co-signed by: Madison Hamlyn, (OTA student, Durham College) Rose Nguyen (OTA Student
Durham College) Archit ( OTA Student Durham College)

Strategy One: Songs to transition into circle time (Explanation)

***This can help us as we get Jack to “tidy up” what he was playing with and prepare to engage
in circle time.

When teachers transition from one activity to another, the likelihood of misbehavior increases
(Kounin, 1977). Such transition times can be especially difficult for students with autism, as they
require shifts in attention and behavior. A song indicating that it is time for a change in activity
may help gain students' attention by cueing the required behaviors. By selecting songs for
common transitions, students learn what transition is occurring, where they are to go, and what
they are to do. The song must consistently be associated with the same transition for the
strategy to be effective during the acquisition phase of learning to comply with transition
requests. Teachers can measure the effectiveness of this strategy by documenting the level of
prompting needed or the length of time required by the students to complete the transition.

Example. Judy, a 7-year-old first-grade student with autism, was easily distracted when the class
was directed to put away materials. Although she initiated clean-up, she soon began to
perseverate on the items. Her behavior was noticed and reported by disapproving classmates,
but when the teacher attempted to verbally redirect her behavior, Judy resisted and sometimes
became disruptive. The teacher solved the problem by teaching the class the familiar children's
song, "Clean Up, Clean Up. Everybody, Everywhere." Initially, a classroom aide provided physical
prompts requiring Judy to put away toys to the rhythm of the song, As the prompts were faded,
the song was a sufficient reminder of what she should be doing, and she was able to stay on
task.

Source:

Goodman, G., & Williams, C. M. (2007). Interventions for increasing the academic engagement
of students with autism spectrum disorders in inclusive classrooms. Teaching Exceptional
Children, 39(6), 53-61. Retrieved from
http://search.proquest.com.dproxy.library.dc-uoit.ca/scholarly-journals/interventions-increasing
-academic-engagement/docview/201171718/se-2
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Strategy Two: Visual Schedules (Explanation)

Visual schedules are particularly helpful to students with autism because they clearly indicate
what has been completed and what must be done next. These aids have been found to be
effective in reducing the latency time between activities and in increasing students' ability to
transition independently. This strategy is easily implemented in inclusive settings because most
classroom activities are composed of component parts that can be represented visually in
sequence to create schedules made up of photographs, drawings, or words.

Example: A problem tolerating the schedule existed for 6-year-old Steven who enjoyed circle
time but preferred the following activity. He continuously interrupted the class by asking what
was next and when circle lime would he finish. The teacher tried rewarding him for speaking
when given permission, but this strategy failed to decrease his interruptions. Recognizing his
dependence on the teacher for schedule information, the IAT recommended a visual schedule
of circle-time activities for the class. Each activity (greetings, calendar, weather, book, and song)
was represented by a drawing, which, when completed, was removed from the schedule,
revealing what would occur next. As Steven learned to monitor the schedule, he could see
progress toward a preferred activity and was able to attend without interrupting.

Source:

Goodman, G., & Williams, C. M. (2007). Interventions for increasing the academic engagement
of students with autism spectrum disorders in inclusive classrooms. Teaching Exceptional
Children, 39(6), 53-61. Retrieved from
http://search.proquest.com.dproxy.library.dc-uoit.ca/scholarly-journals/interventions-increasing
-academic-engagement/docview/201171718/se-2

Strategy Three: Shared Reading (Explanation)

The shared reading intervention includes strategies before, during, and after the reading
activity. During this activity, the child will be going through one story.

Before reading, the child will be presented with two pictures. One picture will illustrate an event
from beforehand, and the child will be asked to explain what happened previously. The other
picture will illustrate what will happen next, and the child will be encouraged to predict what is
going to happen based on that picture.
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During reading, the child will read one paragraph at a time and share the contents of the
section to the reading partner (parent, OTA, OT, EA, teacher, etc.). The child will then learn how
to understand the story text and answer a comprehension question.

After reading, the child will arrange picture cards in chronological order and try to retell the
story using those pictures.

Source:

Kim, S. Y., Rispoli, M., Lory, C., Gregori, E., & Brodhead, M. T. (2018). The Effects of a Shared
Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with
Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(10), 3608–3622.
https://doi.org/10.1007/s10803-018-3633-7

Treatment plan #1

Introduction to shared reading one-on-one:

- Have him use/create puppets of the storybook so he could have it on his hands and act
out the story with the puppets.
- Give each child a picture that describes or depicts an action or part of the story. As that
part is read, the child can place the picture in the circle.
Equipment needed:
Puppets (varies types depending on the story that is being told that he likes).
Storybook (eg; Going on a Bear Hunt)
Pictures of the story
Rationale:
Letting him act the books with the puppets during storytime will allow him to engage in
movement by getting him up and moving around which can be a positive way to practice gross
and fine motor control.
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Treatment plan #2

Using songs during listening activities:

- Playing morning song and a song he can dance to to get him moving such as “ The 7 days
of the week with actions”
- Use song to end/begin an activity and use scarves and toys
Equipment needed:
CD
CD player
Board with days of the week/prop bin
Rationale:
The use of props promotes his learning by allowing him to express his feelings in movement (eg.
angry, sad, happy, etc;).

Treatment plan #3

Visual schedules:
- Have visual pictures how what is going to have to do (eg; what game we will be playing
during circle time or the morning routine from Freeplay to attendance to anthem
-calendar etc.) during circle time
Equipment:
Schedule
Simple and bright color pictures w/ velcro on the back
Pin with items for the activity that is being played (potatoe/musical instruments/ act the
emotion)
Music
Rationale:
Having a schedule gives him information about what to expect will be done at that moment
such as during circle time is musical instruments or passing the potato. It also helps to transition
him from one activity to another and it helps to avoid frustration and anxiety as it gives him a
better understanding and clear instructions.
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Treatment plan #4 ( combine the first 3 strategies to evaluate improvement)

Maintain personal space (Circle time):
- Give him options to choose what he wants to sit/dance on during circle time ( such as a
shape color carpet, hula hoop social stories that explain personal space, etc)
Equipment:
Social stories
Colored shapes
Hula hoop (different colors)
Rationale:
Allowing him to choose his own color/shape lets him get rid of the formal criss-cross applesauce
and lets him do his own thing in his personal space he could lie down during reading time or lets
him dance or move around. I help to teach him to stay in his personal space and not cross/touch
others' personal space.