If you are interested in empowering your students and helping them thrive in a virtual school setting then you need to join Lindsey and GT’s Jill Rigby, OT for another great SPEDtalk episode. From superhero exercises and other fun activities that help students express themselves, Lindsey and Jill have the tools you need to make the back to school transition fun and effective.
Lindsey:
Good morning, Facebook. How is everybody doing today? I am so excited to be here. I am your host Lindsey Kucich, counseling and school psychology coordinator with Global Teletherapy. And this is your episode of SPEDtalk. Thank you so much today for joining us, as we talk about transitioning back to school and work.
Lindsey:
So before I introduce you to our guest today, please take a minute and share the video, so that we can reach as many people as possible. And don’t forget to comment. Tell me where you’re watching from. I’d love to say hi to everyone, and I want to thank you all, especially to my loyal fans, for commenting on how great our setup looks and how much you like the new intro. So I appreciate that. And all of you that are watching the replay, also comment with #teamreplay.
Lindsey:
And of course, if this is your first time watching, you can catch up on Season 1 episodes on Global Teletherapy’s YouTube channel. You definitely want to subscribe to our YouTube channel. We need more subscribers. That way, you can stay up-to-date on all the tips that we share. You want to follow us on our social media accounts, as well. We’ve got our Facebook page, our Instagram. We’ve got LinkedIn. That way, you can access all of our content, which includes resources, blogs, and our vlog. Just search for Global Teletherapy. We’re super, super easy to find.
Lindsey:
Hi, Dottie. Hi, Shauna. Hi, Elana. Charlene. Oh, my gosh. I’m so excited to see you guys. So thank you so much for joining us. I love it. You guys are on live, watching us. And I also want to let you guys know, we’ve got something really big coming up. Global Teletherapy offers so many free resources, including this upcoming amazing opportunity to join us in a webinar.
Lindsey:
So the new normal for school districts is to operate like this hybrid, flexible model for students. Your on and offline instruction has created an environment of uncertainty for the schools, teachers, students, and parents. So you want to join Global Teletherapy and StrongMind, as we team up for this upcoming seminar. Using a hybrid model to support your learning triangle, is this Thursday at 1:00 PM Eastern Standard Time, and is a free webinar. The link to register for this is in the comments. And if you want to register on our website, you can as well. So, www.globalteletherapy.com. It is a great webinar for school administrators that need a little extra help during these uncertain times. So you want to be sure to send them that information, as well. And I love all of you guys joining us. Angela, so nice to see you, as well.
Lindsey:
All right, so let’s get today’s guest on here. So I want to introduce you to Jill Rigby. She has been a pediatric OT for 32 years. She is passionate about using a holistic, creative and purposeful treatment plan, when working with children. Jill has worked in schools and a variety of other settings, including private clinics, home care, and pediatric hospitals. She has been with Global Teletherapy for the last five years, and really has a handle on teletherapy.
Lindsey:
Jill has a lot of knowledge to share with us about the virtual setting, and helping students regulate their sensory needs. So let’s give a warm welcome to Jill. Thank you so much for joining us on the show. I’m so excited to have you today, as our guest. Welcome.
Jill:
Thank you so much. It’s so good to be here.
Lindsey:
Well, since you have been doing this for a few years, you have had the opportunity to see a lot. So what challenges do you commonly see students face, when they’re transitioning back to school?
Jill:
Yeah, I think I see a lot of difficulty transitioning among kids and grownups, too. I think we all have transition issues sometimes, or at the beginning of the school year. But for kids, it’s getting used to a new routine, making sense of what they’ve heard from their peers or their families about the grade they’re entering into, the teacher they have, trying to figure out what the expectations of that teacher is.
Jill:
And also, they’re just tired, because it’s a different kind of schedule. And so, I see a lot of endurance issues, all that anxiety, and change of routine, and endurance issues play out in their sensory regulation.
Lindsey:
Oh, my gosh. You bring up a point that I never really thought about, but 100% agree that it totally impacts. It’s what the child hears about that year’s teacher, or if they’re following the footsteps of their sibling, like something I had to deal with my entire life. It causes challenging situations. Anxiety or thoughts of, are you going to be able to live up to the expectation?
Lindsey:
I even know that when you’re walking around the school campus and you hear the teachers say, “This is not how second graders act. You are now in second grade. This is what we’re like.” And then two months later, they’re like, “We’re trying to prepare you for third grade.” And they’re just like, “I just started second grade. I don’t even know what I’m doing.” The amount of anxiety and the pressure that we put on these kids.
Lindsey:
I know, as therapists, we all see this outside world and see what these teachers are doing. Not saying it’s right or wrong, or good or bad, but that’s a lot of pressure on these students. Does anybody else at their traditional setting see that? Put that in the comments, if you notice that we do put a lot of pressure on these students’ expectations, as to what they think it means to be in that grade, even though we’ve never really outlined that for them.
Lindsey:
I mean, on top of everything else, like you said, being tired because we’ve been off of a routine for a long time. Just that underlying anxiety and then us transitioning. Oh, my gosh. Yes, we’ve been out of our own routine. And so, I’m always a proponent of making sure that we are the role model for these students.
Lindsey:
As therapists, it’s definitely important for us to help teach these skills in session, that can be generalized outside of session. What are some of your favorite techniques that you like to teach in session, that helps students so that they can add into the routine? So what are some ideas that you might have?
Jill:
As an occupational therapist, and as any kind of therapist, I think our job is to help kids feel empowered, so that they can take what they have learned in our sessions across other settings. I have a little handout, I think I gave you. Let me pull up my other one. One thing that I really like is to allow… In your own house or wherever the student is going to school, create a sensory-savvy workspace. I think we forget as grownups, that we don’t typically sit through meetings all day long. And if we do, we have to take a break, and that’s built in for us. Go to the bathroom or whatever it is, and we’re fine doing that. But kids really need some structure in that.
Jill:
So to develop a calendar with them at the beginning of the day, or the beginning of the week, or whatever you choose. But for sure, the day, and have that calendar in a lot of different places. Have a written calendar, a visual schedule, even a checklist. I think a schedule is really important at the beginning of the day, so that they know what to expect.
Jill:
And then, maybe designate a sensory space, a little movement area for you to go to and for your students to go to, to get some energy out or to take that break. And in that movement space, I really like to put up some ideas. I have a link to a poster that I like, but there’s so many things you can do, to just give a student ideas about what they can do. Also, right on their workspace, right on their desk, you can put a little sensory tools desk strip that I like. When they begin to feel squirmy, or tired, or they’re losing interest, they can look at their desk strip and choose a strategy. So I really like that.
Jill:
And then, the other thing is that sometimes the day gets going and maybe something is getting frustrating for the student, or I don’t know, they’re starting to get riled up. I like to designate a quiet corner. Not just a movement corner, but maybe a quiet corner. A way to simply do that is to put a tablecloth or a bed sheet over a table, or even a chair, depending on how big the student is, and just make it a little quiet cave for them. They can put their stuffed animal in it or a pillow, or whatever.
Lindsey:
Those are some fantastic ideas, and you bring up a lot of really good points. And everybody watching, you’re going to be able to access this handout and any other resource materials that we put on the show, when you’re a member of our Therapist Hub. So just go to the file section and these will be available, after the show.
Lindsey:
But Jill, you bring up some really important aspects of this, where I really like making sure that schedule is posted. And so, we have a lot of new families joining the teletherapy, virtual school setting. This is something new and they’re not used to this. If you think about the classroom, those teachers have that schedule, they have that agenda. Or even if they’re in middle school or high school, the students have their class schedule, which gives them at least an outline of the day.
Lindsey:
Now that everything’s switching into that virtual setting, we want to make sure that they still maintain some sort of schedule, and they have some sort of direction that they’re supposed to go to. And I’ve seen a lot of creative strategies. But really, it doesn’t even need to be super fancy. This is what I absolutely love about working with the virtual homeschool population, is that you don’t have to stay at your desk the whole time. If the student is comfortable on the floor, let them work on the floor. We can break this box that we think as to what school looks like, and we can really adapt it to the child.
Lindsey:
I love this idea of a fort. So having that little cozy spot, it’s their own place to go into. When I was a kid, we bought a refrigerator and it came in a giant, giant box. I turned that box into a fort. And after school, I would go out into my backyard, and I would sit in that box and I would do my homework. It was just away from everything. And it’s really nice, until the rain and the snow came, and it ruined my box. I was very sad. Am I the only person that lived in a box? Please, therapists, tell me I’m not.
Jill:
I did.
Lindsey:
Jill, at least you’re on this side, with me. Then we got a water heater… So it’s just different. We do these things. So jog your memory about this. And then as therapists, relay that information to the families.
Lindsey:
Now, we work with a lot of families that might not have that ability to have a large box in their house. But if they have it underneath a kitchen table and a sheet, or something like that, then that works, too. It just needs to be their own. Would you say that’s about right?
Jill:
Absolutely, their own. And yeah, I’m not above walking the street on trash day to pick up a brand new refrigerator box. But yes, it has to be their own. Kids are not that different from us. Sometimes we need our own space. Sometimes that ride home from work is really great. That’s their thing. Give them their space.
Lindsey:
Yeah. And the thing is, is that these students don’t have that bus ride to and from school. They don’t have that transition time, that we listen to music or we’re looking out the window, and we’re not really concentrating on anything. We can’t have this go, go, go, go, go all the time. But when we’re at home all the time, we have to build that in.
Lindsey:
So I love this idea of movement breaks that go in there, whether it’s just like, “Hey, buddy, can you go get the mail? Let’s take a move break outside to walk and get the mail.” Something as small as that, really can disrupt that day, and then just hit a reset button to get things back on track. So I really like those ideas.
Lindsey:
Everybody that’s out there, think about this. Help your parents, help those teachers, whomever you need to have communications with and you’re collaborating with, about how to incorporate some of these strategies. Because they’re really, really simple. I mean, it’s having a space, having an ability to incorporate the movement, and have some sort of a calendar of expectations for these students, and then get creative with it. None of this costs any extra money, and this is just a way to break up that day. And so, even in my day, I start here in my office, but I may finish downstairs at the kitchen table. I like to have a different setting. I don’t want to be just stuck in one place, all the time. So it’s really important, because it can trigger different things.
Lindsey:
And so, when dealing more with substantial challenges, Jill, you mentioned anxiety, or creating this endurance, we got to last a lot a day, or just adjusting to routine changes. There should be different strategies or techniques that we can incorporate into your session. So what do you recommend for these more intense and substantial challenges?
Jill:
A couple of things. I’m going to start with, I think one of the more basic things is when I first get to know a student, I like to do icebreakers. And I know a lot of teachers like to do that, too. But even at the start of the school year, if your student is at home they’re experiencing some anxiety, have them do some sort of creative work. And that’s where it an OT comes into play.
Jill:
So I like to have a kid cut out pictures that remind them of something they did this summer and make a collage, or draw a picture or color a picture, with just using colors to illustrate how they feel that day, or how their summer went, or what they did in the summer, or whatever it is. Something about them that they can express, so that they begin to feel more of a connection. And that it’s not so much out there, flying alone.
Jill:
But the other thing is, regarding sensory regulation and that endurance factor, I use a regulation technique or program called the Zones of Regulation. And there’s many out there that you can use, but the Zones of Regulation is my go-to. I’m trying to find my little side. But what I like to do is, I like to model for the students. So I usually go first, and say something about how I’m feeling that day and maybe why. And then you have the students say that. And I think the most important thing for them is to self-reflect, and understand that it’s okay to feel however you feel. Sometimes just saying it can change it.
Jill:
And then the other thing that I really like, is to really incorporate movement throughout the day to help, like we said, break up the day. But also, create a sense of companionship. So in other words, I think it’s important for you also, to engage in some movement with your students, if you’re the therapist or if you’re the parent. I think that we all crave that connection.
Jill:
There’s different things you can do online. You can search YouTube for a movement break, or a yoga break, or a gym break. I love GoNoodle, one of my favorites. There’s so many fun and funny little dances you can do. Or just go for a walk. But I think it’s important to do something with your students. I think that adds another element, and they get to know that you need a break, too. And that’s okay.
Jill:
And then the one thing that I really love, that I found a lot of success with, to improve endurance and to incorporate movement, is to set up a special work… Depending on the kid. This works a lot with kids who really like the superhero movement. So I set up a little exercise program for them and it’s super simple. Maybe it’s 10 jumping jacks, five wall push ups, and whatever else, a long jump, a two-foot long jump, or whatever it is. And they get to keep track of how many they do. And then begin to try to increase that, as the weeks go on, so that they have a goal.
Jill:
And so, it’s a bit more motivating. I name it different things, like the Muscle Movement or the Muscle Man or Muscle Girl, Wonder Woman Workout, or whatever it is. So you can name it fun little things. But it gives them the power, it creates a movement break, and then it improves endurance and strength. Those are some of my favorites.
Lindsey:
I love it. It’s almost like an obstacle course, but on a smaller scale. Especially if you don’t have a lot of space. But I really like this long jump, to see how far you can jump? Because their muscles do need to work. They need to build up that muscle strength. It’s not just even the mental endurance, but the physical endurance of sitting or standing, depending on how long their day is. Some schools right now, they’re choosing to do a model of six hours straight. You are logged in, as if it was a normal school day. Versus some of the virtual academies that have been doing this a while, it’s more set up like a college class. So the kids only log in for one to two hours a day, and they do a lot of independent work, they have that free time.
Lindsey:
So really, just depending as to what your student is doing, really can change the strategies that need to be incorporated. But all of these can be provided to the parents, and let them know. Or if you’ve got teacher friends, let them know what works for them, or help adjust this.
Lindsey:
And I really like what you said in the beginning, regarding the coloring or drawing. Having knowledge of your emotions and that self-awareness is such an advanced skill. You ask a kid how they’re doing, you ask any teenager how they’re doing, “Fine. I’m fine.” What does that even mean? But they struggle with this. And so, their definition and their depth of knowledge of emotions is very surface. But if you give them a color, and you let them draw what they’re feeling, we’re going to get a whole lot more out of them, than if we’re going to ask the words. Especially with our kiddos that are on the spectrum.
Lindsey:
When we’re working with kiddos that have disabilities, and a lot of them are going to be some sort of a language impairment, or a social impairment, expressive delay, something like that, then it’s really important to find other ways to communicate. One of the things I like to do, though I’m mental health, is let the student pick a song. They get to choose their song to tell me how they’re feeling.
Jill:
I love it.
Lindsey:
Someone else’s words. And then we have to talk about, is this the words that we’re relating to, or is this the music? Because the tone of the music could be really upbeat, but then really depressing lyrics. And I’m like, “Which one are we feeling?” But it allows them to find someone else’s voice, to express how they’re feeling.
Lindsey:
Anyway, but you’ve got to do that check-in, and that’s why I love Zones of Regulations. That’s a great tool, because it really categorizes it. And not to say, if you’re in the yellow zone, that’s fine. You can be excited and in the yellow zone. We’re not saying you have to change it. I just want you to be aware of where you are in that zone. Because if it is something that you don’t want to be in that zone, then we can do something. We talk about it. So those are fantastic components. I really love all those.
Lindsey:
And again, that handout is going to be available, after the show. Everybody, you just have to be a member of the Therapist Hub, which is a Facebook group. And you’re going to be able to check the file section and you’ll see it there, along with all of our other resources and things like that.
Lindsey:
Jill, you’ve given us some amazing strategies, and I really appreciate everything. Are there any other closing thoughts that you have, or strategies that you want to give to either a therapist, or information that they should pass along to their parents?
Jill:
Just, I think preparation is key. Just doing the work on the front-end, versus playing catch-up during the day. As much as you can anticipate it, though it’s so much work initially. But as much as you can anticipate at the start, makes the transition go so much more smoothly.
Lindsey:
I agree. Just having that awareness that we have a plan, and recognizing we have to be flexible because plans change. But at least we had something to start with, instead of going in blind. And I think students need that, as well. Even on the very first session that you have with students. It’s the beginning of the new year, you’re going to get a whole new caseload. Setting that tone, letting them know this is what we do, this is how we structure our things, I’m always going to have our check-in, our welcome, and then our activity. And then we go on our break, a reward, something like that.
Lindsey:
So having that same structure for every session, I think is also really helpful for the students. Routine just helps ease that underlying anxiety. So those are some great, great tips, Jill. Thank you so much for joining us today.
Jill:
Thank you.
Lindsey:
All right. So everybody, I hope you were able to get some amazing ideas from this fabulous show. And remember, I really want to talk about our new segment. We’ve got our Moment of Positivity. Everything right now, every day we are faced with information overload. So let’s focus our attention on the positive information and the events that are coming at us.
Lindsey:
So today, for our positive message, I want to share with you a strategy to transform your day, from the book, Be Happy. This one is, “Say a kind word,” and totally goes with our theme of #bekindfirst. I hope you are all still #bekindfirst. So for this, “A simple word of praise can lift a heavy heart. It makes the giver a better person, and gives the receiver hope and faith. It’s usually reciprocated and it gives life greater purpose.”
Lindsey:
And then a quote from mother Teresa, “Kind words can be short and easy to speak. But their echoes are truly endless.” So thank you so much for watching today’s show, and we will see you again in a few weeks, once we’re after the holiday. So catch us back, mid-September and we’ll see you all there. Thanks.
