RECOMMENDATION AND DAILY CARE PLAN

Sensory:
The, calming activities to regulate alertness should be integrated into kimora’s daily
routine and used particularly prior to the task requiring concentration.
Vestibular:
1. To incorporate range of different activities as up and down movement, jogging,
stroke running, fast movement for short period only before he has to pay attention
to the task.
2. Jumping or playing jumping jacks.
3. Clapping activity.
4. Stamping on the spot.
Oral Sensory Strategies:

1. To give sensory and tactile experiences to the mouth, for example cold foods can be
used to wake up near mouth before he eats something else, for example to give him
some frozen lollies, frozen grapes, bananas etc.
2. Sucking and blowing during play can help workout the muscles in the mouth and
give positive experience involving the mouth. For example, use a straw to drink and
using hard sweets, also blowing bubbles as well as musical instruments can be
helpful.
3. 3. Slowly introduce different textures around the individual,s mouth-flannel,
toothbrush, foods, introduce small portions, change textures of the food, puree it.

Activities for tactile integration

 Encourage the child to rub a variety of textures against their skin. Offer different kinds of soaps
for example lotion soap, shaving cream or oat meal soup and differently textured scrubbers, for
example looafah sponge, plastic brushes, thick wash clothes.
 Fill the large washtub with water and toys and set it outside in an open space and as pouring
and measuring are excellent for developing for the tactile system.
 Give child a bucket of water and paint brush to paint either a fence or their own body.
 Finger painting – instead of commercial pain and paper shaving cream peanut butter or
chocolate pudding can be used on a plastic tray and if child is old enough encourage him to draw
shapes, letters and numbers.
 Sand play – Hide small toys in a sand pit which the child can rearrange bury and then rediscover.
The alternative to sand can be popcorn, rice, corn meal or pasta.
  Feelie box – cut a small hole in the top of a shoe box and put different objects inside the box
with different textures for example marbles, plastic animals, small rubber balls, little cars. And
the game is for the child to insert his hand and guess which toy he/she is touching.
 Swaddling – Role the child up tightly in a blanket or carpet and this will provide deep pressure
and it is pleasurable for the child with tactile dysfunction, however, take care that it is safe.
 Backrubs – Apply deep firm pressure to your child’s back and limbs and rubs downwards the
hair grows

Activities for proprioceptive integration

 Hanging by the arms, take the child to the park and encourage the child to hang from monkey
bars.
 Pillow crashing, pile up several cushions and bean bags and invite the child to jump and roll and
burrow in the cushions.
 Pushing and pulling- Set grocery bags inside the front door and have the child drag them to the
kitchen. Let him push a stroller, vacuum or a sledge.
 Carry heavy loads- Have the child carry large soft drink bottles or laundry basket from room to
room.
 Bear hugs – Give as many as tight hugs in a day.
 Ripping paper –Give your child yesterday’s newspaper and let them rip the papers.\
 Tug of war- Try this game while sitting, standing or kneeling.
 Body squeeze – Sit on the floor behind your child straddling with your legs, put your arms
around his knees, draw them towards his chest and squeeze hard. Holding him tight rock him
forward and back.

Dressing
 Use backward chaining technique i.e. adult should start the task and encourage the
child to complete it, e.g. adult to put on the sock halfway and Hirusha completes it.
 Adult gradually reduces their amount of input until child is independent.
 Practice fastening buttons starting with larger buttons positioned in front of them so
that they is able to see the button.

Busy environments
 Consider wearing a back pack when in busy environment and have child chew (e.g.
dried fruit/cereal bar, chewy sweets) when in busy environment.

General Calming Strategy:

 1. Routine: Make a list or organizing a specific routine always helps to feel calmer, in
particular after school or bedtime routine will help to calm. Include one or two of
calming quick fixes in the routine.
2. Visual support: It will be helpful to have a visual time table or written list of what to
do may help as a reference.
3. Inside the home developing a routine and consistent way of doing things is really
helpful and can reduce them packed up overreaction.
4. Try to structure environment and consider introducing an activity schedule to
reduce anxiety.

5.Outside the home, it will be good to have him go sometime on swings, therapy balls, mini
trampoline or space hopper for a moment.
6.Playhouse are tend to provide safe and calming area.
7. Soft play center when the time is quietest in the park.

MANAGING ANXIETY

Anxiety can be debilitating for many individuals, especially those affected by autism.
Children with autism can become confused, anxious and disconnected by everyday
events and situations, they do not readily understand. Difficult behavior often
emerges as a way of communicating this confusion and frustration.

Individual child copes with anxiety in many different ways; and for parents and
teachers, it is important to guide the children without exacerbating the level of
anxiety the child is experiencing. The most important person in helping someone
work through anxiety is you. You, as the guide, can make the difference in increasing
or decreasing anxiety for your child by the way that you interact with them. Here
are several suggestions and ideas for you to keep in mind when your child becomes
anxious

 Stay calm. Remain calm and composed during stressful situations and not
overreact.
 Slow down. When a child is anxious,and especially children with
neurodevelopmental difficulties will take longer to assess hence wait longer
for respose for example as compared to 4secs in typical situations take 30secs
when anxiety is high.
 Be quiet.Instead of talking more using as few words as possible as Language
can take quite a bit of effort to process and may exacerbate the situation ;
 Be observant. Step back, look at the situation, and try to pinpoint the
source(s) of anxietyeg is it transition, or any sensory overload etc hence it is
easier for you to deal with the episode.
  Know your child it is important to know what strategies help your child or
student to relax and calm downs; however, it is important for you as the guide
to know Figure out what will work best for him or her.

Several types of cognitive behavioral therapy (CBT) Techniques include

 Challenging negative thoughts with logic.

 Role-play favourite cartoon character can be used to model coping skills
 Modeling courageous behavior.
 Hierarchical (step by step) exposure to feared situations.

Communication:
 Give and receive messages using a variety of communication methods (written,
verbal, gesture, or visual cues).
 Use clear, simple and precise language when giving instructions; start with one
word and gradually move on to more complex sentences.
 Try to phrase requests in a positive way, stating what you want rather than
what you don’t want.
 Use activity schedules to assist the child in following daily routines.
 Provide a structure and routine this assists the child in knowing what to expect.

Social Environment

Physical space and/or contact with others may cause anxiety.

Here are some steps we can take:
 Actively teach social behaviors through role play and presentation.
 Have clear consequences for inappropriate social behavior.
 Rehearse social rules in different settings.
 Reinforce the use of appropriate verbal or facial expressions of feelings and
emotions.

Changes in Environment
 Children with autism can become very confused when routines change.
 Explain rules (using a variety of communication methods) that apply to each
situation encountered.
 Teach the same skill in different settings.
 Identify danger, being prepared, and transition between activities.
 Provide clear signals to specify the start and finish of an activity.
 Use effective communication to warn of unexpected changes to routine.
PS: It’s a lot of strategies and do not get overwhelmed, please give yourself and child
time, and patience will show the results