2009 NAPEC Syllabus - California State Council on Adapted

Transcription

2009 Conference Syllabus
Promoting Active, Healthy Lifestyles for All
Dan Cariaga
Conference Co-Director
San Luis Obispo COE
Peter Auffesser
Program Chair
San Diego State University
i
Nancy Megginson
Conference Co-Director
San Jose State University
©38th National Adapted Physical Education Conference Syllabus 2009
Table of Contents
CONFERENCE SESSIONS
SPEAKER
Page
APEAS II Technical Software Support for the Performance Profile and
eScoresheet
Dan Cariaga
1
Social Dance for Individuals with Disabilities
Cathy L. Smith
8
A Community–Based Exercise Program for the “Frail” Elderly
Ruth Haynes
12
Yoga Basics
Beth Shaw
17
Masgutova Method/Reflexes
Diane Whiteside
Jocelyn Paré
18
Wii and More Crazy Ideas
Anna Roberts
26
Flatwater Paddling for Individuals with Developmental Disabilities
Jacquie Medina
Teri Todd
31
Time Shifts in Leisure, Recreation, and Fitness
Jesse Dixon
33
Open Source, Freeware, and Demo Software for Adapted Physical
Education and Therapeutic Recreation
Jerry Harris
35
Activities that Incorporate Visual Supports in Physical Education
Kimble Morton
Kathy Omoto
41
Let’s Go Geocaching – Geo whating?
Roxanne Patin
47
Teaching Adapted Physical Education To Students With Visual
Impairments
Mary Norman
58
Input Session: Revision of the Adapted Physical Education Guidelines
Joanie Verderber
Kimble Morton
Perky Vetter
61
Cracker Barrel Session: Physical Activity Programs for Adults with
Disabilities
Jim Haynes
Peter M. Aufsesser
63
Collaboration: Pushing Physical Education into the Classroom
Patti Ann Parobek
Anthony Zeniuk
Christopher Oldin
65
ii
Without Embarrassment! Inclusion Strategies for Students with Hidden
Disabilities in Physical Education
Lori Reich,
Barry Lavay
67
Content Referenced Assessment and Ecological Task Analysis
Michael R. Rister
Terry L. Rizzo
74
The Top 10 Issues Affecting Adapted Physical Education and Adapted
Physical Activity
Terry L. Rizzo
76
Speech-Language and Adaptive Physical Education: Movement
Enhancing Language for All
James Elliott
77
Without Embarrassment: Inclusion Strategies for Students with Hidden
Disabilities In Physical Education
Tony Kurtz
81
Hi-Tops Dance Team
Sandy Garcia and
The Hi-Tops
82
Wii-B-Fit
J. Kevin Taylor
84
Foam Wars
J. Kevin Taylor
85
SPORTIME Adapted PE Activity Guides Lessons: Preschool/Elementary
Evelyn Gonzales
John Colendich
87
SPORTIME Adapted PE Activity Guides Lessons: Middle
School/Secondary
Creative Ways to Integrate Adapted Fitness into your APE Program
Wendy Dodd
Taeyou Jung
87
88
Physiological Responses to Adapted Cardiovascular Exercise
in Individuals with Spinal Cord Injury
Paul Godina
Use of Additional Weights (Cuffs) in Adapted Aquatics for People with
Hemi Paresis
Taeyou Jung
95
JoyFitstix®: Shake up your workout – Fitness Fun for Everyone!
Karen Joy Allen
99
So I Tested My Student…What Next? Using The DEVPRO Motor Skills
Test And Task Analyses To Help Students Achieve Mastery In Gross
Motor And Perceptual-Motor Skills
Carol Kofahl
103
Meeting Sensory Needs in Physical Education
Teri de Jong
Shelly Sumner
106
iii
92
APEAS II Technical Software Support
for the Performance Profile and eScoresheet
Dan Cariaga
AAPAR-APEAS Software Development Team
Adapted Physical Education Specialist
San Luis Obispo, CA
Website: www.aapar-apeas.org
This session will demonstrate the ease-of-use and power of the APEAS assessment
software program.
The Adapted Physical Education Assessment Scale-II (APEAS II) is the major revision
of a test used for over 25 years. While the test is based on scores of students in the
general school population, its greatest use has been to identify students to receive
special education services in adapted physical education.
The APEAS II was developed by the American Association for Physical Activity and
Recreation (AAPAR) in cooperation with the Los Angeles Unified School District.
The test measures four (4) areas of motor performance and Adaptive Behaviors—
those behaviors that, in spite of adequate motor performance, limit a student’s ability
to safely and successfully participate in general physical education.
Performance Profile - Electronic Method
Electronic Method users enter information from the Score Sheet and raw scores
automatically highlights the standard score creating a graphic profile of the student's
performance which can be printed out for reporting. This tool is provided to
graphically represent a student’s profile of performance in a way that compares the
performance with the norm-referenced data.
Manual Entry and Calculation - Paper and Pencil Method
Use this method when you have limited access to a computer, or when using a
computer is cumbersome. For example, most practitioners will print a paper Score
Sheet form, and use a pencil to record scores. You can always transfer scores to an
electronic assessment method program at a later time.
eScoresheet - Electronic Method
Similar to the Electronic Method Performance Profile, the eScoresheet creates a
traditional written report. A copy of the electronic score sheet that automatically
calculates the percentile rank, z-score and standard score for the user. This can only
be used on a personal computer.
1
2
3
4
5
6
7
Social Dance for Individuals with Disabilities
Cathy L. Smith, MA
Adapted Physical Education Teacher
Cobb County Public Schools, GA
Apeteach@hotmail.com
Social Dance
Social dances are popular dances where you are holding hands with a partner or you
are dancing without a partner performing choreographed steps. The Waltz, Fox Trot,
Tango, Cha Cha and the Swing are typical Partner dances. The Electric Slide,
Macarena, The Chicken Dance, The Hokey Pokey, and some country western dances
are considered Line dances. I consider the popular hip hop dancing, Free dancing,
where you typically don’t hold hands with a partner and there are no choreographed
steps or movements.
The current popular Partner dances are the Swing/Hustle, Salsa, and Merengue. The
Swing began in the 1930’s with many different variations through the 1950’s and even
into the 1970’s when the Hustle version started. The Hustle uses the same underarm
turns and similar body positions as the swing but with a simple foot pattern and
different music. The Salsa and Merengue are Latin versions of the Swing, using the
same underarm turns and similar body positions but with different foot patterns and
Latin music.
The most popular current Line dance is the Cha Cha Slide. It uses choreographed
steps, which are called out by the singer on the CD. The dance turns to the left at
regular intervals and has a Cha Cha step. This dance started around the year 2000. It
is still popular today at school “Home Coming” dances, the Prom, and weddings. A
new popular line dance is the “Cupid Shuffle”. It came out in 2008. It is very simple, all
you do is follow the directions of the singer...Cupid.
I teach the Hustle, Merengue, the Cha Cha Slide, and the Cupid Shuffle to my
students with mild or moderate intellectual disabilities. My wheelchair students also
learn modified versions of these dances. My students with severe/profound
disabilities are assisted with these dances by para-professionals, student partners and
teachers. Depending on the ability level of your students, modified versions of any
social dance can be introduced with great success. These dances are very popular
with my students and they dance these at school dances, Adapted Physical Education
dances, Special Olympics dances, weddings, and other large social gatherings.
8
Partner Social Dances
Choosing a partner: Typically, boys dance with girls and the boy is taller. This is
the optimum, but as we know in adapted physical education, this will not always be
the case and we need to be flexible. So, boys can dance with boys and girls with
girls. A large height difference does make underarm turns difficult for the partner
who is leading, if they are shorter than their partner. So, try to partner up your
students with the leader who is taller or the dancers are the same height.
Hand positions; I use an open dance position for Hustle and Merengue. The leader
holds their hands with palms up, the follower with the palms down. To initiate an
underarm turn, the leader drops one hand and raises the other arm. The leader
needs to have an easy grip on the hand of the follower during turns so not to twist
their wrist or arm. Gentle is the key word here for your students. Holding on tight
to your partner is uncomfortable and can injure them.
Hustle
This dance is performed by stepping with each beat of the music. The dancers are
stepping towards then away from each other.
Basic Foot Pattern
Leader: step forward left, step forward right, then step back left, back right.
Follower: step forward right, step forward left, then step back right, back left.
Movements patterns and turns
Left side pass: while taking the step towards your partner, turn to the left, step in
place then step back.
Right side pass: while taking the step toward your partner, turn to the right, step in
place, then step back.
Left Underarm turn: while doing the left side pass the leader drops the left hand of
his partner and lifts his left arm up. The follower turns to the right under the
leader’s arm on the first step, then steps back with the left foot, and ends up facing
the leader.
Right Underarm turn: same as left but drop the partners right hand and lift the right
arm.
Underarm turn to cradle or cuddle position: the leader stays facing the follower and
does a basic foot pattern and lifts his left arm but still hold onto the followers right
hand. The follower turns to the left, her right arm is up and moves to the leaders
right side with her arms crossed in front of her body with the right arm on top,
turning on the first step, step in place then stepping back. The leader does a basic
step, releases the follower’s right arm. She turns to the right on her first step, step
in place, then step back, the leader the takes her right hand.
Double Underarm turn: The leader lifts both arms up and turns to the right or left,
not releasing either hand, turns back to back, then facing each other.
9
Music
Kool and the Gang - “Celebration”, Abba - “Dancing Queen”, Alicia Bridges - “I
Love the Nightlife”, KC and the Sunshine Band - “That’s the Way”, Lipps, Inc.“Funkytown” Cher - “Believe”, Jennifer Lopez - “Play” and “Let’s Get Loud”,
Enrique Iglesias -“Be With You”
Social Line Dances
Merengue
The Merengue is a partner dance performed in closed dance position. The
dancers step with each beat of the music. It is a very fast stepping or marching
type dance. The dance uses the same under arm turns and movements as the
Hustle.
I teach the Merengue as mixer, using two lines of dancers. The dancers move to
the left, side stepping down the line, until they reach the end of the line. They
move towards the person at the end of the other line, come together in open dance
position and move to the right, side stepping, down the center of the two lines. As
they move down the line they can do underarm turns like the Hustle. When they
reach the end of the line, they drop hands and move back into the line from which
they started, then repeat the process.
XXXXXXXXXXXXXX <
XXXXXXXXXXXXXX <
Music
Bilando con los Exitos 2000- “Carazon de Melao”, and “Pintame”
ues and Bachatas Vol. 2 - “Eres Ajena”, “La Bomba”, and “Subido en el Palo”
Cha Cha Slide
This is my modified version. Don’t do anything when he says to the left. (In the
beginning there is one time he says to the left, then to the right: step to the side left
together left then right together right.)
-Take it back: walk back 4 steps, right, left, right, left.
-Cha-Cha step: step forward right, step on left, (counts 1 and 2) then right, left,
right then step forward with left , step on right (counts 1 and 2) then left, right, left
-Turn it out: pivot with left foot stationary, to the left 4 counts
-Hop: jump in place with two feet.
-Stomp: stamp foot in place (1, 2, or whatever he says)
-Slide to the left or right: slide foot along floor then bring other foot to meet it.
-Chris cross: cross right foot in front of left while jumping, then jump back to feet
apart.
-How low can you go?: Bend down low, bouncing slightly, then come up.
-Hands on your knees: bend your knees and then move knees in and out.
-Reverse: jump ½ turn to the left
-Charlie Brown: right leg forward, left back, rock onto right then left, right then left.
10
Music
The Original Slide Album featuring Mr. C the Slide Man - “Mr. C’s Cha-Cha Slide”
Cupid Shuffle
This CD is by Cupid, you can find it on line and down load the music.
The basic instructions are:
To the right - step to the right, together left - 4 times
To the left - step to the left, together right - 4 times
Now kick, kick right, left, right, left (4 kicks)
Then turn to the left - stepping right, left - for 8 steps
Then the dance starts over.
Music
“The Cupid Shuffle” - on the internet under Cupid
11
A Community–based Exercise Program for the “Frail” Elderly
Ruth Haynes
Foothill-DeAnza Community College District
West Valley- Mission Community College District
Cupertino and Saratoga, CA
ruth_haynes@westvalley.edu
Frail Elderly
 Frailty refers to the loss of physical function, usually there is a also a chronic
disorder or disability.
 Unable to perform all ADL’s independently.
Parkinson’s Disease
PD is a progressive neuromuscular disease. It is estimated that there are one million
people afflicted with PD. Notable people include Michael J Fox, Janet Reno (former
attorney general), Mohammed Ali. The cells of the substantia nigra degenerate and and no
longer can produce dopamine which controls movement. PD causes motor and nonmotor
symptoms.
Motor symptoms
 Tremor, Bradykinesia, rigidity, and freezing in place,
 Stooped shuffling gait, decreased arm swing when walking
 Difficulty rising from a chair
 Lack of facial expression (mask-like face)
 Slowed ADL’s
 Postural instability
 Difficulty turning in bed
Non Motor Symptoms
 Diminished sense of smell, low voice volume
 Painful foot cramps, sleep disturbances
 Depression, constipation
 Drooling
 Urinary frequency/urgency
Diagnosis of PD
No standard Marker for PD – Tests for simple tests for reactions, reflexes and
movements. And lack of other medical conditions
 Tremor at rest, rigidity, Bradykinesia
 Presence of 2 of 3 major signs contribute to the diagnosis of PD
Risk Factors for PD
 Advancing Age –men slightly larger risk than women
65 and older, 40-50’s too or younger
 Family History- First degree relative _June and her sister
 Environmental causes- vast majority- the potential intereaction of genes
and the
The environment. One of more widely present but weak toxins. Rural
living, exposure to well water,and ag work. But…. these individual
factors do not gurarantee diagnosis of PD.
12

Smoking_ decrease in PD but don’t start smoking risks are higher
for other diseases
 Caffeine- associated for lower risk of PD, small amounts of caffeine.
PD Treatments
 Levodopa, Sinemet most effective treatment so far
 As PD progresses it becomes increasingly difficult to adequately control
symptoms with medications. Problems motor fluctuation and
dyskinesias.
Motor fluctuations refer to unanticipated loss of effect of a given dose of
levodopa. Instead in of a smooth predictable symptomatic benefit, the
person may lose benefit earlier than usual (wearing off) or may suddenly
switch from on to off..
 We have to be aware of good days and bad days for people with PD.
 Dyskinesias are involuntary movements that occur when dopamine levels
are too high.
Surgical treatments
 Lesion and deep brain stimulation.
Exercise
 Improve physical performance
 Improves ADL’s
 Delays increases in medication doses
Objectives for frail elderly fitness program
 Functional movements- improve and maintain physical function.
 Help prevent loss of independence.
 Maintain ADL’s and Instrumental activities of daily living
 IADL’s include preparing meals, housing cleaning, shopping and
mobility in and
out of the home etc. ie things we take for
granted.
Health/Fitness Screening Process:
 Community Colleges in California require a medical release form from the
student’s physician stating their disability, functional limitations and/or exercise
recommendations. A health history is taken. The classes are taught under
Adapted Physical Education and the student receives a grade at the end of the
grading term based on attendance, participation, pre-post evaluations, and
personal goals.
 Other community-based programs are offered thru adult education, senior
centers, recreational programs by the city, active and assisted living facilities,
and long term care facilities.
Components of a Fitness Program:
 To have the best quality of life, a frail older adult must be able to perform many
activities in four different fitness components:
1. Cardiovascular Endurance: The ability of the heart and lungs to provide
energy so older adults can carry on normal daily activities without
fatigue.
2. Muscle Endurance: The ability of muscles to sustain repeated
contractions so that older adults can lift, pull, carry, and push things.
13
This involves adequate muscle strength to walk, climb stairs, carry
groceries and do activities of daily living (ADL).
3. Dynamic balance: The ability of the body to stay balanced during
movement activities. This also includes static balance as well as body
awareness.
4. Flexibility: The ability of the joints to move freely within their full
range of motion (ROM). Good ROM helps an older adult in their
ADL’s such as dressing, eating, reaching and lifting activities.
Room Set-up and Equipment:
 The room should be large enough to accommodate your students so they can
be at least arms distance apart seated in chairs and standing exercises can be
done without kicking the person in front of you. Each facility has different
room setups so you may have to make allowances for each class that you
teach.
 Chairs should be sturdy and should not be able to tip over when you sit on
the front of the chair.
 Make sure your students can see what you are demonstrating. Change your
position so you can see everybody.
 Room temperature should be comfortable to exercise.
 Make sure that your room setup and equipment are ready when your
students come to class. They are ready to exercise when they show up.
 Your props such as pvc pipes, water noodles, weights, balls, beach balls, and
balloons should be disinfected after each use with a disinfectant wipe or hot
soap and water.
Class Format:
 Greet each person that comes into your class. Ask how he/her is doing
today. Your visual inspection as he/she comes into the room may determine
a different class format for the day. Every person is different so try to
individualize the exercises as you can.
 Use various forms of music: big band, 50’s and 60’s, movie themes, upbeat
tempo, sing along, etc.
 Start the class with a warm-up involving the large muscle groups, such as
marching in place using your legs and arms.
 Vary the exercises so every joint of the body gets involved, alternating
between upper and lower body exercises. Vary the level of intensity and
pace of the class for each exercise with repetitions and/or time. Do sitting
down exercises and then standing up exercises, etc. Do exercises that mimic
every day activities.
 Watch your students for signs of fatigue.
 Give out information while you are exercising, i.e., as to what muscles are
being used and why it is important to keep that specific muscle strong. An
example is the quadriceps muscle and why it is important to keep it strong
for standing up, walking and balance.
 Contraindicated exercises: hip replacement concerns, low back problems,
etc.
 You can also give the latest nutritional information as related to one’s
individual disability. Your students are also great vessels of knowledge.
Ask them questions.
14




Keep the class fun and informative. Ask trivia questions about the music,
old movies, etc. Ask them about their vacations and events.
Your students are in your class for the long term usually many years thus
you get to know them very well.
The exercise class also becomes a support system for the participants and
caregivers. If there is a particular topic that comes up, we talk about it
during class. This is done while we are participating in physical activity.
You can talk and exercise at the same time if things are monitored during
class. I am also monitoring the class while there is talking going on, i.e.
perceived exertion. I also interrupt the class if need be to keep the class on
track, because sometimes there is too much talking (socializing).
Last but not least- remind students that if any exercise or activity hurts too
much, don’t do it. There should be mild tension while doing exercises and
activities but no pain. There is a difference between pain and discomfort.
THE FOLLOWING EXERCISES CAN BE ADAPTED FOR
STANDING OR SITTING.
Examples of chair exercises: (Set of 10-15 repetitions, or 30 seconds intervals) These
exercises are not in any particular order. Alternate the four components of fitness within
your exercise class.
1. Flutter arms and legs, then flutter legs and cross arms, cross legs and flutter arms
2. March in place, touch opposite hand to opposite knee and reach out to the side with
opposing arm.
3. March while bringing heels up toward the center, i.e., knees out heels in.
4. Hold legs up in the air parallel with the hips, and move feet up and down (dorsi and
plantar flexion), circle feet at the ankle joint, move feet side to side. Hold arms in front
of you at shoulder level and circle hands at wrist joint.
5. Arms and legs apart and then back together.
6. Arms out in front at shoulder level, move palms up and down, then move arms up,
down, out to the side, down and back...
7. Reach for the sky with the arms, like you are picking apples, reach in front to pick
blackberries, reach toward the floor for strawberries.
8. Reach over your head like you are combing or brushing you hair.
9. Pretend you are chopping wood, etc.
10. Flexibility activities:
Head: shoulder shrugs, ear to each shoulder, look side to side, chin to chest
Shoulders: Reach overhead, reach behind head, reach side to side
Core: Side to side stretch, forward stretch
Legs: hamstring stretch (hug knee to chest then straighten leg, sit at front of seat,
straighten out one leg (heel on floor toe pointed up) reach down straightened leg.
Examples of standing exercises: (Set of 10-15 repetitions or 30 second intervals)
Use back of chair for balance if necessary.
1. March in place, with knees normal and with knees out.
2. Arm circles
3. Lift heels up and toes up.
4. Step side to side for balance.
15
5. Put the chair to the side of you, lift outside leg front, side and back.
6. Point toes out, bend knees and circle hips in each direction.
7. Squats (Watch form)
8. Swimming strokes
9. Calf stretch
10. Whoopee - while standing or sitting squeeze buttocks together and lower abdominals,
do not hold your breath, hold 5 seconds.
Examples of coordination and balance activities:
1. Sitting: Put both hands up in the air, cross your arms at your shoulders, uncross
your arms at your hips, cross you arms at your knees, and uncross your
arms at your ankles and go up the same way crossing and uncrossing .
your arms.
2. Standing: Stork stand- Plant your foot, gaze at a spot on the floor or wall, lift other
foot off the floor and stand there for 5 seconds.
Rocking horse and side to side balance: Put one foot in front of the other
and transfer weight forward and back and then switch leg positions.
Examples of exercises and activities using pvc pipe or water noodle:
1. Hold water noodle in your hands and roll it forward and back with your fingers.
2. Reach overhead and bend side to side, move noodle front in back overhead while
moving noodle to waist level.
3. Pretend you are spinning a baton with your water noodle.
4. Roll it down your legs, leg one knee up and put noodle under your knee and pick it up
with the other hand.
5. Stretch forward and to each side keeping chin up.
6. Put end of noodle on floor and move it forward and back, and in circles.
Examples of facial exercises especially for Parkinson’s Disease:
1. Say the vowels emphasizing opening the mouth as wide as you can.
2. The saying “Peter Piper picked a peck of pickled peppers,” etc.
3. Say “Ha, ha, ha, Hee, hee, hee, Ho, ho, ho, Hoo, hoo, hoo”
4. Pucker the lips and say “ooo”. Hold, then stretch the lips into a smile and say
“eee”
and hold.
Examples of relaxation techniques:
1. Visualization
2. Progressive Relaxation
Activities and games for 10- 15 minutes
1. Sit down volleyball with beach ball
2. Stick ball using noodles and beach balls
3. Medicine ball
4. Tossing balls back and forth
5. Horseshoes
Music:
Oldies but goodies- 40’s, 50’s and 60’s, Swing Music, Big Band, Upbeat Tempo,
www.musclemixes.com
www.workoutmusicvideos.com
16
Yoga Basics
Beth Shaw
Yoga Fit
What is yoga?
 How is yoga beneficial to the needs of adapted PE students?
 How do we teach the ancient practice of yoga to students with special
needs?
 What modifications and considerations do we need to make to meet the
varying needs of students?
 How can the YogaFit style of teaching be useful to adapted PE teachers?
 What are the most important alignment and safety principles we need to
learn to teach yoga safely and effectively?
17
Masgutova Method/Reflexes
Diane Whiteside, PT
dianewt3@att.net
San Ramon Medical Center, San Ramon, CA
Jocelyn Paré, APE, M.Ed
jocesow@pacbell.net
WCCUSD, Richmond, CA
This presentation will address our earliest movement patterns developing from utero to after
birth. Research has shown that our reflexes are programmed in our DNA which we
automatically have available to respond in stressed situations. Our movement patterns,
cognitive and emotional development builds on these reflexes.
Dr. Masgutova has been researching and developing her method for the past 20 years. She is a
Clinical Psychologist and is world renown in this method. Diane Whiteside PT and Jocelyn
Paré APE specialist have been studying with Dr. Masgutova for the past several years.
The Reflexes we want to focus on today are: Robinson Grasp, Hands Pulling, Hands
Supporting, Spinal Peres, Spinal Gallant, ATNR, Foot Tendon Guard, Babinski, Leg Cross
Flexion, Bauer Crawling, STNR, Strauss for Vision and Grounding Reflex.
We will show how these reflexes affect children’s movement patterns, motor skills, emotional
and cognitive development. If the reflexes are pathological or dysfunctional they can interfere
with children’s fundamental development.
Participants will come away with practical skills to apply reflex activities with the children
they work with, from the Adapted PE class to the classroom.
Reflexes are genetically recorded motor movements, in the brain stem that are in response to
sensory stimuli. Sensory stimuli would be auditory, visual, tactile, proprioceptive, olfactory,
vestibular, or head positional change both internal and external.
A delay in or inhibition of any component of these movement patterns can affect the child’s
overall development. This includes the child’s maturation of motor development, emotional
development, cognitive skills, sensory processing and exploration of movement.
Children whose natural mechanisms are disrupted by stress or a neurological barrier can cause
a child to go into protective mechanism and confusion.
Our protection mechanism has 2 phases we can go into:
Freezing: protection for safety, we go into Flexion movement.
Fight/Flight: protection of danger causing fear. We go into extension movement.
[Natural movements (which are already pre-recorded in our DNA), can influence our
movement patterns, even with stretching of our muscles.]
18
The Reflexes we want to focus on today:
REFLEX: ATNR:
This is a learning reflex it awakens the system to be alert and ready to process information.
This reflex is involved in the process of development of the cognitive systems: influencing
vision and hearing, proprioception, vestibular, spacial orientation, perception- memory
patterning. It supports the development of one sided, homolateral movements, exploring sides
and developing midline.
It is the foundation of hemispheric brain dominance. The development of the left hemisphere
stimulates the speech and language. So the right ear is attuned more for logic and the left for
music and rhymes.
It activates proprioception and hearing which is the bases for memory, vestibular and balance
systems.
It activates seeing –hearing. Eye –ear coordination.
Also influences the ability to bring hand to mouth.
If not integrated the child could have difficulty with their sensory systems and confusion
effecting auditory, visual, proprioception, and vestibular systems. This can negatively affect
memory processing, language and balance. Balance is affected because vision is narrowed.
Hand writing goes up the page due to contraction of opposite side. You can get emotional
stress, ADD, ADHD, Autism, Dyslexia, Dyscalculia, etc.
They could have difficulty with self feeding. Bringing head back in preparation to throw can
also be a problem. This reflex can interference with all locomotor skills, affect the range of
movement of extremities, cross pattern movements in crawling, walking, skipping, marching
and mixed laterality dominance.
The arms either flex or extend with head turning making stabilizing hands on the steering
wheel difficult.
Experience:
On all fours, someone turn head observe what happens to the arms and elbows. Notice
response.
Bending forward how far you can reach, Pay attention to your range of motion. Notice
response.
ATNR – Position – one side movement
Tonic Labyrinth – Middle position movement
ATNR – Position – Other side
Repeat all of the movements 3 times. Then go back and recheck your range of movement.
REFLEX: Robinson Grasp
Hand gross motor coordination. Grasping, holding and manipulation of bigger objects
Development of left and right sides. Exploring midline of the body, preparation of hand eye
development of hand to mouth coordination and head turning.
Has great potential for survival for holding on for life. Pointing is the beginning of
communication expressing wants. This can also influence speech.
It is necessary for grasping an object and holding on to it. It is needed for catching a ball and
holding hands.
19
Non integration:
Stuck in survival patterns, holding on for dear life
Refusal to participate in fine motor tasks
Refusal to write
Excessive pressure on pencil
Dysgraphia
Challenge with speech development and communication.
Difficulty in grasping ideas
Experience: Phases of grasp. Notice response.
REFLEX: Hands pulling
Activates head righting reactions
Basis of holding and manipulation of objects
Lifting objects to the mouth
Bases of transferring objects from one hand to another
Basis of throwing objects
Non Integration:
Incorrect muscle tone in hands which effects drawing and writing
Refusal to write due to incorrect muscle tone of forearm and /or arms
Fine motor coordination difficulties
Speech and spelling challenges
ADD and ADHD
Tennis elbow
Withdrawing or holding back
Experience: work with a partner and lift partner up from chair or floor. Notice response
as to what engaged first arm- head- neck or abdomen when lifted.
REFLEX: Hand supporting
Development of protective reactions
Establishment of clear and protective boundaries
Influences of creation of 3-dimensional vision, Influences of creation of hand-eye coordination
Preparation for dealing with obstacles
Other people
Emotional stress
Processing new information
Important in the development of communication and contact with other people
Non integration:
Can be the basis of aggression
May prefer isolation and escape into own world
Difficulty in construction of protection in own space
Difficulty in receiving external information
Experience:
20
Stand a couple feet away from the wall with arms by side. Fall forward to the wall and
allow your arms to support the fall. Observe how your arms respond.
Work with a partner. One person extends arms and the other person pushes on their
palm in alignment to their palm, wrist, elbow and shoulder. Notice response. Can do the
1,2, 1,2,3 movement.
REFLEX: Symmetrical tonic neck reflex
Responsible for binocular vision
Responsible for binocular hearing
Important for cognitive and intellectual development
Established midline
Coordination between vestibular, proprioception, and visual systems
Beginning of depth perception and focusing on near and distance vision
Basis for making choices
Learns bilateral scheme to move away from homolateral to homologous
Non integration:
Obstacle for normal movement development
Weakness of reflexes
Can cause inability to hold head up
Head positions excessively up or down influence perception and effective memorization
Experience:
Position on hands and knees and observe arms as you lift head up and down.
Go through the 3 phases of the reflex pattern. Do visual tracking in these positions.
REFLEX: Spinal Pereze
Foundation for development of whole body coordination, connection of limbs, head, core front
and back
This reflex influences the function of the cerebrospinal fluid which helps develop the
peripheral and central nervous systems.
Non Integration
Lack of muscle tone, hypotension
Physical and structural weakness
Affect short and long term memory
Hyperactivity, ADD and ADHD
Narrow visual field
Fears to phobia
Lack of internal control for physical and motor activity
Emotional instability
Lack of integration of all levels of the brain
Bedwetting, lack of bladder control
Negative effect on logical thinking, creativity, spontaneous memory and expression of known
information
Experience:
Have partner stroke spine from lower back to neck. Notice response.
Inchworm activity
21
REFLEX: Spinal Galant
Prepares body for birth by turning head down
It is active for low frequency sounds (heart, breathing, etc.)and high frequency sounds (speech
and music.)
Activates semicircular canals
Important in the development of the proprioception system
Development in the links between legs, core and body
Prepares for standing and walking
Non integration:
Inhabitation of thinking and movement processing
Fidgeting
Poor concentration and ADD
Decrease in short term memory
Fatigue
Lack of coordination in gross motor activity
Scoliosis
Improper gait with incorrect hip rotation
Bedwetting and trouble with bladder control or irritable bowel syndrome
Issues with tactile processing like, uncomfortable feeling wearing clothes.
Experience: Have partner stroke side of spine one side at a time from neck to lower back.
Notice response.
Archetype movement of lateral flexion. Side lying to sitting.
Other supporting ideas:
1) Cha Cha dancing provides hip movement.
2) Sitting on a vestibular disc
3) Wiggle worm activities
4) Squeeze balloon or small ball between arm and hip
REFLEX: Babinski
It influences different types of movement : homologous ( both feet moving together),
Homolateral ( one side movement), reciprocal motor coordination, and Intentional movement
patterns for walking, running ,etc. Supports crawling, standing and gait.
It plays a roll in the formation of the mechanism of thought and movement integration.
Non-Integration:
It is characteristics in their gait. They walk with pressing more on the internal and external
edge of their feet. If the reflex is adequate then the soles of their shoes are worn equally with
regular distribution of body weight. If the reflex is hyperactive/ hypersensitive then the weight
is distributed on the external sides of the feet. If the reflex is delayed the tendon guard reflex
will compensate with weight on the internal aspect of the foot and often having flat feet. This
distorts the body grounding. This reflex can affect negatively perception and thinking causing
different motor, cognitive and speech challenges.
Experience:
Stroke along the out side of the foot and notice the foot, knee and hip.
Invite partner to rotate both feet in inward circles and notice toes, knees and hips.
22
Have your partner walk on the out side of her feet and then on the inside observing the
feeling of toes, feet, knees, and hips
Reflex: Leg Cross Flexion
Muscle development. Coordination of legs
Forms two leg concept
Helps to develop skipping, hopping, and jumping
Maintains balance and stability with standing on one leg
Prepares for standing, running, jumping, dancing
Develops spinal movements and body posture
Nerve impulse run form one hemisphere to the other
Integrates the medulla oblongata
Allows you to feel safe to move out into the world with both feet
Non Integration:
Postural problems
Leaning to one side while standing, walking, running
Hesitant to move forward into the world
Perception of having “one leg”, unstable, not having a leg to stand on.
Lack of confidence during periods of change
Experience:
Cross marching touching body parts from head to fee
REFLEX: Grounding
The ability to feel the ground the point of contact with the base
It organizes sensory- motor and postural control.
It allows gravity line to come together with body midline.
Stability
Balance
Direction and angle of movement
Non- Integration
Lack of stability and equilibrium
Poor coordination of muscle system
Lack of integration with gravity, stability, balance and tendon guard reflexes
Experience:
Push the body from front to back, back to front, side to side. Notice response. Person standing
against the wall, position hands behind their calf muscle then, thighs then hips and pull
forward each one at a time to notice if they can remain grounded.
REFLEX: Moro
Connection of grasp reflex
Opening and closing of core of body. Moving from core to periphery and back to core
Prepares head for both vertical and horizontal positions, necessary of later sitting and standing
positions.
Basis for tendon guard reflex
Basis of concentration and comprehension
23
Non integration
Vestibular problems such as impaired coordination and balance
Occular motor and visual – perception problems with and inability to inhibit stimuli
There can be over sensitivity in more than one sensory system.
Tense muscle tone
Over working adrenal glands can lead to allergies and lower immune system. Asthma, eczema,
frequent ear infections.
Difficulty in adapting to change, mood swings
Hyperactive in emotions, movement and behavior
Insecurity/dependency, phobias
Heighten levels of adrenaline and cortisol causing constant state of flight or fight.
Need to control
Experience: Tilt head back with arms abducted then bend forward quickly bring arms
and head into flexion. Notice response. Tapping Technique
For Further Information:
www.masgutovamethod.com
www.childrenwithchallenges.com
24
25
Wii and More Crazy Ideas
Anna Roberts, Ed.S
Related Services, Cobb County Schools
Marietta, Georgia 30144
Anna.Roberts@cobbk12.org
Motivating children with disabilities to participate can be challenging. The purpose of this
session is to provide the Orthopedic Impaired and other students with an opportunity to learn
sports and games using the Wii and other activities. Adapted physical education teachers will
learn new strategies to use in their classes.
This activity session will include the best practices and activities from previous conferences
and newly developed activities. It will also encourage teachers to develop activities that will
motivate students and increase participation.
Finally, this activity session will provide teachers with hands-on experience to create a positive
environment for learning.
Wii in AdPE
Providing a way so that all students with various disabilities can be successful within a class
can be very challenging. The Orthopedic Impaired class at the high school level consisted of
the following disabilities: Cerebral Palsy student with the use of a walker and motorized wheel
chair, --------with the use of a walker, Athetoid Cerebral Palsy with the use of a motorized
wheel chair and walker with Velcro straps for arms, -------with the use of a regular wheel chair,
and a Duchene muscular dystrophy student with the use of a motorized wheel chair and use of
only finger.
How do I provide an individual program that met the needs of each student AND having
fun was the focus of class discussion. During a group discussion, the students and I came
up with the idea to implement the use of the Wii during the cold weather months. We
strategically planned units that would include all the students with the focus of peer
teaching, coaching, and playing of sports and games. Of course we needed a Wii. In the
attempt to get started I purchased a Wii.
During the winter months and on designated days, adapted physical education consisted of
student involvement to set up the Wii equipment, choose appropriate games and activities, and
play with successful outcomes.
The Adapted Physical Education National Standards were used as guidelines when developing
the standards to the current goals and objectives of students. Some of the activities included:
teaching round robin tournament play while keeping track of rotating players, score keeping,
and wins and loses. This unit can be tied into the high school, college, and professional sports
such as tennis, baseball, and other sports. The recreational game such as Super Smash
26
Brothers Brawl was used by the MD student with limited movement who also was the peer
teacher to the other students who did not know how to play this game. The Wii unit was used
in the Orthopedic Impaired classroom and through an LCD projector onto a large screen. The
outcome: A SUCCESS FOR ALL! Findings: Each student was able to challenge themselves
to activities they would not otherwise be able to participate in area recreational leagues. They
were able to identify skills and strategies of the activities presented. This unit also was a
motivator for all students to keep up with their academic work. A few suggestions for you the
teacher: Get ready to assist students who need hand over hand to control arm movement; let
students tell you what to do when assisting in sports such as what pitch to throw in baseball,
tennis stroke, etc.; asking questions about scores, who is next to play, what are the types of
skills in the various sports, etc. The sports we implemented: Baseball, tennis, golf and Smash
Brothers. We tried other activities for the fun of it. Keep in mind that some students may
never have this opportunity so if you have the opportunity- try it. KEEP YOUR
VALUABLES WITH YOU AND SAFEY SECURE AT ALL TIMES! We did and also kept it
on the hush hush……..
OTHER CRAZY IDEAS
Working with Autistic Students
When students begin school, they often have not developed appropriate social and motoric
skills that they need to be successful in school. The adapted physical education teacher works
with new students who are often not ready to follow directions, both verbal and non-verbal.
These are a few strategies that I found helpful in developing structure and assisting students to
be ready for skills and activities. Redirection is the key to success, but often times, we must
make the path for students to follow.
Issue#1: Difficulty with transitioning to and from class. Physical assist by holding hands and
saying: STOP (count to 4), then Ready, Set, Go! We are walking together, together,
together; we are walking together, walking down the hall. I make up a tune. Change
words to: marching down the hall, walking in the gym, etc. This helps to minimize
inappropriate behavior if consistent. It students like music, find their favorite tune to use.
Issu#2: When entering in a gym. Have balance beams and hula hoops strategically placed and
begin walking right to the beam. Begin with: Whose turn is it, my turn, and assist students
on the low beam. Use terms such as step in front, demonstrate if necessary, and keep
going. Use communication device for non verbal students. Then proceed to hula hoop
and step in, out, jump, etc until finished with all hoops that are on ground. Students who
want to drop to the ground, say we are working, and maintain physical contact so that
they know they are going to continue working. Then when finished, if sensory time is
needed, give them what they need based on their IEP.
Use words/ phrases when applicable: Spitting, screaming (whatever) is not allowed in
school. Get down on their level and repeat. Give them time to process. REPEAT,
REPEAT, and REPEAT, as often as needed each time you work with your students. This
should be implemented the entire year. Trust me, you might be doing this the entire year,
but you will see progress in small steps.
27
Other obstacle course ideas: Use hoops around the gym to jump in/out, gym mats to step on,
jump and use for upper body development, cones with hockey sticks to crawl under, and USE
MUSIC! Do this as a fitness activity for 10-15 minutes and then take pulse and introduce
cardio workout cool down breathing before next activity.
Flying Kites and Balloons
Equipment: Inexpensive Kited for discount stores, First kit for kite repair and recycle for
balloon activities. Helium tank. REMINDER: THIS IS NOT FOR THOSE INDIVIDUALS
WHO ARE LATEX sensitive! You may cover balloon with plastic bag and let student only
touch the handle and keep that handle separate. AGAIN REMEMBER TO FOLLOW
HEALTH AND SAFETY PRECAUTIONS!
Purpose: to get all students involved with flying and being successful.
Put together kites and show students how to move to get the kite in the air. Demonstrate when
there is wind to lift the kites and keep kites flying with minimal movement. For most students
you will need to assist until they get the idea. Running with them will help. You can add the
Aerodynamics lesson of lift, thrust, and drag, and Chemistry lesson: How high will a balloon
go? Equal air molecules and pressure inside and outside balloon, etc.
When the kites have seen their last flight, recycle the string to use with helium balloons. Use a
helium tank to fill helium balloons and attach them to the kite string. Keep string rolled up on
handle. Then give each student a balloon and let them roll the string so that the kite flies high.
This is fun for those who have limited gross motor ability. They will need to use fine motor
skills to roll the string up and down.
Paper Airplanes
Equipment: Paper for airplanes.
Purpose: to develop skills used in throwing overhand
Make airplanes for students who are unable to make their own. Let students who can make
their own. Get various types of paper to test what works etc. Use the theory of aerodynamics:
Lift, thrust, and drag to encourage discussion. Include physics teachers to help you come up
with simple but important questions about aerodynamics.
Water Bubbles with Wands
Equipment: Fly swatters, strawberry (green mesh) containers etc, bucket, bubbles.
Purpose: to make bubbles by blowing the wands or swinging arms, and using gross motor
movement to pop bubbles.
Take the inexpensive fly swatters and cut small holes in the flat surface. Fill the bucket with
bubbles and dip the swatter in the bucket. Step back and gently swing the swatter in the air
creating bubbles. Students can blow in the swatter as well as run with the swatter etc. Low
incidence students will require assistance! Students enjoy watching all the bubbles fly in the
air. You can have the students try to pop the bubbles in the air with their wands, hands etc.
Use your imagination to create a fun experience for all. This is also a good idea to use in relay
28
races where the students can dip the wand and run to the opposite line creating bubbles. Go
over the safety rules such as giving each other enough room to move etc and not to shake the
swatter in other classmates face etc. The strawberry containers work as well for those with
little movement etc. This can be messy but the students enjoy it.
Towel Dance
Equipment: Towels, Music-“Splish Splash”, CD player
Purpose: to creatively move to music while performing exercises.
Each student uses a towel to perform exercises such as drying body parts, increasing strength,
flexibility while having fun. Purchase inexpensive towels from discount store or have them
donated. To make them fun, add fun appliqués such as ducks, Disney characters, fish, etc.
Once again, ask for donations from local stores, parents, etc. Check with Hotels as they often
get rid of old towels. If you work at a high school with a family and consumer class, or have
access to a local sewing group, ask them if students/group can sew the appliqués on as a
project. Remember to have fun. When kids play they learn!
Wash towels regularly and if possible collect enough so that each student can use one and
follow the hygiene rule of no sharing.
29
AD P E
B e s t P ra c tic e s
2 0 0 8 -2 0 0 9
Te a c h e r N a m e
An n a R o b e rt s
Le s s o n /Te c h n i q u e
Na m e
Sl i n g Sh o t Ta rg e t Ac t i v i t y
Ty p e
(B e h a v io r Mg t.,
M o t i v a t o r,
Te a c h e r/P a re n t
c o m m u n i c a t o r,
o t h e r)
Us e d i n w h a t g ro u p /s
Le s s o n /Te c h n i q u e
D e s c ri p t i o n
Fi t n e s s , M o t i v a t o r, Fu n
El e /M i d d l e /Hi g h - Al l g ro u p s
Us e a t y o u r d i s c re t i o n f o r
a p p ro p ri a t e c l a s s u s e .
Th i s l e s s o n f o l l o w s a f i t n e s s u n i t f o r
u p p e r b o d y a n d a r m s t re n g t h .
Th e p u rp o s e : To h a v e f u n w h i l e
t ry i n g t o p u l l a b a l l i n a s l i n g s h o t , l e t
g o a n d l a n d o n a t a rg e t .
St u d e n t s a re i n g ro u p s o f 3 a n d t a k e
t u rn s h o l d i n g t h e s l i n g s h o t i n p l a c e
a n d p u l l i n g t h e s l i n g s h o t /l e t g o .
 Ho ld s lin g s h o t w ith ½ h a n d s ,
e l b o w a t ri b c a g e , b ra c e f o r
b a la n c e
 P l a c e b a l l i n f a b ri c c u p , p u l l
y e l l o w h o l d e r , re a d y , s e t , l e t g o !
Vi s u a l Ai d e
Sl i n g s h o t , Ve l c ro b a l l s , Ta rg e t , d e m o
30
Flatwater Paddling for Individuals with Developmental Disabilities
Jacquie Medina, Ph.D. and Teri Todd, Ph.D.
California State University, Chico
Abstract: This workshop focuses on instructional strategies and accommodations implemented
during a flat water paddling program designed for individuals with developmental disabilities.
The authors will present a 12 step paddling curriculum modeled after the American Canoe
Association Quickstart Your Canoe: Level 1 curriculum. During the presentation, strategies
and accommodations which proved to be successful will be discussed and participants will
have opportunities to practice applications.In addition, the role of the natural environment was
integral to the success of the program. The authors will discuss the emotional impact of the
natural environment and provide practical suggestions for maximizing these benefits.
I.
Introduction (10 Minutes)
a. Video
b. Purpose of the Paddling Project
i. Develop a paddling curriculum based on the American Canoe
Association Quickstart Your Canoe: Level 1 curriculum
ii. Assess modifications to equipment
iii. Identify effective teaching techniques
c. Participant population
i. Seven men, ranging in age from 20-34 years
ii.
d. Program Format
i. Participants met once a week 6 times over a 7 week period
ii. 4 instructors and 4 canoes
iii. Each participant was able to paddle for one hour
II.
Adaptations (15 minutes)
Seats lowered 4 inches
Tape down the center of the canoe
Increase stability
Indicate foot position when entering and exiting
(stability)
Indicate hand position when entering and exiting
Indicate correct hand position
Personal preference
Tape on the gunnels
Tape on the paddles
Choice of canoe or kayak paddles
Use of creek chairs secured to seat (for 2
Increase stability of paddler
participants)
III.
Teaching Techniques (15 minutes)
a. Use of assistants
b. Pictograms
c. Instruction
i. Skill demonstrations on land
ii. Paddling demonstrations on water
31
iii. Sitting positions in boat
d. Instructional Activity
IV.
Lessons Learned (5 minutes)
a. The natural environment
i. Location was a personal home and boat dock on a man made reservoir.
ii. Quiet, open space, provided limited distractions
iii. Trees, water, birds, islands, and sounds of nature along with rain, wind,
sun, and clouds made the natural environment tangible and a part of the
experience
b. Developing a Community
i. Participants requested to stay at the lake while peers canoed
ii. Participants often arrived early, and ate their lunch with peers prior to
paddling
c. Curriculum
i. Individual progression through curriculum
ii. Pros and cons of using canoe and kayak paddles
iii. Developed a more detailed curriculum checklist
V.
Questions and Answer Period (5 minutes)
32
Time Shifts in Leisure, Recreation, and Fitness
Jesse Dixon
Professor
Recreation and Tourism Management Program,
A Demographic Perspective
Most demographic sources recognize the age groups of Matures (born prior to 1946), Boomers
(born between 1946 and 1964), Xers (born between 1965 and 1976), and Yers (born between
1977 and 1999). As these generations age, we are seeing a shift in the time available for
leisure, recreation, and fitness activities. In particular, there is a prediction for the emergence
of a New Leisure Economy. The new Leisure Economy will be gradual as demographic
groups age, but the implications for participation and educational opportunities should be
considered immediately in order to benefit the preparation of students in curriculums and
professionals working in leisure, recreation, and fitness services.
Time Shifts for Discretionary Time
Across the life span, surveys for the use of discretionary time devoted to leisure-based (choice
driven) activities reveal that a large portion is available until about the age of 24 years. At
about 24 years of age, people “shift” to a lifestyle with a strong emphasis on achievementbased behaviors. As people initiate careers, the amount of discretionary time diminishes
significantly until people approach the range of retirement ages. As people approach
retirement, there is an apparent “shift” back to a larger portion of discretionary resource
(leisure) time. The descriptive data identifies large market opportunities for services and
education in two large portions of the average life span. Students and professionals who are
interested in predicting future service opportunities related to leisure, recreation, and fitness
should consider the importance of time shifts and their implications for participant groups.
Time Shifts and a Leisure Economy
The aging process for different generations suggests a dramatic shift in lifestyle and consumer
behavior that could impact the way services in leisure, recreation, or fitness would be
delivered. For example, the retirement of the Boomer generation alone could represent as
much as 40 percent of the labor force. What would it mean if a large portion of the labor force
were living a lifestyle emphasizing leisure-based behaviors, instead of achievement-based
behaviors? Students and professionals who plan to target people in the later phases of life to
market leisure services, provide education, or offer wellness programs would benefit from
strategies that are oriented to leisure-based experiences as opposed to achievement-based
experiences.
Time Shifts and Changes in Leisure Behavior
As the different generations age, there are surveys which indicate a shift from mass or
consensus-based activities that were popular at one time. For example in the U.S., there has
been a decline in attendance and participation in the national past time of baseball and other
team sports. Instead, there has been a steady trend of participation and the development of
products oriented to individualized sports and activities. This shift in participation patterns
reflects a change in strategies for communicating with people of all ages and the use of
information. Students and professionals who are planning to market leisure, recreation, or
33
fitness services could benefit from planning programs and products that are oriented to
individual participants, rather than group activities.
Time Shifts and Planning Future Service Opportunities
The demographics used to separate age groups can be useful for students and professionals
who want to plan for the future. A demographic age group can indicate relatively how much
discretionary leisure time is available. A demographic age group may help students and
professionals understand values that would useful in the context of education or services
specific to leisure, recreation, or fitness. Finally, a demographic group could represent a
different orientation to lifestyle based on the amount of time spent in leisure-based and
achievement-based behaviors.
34
Open Source, Freeware, and Demo Software
for Adapted Physical Education and Therapeutic Recreation
Jerry Harris
Adapted Physical Education Teacher
Los Angeles County Office of Education
Computer games can play a useful role in the education and/or rehabilitation of students
and adults with disabilities. Goals can be established related to physical education
standards for use in the educational setting. Progress can be monitored and learning
can be demonstrated, such as by having students review games (see Appendix A) or
measuring improved range-of-motion for reaching to touch a touch-screen monitor.
Various categories of computer games can be played by people with disabilities, from
mild to severe. Some games are accessible by people who are blind or have very
limited movement capability. Examples of useful software are presented in Table 1.
There are various types of “free” software available through the Internet to consider:
 Online play;
 Free trials (demos);
 Free, but with changes made to your browser and or desktop;
 Completely free without ads, spyware, or Internet links.
Software is available from a variety of sites, listed in Table 2, for different operating
systems and versions:
 Check for compatibility with the system and version you have.
 Software in the Adobe Flash or Java formats typically are “cross-platform”
and can be run under most operating systems.
 Most software needs to be installed on the computer; some programs are
portable and can be run from a CD or USB flash drive (also known as a
thumb drive or memory stick).
 Check for additional required software or hardware to run programs;
 Sites vary in quality, safety, and ease of use.
 Software available from sites listed in Table 3 vary in quality of
accessibility; there are very few software games that are “universally
accessible;” consider needs for:
o attention deficit;
o autistic;
o blind or low vision;
o deaf or hard of hearing;
o limited cognitive ability;
o need for assistive technology for mobility access to computer.

Software sites and examples have been selected based on being relatively
child-safe and mostly safe from ads, links, adult ads /software, and need for
Internet connection to play.
Disclaimer: Every attempt has been made to locate software that is safe to use. No
guarantees can be made as to the safety, appropriateness, and continued availability of
any software or sites for use by any individuals, classes, schools, agencies, or specific
35
computers. Before using any of the suggested software or sites, be sure to take
appropriate precautions to protect your computer with up-to-date anti-virus, anti-spam,
and firewall programs. Review programs yourself before using them with students or
clients. Some games may try to connect to the game's web site after installation or
closing the game, but they are otherwise safe. These types of games may still work on
computers that are not connected to the Internet. It also may be possible to delete links
from the desktop, the Start Menu, and from the program's folder.
Table 1: Examples of Open Source, Freeware, and Demo Games
Name
Big Cahuna
Category
Sports
Games
Volleyball Arcade
Sports
Games
Crazy Darts
Sports
Games
Outer Curling 2
Sports
Games
StepMania
Sports
Games
H.F.A. Desktop
Sports
Fencing
Games
Nuclear Bike (Internet Sports
ads)
Games
ORF- Ski Challenge
Sports
Games
Eat the Whistle
Sports
Games
Table Tennis Pro
Sports
Games
Hoop Stars (online)
Baseball (online)
Basketball Slam
(online)
Electro Air Hockey
Mini Golf
Penalty (online)
X-Moto
Tarheel Reader (online
sports books)
Crazy Tennis
Walaber's Trampoline
Goal
Sports
Games
Sports
Games
Sports
Games
Sports
Games
Sports
Sports
Sports
Sports
Sports
Sports
Sports
Sources
Audio Games
Accessibility
Audio only
Best Freeware
Download
BSC Games
Keyboard access, 2 hands
Caiman
Mouse buttons or 2 switches
Cnet Download
Keyboard access or dance pad
Freewaredirectory
Keyboard access
FreewareFiles
Keyboard access plus mouse
Freeware-guide
Keyboard access
Ggsoft
Keyboard or joypad
Audio only
Grassgames
Mouse, joystick, or keyboard
control; switch access for
beginner difficulty level
Inclusive Technology Keyboard, mouse, or switch
accessibility
Miniclip
Mouse control
Miniclip
Keyboard access, 2 hands
Miniclip
Mouse control
One Switch
Mouse or switch accessibility
Priory Woods School Mouse or switch accessibility
Softpedia
Keyboard access
Tarheel Reader
Mouse click or switch
VIP Game Zone
Audio game for blind
Walaber's Games Keyboard, joystick, or gamepad
WhiteBoard Room Mouse or switch accessibility
36
Table 1: Examples of Open Source, Freeware, and Demo Games
Name
Slam Soccer 2006
Category
Sports
Sources
Xenoage
Accessibility
Gamepad or keyboard access
Table 2: Sites for Mac, PC, and Linux Games
Sites for Mac Games
Sites for PC Games
Sites for Linux Games
Download32
Download32
Download32
Softpedia
Softpedia
Softpedia
Download Route
Download Route
Download Route
Tucows
Tucows
Tucows
Source Forge
Source Forge
Source Forge
Miniclip (online and
Miniclip (online and
Miniclip (online and download
download with ads)
download with ads)
with ads)
Popcap (online and
Popcap (online and
Popcap (online and download
download with ads)
download with ads)
with ads)
Free Online Games (online Free Online Games (online Free Online Games (online and
and download with ads)
and download with ads)
download with ads)
Cnet Download Mac
Cnet Download Windows
Softonic
Softonic
Cnet Australia
Cnet Australia
Newbreed Software
Newbreed Software
Brothersoft Mac
Brothersoft Windows
Makeuseof.com
Makeuseof.com
Grassgames
Grassgames
App Donkey
App Stick
Interactive Fiction Database Interactive Fiction Database
SDL
SDL
Freewareseek
Freewareseek
Mac Free
FreewareFiles
Thrift Mac Games
Freeware Home
Macgames
Caiman
DirFil
Portable Freeware
New Freeware
Best Freeware Download
Free Game Picks
Freeware-guide
Walaber's Games
Family Games
Freewaredirectory
Freewaredirectory
Linuxlinks
Rbytes Reviews
Linux App Finder
37
Table 3: Sites for Accessible Games
Sites for Accessible Mac
Games
Sites for Accessible PC
Games
Sites for Accessible Linux
Games
Nanogames
Nanogames
Nanogames
Papunet
Papunet
Papunet
Inclusive Technology- Help Inclusive Technology- Help
Kids Learn
Kids Learn
Priory Woods School
Priory Woods School
Arcess Accessible
Computer Games
Arcess Accessible
Computer Games
RJ Cooper
RJ Cooper
PCS Games
PCS Games
Project Possibility
Project Possibility
Switchintime Accessible
Software
One Switch
Graeme's Free Games
Blind-Gamers
VIP Game Zone
Hiyah.net
L-Works
Whiteboard Room
Shiny Learning
REFERENCES
Accessibility: This website is part of the Game Accessibility project, a research project that
focuses on the accessibility of electronic games for gamers with disabilities.
A Practical Introduction to Accessible Games in Learning: Article by Eleanor Robinson, of 7128 Software, discussing uses, benefits, cautions, accessibility issues, and research on using
computer games with students and adults.
FORTH ICS: Examples of games that were created with “universal accessibility” by a
research laboratory on human-computer interactions.
Game Accessibility: This website provides very good information on gaming considerations
for people with various disabilities. It links research and links to a variety of games.
38
Nanogames: A commercial web site that offers accessible games free to play online.
Information is given about the universal interface for all the games that provide accessible
features.
TARC: The TARC Assistive Technology (AT) program has assembled a collection of helpful
links to Third Party Web Sites. These web sites were selected as having fun and useful games,
information, or other resources for children or adults and their families.
Unified Design of Universally Accessible Games (Say What?): Article by Dimitris
Grammenos and Anthony Savidis, of Gamasutra, discussing the features and technical
considerations for creating a “universally accessible” computer game.
39
Appendix A
Activities that Incorporate Visual Supports
40
in Physical Education
Kimble Morton, Motor Assessment Program Specialist
Diagnostic Center, Southern California
kmorton@dcs-cde.ca.gov
Kathy Omoto, Adapted Physical Education Specialist
Clark County School District
omotokx@interact.ccsd.net
Summary: Participants in this session will experience the use of Visual Supports in
selected games and activities. Visual supports are best practices for students with
developmental disabilities but can, and should, be used for all students in physical
education. The use of photos, pictures, icons, written words, gestures, schedules, and
the environmental objects or formation arrangements can be easily adapted for use
within the movement setting. This will be an extension of a previous presentation
titled, “Why Don’t They Understand Me? Using Pictures, Icons, and Other Visual
Supports in Physical Education”.
This session will present several active games and demonstrate how the visual
supports are used effectively for all student’s ~~ both the students with special needs
and the general education students. Additional information will be shared on how the
general education students use the supports to maximize the inclusion of all students
for purposeful participation within the activity.
Types of visual supports:
a. Visual schedule (photos, pictures and drawings, icons, objects).
b. Permanent signs (with words, pictures, or both; maps).
c. File folders with Velcro dots and pictures with Velcro dots.
d. Wallet/booklet (pictures/photos/icons in wallet sized photo sleeves).
e. Objects (especially helpful for transitions, supplies used or needed).
f. Environmental elements (cones, lines, colors).
g. Written words (sequence, schedule, script).
h. Gestures (re-direction, universal signs).
i. Arrangement of environment (formation, team identification, boundary lines,
goal areas, permanently installed play/sports equipment).
j. Specialized visual support items (timers, self rating graphs)
Advantages of Using Visual Supports:
a. It lasts so that the student can refer to it as much as they want or need (allows
for more processing time, assists in memory).
b. Clarifies what the student is to do (especially for visual learners; those with
language processing difficulties; those who are distractible).
c. Creates better understanding, resulting in less repeating and more activity time.
Considering when and how to use the visual support:
41
a. The visual support needs to be easily portable, especially during movement
activities.
b. Students must be able to easily use a visual support if that support is going to
help them learn or participate in an activity.
Hints:
a. Consistent use of the visual supports will give meaning to them.
b. Keep adjusting/modifying as needed to get the desired results or to fade the
type used. For example, moving from a photograph, to a picture icon, to the
natural environmental cues.
c. Keep them age appropriate.
d. Consider using them in all school settings, such as recess, lunch, music,
physical education, so that peers are exposed to them and know how to use
them to prompt another student.
e. Use concise language to match the visual support.
f. When the stress level increases, the need for the visual support increases.
g. Remember the GOAL: to increase independence. A visual support can help
facilitate or increase independence by providing visual cues which can
eventually be used by the student for self-prompting. The verbal cues alone
can create dependence on other people.
Collaboration with others, your imagination and creativity can be an unlimited resource
when looking at game activities and meeting the needs of your students through the
use of a variety of visual supports.
GAMES
Pac Man Tag
Pac Man is best played on a basketball court using lines. Make additional lines drawn
with chalk to make connections around the playing area.
Pick 6 students to be the “ghosts”. Each wears a pinnie (colored jersey) so that the
other students can see who the “ghosts” are and who the “Pac Men” are. The
“ghosts” must start in the middle of the playing area (usually in the center circle). All
the “ghosts” count out loud to 10 while the ”Pac Men” scatter around the play space,
following the lines of the court and the lines that you have made with chalk. The “Pac
Men” and the “ghosts” will walk on the lines using the designated locomotor pattern.
Suggestion: start with walking forward. After learning the game walking, progress to
running and other locomotor patterns or changing the direction they travel such as
side ways to the right or backwards, etc.
When a “ghost” tags a “Pac Man”, the “Pac Man” must go to the designated area and
do a designated exercise such as: a stretch, jumping jack, push-up, plank, table
position, or short jump rope for a specific number of times. When finished the Pac Man
re-enters the game to continue to play. The “ghosts” must work together to get the
“Pac Men”.
42
Give each round about 3 minutes. When watching the game, observe who is following
directions, showing good sportsmanship, and demonstrating agility or awareness of
how to quickly change directions. Those students will be the next “ghosts.”
Alternatively, you can have the “ghosts” pick opposite gender for the next turn.
Rules to remember:
a. Look up when walking (or running) to see where you are moving.
b. Make sure that you stop, turn around, or change lines before touching another
person (i.e. make sure that you do not touch or bump into another Pac Man in
front of, or behind, you).
c. Stay on the lines rather than jumping across lines.
Type of visual
supports used
Written
words
Description
of visual
supports
1. Arrows are placed (or drawn) to indicate pathway to follow or
what to do at corners.
2. Lines help students follow the correct path
3. There is a picture in the designated area to assist students in
doing the correct exercise.
48 students, including 8 children from special needs classes; 1st
grade.
Basketball courts, playground space, or flat area where lines can be
drawn.
Chalk, beanbags, deck rings, and pinnies.
 Move in different directions (i.e. forward, backward, sideways).
 Follow different pathways (i.e. straight, curved, zigzag).
 Change levels of movement (i.e. low, medium, high).
 Move safely within general space while maintaining his/her own
personal space.
 Avoid tag and tag while maintaining pathway.
 Use strategy with other “ghost” players to “capture” PacMan.
 Given verbal instruction from teacher, students practice different
pathways, directions, and levels while performing a walking
movement in open space on playground blacktop. Then they
practice the skills in the game of Pac Man.
1. Change the number of “ghost” players (more or less).
2. Have student walk only on perimeter lines of basketball court (if
playing outside), or on specific color chalk, etc. until they
understand how to turn around and move away from “ghost”.
3. Change the number of routes to be taken by drawing more lines
of various shapes and distances.
Add in “nuggets of time”, using deck rings or bean bags (4 of
them). These are placed around the play area on the lines,
usually near a corner. The “nuggets of time” that the PacMan
players try to capture will stop the “ghost” for 3 to 5 seconds.
When the PacMan captures the “nugget of time”, they shout
Class size
Formation
Equipment
Lesson focus
Variations
Pictures/
diagrams
Photos
43
Gestures
Objects:
environmental
supports and
supplies
needed
Arrangement
of
environment
(formation)
“free time” and the “ghosts” must stop where they are standing.
All PacMan count out loud to “five” while moving away from the
“ghosts”. When everyone stops counting to “five”, then the
“ghosts” can try to tag again. The nugget is then “used up” and
removed from the game (cannot be used again).
Gumball Tag
Each student picks up a yarn or sock ball (or tennis ball or other small object for toss
and catch) and scatters around play area (field or large indoor area. Five (5) students
are chosen to be the taggers who each hold a different color foam ball for tagging
players. These “gum balls” are usually the 6” foam balls (red, yellow, green, blue,
orange, purple, etc.). Object of the game is to tag players in the play area, as many
as possible, until the time limit is designated.
Players scatter as taggers receive their “gumballs” and the locomotor pattern is
designated that students will use during movement in the general space. Taggers
must touch players with the “gumball” and the player then stops. He/she places the
yarn ball between his/her own feet and wave hands to say “I’m stuck”. Any other
player with a yarn ball may come to rescue (“save”) them by tossing one (1) yarn ball
back and forth 10 times. (# of toss and exchanges, distance from partner, and
allowances for counting may vary depending on grade and ability of students). For
example, 1st grade may exchange toss and catch 5 times with partner (total of 10) or
just a total of 5 times back and forth.
Once the toss and catch exchange is completed, the players may continue in the
game to avoid being tagged. Players cannot be tagged while engaged in the rescue
exchange.
When time limit is designated, gumball taggers stand on the sideline near the teacher.
Players who were NOT tagged stand still and everyone else squats. Number of
players NOT tagged are counted and are chosen to become the new gumball taggers.
Type of
visual
supports
used
Written
words
Description
of visual
supports
1. Student finds partner with the same color yarn ball or bean
bag for toss/catch exchange.
2. Students who need more support move to same color poly dot
for toss and catch to self when tagged.
3. Photo of student holding foam ball and touching another
student to indicate “tag”.
4. Picture or photo of player tossing and catching object to
themselves.
Pictures/
diagrams
Photos
Gestures
44
Objects:
environmental
supports
and
supplies
needed
Arrangement of
environment
(formation)
Class size
Formation
Equipment
Lesson
focus
Variations
60 students, including 5 with autism and 1 with physical disability;
2nd grade
Scattered formation around field space or large indoor area
5 – 6” foam balls (yellow, blue, red, green, orange); 30 + yarn or
sock balls (or alternative available)
 Taggers run and tag player with their gumball
 To avoid being tagged
 To practice toss and catch with a partner
1. Vary type of locomotor pattern used to move around general
space.
2. Change # of toss/catch exchanges with partner.
3. Increase distance to stand apart from partner for toss/catch
exchange.
4. Change objects used such as 8-1/2” playground ball,
basketball, etc.
5. Change type of toss/catch exchange such as bounce pass,
chest pass, overhand throw, etc.
Instead of putting yarn ball between feet, student can toss ball to
themselves while standing in place until another player comes to
do the toss and catch exchange. Then player puts ball between
feet and finishes the exchange to re-enter game. This variation
allows for more practice opportunities for toss and catch to self.
Adapted from a game taught by Kristin Conklin, Physical Education Specialist, Frank Lamping
Elementary School, CCSD.
Other games to be presented will be: Demolition Derby; Dodge and Evade;
Endurance Run; Four Corner Pick-up; Long rope jumping and Rapid Fire;
Memory Board Maze; Poly Dot Basketball; Touchdown.
Resources:
1. http://www.augresources.com/vindex.html
2. START (STatewide Autism Research and Training) Eastern Upper Peninsula
Autism Grant Team, Michigan Department of Education, Office of Special
Education and Early Intervention Services. (January 2005). Visual supports for
students with autism. Web PowerPoint.
http://www.cenmi.org/mits/downloads/tutorials/VisualSupports.pps
3. TEACCH (Treatment and Education of Autistic and other Communicationhandicapped Children), University of North Carolina, Chapel Hill. An evidencebased service, training, and research program for individuals of all ages and
skill levels with autism spectrum disorders. Many examples of visual supports
can be found on this website. www.teacch.com
4. Visual strategies – Pennsylvania Training and Technical Assistance Network
(PaTTAN), Pennsylvania Department of Education.
http://www.pattan.k12.pa.us/
45
Booklet. http://www.pattan.net/files/instruction/visualstrat.pdf
5. Wright, Diana Browning. (2003) Environmental supports: Behavior support
through classroom changes in time, space, materials, and interactions.
Handout from 2003 Summit of Positive Environments Network of Trainers
(PENT).
http://www.pent.ca.gov/pos/cl/environmentalsupports.pdf
46
Let’s Go Geocaching – Geo whating?
Roxanne Patin
Pittsburg, CA
Geocaching (pronounced geo-cashing) is a worldwide game of hiding and
seeking treasure. A geocacher can place a geocache in the world, pinpoint
its location using GPS technology and then share the geocache's existence
and location online. Anyone with a GPS device can then try to locate the
geocache.
Easy Steps to Geocaching
The Complete Idiot's Guide to Geocaching, Second Edition
Register for a free membership.
Click "Hide & Seek a Cache."
Enter your postal code and click "search."
Choose any geocache from the list and click on its name.
Enter the coordinates of the geocache into your GPS Device.
Use your GPS device to assist you in finding the hidden geocache.
Sign the logbook and return the geocache to its original location.
Share your geocaching stories and photos online.
Before You Go
Find a geocache that will meet your immediate goals. Are you looking for
a difficult hike or an easy adventure? Learn How to Find a Geocache
If you're headed out on the trail, pack any needed supplies such as
water, food and extra clothing. Bring both a map and a compass.
Check geocache terrain and difficulty ratings.
For safety, let someone know where you are going.
Do not forget your GPS and extra batteries.
Get Out and Play
Mark your car as a waypoint to ensure your safe return.
Be mindful of the environment, practice Cache In Trash Out.
Bring friends and family with you; sharing the experience can be very
rewarding. Pets are usually welcome, too!
Remember that distances can be deceiving. A geocache can take longer to
find depending on trails, rivers and other obstacles.
Share Your Experience
If you take something from the geocache, leave something of equal or
47
greater value.
Write about your experience in the geocache logbook.
Place your geocaching stories and photos online.
Finding your First Geocache
Step 1 – Research
Your outdoor geocaching adventure starts indoors with preparation and
online research. Search Geocaching.com for a geocache that will meet your
immediate goals and interests. Are you looking for an adventure for the
entire family? Perhaps an afternoon in a dog-friendly park? Make sure that
you review the cache attributes since these icons serve as a helpful
resource as you select your first geocache to find.
As you select a geocache, keep in mind the following:
Have you considered the difficulty and terrain ratings of the cache? We
suggest choosing a 1/1 difficulty and terrain rating for your first
geocache find so that you can learn how geocaches are placed.
Remember, geocaches are hidden but not buried.
Consult the surrounding maps of the area. Is this an urban or rural cache
and how will this change your preparation? Do you have the right
maps to help support you in the cache search? Road maps may be
more than adequate within a city but topographical maps, which
show land and water features, may be more useful elsewhere.
Topographical maps will tell you what terrain you will encounter.
Keep in mind that distances can be deceiving. Understand the difference
between distances as the crow flies (a direct line) versus true
distance of travel. You may be a mile from the cache according to
you GPS device, but there may be a river or other obstacles in the
way. It is up to you to find the best route to the cache, remembering
to respect the environment and practice Cache In Trash Out along
the way.
Once you are close to the cache location, you can navigate using your
GPS device. For instance, if you are in a small park, you can try to
simply follow the GPS arrow. In a large park, this method may be
challenging so follow the established trails as much as possible while
still keeping the GPS arrow heading the general direction of the
cache location.
Our experience has shown that preparation and research will vary for each
cache. Many people find that they begin with the online maps to get an
idea of the area, and then decide to supplement with a detailed paper map.
The cache page itself is a rich source of information and may include an
encrypted hint. Previous finders may have uploaded photos, or may have
48
included clues in their online log. Be careful though; too much information
may inadvertently ruin the surprise for you.
Step 2 – Safety Tips
As with any outdoor activity, it is important to be prepared. Here are a few
helpful tips:
Make sure to tell someone where you are going and when you intend to
return. Going into a forest or remote locations without a partner is
inherently dangerous. Geocaching is great fun, so think about
planning a group hike with your family or friends around the
geocache adventure.
Pay attention to your surroundings. It is easy to focus on your GPS
device and forget to look around you. (Please believe us, there is a
reason why this shirt is so successful.) Being conscious as to where
you are walking will not only ensure your personal safety but will also
respect the environment.
Pack your pack. Bring along a compass, map and extra batteries in case
your GPS device fails. No matter the terrain or length of time on the
trail, it is always a good idea to set out with extra clothing, food and
water.
Be mindful of the local environment, especially during seasonal changes.
Is the area prone to poison ivy or poison oak? What about bugs or
dangerous animals? Not sure of the area in which you are heading?
Ask a question in the regional geocaching forums. Local geocachers
are happy to help support you.
Step 3 – The Hunt
Now you are ready to find your first geocache!
As you leave your car or a well-marked trail, make sure to mark its
location as a waypoint! It may sound silly, but once you get focused
on the cache hunt, it’s easy to get disoriented. Use the waypoint to
guide you in your safe return.
It should be pretty straightforward to get within a mile or so of the cache
location. If you have done your research well, you should also feel
good about knowing the best method of getting to the cache location.
We suggest that you keep your GPS device on the entire time even if
you may occasionally lose signal from overhanging trees, mountains,
large concrete structures, etc.
When you get close to the geocache (within 300 feet, which is the length
of a football field), check your GPS device’s signal strength.
Sometimes the signal will have an error between 25 - 200 feet.
Concentrate more on the overall distance decreasing and less on the
arrow as you get closer to the final location.
The final 30 - 100 feet can be the most difficult. It helps to think like the
person who hid the cache. If there are stumps around, investigate
49
around the base. Check for an unnatural pile of rocks. Some
geocaches, especially in highly populated areas, are cleverly hidden
with ingenious camouflage, so it helps to know something about the
container used. Is it bigger than a shoebox or small like a film
canister?
Step 4 – The Actual Find
Hurray! You found your first geocache. Congratulations! Now what?
Take note of the style and method of this hide. Where did this geocache
bring you? Enjoy the location.
Sign the logbook with your name, the date, and a few words about your
experience.
If you trade for items, remember to trade for something that is of equal
or greater value.
Make sure to seal the cache and place it back exactly where and how you
found it. If it had some rocks covering it, please replace those.
Use the waypoint you created as a helpful guide for your return.
When you get home, log your experience online by going back to that
cache page and using the links provided. The cache owner is
automatically notified of your log and is always happy to know about
your adventure, the condition of their cache, and any environmental
factors. Upload photos to share your experience visually with other
geocachers.
Welcome to the exciting world of Geocaching!
Glossary of Terms
The Geocaching.com glossary is always changing. If you have suggestions
for future additions, please contact us.
Archive
Archiving a cache removes the listing from public view on Geocaching.com.
This action is usually taken when a cache owner does not intend to replace
a cache after it has been removed. As an alternative to archiving, the
cache owner can temporarily disable their cache if they plan to provide
maintenance on the cache or replace the container within one month.
Attribute
These are icons on a cache detail intended to provide helpful information to
geocachers who wish to find specific types of caches. These icons represent
unique cache characteristics, including size, whether the cache is kid
friendly, if it is available 24 hours a day, if you need special equipment and
more. Attributes are also a tool to help you filter the types of caches you
50
would like to search for when building a Pocket Query (see Pocket Query).
Benchmark
Using your GPS unit and/or written directions provided by NOAA's National
Geodetic Survey (NGS), you can seek out NGS survey markers and other
items that have been marked in the USA. See benchmark hunting for more
details.
Bookmark List
A Premium Member feature that can be used to group cache listings in
whatever way you like. You may want a bookmark list of caches you intend
to find this weekend, or perhaps an "all-time favorite" list you can share
with friends.
BYOP
Bring Your Own Pen/Pencil. An acronym often used by cache owners to
communicate to other geocachers that you will need to bring your writing
utensil in order to sign the cache logbook.
Bureau of Land Management (BLM)
The Bureau of Land Management (BLM), an agency within the U.S.
Department of the Interior, administers millions of acres of America's
public lands, located primarily in 12 Western States. The BLM sustains the
health, diversity, and productivity of the public lands for the use and
enjoyment of present and future generations. Learn more at www.blm.gov.
Cache
A shortened version of the word geocache. (See Geocache).
Caches along a Route
A Premium Member feature that allows you to identify caches along a
specific route for quick and easy geocaching. You can choose from routes
already created by other geocachers or use Google Earth to build your own
unique trip.
Charter Member
During the very early years of Geocaching.com when Premium
Memberships were first offered, they were called Charter Memberships to
thank those who supported the web site. Be sure to thank the Charter
Members you meet on the trail since the site would not be here today
without them.
CITO
Cache In Trash Out is an ongoing environmental initiative supported by the
worldwide geocaching community. Since 2002, geocachers have been
dedicated to cleaning up parks and other cache-friendly places around the
world. Learn more at www.geocaching.com/cito.
Datum
A datum is something used as a basis for calculating and measuring. In the
case of GPS, datums are different calculations for determining longitude
and latitude for a given location.
Currently, Geocaching uses the WGS84 datum for all caches. Many maps
still use NAD27, which can cause confusion if your GPS unit is set to
51
NAD27. Always check your GPS to ensure that WGS84 is the datum before
entering a cache coordinate into your unit.
DNF
Did Not Find. An acronym used by geocachers to state that they did not
find a cache. This is also a type of online log on Geocaching.com and is
useful for alerting cache owners of potential issues. Cache owners who
repeatedly receive "Did Not Find" logs should check to see that there cache
has not been removed.
D/T
Geocaches are rated in two categories, each designated on a 5-point scale.
Difficulty relates to the mental challenge of finding a cache and terrain
describes the physical environment. A 1/1 difficulty/terrain rating would
the easiest cache to find, while a 5/5 difficulty/terrain rating would be the
most difficult.
EarthCache
This is one of several unique cache types. An EarthCache is a cache that
promotes geoscience education. Visitors to EarthCaches can see how our
planet has been shaped by geological processes, how we manage the
resources and how scientists gather evidence to learn about the Earth. For
more information about EarthCaches, visit http://www.earthcache.org/.
Event Cache
This is one of several unique cache types. Events are gatherings set up by
local geocachers and geocaching organizations to meet players and to
discuss geocaching.
FTF
First to Find. An acronym written by geocachers in physical cache logbooks
or online when logging cache finds to denote being the first to find a new
geocache.
Geocache
A container hidden that includes, at minimum, a logbook for geocachers to
sign.
Geocaching
Geocaching is a worldwide game of hiding and seeking treasure. A
geocacher can place a geocache in the world, pinpoint its location using
GPS technology and then share the geocache’s existence and location
online. Anyone with a GPS unit can then try to locate the geocache.
Geocoin
Geocoins work similarly to Groundspeak Travel Bugs® (see Travel Bugs) in
that they are trackable and can travel the world, picking up stories from
geocache to geocache. Geocoins are often created as signature items by
geocachers and can also be used as collectibles.
GPS
GPS stands for Global Positioning System. It is a system of satellites that
work with a GPS receiver to determine your location on the planet. For
more information on GPS, FAQs.
GPS Adventures Maze Exhibit
52
This is one of several unique cache types. An exhibit cache represents
geocaching participation at the GPS Adventures Maze Exhibit. The GPS
Adventures Maze is a traveling educational exhibit designed to teach
people of all ages about navigation, GPS technology and geocaching.
www.GPSMaze.com.
GPSr
Slang for a GPS receiver. Equipment to receive GPS signals for use in
navigation.
GPX (GPS eXchange Format)
A specific file format available when creating a Pocket Query. A Premium
Member feature, the GPX file format has specific geocaching information
that can be used by supporting applications.
Ground Zero (GZ)
The point where your GPS device shows that you have reached the cache
location. At Ground Zero, you are zero feet (or zero meters) away from
your destination.
Hitchhiker
A hitchhiker is an item that is placed in a cache, and has instructions to
travel to other caches. Sometimes they have logbooks attached so you can
log their travels. A Travel Bug is an example of a hitchhiker.
Latitude
Latitude and longitude create a waypoint. Latitude is the angular distance
north or south from the earth's equator measured through 90 degrees.
(Listen to this mp3 for an entertaining way to learn about longitude and
latitude (thanks to ACME)).
Letterbox(ing)
Letterboxing is similar to Geocaching, but you use a series of clues to find
a container. Once you find the container (or letterbox), you use the carved
stamp from the box, stamp your personal logbook and return that stamp to
the letterbox. You then use your carved stamp and stamp the letterbox's
logbook. See Letterboxing North America for more information.
LOC
The original download format for the search results page on
Geocaching.com.
Locationless (Reverse) Cache
This is one of several cache types which are no longer available for creation
on Geocaching.com. Instead of finding a hidden container, you are given a
task to locate a specific object and log its coordinates. A scavenger hunt of
sorts, it involves collecting waypoints of various objects around the world.
Locationless caches have evolved into Waymarking. Waymark categories
are similar to how locationless caches were listed on geocaching.com, but
you can now search for the locations in each category.
Longitude
Latitude and longitude create a waypoint. Longitude is the angular distance
measured on a great circle of reference from the intersection of the
53
adopted zero meridian with this reference circle to the similar intersection
of the meridian passing through the object. (Listen to this mp3 for an
entertaining and non-technical way to learn about longitude and latitude
(thanks to ACME)).
Markwelled
When a response to a new post in the forums points you to a similar topic
in the past. Based on the user Markwell.
Mega-Event Cache
This is one of several cache types. A Mega-Event cache is similar to an
Event Cache but it is much larger. Among other considerations, a Megaevent cache must be attended by 500+ people. Typically, Mega Events are
annual events and attract geocachers from all over the world.
Muggle
A non-geocacher. Based on "Muggle" from the Harry Potter series, which is
a non-magical person. Usually this term is used after a non geocacher
looks puzzled after befriending a geocacher searching for a cache, or when
a non-geocacher accidentally finds a cache. Geomuggles are mostly
harmless.
Multi-Cache (offset Cache)
This is one of several cache types. A multi-cache ("multiple") involves two
or more locations, the final location being a physical container. There are
many variations, but most multi-caches have a hint to find the second
cache, and the second cache has hints to the third, and so on. An offset
cache (where you go to a location and get hints to the actual cache) is
considered a multi-cache.
Mystery or Puzzle Caches
This is one of several cache types. The "catch-all" of cache types, this form
of cache can involve complicated puzzles you will first need to solve to
determine the coordinates. Examples include complicated ciphers, simple
substitutions, arithmetical quizzes and clues cleverly hidden within the
graphics, Due to the increasing creativity of geocaching this becomes the
staging ground for new and unique challenges.
NAD27
Stands for North American Datum 1927. The precursor to WGS84. Many
maps still use the NAD27 datum , so always check before using a GPS unit
with a map.
Pocket Query (PQ)
A Premium Member feature, a Pocket Query is custom geocache search
that you can have emailed to you on a daily or weekly basis. Pocket
Queries give you the ability to filter your searches so you only receive
information on the caches you want to search for in either a GPX of LOC
format. This feature lets you download up to 500 caches at one time.
Project A.P.E. Cache
This is one of several cache types. In 2001, twelve geocaches were placed
in conjunction with 20th Century Fox to support the movie Planet of the
Apes. Each cache represented a fictional story in which scientists revealed
54
an Alternative Primate Evolution. These caches were made using specially
marked ammo containers. Each cache had an original prop from the movie.
Only two Project A.P.E. caches exist today.
Reviewer
Volunteers from all over the world who publish the cache listings on
geocaching.com.
ROT13
Hints for geocaches are encrypted using a simple format where each of the
letters are rotated 13 characters up or down in the alphabet.
Decryption Key
A|B|C|D|E|F|G|H|I|J|K|L|M------------------------N|O|P|Q|R|S|T|U|V|W|X|Y|Z
(letter above equals below, and vice versa)
Signature Item
An item unique to a specific geocacher that is left behind in caches to
signify that they visited that cache. These often include personal geocoins,
tokens, pins, craft items or calling cards.
Spoiler
A spoiler is information that can give details away and ruin the experience
of something. For example, telling someone the end of a movie before they
see it. In geocaching, a spoiler gives away details of a cache location and
can ruin the experience of the find.
SWAG
An acronym often referred to as standing for 'Stuff We All Get." It includes
the trade items left in caches by geocachers.
TFTC
Thanks For The Cache. An acronym written by geocachers in physical cache
logbooks or online when logging cache finds.
TFTH
Thanks For The Hide
TNLN
Took Nothing. Left Nothing. Usually written in cache logbooks by
geocachers do not trade for material contents in a cache.
TNLNSL / TNSL
Took Nothing. Left Nothing. Signed Logbook / Took Nothing. Signed
Logbook.
Traditional Cache
This is one of several cache types. This is the original cache type
consisting, at a bare minimum, a container and a logbook. Normally you
will find a clear container or ammo box containing items for trade. Smaller
containers, called micro caches are usually too small to contain anything
except for a logbook. The coordinates listed on the traditional cache page
are the exact location for the cache.
Travel Bug®
A Groundspeak Travel Bug is a trackable tag that you attach to an item.
55
This allows you to track your item on Geocaching.com. The item becomes a
hitchhiker that is carried from cache to cache (or person to person) in the
real world and you can follow its progress online. Learn more at
http://www.geocaching.com/track/faq.aspx.
USDA Forest Service (USFS)
The U.S. Forest Service, an agency within the Department of Agriculture,
administers 191 million acres (77.3 million hectares) of National Forests,
Grasslands, and Prairies. These public lands are generally geocachingfriendly, with exceptions of designated Wilderness Areas, and other
specially designated botanical, wildlife, and archaeological sites. The phrase
"Caring for the land and serving people" captures the Forest Service
mission of achieving quality land management under the sustainable
multiple-use concept to meet the diverse needs of people. The Information
Center in the agency's national headquarters has been a Washington D.C.
Virtual Geocache since August 12, 2001.
UTM
"Universal Transverse Mercator" coordinate system. This is an alternative
to the standard WGS84.UTM uses grids overlaying specific areas of the
Earth’s surface and divides the Earth into 60 zones.
Virtual (cache)
on Geocaching.com. A virtual cache is a cache that exists in a form of a
location. Virtual caches have no cache container; the reward for these
caches is the location itself and sharing information about your visit. Virtual
caches are now considered waymarks on Waymarking.com.
WAAS
WAAS stands for Wide Area Augmentation System, but that doesn't really
describe what it is. Garmin has an excellent description on WAAS.
Watch List
A watchlist is a list of users that are watching a specific travel bug or
cache. Each user receives a copy of each posted log via email.
Waypoint
Waypoints are named coordinates representing points on the surface of the
Earth.
Geocaching uses a suggested waypoint for a cache, created automatically
when a cache has been created. We generate a waypoint or "GC Code"
based on the ID of the cache. It is optional, but makes it easier to locate a
cache on the geocaching web site.
Webcam Cache
on Geocaching.com. These are caches that use existing web cameras
placed by individuals or agencies that monitor various areas like parks or
road conditions. The idea is to get yourself in front of the camera to log
your visit. The challenging part, however, is that you need to call a friend
to look up the web site that displays the camera image. You will need to
56
have them to save the picture to log the cache. If you are a tech savvy,
you can also use a wireless modem and save the image yourself on a
laptop.
Webcam caches are now in the Web Camera category on
Waymarking.com.
WGS84
The most current geodetic datum used for GPS is the World Geodetic
System of 1984 (WGS84). The significance of WGS84 comes about
because GPS receivers rely on WGS84.
Geocaching uses the WGS84 datum by default. We also use the format
HDDD MM.MM, which is a standard for GPS receivers (like the eTrex).
HDD means Hemisphere and degrees. MM.MM are minutes in decimal
format.
It is critical that the format be correct, otherwise geocachers will be unable
to find your cache!
Wherigo™ Cache
This is one of several cache types. Wherigo is a toolset for creating and
playing GPS-enabled adventures in the real world. By integrating a Wherigo
experience, called a cartridge, with finding a cache, the geocaching hunt
can be an even richer experience. Among other uses, Wherigo allows
geocachers to interact with physical and virtual elements such as objects or
characters while still finding a physical geocache container. A Wherigoenabled GPS device is required to play a cartridge. Learn more at
Wherigo.com.
57
TEACHING ADAPTED PHYSICAL EDUCATION TO
STUDENTS WITH VISUAL IMPAIRMENTS
Mary Norman
Adapted Physical Education Specialist
Capistrano Unified School District
(949) 202-8182
The KEY to TEACHING students with visual impairments…
Encourage students to try different physical activity modes so they can make effective
decisions when they have the opportunity….

Running: on a guide wire; with a sighted guide; on a tether; with a caller; no assistance,
or on a treadmill.

Biking: stationary; tandem; or duo.

Fitness: jump rope; aerobics; step aerobics; weight training; swimming; or yoga.
To Learn Specific Teaching Strategies:

Go to: www.campabilitiesbrockport.org

Click on “Teaching Children with VI video” to watch video of children learning

Click on “Teaching Strategies” to gain information for the following:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Description of common visual impairments
Assessments from birth to 17+ years
Teaching Techniques
Teaching children who are Deafblind
Sighted Guide Technique
Running Techniques
Fitness Activities
Sports
Inclusion Strategies
Equipment Companies
How to treat a person who is blind
SPORTS AND ACTIVITIES
58
Aerobics, Archery
Basketball, Beep Baseball, Biking, Bowling,
Goal Ball,
Judo, Jump Rope,
Power Lifting,
Rock Climbing, Rowing, Running
Showdown, Skiing, Swimming,
Ten Pin, Track & Field,
Weight Training, Wrestling,
Yoga
5-A-Side Football
SUMMER CAMPS & RECREATIONAL RESOURCES
Camp Abilities
www.Campabilities.org
Camp Bloomfield
www.juniorblind.org
United States Adaptive Recreation Center
www.usarc.org
Big Bear, CA
(909) 584-0269
Casa Colina Outdoor Adventures
www.casacolina.org
(click on Centers of Excellence and then Outdoor Adventures)
Pomona, CA
(909) 596-7733, ext. 2216
Disabled Sports, USA
www.dsusa.org
International Blind Sports Federation
www.ibsa.es/eng
59
RESOURCES
Junior Blind of America
Los Angeles, California
www.juniorblind.org
(800) 352-2290
National Federation of the Blind
Baltimore, Maryland
www.nfb.org
United States Association of Blind Athletes
Colorado Springs, Colorado
www.usaba.org
National Beep Baseball Association
www.nbba.org
National Center on Physical Activity and Disability
www.ncpad.org
Paralympics
www.paralympic.org
Challenged Athlete’s Foundation
Del Mar, CA
(858) 866-0958
www.challengedathletes.org
BOOKS
“Touch the Top of the World; A Blind Man’s Journey to Climb Farther Than The Eye Can
See”…..Erik Weihenmayer, 2002
“No Finish Line: My Life as I See It”….Marla Runyan, 2001
“I Am Potential”…Patrick Henry Hughes, 2008
60
Input Session:
Revision of the Adapted Physical Education Guidelines
Joanie Verderber Ph.D.
Kimble Morton, M.A.
Perky Vetter, Ph.D.
The Adapted Physical Education Guidelines in California Schools was approved in
August 2001 by the California Department of Education (CDE), Special Education Division,
and has provided educational guidance for program and service delivery. The original
guidelines writing committee was comprised of physical educators throughout the state and
was chaired by Margo Pacey, CDE Special Education Consultant. Most of the committee
members were in the field of adapted physical education and other members represented
administration and general physical education. During the writing process, the writing team
also obtained input from other stakeholders. The Adapted Physical Education Guidelines
document was thoroughly reviewed by the field and by a lawyer in the Special Education
Division of CDE who ensured accurate Education Code citations. Once the document was
approved, a letter of support from Dr. Alice Parker, Director of Special Education, was
included in the Preface. Following its approval, three committee members and Margo Pacey
were responsible for introducing the guidelines throughout the state in various CDE Special
Education training sessions.
Since CDE did not have funds for printing, California Polytechnic University, Pomona,
with permission from CDE, printed a Prepublication Document. A pdf copy was uploaded
onto the CDE Web site and remained there until the site was changed three years ago. CDE has
not been able to post it on the revised Web site because there are difficulties with the computer
format. Therefore, a pdf copy is posted on the Web site of the State Council on Adapted
Physical Education (SCAPE) <http://sc-ape.org/> which is a division of the California
Association for Health, Physical Education, Recreation, and Dance (CAHPERD). At one time,
the CDE Web site linked to the document on the SCAPE Web site but this link no longer
exists. Presently, teachers and administrators can only access the document through the
SCAPE Web site.
In 2009, SCAPE acknowledged the need to revise the Adapted Physical Education
Guidelines due to a number of factors and has pledged its support to the project. Those factors
are:
 Several of the Education Code references have changed with the reauthorization of the
Individuals with Disabilities Education Act in 2004.
 Since the time of the approval of the guidelines, the California Physical Education
Model Content Standards (2005) have been written and adopted by the California State
Board of Education.
 Since the approval of the guidelines The Physical Education Framework, (2009) has
been written and adopted by the California State Board of Education.
 Instructional trends and intervention strategies have become educational hot topics as
educators try to meet the needs of diverse pupils.
61
These four factors underscore the need for a revision of the Adapted Physical Education
Guidelines in California Schools that will incorporate the above legal citations, standards,
framework, and instructional strategies and interventions.
Input regarding the Adapted Physical Education Guidelines is being sought from
professionals in the field who use the document. The writers need to know the content that still
has relevance and that which needs change or modification. If you would like to give input and
are unable to attend our input session, please contact one of the members of the Revision
Committee.
Adapted Physical Education Guidelines for California Schools
Revision Committee Contact List
Jody Dressler – Northern CA Adapted Physical Education
jodydressler@hotmail.com
Carrie Flint – Southern CA Adapted Physical Education
ccflint44@msn.com
Debbie Foster – General Physical Educator
rdf4keeps@earthlink.net
Lindsay Hardy – Adapted Physical Education LAUSD
lindsaylhardy@aol.com
Kimble Morton – State Representative
tlmkbm@earthlink.net
Joanie Verderber – Administrator
Verderber_Joanie@lacoe.edu
Perky Vetter – University Representative
pvetter@csupomona.edu
62
Cracker Barrel Session:
Physical Activity Programs for Adults with Disabilities
Jim Haynes: Instructor & Chair
DeAnza College
Cupertino, CA
Dr. Peter M. Aufsesser, Founder & Director
Fitness Clinic for Individuals with Disabilities
San Diego, CA
It has been 34 years since the passage of PL 94-142 and Section 504 of the Rehabilitation Act.
These laws and subsequent revised laws (IDEA & ADA) have stimulated growth and
development of programs for individuals with all types of disabilities mostly in the public schools.
As the mandates of the law were implemented programs grew into the community as well. This
included but is not limited to: fitness programs, recreation programs, sport competition, adventure
programs and others.
As the children of PL-94-142 have become adults the programs variety and quality have grown.
However there are still too few programs being operated by under trained individuals especially in
the fitness arena. Just one example is structured fitness programs for individuals with severe
physical disabilities. In California programs are provided by most community college and usually
include fitness some sports and if they have a pool, aquatics. Many community colleges have long
histories of providing excellent programs to their students. In the late 1970’s and early 1980’s De
Anza College had the largest program in the state including outreach programs in the community.
In addition many community colleges had programs mostly related to sport activities and
competition. Two universities have operated individualized fitness programs for many years. The
Center of Achievement at California State University, Northridge was the pioneer in the United
States and has been in operation since 1970. Under the guidance and leadership of Dr. San Britten
it was able to also build an impressive aquatic center, the Brown Center. The program is now
under the able leadership of Dr. Teayou Jung. The Fitness Clinic for Individuals with Disabilities
at San Diego State University has been operating an individualized fitness program for individuals
with severe physical and neurological disabilities since 1983.In addition there are some excellent
programs operated in the community. However there is a huge need for more programs operated
by individuals with the appropriate training and expertise. Operating these types of programs
require a special blend of training and experience that is not standard in the educational system
.The purpose of this session is to discuss current issues in the filed and try and summarize the
issues and chart a direction for programs. The increase in secondary health issues, obesity,
diabetes, high blood pressure and high cholesterol al have dictated changes in program content
and operation. These may include but are not limited to:






Program Goals
Program Content
Community College Instructors Competencies
Fitness Instructors Competencies
Liability in programs for individuals with disabilities
Development of safety guidelines for programs
63


Establish a national organization of professionals in the area
Initiate a national meeting of professional in the area
We believe that is the right time to chart a direction for programs for the remainder of the 21st
Century. Programs in the schools continue to provide individuals with disabilities the programs
that will make them want programs as adults. Individuals with disabilities just like non-disabled
need to be fit, stay healthy, and want to recreate with friend and family as a part of their everyday
lifestyle. The time for the leaders in the field to come and have a summit and look to the future is
now. Please join us for the discussion. We encourage all interested to attend and bring any ideas
you want or just come and participate.
References
Aufsesser, Peter M., Peggy Lasko McCarthey (1990). “Physical Activity Programs for Disabled Adults.”
Palestra, Forum of Sport and Physical Education for the Disabled, 6:4.18-29
Aufsesser, Peter M. and James P. Burke, (1997) “The Fitness Clinic for Physically Disabled at San Diego
State University, Palestra, Forum of Sport and Physical Activity for People with Disabilities, 12:18-27.
Aufsesser, Peter M. (2007) “The Fitness Clinic for Individuals with Disabilities Celebrates 25 Years of
Service & Training”, Palestra, Forum of Sport, Physical Education& Recreation for Those with Disabilities,
23:4:25-29.
Center for Disease Control (CDC) Website. July 15, 2007
Verity, Larry S. & Peter M Aufsesser (1999). Type 2 Diabetes and Disabilities - A Dangerous Duo: What
are the Recommendations? Palestra, Forum of Sport, Physical Education and Recreation for those with
Disabilities. 16:43-47.
Web sites:
Adapted Physical Education National Standards:
www.cortland.edu/APENS
California Association of Post Secondary Education and Disability
: www.caped.net
California State Council on Adapted Physical Education (SCAPE):
http://.sc-ape.org/index.htm
Center for Disease Control: www.cdc.gov/
Center of Achievement and Brown Center: www.csun.edu/hhd/kin/capd/html
Fitness Clinic, San Diego State University www.sdsufitnessclinic.org
National Center on Physical Activity and Disability (NCPAD) www.ncpad.org
Wikipedia: Adapted Physical Education http://en.wikipedia.org/wiki/Adapted Physical
education
64
Collaboration
Pushing Physical Education into the Classroom
Presenters
Agency
Patti Ann Parobek, M.S. Ed., C.A.P.E.
Anthony Zeniuk, M.S. Ed.
Christopher Oldin, M.S. Ed.
Summit Educational Resources
150 Stahl Road
Getzville, New York 14068
Phone
716-629-3400, ext. 1781
E-mail
pparobek@summited.org
azeniuk@summited.org
coldin@summited.org
Session Length:
50 minutes
Background Information:
Summit Educational Resources is a private, not-for-profit organization that provides
educational and therapeutic services to children with learning, communication and behavioral
challenges. Summit provides a variety of programs and support services for children and their
families from birth through age 21. The school based program, Summit Academy, includes
approximately 250 students ages 5 to 21 with a variety of pervasive developmental disabilities
including Autism. The Adapted physical education program has grown trementously in the
past decade and is now valued as an important part of the education of our students at Summit.
Session Description:
The purpose of this presentation is to offer ideas on how to collaborate with classroom
teachers and other professionals on providing students the opportunity for physical activity
during classroom time as well as during APE. We will discuss how we started out and why we
needed to build our program so that it would expand out from the confines of the gym. The
important relationships between the APE department, classroom teams and physical therapists
to help our partnership grow. Different programs will be introduced and ideas will be given on
how to adapt each of these programs to challenge all abilities as well as making it fun and
functional for all to participate in. Ideas will be provided on how to highlight your programs,
as well as the APE department, by showcasing student and classroom achievements as teachers
carry these activities over into the classroom setting.
Presentation Contents:
 Summit’s Physical Education Program then and now.
 The “Push-In” model for related services
 Introduction of different walking programs and challenges that were well received by
our teachers and administrators.
o International Walk to School Day
o Healthy Step
o New Lifestyles Walking Programs
65




Collaboration between PT and APE for students that were either loosing services or
were not eligible for PT services, but could benefit from fitness programs.
Awarded the PEP grant and the need to provide physical activity minutes.
o Meeting the government standards for moderate to vigorous physical activity
Introduction to the Courageous Pacers Program – A collaborative classroom based
program that helps children with disabilities walk 100 miles and lift 10,000 lbs in one
school year.
o A multi-functional program between teachers, occupational therapists, physical
therapists, speech therapists and Physical Education.
Other programs that will encourage classrooms to incorporate physical activity into
their schedule.
Goals:
1. Provide a basis of how we began our physical activity collaboration with the
classrooms.
2. Provide activities and program to classroom teachers that will work with in their
daily schedule.
3. Give you examples of other programs that you can incorporate and how they can
work for you and for your classroom teachers
Resources:
New Lifestyles
The Courageous Pacers Program
Summit Educational Resources
International Walk to School
www.new-lifestyles.com
www.theraproducts.com
www.summited.org
www.walktoschool-usa.org
66
Without Embarrassment! Inclusion Strategies for Students with
Hidden Disabilities in Physical Education
Lori Reich, M.A., CAPE
Lecturer: Kinesiology Department, CSULB
Doctoral Student in Education, CSULB
Barry Lavay Ph.D.
Professor, Advisor, & APE Specialist Credential Coordinator
Adapted Physical Education, Kinesiology Department, CSULB
GPE teachers will be servicing students with disabilities because the IDEA requirement of
Least Restrictive Environment has increasingly been interpreted as inclusive general education
for students who have disabilities. IDEA, however, cannot guarantee social integration and
acceptance of students with disabilities among the general population. Every general education
teacher must be prepared to create a socially inclusive environment for all children, especially
children with special needs in general education settings.
Outline
 Justification: Need to educate, GPE Inclusion will not occur automatically
 Who are we talking about?
 Indicators
 Strategies
 Programming
 Summary
 Questions?
 Audience Thoughts & Feedback
Inclusion/Social Inclusion
 Inclusion: in practice, is the placement of an individual with a disability into a general
education setting (Block, 2001). Social inclusion: although difficult to define in measurable
terms, describes a place where individual differences are appreciated and every child belongs,
is accepted, and is supported by his/her teacher, peers and school community (Craft, 2006;
Place & Hodge, 2001).
Teacher is Class Leader/Role Model
 A teacher is in a position of power and his/her actions can have a lifetime affect on his/her
students and is a model for how the nondisabled treat others with disabilities.
Must Prepare for Inclusion
 Inclusion does not occur automatically just because you put students with & without disabilities
together
Self Esteem, Social Development & Scholastic Achievement
 Friendships and positive peer relationships contribute to the development of self-esteem and
social skills that can reduce social isolation throughout a lifetime (Hughes, 1998). Research has
shown that enhanced self-esteem and social/emotional development have a strong positive
impact on scholastic achievement (Hughes, 1998; Linton, 1995),
67
Inclusion Does Not Always Work!!
 Empirical research has demonstrated that inclusion is often NOT always successful. (Antia,
Stinson, & Gaustad, 2002; Blinde & McCallister, 1998; Cook,2001; Hastings & Oakford, 2003;
Hung, & Paul, 2006; Most, 2007; Place & Hodge, 2001; Ridsdale & Thompson, 2002). Often
in inclusive settings, few positive social interactions occur between children with and without
disabilities (McLaughlin, et al., 2004; Place & Hodge, 2001). Students with special needs are
often subjected to embarrassment or ridicule & are frequently victimized. Students have
expressed that they felt isolated because their classmates without disabilities called them
names, teased them, and would not play with them on a regular basis (Blinde and McCallister;
Place & Hodge). Children with special needs are less likely to be chosen for teams, and have
fewer friendships (Antia et al., 2002; Blinde & McCallister; Dawkins, 1996; Hung, & Paul,
2006; McLaughlin, et al., 2004; Phemister & Crewe; Most, 2007).
Hidden Disability & Inclusion: Most Problematic
 Inclusive outcomes appear to be most problematic for students with mild disabilities, who
traditionally have been assumed to receive the greatest benefits from inclusion . (Cook, 2001;
Wang, Reynolds, & Walberg, 1988). Cook (2001) found that both peers and teachers were
more accepting of students with obvious or severe disabilities than of students with mild or
hidden disabilities (Cook, 2001). Often, students with hidden disabilities can appear nondisabled and are held to an unattainably high (non-disabled) standards. When students are
unable to fully participate, or do not act according to the norm they are often rejected by
teachers and peers (Cook, 2001). For example, most teachers would prefer working with a
student with a physical disability than a child with a behavior disorder (Cook 2001; Sideridis &
Chandler, 1996).
Accommodations/Modifications Not the Only Consideration
 Modifications for individualizing instruction are counter-productive if the student feels
humiliated & singled out. Creating a safe social environment is the first step towards full
participation for all students in all classroom situations.
Who are we talking about? Hidden disabilities can include (but are not limited to):
 Autism, Learning disabilities, ADD, ADHD, hearing impairments, SED & psychiatric
disorders, developmental coordination disorder (DCD), epilepsy, traumatic brain injury,
low vision
 Medical Disabilities (Other Health Impaired) including: AIDS, asthma, allergies,
cardiovascular disease, chronic pain, diabetes, arthritis, cancer, other chronic illnesses
Incidence of Disability in Children
 11% of children 6 to 14 have some type of disability (US Census Bureau, 2006).
People with hidden disabilities are the largest population of individuals with
disabilities. (CDC, 2009; NCWD, 2009).
 Incident Rates of LD, ADHD & DCD: Over 50% of Disability School Population
 Learning Disability (LD): 1 in 150 school age children
 Attention Deficit Hyperactive Disorder (ADHD): 3-7% school age children with
estimates reported as high as 20% (DSMIV, 2000)
 Developmental Coordination Disorder (DCD): As high as 6% in school age children 6
to 11 years (DSMIV, 2000)
 Autism: 1 in 150 children
 Children & Hearing Loss: 12.5% of US children 6 to 19 years old are estimated to have noise
induced hearing loss in one or both ears (Niskar et al., 2001). Three school age children per
100 have a severe hearing loss (HLAA, 2007).
So…How do you know or determine if a student in your class has a hidden disability?
68
Hidden Disabilities
 No marked easily identifiable physical signs exist
 Need to assist the GPE teacher identify indicators
LD Indicators
 Difficulty with the following may be an indication a learning problems exists:
1. Remembering newly learned information
2. Expressing thoughts orally or in writing
3. Understanding information presented
4. Following directions & routines
5. Moving from one activity to the next
Emotional Implications LD (Short Video)
ADHD Indicators
 Easily distracted by irrelevant stimuli & frequently shift from one incomplete activity
to the next.
 Inattention occurs in academic, occupational, or social situations & is more difficult to
observe than hyperactivity (DSMIV, 2000).
 Not recognized as a specific disability category under IDEA, do not qualify for special
education services thus GPE
Autism - Asperger’s Syndrome Indicators
 May behave differently among other students, & this can cause a child to be
misunderstood & not fit in
 Children with autism can miss subtle social cues & their behavior can seem odd
HOH Indicators
 Misunderstands instructions. Student may “bluff” & try to guess what you are saying
rather than admit she cannot hear.
 Student often waits & watches others first before attempting an activity.
 Appears uninvolved or to withdraw when in a group.
 Mispronounces words, especially consonants in new vocabulary.
 Frequent ear infections can also cause a fluctuating hearing loss.
Medical Disabilities Indicators
 May tire easily
 Frequent absences
 Check with school nurse as student may be reluctant to disclose medical condition
So you have determined a student in your class has a HD … Now What?
Acknowledge HD Unique Needs - Obvious Disability Accommodations/Modifications Are
Easy
 Accommodations made for obvious disabilities tend to be somewhat self-evident, like ramps
for wheelchairs. It is often difficult to envision or prepare for the types of accommodations that
might be made for hidden disabilities.
High Cognitive Functioning
 Most students with high cognitive functioning both with & without disabilities are acutely
aware of the status-oriented social climate of many schools, particularly at the middle & high
school level. A student with a disability may feel a particularly strong desire to fit in even at
the sacrifice of her full participation in activities (Lieberman & Houston-Wilson 2002).
Self -Disclosure
 When a student has a hidden disability, such as mild/moderate hearing loss, medical condition,
or a learning disability she/he may not feel safe sharing her disability with the whole class.
69
Depending on the attitudes of her classmates (and unfortunately, many times the teacher) she
may be correct in this assumption. (Reich & Lavay, 2009)
Voice Your Needs? Self Disclosure - Getting out of Denial
 People with hidden disabilities must often voluntarily disclose their disability before
others can acknowledge & accommodate their disabilities. Is it realistic to expect
children to do this?
 If you ignore needs may miss out on successful participation
Each Student Is Unique…
 A student’s reactions to a particular situation can be a reflection of her social
background rather than her disability. Every student has a unique history &
experiences that make up his or her personality.
Age of Onset & Degree/Nature of the HD
 An important considerations is the age of onset the of the disability; for example, a
congenital disability or occurring the first 3 years of life may be better accepted by the
individual than one acquired later in life. To determine check with the school nurse or
individual’s medical records. Check files, school nurse, other professionals, parents
Instructional Strategies
What should you do if you have a student with hidden disability in your class?
 Social Inclusion
 Environmental Strategies
 Proactive Strategies
 Practical General Instructional Suggestions
Only Sports “Stars” Matter!
 The media & our larger culture primarily celebrates sports "stars" and "winners." This
makes it is especially difficult to promote an environment of social acceptance of
different abilities in physical education classes. Especially when a competitive sport
curriculum is stressed does not emphasize cooperation & ultimately socialization
Social/Environment
 Modifying a classroom to accommodate a student with a disability is more than finding
larger balls & making rules simpler. It means creating an environment where both
students with and without disabilities feel like equal participating members of the class.
Work on Ability Awareness- Be Careful!
 “Today we all looked in a mirror and tried to write our names so we could see what it is like to
be Brian, a kid in our class who has a learning disability.” (How do you think this makes Brian
feel?). Disability/ability awareness actives have proven to facilitate improved attitudes of
children without disabilities towards children with disabilities (Lieberman & Houston-Wilson
2002); however, these activities should be done in all classes and cover many disabilities and
not focus on a particular student’s disability.
Strategies for Social Inclusion
 There are three issues that need to be addressed in any physical education class: (1)
What is the attitude (comfort and acceptance) of the student toward her disability? (2)
What is the attitude of the group towards the student with the disability (and towards
disability in general)? (3) What programming will facilitate full physical and social
participation of all students?
Proactive Preparation: Before the School Year Starts
70

Familiarize yourself with the student’s disability
 Research the student’s disability on the internet and in literature.
 Consult the parents, and the classroom teacher.
 When appropriate, and most importantly, talk to the student and ask her what
situations are difficult.
 Safety should always be a primary consideration
 Be aware of the environment and the child’s medical status and any
contraindications.
 If there are health risks involved with the student’s disability consult the child’s
physician and get approval of any planned modifications (Lieberman &
Houston-Wilson).
Instructional Strategies: Before the School Year Starts
 For example if your student is HOH find out if the student wears hearing aids or a CI
Instructional Strategies: First Day of Class
 It is important to establish trust between student and teacher (Reich & Lavay, 2009)
Talk to Your Student in Private
 Ask your student what situations are most challenging for her/him and discuss her
comfort level in disclosing her disability. Be approachable and let her know that you
want to help.
Encourage Your Student
 Encourage your student to speak up as soon as she/he misses something. If she/he is not
comfortable speaking up in class. Establish a private hand signal that your student can use to
indicate that she cannot hear you
Programming for Social Inclusion
Example: Basketball
 Ask the student with HD to choose a group of classmates she is willing to share & feels safe.
Break into groups to perform an activity or skill drill (like passing drills). Have the group with
the student who HD work out ways to perform the activity to incorporate & include the student
with the disability (such as achieve eye contact before passing the basketball for the student
who is HOH). As the student is comfortable, progress towards performing activities with other
students & in larger groups.
Programming for Medical Conditions/Disabilities
 Often, programs for students with medical conditions may need temporary modification, such
as varying the type, length, and/or frequency of activity. At all times, every student should be
included in activities as much as possible. Remaining behind in the gym or library or
frequently sitting on the bench can set the stage for teasing, loss of self-esteem, unnecessary
restriction of activity, and low levels of physical fitness.
Social Inclusion: Peer Tutors/Training Partners
 Assign one-one partners during activities and encourage interaction - may not just
happen
 Group Activities: cooperative games where students must work together
General Strategies for GPE Class & Sport Adaptations for your Student with HD
 Encourage child with HD to move to the front of the class.
 Limit Background Noise: Turn the music, and if possible, any noisy fans off during
verbal instruction. A remote control can make turning music off & on more
convenient.
 Face Your Student: Do not talk while you have your back to the class or while looking
down at a computer or at your clip board
71












Do not walk around the field, room, or gym while lecturing. This frequently positions
your back to him or her.
Avoid Being a Silhouette: If your back is to the sun then your face is probably shaded,
especially if you are wearing a hat or visor.
Movement Management: Allow your student to move around the gym or field during
instructional activities (Sherrill & Hughes, 2004). This way she/he can easily position
herself where she can see & hear you
Print new vocabulary & use visuals to describe activities
Picture Cards can Increase Understanding
Post Rules & Schedules
Behavior Management: Trifold Portable Poster Display, PECS, Day Calendar, Post
Class Rules, Student Responsibility Levels, Motivational Slogans, File folders with
rewards, stickers, cue cards, certificates, etc., Student of the week (Lavay, Alexander,
& Lawrence, 2008)
Repeat questions or comments from other students or paraphrase student comments into
your answer
Microphones: use only high quality, clear sounding microphones. Microphones do not
necessarily make words more understandable; in fact, they can make words more
muffled & less understandable.
Directions - Catchy Cue Words Short Concise Statements
 Keep verbal instructions short & to the point. Demonstrate visually whenever
possible.
 Directions Task Analysis – Visual Cues
Small Discussion Groups: Keeping group size small (2-3 people) helps because
students can sit closely together but still difficult because of classroom noise & stay on
task. Move the discussion group outside or into another room where it is quiet.
Visual Reminder: instructors often forget about HD. A visual reminder in your paperwork or
on the wall can help you remember you have a student with a hidden disability
After class
 Evaluate talk to your student in private & ask what worked & what situations were difficult.
Physical educators should never make open classroom announcements concerning any student
who has a disability.
IEP

Consider: Social inclusion can be placed on the child’s Individualized Education
Program (IEP); for example, measured by the number of friendships that a student has
obtained.
Summary
 A student with a disability is vulnerable when in a classroom situation and must trust the
instructor to adjust to her limitations and accommodate her. (Reich & Lavay, 2009). Students
with special needs can be successfully integrated and socially included into general education
courses when teachers provide proper support and physical accommodations. Modifications
can be made to the curriculum, materials, and delivery to meet both the academic and social
needs of students.
Conclusion
 There is no easy solution for including every student into class regardless of skill level.
The important thing to consider is that every student is unique and deserves the
opportunity to participate in physical education with her peers in a safe environment
(Lavay, 1993).
72
Information Available
Lavay, B. (in press) Specific learning disabilities. In Winnick, J. P. Adapted physical education
and sport. (5th ed.).Champaign, IL: Human Kinetics
Reich, L. & Lavay, B. (2009). Physical Education and Sport Adaptations for Students Who are
Hard of Hearing. Journal of Physical Education, Recreation, & Dance. 80(3), 38-42; 49.
Reich, L. (2007). Accommodating Individuals who are Hard of Hearing in Exercise Training
and Physical Education. Masters Thesis California State University Long Beach
Website: Reich, L. (2007). Accommodating Individuals who are Hard of Hearing in Exercise
Training and Physical Education. www.lorireich.com/hoh.
73
Content Referenced Assessment and Ecological Task Analysis
Michael R. Rister
Terry L. Rizzo
Department of Kinesiology, CSU San Bernardino
Assessing students is the pre-requisite stage to the teaching learning process (Burton &
Miller, 1998). For year assessing students with disabilities has presented challenges that were
documents years ago (Lewko, 1976) but persist to this day. Professional practice in adapted
physical education supports the use of traditional models of assessment (norm based and
criterion referenced assessment) and a non-traditional model (content referenced assessment)
to obtain student-focused assessment data. Advancement has occurred within the traditional
approach to assessment and recently alternative assessment models (content referenced
assessment) have appeared with documented success.
The Ecological Task Analytic (ETA) model for adapted physical activity (Davis &
Broadhead, 2007) is one such alternative that provides a schematic model with application and
relevance to teaching motor skills to students with disabling conditions in various contexts
including, but not limited to, teaching of swimming. ETA is a powerful tool for those who
teach and learn about physical activity in a variety of settings. The model is particularly
useful for facilitating the attainment of individualized goals and objectives associated with
teaching swimming to individuals, especially those with disabling conditions. ETA also
provides a means for formative and summative evaluation of a student's ability to meet the
activity demands, routines, and interactional patterns of the swimming and the development of
daily inclusion plans. Results from this analysis are essential to making decisions about
effective class placement associated with swimming.
In this presentation, a simple but elegant model for using ETA for daily planning
purposes is presented and the results of this model with adapted physical education preservice
student teachers are described. ETA (Davis & Broadhead, 2007) was developed as a teaching
tool intended for teachers but no real prescription for the processes itself is available. Indeed
the entire process must fit the knowledge of the teacher, her/his teaching skills, the learner’s
skills, resources available and the contextual environment. This presentation will show how
preservice teachers, who began with little or no swimming experience of any kind, had to
master the dual responsibilities of assisting the regular swim teachers in their implementation
of daily routines and plans while at the same time focusing on the unique needs of students
with disabilities who were included in swimming classes. Each preservice teacher eventually
assumed responsibility of a student with a disability. A major goal in the training program was
to provide practical bridges between the dual demands that would enable the preservice teacher
to integrate their participation in developmentally appropriate, routine swim activities with
their responsibility to facilitate their assigned children's skill development and goal attainment.
Among the numerous strategies we developed for this goal, the ETA was most effective.
The first steps in the ETA process are to identify the environment, sub environment,
specific activity, and curricular areas to be targeted. On the assessment instrument, the choices
for the environments and curricular areas are listed for ease of use; these are examples common
to the specific swimming environment in which may have an effect on the student
performance. Following the ETA format, the teacher describes what children are or will be
doing during swimming, based on observation of and reflection on student's actual or
anticipated participation. After this phase, the teacher identifies goals for the student’s
74
participation in swimming. The goals may derive from the child's overall individualized plan
and specifically to swimming. The generalizability of ETA enables teachers to shape an
instructional program to the needs of the students within the context of a set of expected
standards of learning; in this example – swimming.
The next phase of ETA involves task analysis of beginning swimming skills needed for
participation. Illustrative of this phase is the content referenced assessment instrument we
developed for use. Based on ecological task analysis, an assessment of the target child's skills
as compared to the skills identified on the task analysis is completed. This assessment is
prepared through an observation of a student’s participation in swimming activities with and
without assistance using the Adapted Aquatic Swimming Checklist (AASC). As a result of this
assessment, materials for use in the activity also are identified and listed. The listing of needed
materials will facilitate replication of the swimming skills for checking for understanding, reteaching where necessary and planning for teaching higher order skills. Reviewing of the list
of materials may also identify materials that will require modification for use by a particular
student.
This final two phases of the ETA model are intuitive. First, implementation of the
activity (teaching the swimming skills) occurs. ETA assumes effective teaching behaviors are
employed along with the teaching functions in instructional settings. The final phase is
feedback and evaluation of the ETA model as an effective model for teaching a student with a
disability. In our program, preservice teachers found the ETA driven AASC easy to use,
especially after they received proper preparation with task analysis. Preservice teachers
commented that it was a little challenging to think about the environmental contextual
variables and the individual student needs associated with swimming, especially if their
swimming ability was not proficient. Nevertheless, our preservice teachers did report that the
results of activities developed using ETA were very successful making the entire experience
and challenges worthwhile.
Clearly ETA will serve an important role in teaching students with or without disabling
conditions into typical swim programs. ETA offers a method for embedding the development
of discrete essential skills in integrated developmental activities. The ETA model and AASC
presented is a practical instrument to assess students with disabilities in swimming classes or
individual swimming lessons. A preliminary evaluation of the AASC is based on work with
preservice students and suggests that its use can make meaningful differences in the way
teaching swimming skills are planned, implemented and student- learning evaluated. Use of the
ETA results overall in more integrated developmental activities, more use of individual and
peer mediation, and a more functional based approach to teaching motor skills; especially in
swimming.
References
Burton, A.W. and Miller, D.E. (1998) Movement skill assessment. Human Kinetics:
Champaign, IL.
Davis, W.E. & Broadhead, G.D. (2007). Ecological task analysis and movement.
Human Kinetics: Champaign, IL.
Lewko, J.H. (1976). Current practices in evaluating motor behavior of disabled
children. The American Journal of Occupational Therapy, 30 (7), 413-419.
75
The Top 10 Issues Affecting Adapted Physical Education
and Adapted Physical Activity
Terry L. Rizzo
Department of Kinesiology
CSU San Bernardino
Many issues affect general and adapted physical education. The issues may range from
establishing a national and state policy about physical education, adapted physical education
certification, funding, class size (for general and adapted physical education), class placement,
medical exemptions, professional development, leadership in APA, infusion, inclusion,
assessment, and paperwork for adapted physical educators. This session will ask program
participants to identify the top 10 issues they believe are affecting general and adapted physical
education. Attendees are expected to participate in roundtable discussions to identify and list
the salient issues impacting adapted physical educators, administrators, and allied-health
professionals associated with teaching adapted physical education. Program participants will
report results of their conversations to the entire group. Salient suggestions about dealing with
the issues are expected from the session conversations.
76
Speech-Language and Adaptive Physical Education: Movement
Enhancing Language for All
By America Gonzales, Jeani Mitchell, James Elliott
Presenter: James Elliott
Adaptive PE Teacher from Spectrum Centers
What is SPAPE?
Speech language pathologists (SPLs) or Speech and Language Therapists
(SPTs) address people’s speech production, vocal production, swallowing difficulties
and language needs through speech therapy in a variety of different contexts including
schools, hospitals and through private practice (Wikepedia.org) Adapted physical
education is the art and science of developing and implementing a carefully designed
physical education instructional program for an individual with a disability, based on a
comprehensive assessment, to give the individual the skills necessary for a lifetime of
rich leisure, recreation, and sport experiences. (Auxter, D., Pyfer, J. & Huettig, C.)
SPAPE is the combination of Speech Pathology and Adaptive Physical Education
merging harmoniously in a multimodality therapy session. This idea was born from a
collaborative effort between three members of a Designated Instructional Services
Team as we were trying to figure out how to best serve our clients. We began forming
lesson plans that integrated speech theories and physical education curriculum while
still maintaining a high interest in the material from our students.
Jeani Brady, SLP, America X. Gonzales SLPA and Jim Elliott APE have
combined nearly five decades of hands on experience with Autistic Spectrum
Disorders and Developmentally Disabled children and adults. For the past five years
we have worked together and focused on students who have been diagnosed with
Autism, Ausperger’s Syndrome, Down’s Syndrome and Severe Emotional Distress.
We began writhing lesson plans to encourage and enhanced language acquisition and
movement while making the experience more engaging for our students. Our clients
have not only met their goals but they look forward to every session because they truly
appreciate the exciting games and techniques we created. SPAPE makes learning an
unforgettable experience that has our students asking for more time and volunteering
to work for us.
Why it works
Much of our traditional education treats the human body as if it were made up
of separate components with one section for music, one for art, one for physical
education , one math and so on. So we teach academic subjects in isolation one from
the other. But the brain is a multi-function parallel processor, taking in information at
many different levels and processing the information in different ways. (Jensen,
2000a) Taking the idea that the whole is better than the sum of all parts we can begin
to understand why SPAPE’s synergistic approach can yield better results than by
simply doing these therapies in isolation.
Researchers have been studying the effects of physical activity on speech and
language development for some time now. There has been resounding evidence that
by incorporating language with physical movements, students can develop language
in higher proportions than if they had a language lesson without adding the physical
77
component. Research suggests that physical activity integration may help
communication skills for any students, including those with special needs. (e.g.,
Jobling, Birji-Babul, & Nichols, 2006; Waugh, Bowers, & French, 2007) Even simple
movements such as tapping have been found to have an effect on learning language.
Tapping rhythms are important because when the hands are activated, there is more
effective learning, thus encouraging the “hands-on” approach to learning. Movement
and rhythm stimulate the frontal lobes and enrich language and motor development.
(Brewer & Campbell, 1991) It should come as no surprise that clapping along to song
or using body movements prevail in childhood games and music like My Dog Bingo,
Head Shoulders Knees and Toes, Pat-a-cake, I’m a Little Teapot, The Wheels on the
Bus, Hokey Pokey and Here We Go Loopty Loo. These songs and games are taught
at a very early age even to children who are just learning to speak. Movement is a
nonverbal response for children who do not yet have language ability. The vestibular
system (part of the ear related to balance and movement) must be activated for
learning to take place. (Hannaford, 1995)
Human beings learn ten percent of what they read, twenty percent of what they
hear, thirty percent of what they see, fifty percent of what they see and hear, seventy
percent of what is discussed, eighty percent of what is experienced and ninety-five
percent of what you actively teach. (Hannaford, 1995) The result is bored or frustrated
learners who then perpetuate the underachievement cycle. What this means to
learning is that we understand complex topics better when we experience them with
rich sensory input, as opposed to merely reading or hearing about the subject.
(Jensen, 2000a, pp. 3, 12, 13) If we were to pick the top two ways of learning then
experiencing and actively teaching would win. The similarities between these two is
that that they are the modalities that encourage they use of most of our senses at one
time. That is why SPAPE is so effective; because we use the synergistic approach to
leaning and we strive to engage as much of the brain at once as we can so learning
can be optimized.
According to Kovar, Combs, Campbell, Napper-Owen, and Worrell (2007) it is
important to encourage physical movement because it will help kids stay healthy. With
today’s scary statistics about childhood obesity we can see how a program like
SPAPE can have many levels of benefits. They also suggested that physical
movement stimulates brain activity to improve learning. In addition, as students
develop physically, they can better develop mentally. For example, if a student cannot
skip then that same student probably cannot read, because physical and cognitive
developments work together. (Aitken 2008) Speech faculty make their students stand
up to give speeches, gesture to add meaning, and join together for group problem
solving. Speech teachers have used physical activities to teach nonverbal
communication long before the strategy was popular in other fields. (Herman &
Kirschenbaum, 1990) Communication and physical activity go together.
How it works
SPAPE works by using the natural design of games. By using movement and
social interactions which are already present in the scheme of sports and teamwork
one can get maximum results for learning. Cooperative game structure with young
children has generally been found to be beneficial in promoting pro-social behavior.
Play has many beneficial effects on the development of social skills in young children.
(Sage) In this manner we can take an already existing ideology and reap its benefits
without boring the children. The reason we can enhance communication skills in the
78
movement setting is because children tend to find this environment very rewarding
and exciting.
Teaching social pragmatics during a physical activity is easy to do since the
internal structures of most games are built with these unwritten rules within them. For
example, even the most solitary game like golf still requires that the player take turns
at the tee, that there be no interruption by another player while hitting the ball, that the
player in the lead not gloat, that the winner not over-celebrate and that if one makes a
mistake that we not make fun of them or if it is our mistake that we not throw a
tantrum. These unwritten laws are what make up our social pragmatics. Many note
that sport and games by themselves do not teach social skills, but instead the nature
of the experience and instruction is what is critical to the learning of social skills.
(Gould, D. 1987) When we SPAPE we are giving our students the opportunity to learn
invaluable lessons in social interactions while solidifying them with a physical action
that will cement the lesson into their brains.
Who should SPAPE?
Everyone! Even though the lesson plans were originally created with special
education students in mind we soon found out that these lessons could prove very
helpful for mainstreamed children from pre-school through elementary. The lessons
seem to attract the attention of all of our students alike. Some games are designed
with specific populations and the chapters are divided so that you can quickly and
easily locate your target group and then find a ton of fun activities to do. The chapters
are divided into warm-up activities; beginning level for lower functioning students;
intermediate level for moderately higher goals and the advanced level for abstract
thought, figurative language, multiple meanings, idioms and advanced physical
exercises. Children with speech and language delays or those who are nonverbal as a
result of a particular disability or multiple disabilities might use augmentative or
alternative systems to communicate. (DiCarlo, Banajee, & Stricklin 2000) Young
children with autism often have very sophisticated picture systems in place to assist
with identifying activities, equipment, activity directions and transitions. Having a child
understand what to do and when to do it often decreases the time needed to manage
unwanted behaviors. (Zittel) By having picture-systems elements spread about the
therapy room and across settings the student will be more engaged in making desired
requests while integrating the language component of the physical activity in the
movement environment.
Where should I SPAPE?
Everywhere! The great advantage of the SPAPE lessons is that they were
designed with flexibility and portability in mind. The main purpose is to make it so that
therapists and non-professionals alike to do these activities with relative ease. We
have suggested items to use for the activities like a ball or a hoop, but these can
easily be made out of crumpled out newspaper held together with tape and a
wastebasket or empty box. The idea is to use and re-use items readily available to
you. By recycling things around the house or school for the activities we help to keep
our mother earth clean.
Physical education settings are the ideal place for the development of language
and speech during the preschool years and beyond. However, any place where
movement won’t be hindered is an ideal location to SPAPE. Researchers believe that
79
“…social development in physical education classes present situations in which young
people are required to interact with each other… in a way that is different from the
standard academic environment…”. (Mutrie. N 1997) In fact, if students interact with
each other in the typical academic setting they will be either punished for talking in
class or accused of cheating. That is why it is imperative that we take advantage of
the few social situations left in school to teach language.
Another great advantage of SPAPE is that the portability of the lessons allows
for a freedom to roam around the real world environment. By interacting with the
world, students can experience the knowledge they are learning first hand and can
then generalize the themes from the lessons immediately. Generalization is important
because this means that a child is putting the information they learned to practical use
and in the end that is what we want them to do, to apply what they learned and thrive
in the world around them.
Aitken, Joan E., Ed.D. (2008) Teaching Speech Communication Using Physical Activity. Professor Communication Arts Park
University
Auxter, D., Pyfer, J. & Huettig, C. Principles an Methods of Adapted Physical Education, McGraw-Hill, 9th edition, in press
Brewer, C., & Campbell, D. G. (1991) Rhythms of learning: creative tools for developing lifelong skills. Tuscon, AZ: Zephyr Press
DiCarlo, C.F. Banajee, M., Stricklin, S. (2000) Circle time: Embedding augmentative communication into routine activities. Young
Exceptional Children, 3, 18-26.
Gould, D. (1087) “Promoting positive sport experiences for children: in May and Arkin, Sport Psychology, PMA Publ, NY
Hannaford, C., (1995) Smart Moves, why learning is not all in your head. Greag Ocean Publishers.
Herman, G. N., & Kirschenbaum, R. J. (1990) Movement arts and nonverbal communication. The Gifted Child Today, 13, 20-22
Jensen, E. (2000a) Brain-based learning. San Diego, CA: The Brains Store, Inc.
Jobling, A., Birji-Babul, N., & Nichols, D. (2006) Children with Down Syndrome: Discovering the joy of movement. Journal of
Physical Education, Recreation and Dance, 77 (6), 34-38.
Kovar, S.K., Combs, C.A., Campbell, K., Napper-Owen, G., & Worrell, V.J. (2007) Elementary classroom teacher as movement
educations (2nd ed.) Boston: McGraw Hill.
Mutrie. N (1007) Young and Active Symposium, Health Education Authority, London
Sage, G. Academy Papers 19
Murata, Nathan M. (2003) Language Augmentation Strategies in Physical Education. JOPERD—The Journal of Physical
Education, Recreation & Dance, Vol.74
Zittel, Laurice L. Facilitating Communication In a Movement Lesson
80
Mainstream APE into Secondary GPE
Tony Kurtz
Secondary Resource A.P.E. Teacher
San Diego Unified School District
The purpose of this presentation is to discuss ways we can successfully and safely integrate
our special needs children into general education PE programs at the secondary level
(grades 6-12).
The presenter has been teaching in the San Diego Unified School District for 32 years, with
the first 12 and the last 8 of those years in Adapted Physical Education. In between he taught
general physical education in the middle school setting for 12 years. He realized on his return
to APE that it could be very isolating both for himself and his students. He found himself with
negative feelings about “working in the corner” of the PE field while the gen.ed students were
engaged in activities on the same field which his adaptive students could have joined with
some adaptation, supervision and peer support.
The presenter approached the gen. ed. P.E. teachers with the idea of bringing his students
into the locker room to change clothes like the other students and to take part in all other ways
with gen ed exercises and activities—with modifications to insure his students safety and
success.
He will discuss ways he learned to successfully do this in several different settings, working
with different teachers and students in each. He found that even the most severely disabled
students were able to be integrated in ways that enhanced classmates as well as their own
self-esteem, achievement and school attendance. He discusses ways to deal with
administrators, P.E. teachers, parents and students who may have initial doubts or resistance
to this concept. A slide show will be presented which illustrates many games and activities
that have been used successfully with APE and GPE students together.
Now a Secondary Resource teacher for the SDUSD APE program, the presenter is
responsible for helping all the secondary teachers in the district to move toward inclusion of all
APE students in GPE when possible. Many California districts have already gone to full
inclusion and he is able to address the concerns surrounding this trend.
81
Hi-Tops Dance Team
Sandy Garcia and The Hi-Tops
APE Specialist and Dance Director of the Hi-Tops
Speech and Language Development Center
Hi-Tops Dance Team from Speech and Language Development Center, Buena Park, CA
Never underestimate the power of an idea! The Hi-Top dancers are living proof.
Beginning as an aerobic dance class with all girls, that emphasized exercising and dancing is
fun. Their little routine was then performed on stage and the rest they say is history!
The Hi-Tops have now been ‘dancing through life’ for the past 29 years, touching the
lives of people from coast to coast. Dancers range in age from 15 to 43 years old, and are made
up of present students and alumni students from Speech and Language Development Center
(SLDC) in Buena Park. SLDC is a non-public school serving 48 school districts from Orange
County, Los Angeles County, Riverside County and San Bernadino County. SLDC serves 340
students ranging from 6 months to 22 years of age and have 220 staff consisting of Classroom
Teachers, Paraprofessionals, Speech Therapists, Occupational Therapists, Physical Therapists,
Audiologists, Counselors, and of course Adaptive Physical Education Specialists. We are a
82
melting pot of disabilities: autism, Down syndrome, language delays, hearing impaired, brain
trauma, and many others.
SLDC was started 53 years ago. Dr. Aleen Agranowitz and Gladys Gleason struck up a
friendship while working at the Veterans Hospital. They discovered they shared a passion for
children, especially with neurological disabilities. In the 1950’s there was not a lot of help out
there, and these two amazing women decided to do something about it. Once again never
underestimate the ‘power of an idea’. SLDC has made a difference in the lives of thousands of
children and continue to do so on a daily basis.
Hi-Tops have shared the stage with Arnold Schwarzenegger and have danced for
Eunice Kennedy Shriver. They have performed on a Carnival cruise ship, Hawaii, Washington
D.C., North Carolina, Iowa, Connecticut, Las Vegas, and recently Idaho in February of 2009.
The next big adventure scheduled is Lincoln/Omaha, Nebraska for the Second National Special
Olympic Games in July 2010.
The benefits of Hi-Tops have not only been all the amazing places we have gone, but it
is an important social opportunity for all involved. It also has opportunities for physical
advantages of working on balance, directionality, coordination, rhythm, sequencing on a
continual basis, and an increasing self esteem. The Hi-Tops team has also become a parent
support system, assisting our students and parents in communication, public outings, and
performances. It’s a win, win situation.
The benefits of the Hi-Tops have surpassed any expectations. The dancers have become
the Goodwill Ambassadors for people with challenges. They continue to touch the lives and the
hearts of people everywhere. Even if it is for a fleeting moment or a life time! Either way, they
continue to make a difference. Never underestimate the Power of an Idea!
83
Wii-B-Fit
J. Kevin Taylor, Ph.D. & Kinesiology Students from Cal Poly
Kinesiology Department, Cal Poly, San Luis Obispo, CA 93407-0386
Funded by a grant from the Nation Science Foundation’s RAPD Program
Designers: Steve Pungdumri – Client Communication, software, hardware; Mallory Embree
– Human/Device interface; Taing, Bunvandy – Hardware/Wii interface; Matt Hall –
Software/Wii interface
Project Coordinator:
Darshana Patel
Client: Michael Lara, Special
Olympics
Supervising Professors: Lynne Slivovsky, Ph.D. & J. Kevin Taylor, Ph.D.
INTRODUCTION
Wii-B-Fit is part of an ongoing collaboration between Kinesiology and the College of
Engineering to design play equipment for people with quadriplegia. The Wii-B-Fit project is
designed to make Nintendo’s Wii system accessible for someone with full quadriplegia. The
project is funded by a grant from the National Science Foundation.
Kinesiology students serve as “Project Managers” and collaborate with Mechanical
Engineering students who design and build adaptations that are intended for use by people with
disabilities to engage in physical activity. Although the level of physical activity is limited, the
goal of having people with quadriplegia play Wii tennis or bowling would provide an active
play opportunity.
Unfortunately the project is incomplete, one group of senior project students from the
computer engineering department has re-written some of the software coding for a standard
“Wii-mote” and configured it to work with a variety of switches and adapted control
mechanisms. A follow project will begin in January to take the project to its conclusion.
This session will outline the Wii-B-Fit project so far, explain the current configuration and talk
about the process undertaken to make the necessary modifications.
This Project was funded by a Nation Science Foundation (NSF) grant, awarded to Cal
Poly through the Research to Aid People with Disabilities (RAPD) Program.
84
Foam Wars
J. Kevin Taylor, Ph.D.
Kinesiology Department, Cal Poly, San Luis Obispo, CA 93407-0386
Funded by a grant from the Nation Science Foundation’s RAPD Program
Designers: Garth Will Young, Adam
Hudson, Kevan Turner, Jenee Hughes,
Ruben Garcia, Vikramaditya Mediratta.
Project Coordinator: Hector Garcia
Client: Michael Lara, Special Olympics
Supervising Professors: Jim Widmann,
Ph.D. & J. Kevin Taylor, Ph.D.
INTRODUCTION
The Foam Wars (FW) project consists of designing and fabricating a durable and
maneuverable play frame. The FW frame (Figure 19) is intended to incorporate any kind of
wheel chair – electric or manual, with an attached launching device capable of shooting foam
balls at a moderate speed at non-human targets on top of an opposing frame. The game is
monitored by RFID tagging for easy and accurate scoring; an automated feedback system
incorporates sounds and visuals for an exciting game-time environment. This project consists
of the fabrication of two separate FW frames with safety of the user as our main priority.
SUMMARY OF IMPACT
Opportunities for people with disabilities to participate in active games result in feelings of
empowerment and independence. The Foam Wars devices create a gaming experience that is
inclusive of all abilities. All that is necessary to play is a wheelchair. There are no other
current wheel chair play frames that can compare to this level of engineering. Special
Olympics athletes have had a blast using the devices and competing in Foam Wars!
TECHNICAL DESCRIPTION
The bottom half of the FW frame is made of aluminum tubing (Figure 20) while the top half is
made from PVC tubing. The aluminum frame is TIG welded together and the top PVC piping
is glued together with PVC glue and press-fitted onto six 3” aluminum stems. Welded onto the
sides of the bottom aluminum frame are four lathed 2.5” long aluminum side stems that permit
the side attachment to be slipped on and pinned into place with four 3/10” pins. The side
attachment holds the ball launcher and the lead screw that controls the aiming angle of the
85
launcher. At the bottom of the entire play frame, six 0.75” length aluminum stems, with 1”
diameter, are welded on and threaded in order to attach six soft-rubber casters.
The bottom portion of the frame is covered with nylon mesh and the top portion is covered
with nylon netting. This netting is attached all around the frame with elastic cords through
manually made grommets on the mesh, or through the netting in general. The target on top of
the frame is called the Box of Joy and is made of 1” diameter PVC tubing. It contains fish
weights that hang from metal chains. This helps stop any balls that land inside the target from
rolling back out. Theme-colored felt surrounds the rectangular cube and aids in slowing down
the ball once it enters. The bottom of the box is a plastic plate that slopes down towards the
loading tube leading back to the play frame’s ball launcher.
The ball launcher was cut and modified to insert the one shot mechanism that was designed to
permit only one ball to be launched with the push
of the momentary switch on the universal
controller. The universal controller consists of a
momentary switch to activate the one shot
mechanism, and a momentary toggle switch to
activate the motor of the aimer and adjust the angle
of the ball launcher.
All electrical components of the play frame are
powered by a 12V battery that is housed at the
bottom of the side aluminum attachment in an 8” x
3.5” x 3” aluminum bay. The electrical wiring
from the battery runs through the aluminum tubing and connects to wiring of other electrical
components via male and female quick connectors. The RFID scoring system consists of a
Parallax RFID reader that is placed on the top of the loading tube, right under the Box of Joy,
leading from the target to the ball launcher. Cyntag RFID tags are placed inside the Penn
practice foam tennis balls. When the balls pass the RFID reader, the Bluetooth transceiver
sends the signal to the laptop gaming program.
This Project was funded by a Nation Science Foundation (NSF) grant, awarded to Cal
Poly through the Research to Aid People with Disabilities (RAPD) Program.
86
SPORTIME Adapted PE Activity Guides Lessons: Preschool/Elementary
Evelyn Gonzales
John Colendich
Evergreen School District, San Jose, CA
This session, geared for the preschool/elementary school adapted physical
education student population, will demonstrate the use of the Sportime
Adapted Physical Education Activity Guide lessons, and equipment used for
them. Variations will be given as ways an APE Specialist might adapted
these lessons using the same equipment. Free Sportime Adapted Physical
Education Activity Guides will be distributed in the session.
SPORTIME Adapted PE Activity Guides Lessons: Middle School/Secondary
Wendy Dodd
Eastside Union High School District, San Jose, CA
This session, geared for the middle/secondary school adapted physical
education student population, will demonstrate the use of the Sportime
Adapted Physical Education Activity Guide lessons, and equipment used for
them. Variations will be given as ways an APE Specialist might adapted
these lessons using the same equipment. Free Sportime Adapted Physical
Education Activity Guides will be distributed in the session.
87
Creative Ways to Integrate
Adapted Fitness into your APE Program
Taeyou Jung, PhD, ATC, CAPE
Donal McGraw
Ryota Nishiyori
Ai Katase
The Center of Achievement
Department of Kinesiology
CSU Northridge
Contents
Introduction to Adapted Fitness
Adapted Fitness Program
Adapted Exercise for ROM & Flexibility
Adapted Strength Exercise
Adapted CV Exercise
Adapted Balance Exercise
Adapted Fitness
Definition:
Individually Designed & Modified Exercise for People with special needs (I,F,D)
Goals
To achieve optimal motor functions
“Adapted” = Modified = Accommodating
Objectives
To improve optimal status of;
Functional motor skills
Independence of ADL
To prevent dysfunction and 2nd complications
Basic Components: Adapted Fitness
ROM & Flexibility
M. Strength & Endurance
Cardiovascular Endurance
Balance & Proprioception
Functional Motor Skills
ROM & Flexibility
88
Definitions
Range of Motion (ROM):
The amount of movement possible at a joint
Flexibility:
The ability of MT unit to elongate as joint moves
Affecting Factors: ROM
 MT Flexibility
 Inflammation
 Contracture
 Spasm
 Pain
 Spasticity
 Mobility of joint capsules
 Ligaments & fascial restraints
 Scar Tissues
Affecting Factors: Flexibility
Soft Tissue Compositions
Collagen
Elastin Fibers
Reticular Fibers
Ground Substance
Soft Tissue Properties
Mechanical Properties
Elasticity
Viscosity
Viscoelasticity
Plasticity
Neuromuscular Properties
M. length and tension Information exchanged by
CNS
GTO
M. Spindles
Joint Receptors
ROM Exercise
AROM / PROM / AAROM / CPM
Flexibility Exercise
Self-Stretching
Passive Static Stretching with assistance
Hand placement:
Stabilizing hand
Working hand
89
M. Strength & Endurance
Definitions
M. Strength:
M. ability to produce tension and the resulting F outcome during a max. effort
M. Endurance:
M. ability to sustain a Submax F over a period of time
Power:
Combination of strength and speed
Strength Exercise
 Body Weight
 Ex. Swiss Ball
 Free Weights
 Thera-Band
 Manual Resistance
 Thera-band Exercises
Strength Exercise w. No Equip.
 Manual Self-Isometric Exercise
 Manual Resistance Exercise
e.g., Elbow Flexion; Shoulder Abduction
Cardiovascular Endurance
Definition:
The capacity of the cardiovascular (CV) systems to deliver O2 to perform gross
motor function exercise over a period of time.
Affecting Factors : CV Conditioning
Initial Level of CV Fitness:
- Maximal O2 Uptake (VO2max)
Intensity:
- Calories
- % Maximal Heart Rate (HRmax)
- % VO2max
Duration
Frequency
Major Benefits from CV Exercise Training
Cardiovascular Adaptations
- Resting HR & Maximal HR
- Cardiac Output
- Capillary Density
- Blood Pressure
Respiratory Adaptations
- Ventilatory Efficiency
Metabolic Adaptations
- Mitochondrial size & number
- Enzyme Activity
- Fat Metabolism
Other Adaptations
- Body Composition (fat-free mass, weight)
90
Special Considerations for Adapt CV Ex.
Paralysis: CV Ex with able body parts (e.g., arm ergometer)
No voluntary movements: Continuous passive motion (e.g., flexerciser)
Poor balance & Postural control: Position adjustment- recumbent sitting or supine (e.g.,
Nu-step, Recumbent bike)
Weak M. strength & joint instability: reduce weight bearing (e.g, aqua-treadmill, partial
weight bearing walking)
Adapted CV Ex Modes with Low Cost
Thera-band Ex. - seated rowing, arm biking
Ribbon Swing - alphabet writing
Swissball Bouncing
Dancing
- seated with music
Upper Arm Jumping Jacks - with hand claps
Ball Passing in a Circle * - - as a group or in a pair
Balance
Definition of Balance:
The ability to maintain the CG over the base of support (usually in an upright
position)
Types: Static Balance (stable BOS) vs. Dynamic Balance (BOS in motion)
Balance Systems:
Oculomotor
Vestibular
Proprioceptive (Somatosensory)
Affecting Factors for Balance
BOS: Variation of BOS (width, stability)
COM: Control of COM (vertical, lateral, diagonal) / LOS (limit of stability)
Balance systems: Variation of multiple balance systems
Task Configurations: Progression into multi or more complex tasks
(e.g. balance w/ motor coordination or balance with resistance exercise)
Balance Exercise: examples
Swissball
Balance trampoline
Balance beam
Wobble boards
Balance foams or domes
Romberg -> Stork stance
Tandem walking
Aquatic balance training
Station Activities
Considerations for Individuals w/ PD
How to modify balance ex. for paralysis
Diplegic: Focus on sitting balance training (e.g. nudging)
Quadriplegic: Focus on head control and vestibular stimulation (e.g., eye
tracking)
Hemiplegic: se weight shifting in standing with stance variation
Design functional balance exercise (e.g., sit-to-stance)
Discussion and Q &A
91
Physiological Responses to Adapted Cardiovascular Exercise
in Individuals with Spinal Cord Injury
Paul Godina
Linsay Ray
Taeyou Jung
Konstantinos Vrongistinos
Shane Stecyk
Center of Achievement
CSU, Northridge, CA
Purpose
Physiological Responses to Adapted
Cardiovascular Exercise in Individuals
with Spinal Cord Injury
To examine cardiovascular (CV) responses
to combined active and passive (CAP) CV
exercise as compared to arm ergometry in
individuals with spinal cord injury
Paul Godina
Lindsay Ray, MS
Taeyou Jung PhD, ATC, CAPE
Konstantinos Vrongistinos PhD
Shane Stecyk PhD
The Center of Achievement, Dept. of Kinesiology
College of Health and Human Development
Slide 1
Slide 2
Introduction
Introduction
Common Exercise Modes
& CV Benefits
Spinal Cord Injury (SCI)
Definition: A sudden, traumatic blow to the spine that
Exercise modes:
fractures or dislocates vertebrae (“NINDS and SCI”, 2008)
Swimming
Wheelchair sports
Passive leg cycling
Circuit resistance training
Electrically stimulated
cycling or walking
Arm ergometry (AE)
Incidence: 11,000 per year (NSCIA, 2008), 200,000 people
living with a SCI (CDC, 2008), Male: 82%, Female: 18%,
Average age: 33 years
Health issues: heart disease, pain, clotting disorders,
premature aging, morbidity
Secondary complications: spasticity, irregular heart beat,
bowel & bladder dysfunction
Slide 3
↑ UE endurance & strength
↑ Exercise tolerance
↓ CV disease
↑ Well being & life satisfaction
Slide 4
Background
Background
UE Extremity CV Exercise
LE CV Exercise
Muraki et al., 1995
Kawashima et al., 2005
Examined LE blood flow in 10 SCI and 6 without while
performing Arm Crank
Results:
SCI HR and VO2 ↓ lower
HR and BF was not significant in all participants
Induced muscular and O2 activity using passive LE
exercise in standing position
Results:
SCI EMG in calf muscle, HR ↑ after onset, possible
↑ in O2 consumption can’t be ascertained
Hooker et al., 1993
Ter Woerds et al., 2006
Evaluated % peak VO2 and peak HR relationships during
arm crank ergometry between SCI and Non-SCI
Slide 5
Benefits of AE:
Evaluated the arterial circulation in LE of 8 SCI and 8
non-SCI using passive LE movement
Results:
Results:
Non-SCI higher Power Output, Ve, VO2, O2 pulse, RER
SCI significantly higher HR/ VO2 ratio compared to nonSCI, possibly from venous blood pooling
No significant differences in TPR, BP, HR, or BF
Slide 6
92
Methods
Methods
Research Variables
Independent Variables:exercise mode (CV exercise),
Inclusion Criteria:
participant groups
Oxygen uptake VO2 (ml/kg/min): The body's ability to transport and
utilize oxygen during exercise
Minute ventilation Ve (ml/min): The volume of air which can be inhaled or
exhaled from lungs
Respiratory Exchange Ratio RER : Indicator of which fuel (CHO or
fat) is being metabolized to supply the body with energy
Oxygen pulse VO2/HR (VO2/bpm): Oxygen uptake per heart beat
Heart rate HR (bpm): The number of heart beats per minute
Acute infection
Muscle spasms
Use of alpha blockers
Autonomic dysreflexia
Symptomatic hypotension
Slide 8
Instruments
Methods
Exclusion Criteria:
1 year post-injury
Age 25-45 years
Below T1 level of lesion
No surgery past 6 mo.
Physically active
No CV, metabolic or
pulmonary issues
Dependent Variables:
Slide 7
Participants
N= 7 SCI, 7 Non-SCI
Methods
Instruments
Arm Ergometer
Easy Glider
Slide 9
Slide 10
Cosmed K4b2
Methods
Testing Procedures
Results
Equipment and participant preparation
SCI
Data Collection
VO2 (ml/kg/min): CAP > AE
VO2/HR (ml/bpm): CAP > AE
2 randomized 12 min. tests
4-stages: 3 min. each, unloaded, using metronome
Minimum 48 hours between tests
Non-SCI
VO2 (ml/kg/min): CAP > AE
VO2/HR (ml/bpm): CAP > AE
Ve (ml/min): CAP > AE
No group interaction
Data Analysis
Data processing
Average and smooth data (COSMED software)
Statistical analysis
Slide 11
Slide 12
Mixed Model (ANOVA) (SPSS v 16.0)
Results
Results
Oxygen Pulse- SCI
Oxygen Consumption- SCI
12
16.00
12.00
9.83
10.00
8.00
6.00
( ml / bpm ) .
( ml / kg / min ) .
14.00
4.84
AE
CAP
4.00
10
8
* p<.05 / 5 6.28
6
4
3.70
2
2.00
0
0.00
Exercise Mode
Exercise Mode
Slide 13
Slide 14
93
AE
CAP
Results
Results
Oxygen Consumption- SCI
Oxygen Pulse- SCI
7.00
10.00
8.00
*
6.00
*
*
4.00
*
( ml / bpm )
( ml / kg / min)
.
.
12.00
AE
CAP
6.50
6.00
*
*
5.50
5.00
AE
4.50
4.00
CAP
3.50
3.00
2.00
2.50
2.00
0.00
1
2
3
4
1
Stages
2
3
4
Stages
Slide 15
Slide 16
Discussion
Clinical Implications
CAP had more oxygen uptake in both groups compared to AE
-SCI: increase in venous return and blood circulation
CAP exercise can provide more effective CV exercise
(Kawashima et al 2005, Ter Woerds et al 2006)
Additional CAP benefits: preventing hip contracture,
integrating gait training, providing mild weight bearing
exercise for bone health
-Non-SCI: contraction of lower extremities was noted
HR did not show differences between two exercise modes
-SCI: Autonomic Dysreflexia and HR monitor
-Non-SCI: low intensity
Considerations for CV training due to autonomic
dysfunction at increasing exercise intensities
R values were not similar to those reported by other investigators
(Hooker et al., 1993)
Larger sample size may show more significant differences
Slide 17
Slide 18
Thank You
Slide 19
94
Use of Additional Weights (Cuffs) in Adapted Aquatics for People with Hemi Paresis
Mai Narasaki Jara, MS, ATRIC;
Ryota Nishiyori; Natalie Moncada; Taeyou Jung, PhD
Center of Achievement through Adapted Physical Activity,
Department of Kinesiology, California State University, Northridge
The purpose of this study is to identify scientific evidence that aquatic gait intervention with
the ankle weight on aquatic treadmill is an effective method for recovering walking skills in
people with stroke. Only a few studies examined the effects of aquatic gait exercise in people
with stroke and few investigated aquatic treadmill walking in people with stroke. Besides, no
studies examined the effects of using an ankle weight for aquatic gait training.
Introduction: Adapted Aquatics and Aquatic Therapeutic Exercise
 Aquatic Facility & Aquatic Equipment
 Components of Adapted Therapeutic Exercise
 Physiological, Therapeutic and Psychological Effect
Research-based Suggestion: How it will affect your walking with a use of cuff weight.
INTRODUCTION & BACKGROUND
Definition of Stroke
Stroke is one of the leading causes of long-term disabilities in adults
One of the major motor impairments is compromised walking.
Asymmetric step length and single limb support time
Reduced hip and knee joint angles
Increased ankle plantar-flexion angle
Gait training modes
Overground, treadmill
Treadmill with body weight support
Improvement of gait function has been an ultimate goal for the rehabilitation
of persons post stroke.
Aquatic gait training
 People can begin gait training sooner than any other conventional
training
Use of additional weight for prevention of unwanted floatation.
METHOD
22 people with stroke participated
METHODS
95
Aquatic treadmill walking under 3 training modes; No weight, Knee Weight and
Ankle weight
Equipments; Aquatic Treadmill, Underwater lens, Bony land markers
METHODS
Instruments
Helen Hayes Lower Limb Marker Set
ASIS
ASIS
Sacrum
Thigh Wand
Lateral Epicondyle
Shank Wand
Lateral Malleolus
Heel
5th Metatasal
Measurements
Stride length (m), Cadence (steps/min), Stance phase percentage (%)
Joint kinematics and ROM (deg) of hip, knee and ankle
Participants walked 3 trials for each condition for 2min with 2min rest between
RESULTS
Spatiotemporal Results
Cuff Weight increased stance time of the affected limb.
 Enhanced stability during stance phase
 Kinematics Results
 Knee weight decreased hip rotation range.
 Reduced circumduction
 Both cuff weight increased ankle movement after foot off.
 Triggered ankle muscle response
96
Clinical Significance
 Cuff weight can assist people with stroke to reduce circumduction and minimize
unwanted floatation.
 It can help to promote ankle movement during AQ gait training.
 Place of cuff weight below the knee may provide most ideal gait training mode
for people with stroke.
3. On-going research
a. Effect of 12 weeks Ai Chi intervention on people with Arthritis
b. Effect of 12 weeks aquatic exercise on people with Stroke
4. Reference
Ada, L., Dean, C. M., Hall, J. M., Bampton, J., & Crompton, S. (2003). A treadmill and
overground
walking program improves walking in persons residing in the community after stroke: a
placebo-controlled, randomized trial. Arch Phys Med Rehabil, 84(10), 1486-1491.
Barbeau, H., & Visintin, M. (2003). Optimal outcomes obtained with body-weight support
combined with treadmill training in stroke subjects. Arch Phys Med Rehabil, 84(10),
1458-1465.
Barela, A. M., & Duarte, M. (2006). Biomechanical characteristics of elderly individuals
walking
on land and in water. J Electromyogr Kinesiol.
Bayat, R., Barbeau, H., & Lamontagne, A. (2005). Speed and temporal-distance
adaptations during
treadmill and overground walking following stroke. Neurorehabil Neural Repair, 19(2),
115-124.
Rimmer, J. H., & Wang, E. (2005). Aerobic exercise training in stroke survivors. Top
Stroke
Rehabil, 12(1), 17-30.
Chu, K. S., Eng, J. J., Dawson, A. S., Harris, J. E., Ozkaplan, A., & Gylfadottir, S. (2004).
Waterbased exercise for cardiovascular fitness in people with chronic stroke: a randomized
controlled trial. Arch Phys Med Rehabil, 85(6), 870-874.
Hsu, A. L., Tang, P. F., & Jan, M. H. (2003). Analysis of impairments influencing gait
velocity and
asymmetry of hemiplegic patients after mild to moderate stroke. Arch Phys Med
Rehabil, 84(8), 1185-1193.
Kim, C. M., & Eng, J. J. (2004). Magnitude and pattern of 3D kinematic and kinetic gait
profiles in
persons with stroke: relationship to walking speed. Gait Posture, 20(2), 140-146.
Ng, S. S., & Hui-Chan, C. W. (2005). The timed up & go test: its reliability and
association with lower-limb impairments and locomotor capacities in people with
chronic stroke. Arch Phys Med Rehabil, 86(8), 1641-1647.
Silver, K. H., Macko, R. F., Forrester, L. W., Goldberg, A. P., & Smith, G. V. (2000).
Effects of
aerobic treadmill training on gait velocity, cadence, and gait symmetry in chronic
hemiparetic stroke: a preliminary report. Neurorehabil Neural Repair, 14(1), 65-71.
Takeshima, N., Rogers, M. E., Watanabe, E., Brechue, W. F., Okada, A., Yamada, T., et al.
(2002).
97
Water-based exercise improves health-related aspects of fitness in older women. Med
Sci Sports Exerc, 34(3), 544-551.
Teixeira-Salmela, L. F., Olney, S. J., Nadeau, S., & Brouwer, B. (1999). Muscle
strengthening and
physical conditioning to reduce impairment and disability in chronic stroke survivors.
Arch Phys Med Rehabil, 80(10), 1211-1218.
98
JoyFitstix®: Shake up your workout – Fitness Fun for Everyone!
Karen Joy Allen
President and Inventor
The Fitstix LLC
Applegate, CA
(530) 368-STIX (7849)
www.thefitstix.com
karen@thefitstix.com
1) INTRODUCTION TO THE JOYFITSTIX:
a) How invention of the JoyFitstix was birthed out of Karen using her son’s flute
while choreographing class moves!
b) The JoyFitstix are used in virtually any existing workout, such as aerobic dance
(i.e. salsa, hip hop), kickboxing, sports conditioning, step, Pilates, Yoga, and
during an abdominal workout.
c) People of all ages and physical fitness backgrounds can use them, including special
populations such as handicapped, seniors and Adapted P.E.
d) You simply hold one stick in each hand and shake the specially designed granules
inside each stick. Each JoyFitstix weighs just under a pound, so you can shake them
at varying tempos, keeping rhythm with the musical beat while toning and sculpting
your upper body muscles.
2) PRESENTATION OBJECTIVES:
a)
b)
c)
d)
Understand the physiological benefits of using the JoyFitstix product.
Comprehend proper biomechanics, form and technique when JoyFitstix training.
Apply guidelines to ensure safe and effective programming for JoyFitstix training.
Perform and instruct a variety of base movements and combinations using the
JoyFitstix product, as well as in conjunction with a variety of exercise modalities.
e) Lead a variety of pre-choreographed routines in dance, kickboxing, step, and
abdominal exercises, as well as imagination-exercise games for kindergarten
through third grade age groups.
3) SCIENCE BEHIND THE PRODUCT AND PROPER FORM & TECHNIQUE:
a) Muscles contract to produce force. In the case of JoyFitstix exercise, the concentric
phase is accelerating the weight mass in one direction to overcome gravity, while
the eccentric phase is decelerating the weight mass as it stops the movement and
returns to starting position.
b) JoyFitstix training is the force of shaking and jabbing the weighted granules within
the sticks that causes various types of muscular contractions (concentric, eccentric
and isometric), which in turn stimulates skeletal muscular tissues. By changing the
99
direction of the stick movements (forward, back, side to side, up and down), you
change force and stimulate powerful reactive contractions to increase bone density,
muscular strength and tone.
c) Higher energy cost and caloric expenditure can be expected to increase because of
the increase in muscular contraction in the core and upper body musculature during
cardio exercise, and will have a profound effect on the overall caloric demands of
those activities.
NOTE: Studies done with walking poles, or 3 lbs added weight with swing movements,
show an increase of 20-25% of caloric expenditure. Although studies have not yet been
done on JoyFitstix training, we believe that our percentages would lie within those
boundaries.
d) Movement and Safety techniques:
1. Grip gently.
2. For aerobic dance, kickboxing and step movements, hold onto the foam grip
right above one of the caps.
3. If using for walking or jogging, hold in the middle of the grip to allow for
movement both in front of and behind the body.
4. You will be pushing and pulling the sticks in several directions, including
the frontal, sagittal, transverse, and diagonal planes of motion.
5. How fast you create this push/pull action will determine the force you
generate as well as the range you cover.
6. It will be very important for you to properly engage your core musculature,
especially taking into consideration how far your arms travel from the
midline of your body.
4) BASE MOVES: Beginning of Activity (pick up JoyFitstix)
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
CIRCLES
CRISSCROSS SCISSORS
DIGS
HITS
HITS ON THE BODY
KAYAK
PUMP SHAKES
ROWS
SCISSORS
SPINS
STICKS
TOSS
TWISTS
NOTES: When introducing the JoyFitstix Base Moves, start with the arm pattern you are
teaching before you add in the lower body movement options or foot patterns. For safety
reasons, BPM should not exceed 135. 125 to 130 BPM is preferred for full range
movements with the sticks and for the safety of children.
100
5) BEGIN KIDS’ CARDIO CORE DANCE BLAST:
a) 4th through 8th Grade Age-appropriate Workout
1. Basic kickboxing moves: jabs, hooks, crosses – to kids’ fun music.
Example: “I’ve got the Power.”
2. Simple dance moves with two to three different moves, with fun names
given to them. Examples: Choo Choo, Airplane, Stomp, Wiggle It,
Sprinkler.
3. Sports training moves. Examples: football runs with pump shakes, shuffle
with quick side shakes, “rain man,” jump rope moves, lunges with overhead
arm pull-down moves, mile-run.
4. JoyFitstix arm moves, jogging with crisscross scissors.
5. Allow students to make up their own moves and share with the class. Idea:
Make it a game of telephone. Let 4 children share in a row and then go back
to the beginning and let 4 more share, and so on.
th
b) 9 through 12th Grade and/or College-Age Workout
1. Cardio Salsa Dance Moves. Examples: Merengue, Samba, Salsa, Cha Cha,
Mamba
2. Hip Hop Moves: Stomps and low moves.
3. Kickboxing moves, including KICKS and KNEE BREAKS.
4. More complete combinations and dances.
5. JoyFitstix on the Step. Examples: Basic with rows, corner knees with digs,
over top with tosses, step mambas with hits and Charleston with front
scissors. Keep basic moves simple and easy. This is an intense workout
without all the fancy moves.
6. Sports conditioning. Examples: squats, lunges, triceps, biceps, hamstrings,
gluts, calves, upper back & lats.
7. Allow students to make up their own combinations and take turns going into
groups and leading the class. Train them to become leaders for younger
students.
c) Kindergarten through 3rd Grade
(No music at beginning of session, and possibly throughout exercise.)
a) Have children follow you as you pretend to brush teeth with the sticks,
comb hair, take a shower, tie shoes, drive the bus, etc. Let children use their
imaginations as they implement the sticks as though they are the
instruments.
b) Have children pretend to be a certain animal and make up the associated
move, causing the sticks to shake in the direction it should to show the
animal as they walk from one end of the room to the other.
c) Have children recite ABC’s as they shake the JoyFitstix in different
directions.
d) Have children learn time and beat as you add the music to the workout.
e) Let children count syllables as they shake the sticks in different directions.
f) Have children count as high as they can as they shake the sticks in a pump
position; or, you choose a hand movement.
101
6) JOYFITSTIX ABDOMINAL/GLUTEUS WORKOUT:
a)
b)
c)
d)
e)
7)
Abdominal workout can be done on mat, stability ball or inclined step.
Front abdominal exercises with JoyFitstix full range shakes.
Oblique abdominal exercises with full range shakes.
Variety of movements for abdominal exercises.
JoyFitstix Gluteus exercises.
ADAPTIVE PHYSICAL EDUCATION AND/OR SENIOR JoyFITSTIX
WORKOUT:
For chair exercises utilizing the JoyFitstix, the upper body moves can be the same as with
standing exercises, but the footwork (if any) can be modified to accommodate the abilities
of the exerciser. This allows people with many different physical abilities to exercise
together, each at their own level. (Excellent cardio-vascular benefits are still achieved with
upper body movements alone.)
If each person in the class is on a chair, the foot movements that flow with the arm
movements can be done. (It is extremely important that the abdominal muscles be
engaged for these exercises, to avoid injury.) Examples of footwork along with arms
would be:
a) Tapping one foot at a time forward and back, alternating from each foot,
while arms are doing small outward circles.
b) Tap feet to the sides, alternating each foot, while sticks do a cross-punch,
alternating arms.
c) Tap left foot to the side, while left arm crosses the body to the right. Repeat
on the right foot.
d) Alternating knee lifts with arms pumping together: left then right kicks,
while arms jab forward, alternating – then using the other side.
e) Lift knees and rotate in a circular motion with hits above the head.
f) Bring both knees up and shift to the left with a digger (upper body) coming
down to the right, creating a crunch on the right oblique. Repeat on right
side.
g) Pump feet quickly as if running – upper body does crisscross scissors,
toning the chest area.
h) Cross right foot over left while upper body does a toss over right shoulder.
Repeat on opposite side.
i) Drive the bus: hold arms out with sticks as if driving a bus, while marching
in place by tapping feet. This is an excellent way to engage the core.
8) PILATES, YOGA & STRETCH IT OUT WITH THE JOYFITSTIX
102
So I Tested My Student…What Next?
Using The Devpro Motor Skills Test And Task Analyses To Help Students
Achieve Mastery In Gross Motor And Perceptual-Motor Skills
C & D Kofahl Enterprises
DEVPRO Software and Assessments
15892 Standish Lane--Huntington Beach, CA 92647
714 898-7056
www.devprosoftware.com
After using a plethora of assessment instruments as an Adapted Physical
Educator, one of the things I noticed is that after the testing was done, some of them
really did not help me figure out what I really should be teaching my students next.
Yes, my I.E.P. goals and objectives were designed to improve skills, but I really had
no science or method behind what I chose to attack as I.E.P. objectives. If a student
could “stand on preferred foot without help for 10 seconds or longer,” I would choose
“stand on non-preferred foot for10 seconds or longer” as the next logical objective in
the sequence.
Or was it?
What I didn’t know was that those two objectives actually are one whole year
apart in developmental skill acquisition of normally functioning children. Preferred foot
balance is achieved around chronological age 4 years, 6 months, and the nonpreferred foot achieved around 5 years, 6 months. For many students in my
population of children with severe disabilities (who probably were achieving the first
skill around 9-10 years, if they ever achieved it) attainment of the second skill was two
or more years in the future, not one year!
Like many inventions and research programs, the DEVPRO Motor Skills
Assessment and its accompanying software came out of what I felt was a need, at
least for me, to understand what I should teach next to truly help students to master
perceptual-motor and gross motor skills. I credit my Instructional Design professor at
CSULB, Dr. Dave Wurzer, for really getting me to think about, and the gurus of A.P.E.
at the time, Drs. Daniel Arnheim (dec.) and William “Andy” Sinclair, also at CSULB,
who encouraged me to do the research on criterion-reference task analyses for my
Master of Arts Thesis.
What is Instructional Design? How does it relate to task analysis? How do skills
get parsed into variables? How can the variables make a skill easier to attain, or more
difficult to attain? What are the “rules” that dictate developmental skills attainment?
How do neurological building blocks and reflexes affect skills acquisition? The
103
research behind the DEVPRO Motor Skills Assessment sought to answer those
questions. I looked at other tests and assessments, standardized and normreferenced, marveled at the percentile rankings, and wondered how to translate them
into behavioral objectives for my students. After scrutinizing over 90 research
resources, I went back to the Bailey Milestones, and the essence of developmental
skills acquisition. By what age do we expect a normally-functioning, non-disabled child
to perform specific skills? Research results from various authors started to put certain
skills in a sequence. Many were validated by other researchers’ results. The
framework of pre-ambulatory skills, balance, locomotor skills, object control skills, and
body awareness started to take shape, as “Principles of Skill Acquisition” were applied
to place not-so-well-documented skills. Some skills were interpolated into a
reasonable place on the developmental continua. Finally, over 950 the criterionreferenced skills were organized into 22 sub-tests and five divisions in the DEVPRO
Motor Skills Assessment. Scores are reported in developmental years and months,
(YY.MM) based on what most non-disabled students can be expected to display. In
many of the pre-ambulatory sub-tests, as little as one month developmental age can
be observed between specific skills, neurological building blocks, and reflexes.
Conversely, in some of the locomotor and object control sub-tests, descriptions of
movement pattern criteria may be separated by six developmental months to a full
year, or more.
“So, I tested my student using DEVPRO. What’s next?”
I believe that four basic steps are required to answer this question.
First, the assessor should look at the lowest developmental age scores on
DEVPRO’s 22 sub-tests and identify the sub-tests on which the student scored the
lowest. The assessor should not look at sub-test scores where all skills have been
mastered. (The DEVPRO software selects the three sub-tests on which the student
had the lowest developmental age scores.)
Second, the assessor should evaluate the criterion-referenced skill task at
which the student performed in each of the low sub-tests. Can the student realistically
achieve a higher level of skill? Will the disability of the student prevent attainment of
more advanced skills? Is the recommended skill educationally useful to the student?
(DEVPRO cites the three sub-tests of relative weaknesses, as well as relative
strengths, based on the developmental age scores achieved by the student who is
being tested. But… only the assessor can truly answer these questions.)
Third, the assessor should evaluate how much improvement is reasonable,
based on the student’s chronological age, past performance, and the degree to which
the student’s disability impairs performance. For example, if a student with Down
Syndrome is 10 years of chronological age, and the student performs at the 4 years6 months to 5 years- 6 months developmental age on a majority of sub-tests, the
assessor can deduce that the student is making about 6 months of developmental age
progress per 12 months of chronological age growth. This enables the assessor to
target an “improvement index” of about 6 months for the student, over a 12-m,onth
104
period of time. This is a necessary step to figure out reasonable objectives for
the next I.E.P.
Fourth, by adding the improvement index to the present level of performance
from the test data, the assessor sets a reasonable criterion-referenced I.E.P.
objective, based on the student’s individual needs, abilities, and developmental growth
trend. The result is the set of I.E.P. goals and objectives, based on what is reasonable
and educationally appropriate for the individual student.
DEVPRO will employ this same method in order to recommend three I.E.P.
goals, each with one I.E.P. objective. They are printed as a part of the evaluation
summary that is the result of the merge of DEVPRO resident evaluation templates and
the DEVPRO Student Record. The Recommended Goals and Objectives can be
printed onto a page that is separate from the I.E.P. evaluation summary narrative. If
the assessor does not agree with the DEVPRO-generated goals and objectives, he or
she can, quite literally, throw them out.
And here’s the answer to the BIG question: “So I tested my student…Now
What?” After DEVPRO testing and assessment are completed, and the IEP goals and
objectives have been signed off, the learning plans to teach the I.E.P. skills are in
place. Every criterion-referenced skill task between the present level of performance,
(determined by testing), and the IEP skill objective (projected by the improvement
index), is the individualized learning plan of the student… The DEVPRO Motor Skills
Assessment lists the skills tasks in the skills progression. As the demands of each
new skill increase, it is easy to document developmental growth, even if there is no
real change in the developmental age score. It is criterion-referenced, easy to assess,
and developmentally ordered, with each new task building on the success of the
former.
Parents, students, AND teacher can feel positive about the improvements.
That’s what.
105
Meeting Sensory Needs in Physical Education
Presented by:
Teri de Jong
Adapted P.E. Teacher
Tyler, Texas
Shelly Sumner
Life Skills Teacher
Lindale, Texas
Handouts: Sensory Profile for Teachers and Therapistsi
Sensory-Motor Preference Checklist (for adults)ii
The 3 Primary Sensory Systems



Vestibular - gravity and movement
The sense of movement and balance that is received through the inner ear which is
interpreted in the brain.
Proprioceptive - body sense
The input received through receptors in the joints and muscles with movement and deep
pressure. When these receptors are activated, body awareness is improved and we
know where our body is in space. This also allows us to judge how much force to use
when lifting, pulling or pushing objects.
Tactile - touch
The ability to feel light touch to the skin, allowing us to detect different textures and
temperatures.
An Explanation of Sensory Integration
Play is the work of children. Through play, children learn about themselves and their
environment. When all that they see, hear and feel, makes sense to them, a process of sensory
integration occurs. Successful sensory integration produces:
 the ability to concentrate
 organizational skills
 self-esteem
 self-control
 self-confidence
 academic learning ability
 capacity for abstract thought
 specialization of each side of the body.iii
The Importance of an Integrated Sensory System and Movement
Children with normal nervous systems are able to take in information from their environment,
process it, and produce an appropriate emotion or motor response. For example, while playing
on a busy playground, children with properly modulated sensory systems will adapt to the
noise of other children, the unexpected touch by others, the feel of wind and sun on their skin,
and the varying sensations of swinging, sliding and spinning.
106
Deficits in Sensory Processing
Children with poorly modulated sensory systems have difficulty processing the variety of
sensory information from their environment. They may seek out certain sensory experiences
while avoiding others. On a busy playground, they might cover their ears, act dangerously, run
away from and/or avoid playground equipment, express fear, cry, or have a “melt-down” when
accidentally touched or when experiencing a minor bump or fall. These children are considered
to have over-reactive sensory systems. Some other behavior they may exhibit:
 aggressive, explosive, resistive, rips clothing
 escape behavior, easily distracted, lose interest easily, be on the move continuously
 withdraw, hide, clingy, cry easily, show reluctance to try new things
 seek out certain sensory experiences over and over
 unusual behaviors and/or strong emotional responses.
Some common observations of children with under-reactive sensory systems include:
 mouthing objects
 drooling
 slow response time
 failure to notice others
 poor endurance
 clumsiness
 having a weak grasp
 propping to support self
 have trouble finding things
 make sounds constantly
 seemingly oblivious in an active environment.iv
Vestibular Input Activities









Walking
stairs, ramps, surface changes
Rocking
rocker board or chair
Swinging
playground swings, hammock
Spinning – Rotating – Turning
spin saucer, merry-go-round, spinning to music
Rolling
down a grassy hill or wedge, roll and unroll in a blanket
Bouncing
regular or mini trampoline, therapy ball
Hanging upside-down
monkey bars
Riding on moving equipment or surfaces
being pulled on a scooter board while holding a hoop, sliding
Visual stimulation
tornado bottles, moving lights, lava lamps, colored fans, bubbles
107
Proprioceptive Input Activities








Heavy work patterns
pushing and pulling, tug of war, stretchy bands, carrying loads in backpack,
isometrics
Weight lifting
weighted vests, ankle and wrist weights, free weights
Treadmill - stationary bike - elliptical machine
Jumping – hopping – skipping – marching - stomping
Group games
bowling, bocce ball, horseshoes
Climbing
monkey bars, rock climbing wall, outdoor equipment, climb up and jump down
Boxing
use gloves, punching bags, large balls, mats
Pilates - Yoga moves
downward dog, plank
Tactile Input Activities









Deep pressure
firm massage to hands, arms and shoulders, firm hugs, press down on shoulders
while sitting in a chair
Body brushing
gently with different brushes
Ball bath
fill a stretchy bag with balls to make a mobile ball pit
Tactile pathway
barefoot, grass, smooth, rough, bubble wrap, cool, warm, squishy
Ball roller
roll a ball back and forth over child’s back
Lotion – massage
work from shoulders down, electric massager, feet
Texture box
feathers, rubber bands, beads, cooked noodles, seeds, marbles, fabrics such as fur,
suede or silk
Mixtures
rice, beans, shaving cream, clay, sand and shells, cornstarch and water, pudding
Body wrap
blanket, ace bandages
Important Considerations
Sensory input is a powerful force. Know your students’ medical conditions and other
contraindications. The positive effects of deep pressure on the skin, which is generally
calming, can override any itchy or light touch sensations for up to 2 hours. The positive effects
of slow rhythmic movement can last from 2-6 hours. Generally, slow, rhythmical rocking or
linear swinging provides a calming sensation while quick, rotational or intense directional
changes with movement tend to arouse or alert.v
108
It is important to be sensitive to individual processing demands when providing sensory input.
For example, when on a swing, talkative children may suddenly become silent. All their
concentration skills are needed to process the sensations they are experiencing. Quiet children
may become alert and vocal when bounced on a large therapy ball. It is vital to let the children
guide any sensory activity, especially those intense forms of movement stimulation such as
swinging and spinning.
Your Occupational Therapist is trained in Sensory Integration Therapy and is an excellent
resource for any assistance or specific concerns you may have.
Bibliography and Resources
i
1994 Therapy Works, Inc. “How does your engine run.”
ii
Williams, Shellenberger
iii
Ayers 1994
iv
Dunn, W. (1991) The sensorimotor systems: A framework for assessment and
intervention. In F. P. Orelove & D. Sobse ( Eds.), Educating children with multiple
disabilities: A transdisciplinary approach (2nd ed,). Baltimore: Paul H. Brookes.
v
Plano ISD Special Ed. Dept. Sensory Strategies for the School Setting (1998)
Presentation notes:
109

2009 NAPEC Syllabus - California State Council on Adapted

Transcription

Similar documents

bowling challenge - Friends of We Care

Geocaching Presentation

CSEC® Geography Syllabus, Specimen Paper, Mark

Barber Beast Bay Sept. 7, 2013

Welcome to the Fitness Trails

Annual ADA Celebration a Great Success

tilera

Early Childhood Inte..