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    Henson Journal 5

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    api-679839258
    This document summarizes a student's journal entries from their fifth week of work in an occupational therapy clinic. It describes activities and lessons from each day, including working on patients' fine motor, listening, and social skills. The student observed similarities in sensitivities and preferred sounds among nonverbal children. They participated in a social skills group and learned games to practice auditory memory and following instructions. On Friday, the student assisted with a 9-month-old patient still exhibiting the Moro reflex.

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    Henson Journal 5

    Uploaded by

    api-679839258
    20 views2 pages
    This document summarizes a student's journal entries from their fifth week of work in an occupational therapy clinic. It describes activities and lessons from each day, including working on patients' fine motor, listening, and social skills. The student observed similarities in sensitivities and preferred sounds among nonverbal children. They participated in a social skills group and learned games to practice auditory memory and following instructions. On Friday, the student assisted with a 9-month-old patient still exhibiting the Moro reflex.

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    henson journal 5

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    This document summarizes a student's journal entries from their fifth week of work in an occupational therapy clinic. It describes activities and lessons from each day, including working on patients' fine motor, listening, and social skills. The student observed similarities in sensitivities and preferred sounds among nonverbal children. They participated in a social skills group and learned games to practice auditory memory and following instructions. On Friday, the student assisted with a 9-month-old patient still exhibiting the Moro reflex.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    20 views2 pages

    Henson Journal 5

    Uploaded by

    api-679839258
    This document summarizes a student's journal entries from their fifth week of work in an occupational therapy clinic. It describes activities and lessons from each day, including working on patients' fine motor, listening, and social skills. The student observed similarities in sensitivities and preferred sounds among nonverbal children. They participated in a social skills group and learned games to practice auditory memory and following instructions. On Friday, the student assisted with a 9-month-old patient still exhibiting the Moro reflex.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    JOURNAL FIVE

    WEEK FIVE
    DATE TIME IN LUNCH TIME OUT HOURS
    WORKED

    MONDAY, 8:00am 12:00pm-12:30pm 6:00pm 9.5


    JUNE 5TH

    TUESDAY 8:00am 12:00pm-12:30pm 3:00 pm 6.5


    JUNE 6TH

    WEDNESDAY 8:00am 12:00pm-12:30pm 6:00pm 9.5


    JUNE 7TH

    THURSDAY 8:00am 12:00pm-1:00pm 6:00pm 9.5


    JUNE 8TH

    FRIDAY 8:00am 0 12:00 4


    JUNE 9TH

    TOTAL WEEKLY 39
    HOURS

    TOTAL HOURS 176


    TO DATE
    On Monday, I first worked with occupational therapists and tried to enhance our patients'

    paper-cutting skills and listening skills. I have started to notice that a few of the nonverbal kids

    make similar sounds. A few kids say or make letter sounds like “X”, “M”, “A”, and “Z”

    repeatedly. I have also noticed that some of our kids with scripting issues have gotten better at

    saying their phrases or songs. There are also similarities in the sensitivities to sounds between

    kids like vacuums, lawnmowers, toilets, and other kids screaming, and banging noises. The loud

    abrupt noises upset the kids and cause crying or them to shut down. On the other hand, there are

    preferred noises to the kids such as, toys dropping, clicking noises, running water, and music. It

    is so interesting to see the similarities and differences between each kid.

    Tuesday, I watched as the OT was trying to get the patient to improve their fine

    motor skills by holding a marker and drawing shapes. I learned in one session about sensory
    seekers and how kids use their senses to self-regulate. Sensory seekers use oral, auditory, and

    other senses to look for stimulation to regulate their emotions or feelings. For example, one of

    our kids is calmer when he is chewing his sensory toy than when he has nothing to chew.

    Wednesday we held our first social group for five kids to work on their social

    skills. For each child, there was one OT or intern to assist them. The kids started off with an

    obstacle course to help get energy out and assist in listening skills. Afterward, we all lined up

    and went to a new room where we made a dinosaur craft. The kids got to glue dino body parts to

    a paper plate and interact with one another while creating their craft. Overall, the social group

    was exhausting, and having that many kids was difficult to keep up with. The other parts of the

    day were shoe tying, playing games, and working on emotional regulation.

    In a speech on Thursday, I learned a game that exercises auditory memory. We played

    “The Grocery Game”, where each player takes turns going down the alphabet and assigning an

    item to it, then the next player has to repeat/remember each item listed. We started off with “A

    apple, B banana, C catfish…” until everyone repeated and got to Z. It was kind of hard to try and

    remember each item and come up with an item for some letters. The game was followed up with

    listening to instruction exercises, “Before you cross out the first H, underline the second H.”

    Friday was another slow day with minimal patients. I spent the morning doing some

    organizing in the clinic and doing some research. The one patient I had today was a 9-month-old

    girl who still had her Moro reflex. The Moro reflux is a motor response that is involuntary. This

    reflex protects against abrupt body disruptions or sudden stimulation. Moro reflex usually goes

    away after a baby is 3 to 6 months old, so the patient suffers since she is 9 months. The OT

    works with her to get her into the proper developmental stage and reduce the number of episodes

    she has.

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