Month: March 2015

“And the Beat Goes On…And the Beat Goes On”

Directions to Child on Worksheet:

Look back and Write:   Look back at the question on page 99.  Think about the most important events that happened in the story.  Now write a response to the question.  Be sure to include details from a story to support your answer.

 

Response from Child:

“Kumak got to us the amasin hoking stick that colt mor fish then ene wun in the werd all the   tawns peopoll hed to the poll all the fish in the lack had the pulld all the tawn pepel got a fish.

 

Oh, I forgot to mention that this 8 year old was seen to be ineligible for getting tested.  He was, “doing fine in school.”

 

Take Away Point:

“And the beat goes on…and the beat goes on.”

“OT” for Writing: Step One – What’s Next?

When children struggle with written expression, “OT,” or Occupational Therapy appears to be the go to recommendation that is often given.

Writing has been shown to be the single most complex skill domain of the academic process.   The following quote from “Developmental  Variations & Learning Disorders” says it well:

“The transmission of thoughts onto paper calls for a delicate and highly complex process of neurodevelopmental integration.   Writing necessitates synchronizing all of the developmental functions (described in part I).  Writing is a final common pathway of these functions, a confluence of processes demanding attention, spatial and sequential production, mnemonic facility, language ability and motor skill.”

Motor skills (the skills targeted in OT) are the tip of the iceberg.   It’s a good first step.  What’s the next step?  Most of the time, I am not hearing the next step.  I only hear about the child getting, “OT.”

Beyond OT, a child needs much more remediation to address their deficits in writing (which are becoming more and more pervasive with the kids I am seeing).

For some time I have been beating a drum (although I understand no one is really listening), that a child struggling with writing needs to work first at the sentence level and master the skill of writing a good sentence before moving on to more complex operations.

Analogous to reading remediation, a child needs to work at very simplistic levels initially, derive a sense of mastery and then move forward to higher levels of complexity.

Most of the kids that I assess have little ability to understand what goes into writing a sentence or a paragraph, so to have them writing lengthy essays is way beyond them. It’s somewhat like asking someone to lift 25lb weights when they can barely lift 10lbs.

Takeaway Point:

Once your child has a had a good dose of “OT” to address his or her writing, ask, “Now what?  What’s next?”

What’s next needs to be the heavy lifting of writing remediation.

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