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DANIELLE KIRSTY LORD, OTR

Occupational Therapist – Bachelor of Applied Science (Occupational Therapy), Gordon NSW Australia Email: daniellelord-kidsenseot@outlook.com

  • Danielle Kirsty Lord, OTR
    • Complex support needs – assessing via telehealth
    • Personal living spaces – OT designed
    • Outdoor areas for safe exploration
  • OT
    • Environment Modifications and Support Strategies
    • Exploration of Employment Options
    • Personal goal setting
      • Short term goals
      • Long term goals
      • Understanding resilience with challenging tasks / interactions
    • Personal Organisational Skills
      • Development of skills
    • Environmental Safety
    • Support for financial planning
    • Home Modifications – long term support
      • Environmental Supports – documents
      • Hoarding Vs Time Management Vs Problem Solving Management Skills
    • Exploring identity
      • Relationships
    • Home Management
    • Organisation of roles within the home or environment
  • Funding Management
    • Review Meetings
    • Review Meetings + Tribunal
      • Tribunal Cases – links to AATA website
      • Disability Royal Commission
    • Assessments
    • Funding usage considerations
    • Allocating funding over the course of a year
    • Independent Assessments
    • Reporting Fraud re: NDIS
  • Regulatory Strategies
    • Personal decision making re personal health
    • Knowledge vs decision making
    • Time Management
    • Working together
      • When to walk away
      • Direction, speed, intensity etc
      • Searching for friends of similar interests
      • Exploring new and old environments together
      • Understanding rules versus fairness
      • Repeated conversations
        • Active ignoring of information
      • Imitating versus copying versus personal identity
    • Limitations – learning them
    • Being able to manage challenges
      • Directing attention
      • Hand drawings
      • Hand drawings / written supports
    • Impact of health conditions on self regulatory skills
    • Sequencing + self regulation
    • Coping with dysregulation
    • Energy conservation and self regulation
    • Visibility in public when dysregulated
    • Integrating regulation into real situations
      • Changes in regulatory levels – environmental demands
    • Repairing challenging situations
    • Learning how to take risks
    • Repairing dysregulation in others
  • Education
    • Interactions related to academics and placement options
    • University Access
    • Dealing with advanced skills
    • Working around skill difficulties
    • Post school options
    • Technology access and usage across settings
    • Curriculum
    • Curriculum modifications – sequenced tasks
    • Mixed Media
    • Working through source material
    • Simplicity versus Complexity
  • Issues with Attention
    • Imitation
    • Sequencing or Planning….
    • Obstacles and Interferences
      • Supervision – What is it?
    • Progression of skill(s)
    • Patterns of processing
    • Disinterest
    • Being forced to do something
      • Unknown information
      • Learning how to say no
    • Inability to deal with challenges
  • Skill Deficits
    • I want
    • I don’t want
    • I don’t know what I want
    • I’m sorry I didn’t understand
    • Its too hard
    • Group focus
    • Under targeting skill development
    • Predicting skills
  • Thinking Skills
    • Endurance
    • On topic vs Off topic
      • Repetitive thinking – looping
      • Structure of an interaction
    • Foreground through to background
    • Coding isn’t coding (early years)
    • Thinking in pairs
    • Learning how to learn
      • Failure versus being supported to make decisions
      • Whose fault is it when something doesn’t work
      • Tangible outcomes of learning
      • Who is responsible for teaching how to learn?
      • I don’t want to learn – you do it for me
      • Permission
      • Managing negative feedback
    • Remembering
    • Linking concepts together
      • Use of particular words
  • Movement Skills
    • Goal directed
    • Movement in patterns
      • Stopping repetitive behaviours
    • Construction
    • Body Awareness
      • Managing forces
      • Functional examples of linking things together
      • Learning to manage hair
      • Sensation – playing with it
      • Flow of movement patterns
      • Supporting health care emergencies for individuals with severe disabilities and chronic medical conditions
    • Navigational Skills
      • Super Mario 3D World + Bowsers Fury
    • Visual Supports
      • Historical Information
    • Endurance
    • Managing energy levels
      • Mobility and fatigue
    • Sport
      • Self Regulatory examples within professional sport
  • Online Safety
    • Online Interaction
    • Self Care related to online safety
    • Posting photographs or video using social media
    • Group targeting possibilities
    • Online gaming access
    • Vocabulary for reporting complaints
  • Communication and Social Interaction
    • Quantity
    • Use of touch and physical handling
    • Physical gestures
    • Physically inappropriate behaviour
    • Tasks with shared physical interactions
    • Workload balance during shared tasks
      • Responsibility for regulating someone
    • Regulating yourself whilst communicating
      • Seeking support
    • Depth of topic knowledge
    • Depth of exploration of personal interests
    • Being a helper
    • Being a carer
    • Providing and Receiving Feedback
  • Vocational Support
    • Capabilities versus safety / home
    • Families who start their own businesses
    • University programming
    • Collecting evidence of skills
  • Graded learning
    • Where do you start? Nope. You start with the whole thing.
    • Accountability
    • Feedback from others about your progress
    • Knowing how to break something down
    • Attention to detail
  • Math
    • Understanding others use of time language
    • Putting things back together again
    • Dividing them up vs sharing vs goals of reallocating them
    • Moving and maths
    • Positioning and maths
    • Dividing up labour
  • Managing Challenging Places
    • Theme Park Rides
      • WaterPark Rides
  • Health
    • Caring relationships
    • Personal Care
    • Travel beyond
      • Packing
      • COVID – travel without masks
    • Sensory processing
    • Meal management
      • Resources
    • Personal safety
    • The art of interaction
    • Supporting self care with personal and family health
    • Toileting
    • Symptom management
      • Pain assessment
      • Supporting injuries
    • Managing recurrent illnesses
  • Technology Usage
    • Nintendo Switch
      • Yoshi’s Crafted World
      • Captain Toad: Treasure Tracker
      • UltraWings
      • Mario and Sonic at the Olympic Games Tokyo 2020
      • Construction Simulator 2+3
      • Super Mario Odyssey
      • Cars 3: Driven To Win
      • The Legend of Zelda: Links Awakening
      • Mario Kart 8 Deluxe
    • Gaming
      • Movement within Nintendo games
      • Understanding the use of Physics in gaming
    • Xbox Console
      • Driving Games
    • Ipad
      • Apps for Ipad
      • Grading pressure
      • Issues with use in public settings
      • Organising information on your iPad
    • Wacom
      • For Sequencing within animation
    • Adobe
      • Adobe Character Animator
    • Can I play with my friends
    • Scratch
    • Damage to devices
  • Home Management support
    • Appropriate use of touch
      • Inappropriate touch inherent in the environment
      • Supervision within bathing / showering / toileting
      • Personal touch
    • Physical Layout
    • Room use
    • Daily Schedule – family vs individual
    • Qualifications of staff
    • Relationships
    • Management of clothing
    • Food Management
    • Supporting comprehension vs supporting ability to act
    • Working as a group
  • Clothing
    • Swimming
    • Jeans
    • Socks and Shoes
    • Categorising clothing is helpful
  • Meal Management
    • Organisational strategies for snacking
    • Support for breaking down routines within the home
    • Organisational skills for families with managing meal issues
  • Leisure Activities
    • Environmental Choices
    • Exploring family travel
    • Accomodation and Food management on Holidays
    • Holidays – types of activities
    • Traveling
      • Airplane travel
      • Identity documents
      • Car travel
      • Luggage
    • Time use over the day
    • Creation
    • Board Games
    • Sports activities at home
  • Structured Sport
    • Swimming
      • Equipment Providers
      • Alternatives to structured swimming lessons
      • Aquatics Professional Development
      • Pool design ideas to consider
      • Water Slide Parks – options
      • Safety
    • Gymnastics
      • Equipment Providers
      • Alternative Supports
    • Soccer
      • Equipment Supports
    • Tennis
      • Example programs
    • Snow Activities
  • Leisure Interests
    • Depth of knowledge
    • Concepts
    • Measurement of progress
    • Access options
    • Leisure activities from childhood into adulthood
      • Managing siblings play
      • Friendships over time
      • Environments that support or don’t
    • Unseen contributing factors
    • Managing high intensity interests
    • Exploring reading / watching options
      • Music
      • Levels of violence / aggression
    • Drawing
  • Lego and K’Nex
    • Purchasing individual bricks
    • Types of Models
      • Duplo
        • Storage Options
        • Themes
      • Regular Kits
        • Themes
        • Time Management
        • Storage
        • Playmobil – alternative
      • Technic
        • Paying attention in 3D
      • K’Nex
        • Kid K’Nex
    • Instructional Issues
  • Vision
    • Visual Analysis Skills
      • Elements that link visuals together
      • Understanding links and using that information
      • Visual Obstacles
      • Visual Structural Elements
      • Dealing with repetition with visually presented information
    • Eye Movement Control Skills
    • Vision & Movement in general
      • Movement and tiny details that give perspective or take it away
      • Progress through visual examples of tasks for learning to support academic post vocational programming
  • Home Therapy Supports
  • Age Appropriateness and Labelling on products
    • Developmental Profiles
      • Assessment Tools
      • Comparison
      • Consolidating information
      • Handing down of toys and of preferences
    • Duplo through Lego
    • K’Nex
    • MegaBloks
    • Hot Wheels
    • Galt Puzzles
    • Crayola
    • Clip Circuit
    • Quercetti
    • Gamewright
    • Melissa and Doug
    • Toys that you might not think about
    • Hasbro
    • TV and Movies
      • Scary
    • Books
      • Scary
  • Communication and Social Interaction
    • Comparing knowledge bases
      • Adding in new knowledge bases on top of existing ones
      • Integrating new knowledge bases by yourself or without help
    • What determines appropriateness?
      • What determines inappropriateness?
      • Appropriate speed of interactions
  • Concept of Occupational Deprivation
    • What is enough?
    • How long has it lasted for?
    • What has been the impact on health?
    • Limitations of the environment
    • Choosing not to listen
    • Underused resources
    • Time management and problem solving
    • Resource management
    • Working through issues one by one
  • Emergency Supports
    • Safety – Office
    • Bush Fire management
    • Absconding
      • Emergency Housing Options
    • Covid
  • Knowledge Management skills
    • Same but different
    • Understanding layers
    • Exploring versus look here
    • But I want to go this way
      • Obstacles
      • Managing opponents in gaming systems
      • Working ‘with’ others within gaming systems
    • Why I might like things done in certain ways
    • Knowledge and movement
  • Resources
    • Journal Articles
    • Video
    • Occupational Therapy Supports
    • Journal Articles
      • Covid – for professional review only for clinical personal education
      • Covid – paediatric symptoms of long covid
      • Toileting Management Issues / Concepts
      • Adverse Childhood Experiences
        • Justice System
        • Cyber Bullying Assessment tools
      • Meals / Food Intake
      • Body Awareness / Sensation Processing / Discrimination
      • Thinking Skills
      • Sensory Issues
      • Seizure Disorders
      • ADD / ADHD Long term outcomes
      • Adults with mental health issues – NDIS report supports
      • School Work
      • Chronic Pain
    • Data Sources
      • Education
      • Employment

Coding isn’t coding (early years)

Words get used as labels. Coding is an action. Is it a subject or category of information. For young kids, is it simply a sequence of steps that link together to solve a problem? How much does that problem cost to solve?

Resources: 

Rivers, Roads and Rails

Gravitrax

Code and Go: Robot Mouse

Ludo

 

Additional Resourcing ideas:

Busy Beetles

Rubik’s snake

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