chapter 9
Hydration & Oral Motor Activities
This chapter uses activities of hydration and oral motor input to help identify the second daily target.
At the beginning of each of the following activities, the activity level is identified according to the Self-Regulation and Mindfulness 7-Level Hierarchy. As you may recall, Levels 1 through 4 on the hierarchy correspond with higher-level activities, Level 5 corresponds with midlevel activities, and Levels 6 and 7 correspond with foundational-level activities. The Threshold and Arousal Levels Table in Chapter 4 can be used to identify the child’s level. Be sure to keep track of which activities work for the child and their reactions to the activities.
• Use straws. Fun, silly straws can engage the child.
• If the child is reluctant to try new food items, come up with a playful activity that allows them to touch a food before eating it.
• Remember to use a multisensory approach. Use music, comforting smells, or touch during these activities.
STRAW EXPLORATION
AIM To decrease sensory-seeking behaviors and provide an organizing activity to enhance appropriate attention levels
Suggested Starting Hierarchy Level Foundational on page ix
Appropriate Arousal Level All arousal levels*
Appropriate Threshold Level All thresholds*
YOU WILL NEED
• Long straws in addition to a few straws cut in half
• Thick substances, such as yogurt, smoothies, or ice cream (preferably cold substances for children with high thresholds)
DIRECTIONS
1. Explore the use of both the long and short straws with the various substances.
2. If the child is unable to suck with a long straw, have them try a short one. Optional: Try having the child use the straw to transfer ice chips from one cup to another through sucking with the straw then releasing.
3. If the child has difficulty sucking, you can place your finger over the top of the straw to suspend the liquid in the straw, then place it in the child’s mouth.
4. For added fun, have the child help you with yogurt and smoothie recipes.
*The threshold indicates how easily the child detects stimuli, or changes in their environment (low = quick detection; high = slow detection). A child’s arousal is the behavioral reaction to stimuli that we can observe.
STICKY CHEEKS
AIM To provide an organizing activity to enhance appropriate attention levels and enhance input to the mouth and tongue
Suggested Starting Hierarchy Level Foundational on page ix
Appropriate Arousal Level High (energetic) or low (lack of response)*
Appropriate Threshold Level High (hyperactive) or (inattentive)*
YOU WILL NEED
• Sticky food (e.g., peanut or fruit butters, fruit leather)
• Eating utensil
DIRECTIONS
1. Place a small amount of the food item on the inside of the child’s cheeks and/or roof of the mouth.
2. Have the child use their tongue to retrieve the food.
*The threshold indicates how easily the child detects stimuli, or changes in their environment (low = quick detection; high = slow detection). A child’s arousal is the behavioral reaction to stimuli that we can observe.
WATER BOTTLE
AIM To provide an organizing activity to enhance appropriate attention levels and enhance input to the mouth and tongue
Suggested Starting Hierarchy Level Foundational on page ix
Appropriate Arousal Level All arousal levels*
Appropriate Threshold Level All thresholds*
YOU WILL NEED
• A water bottle with a spout or a hole poked in the top
DIRECTIONS
1. This one is very simple. Have the child drink the water.
2. The use of a spout or hole in the top of the bottle is to promote resistive sucking to further enhance attention to and organization of the sensory system.
3. Take advantage of the moment for a mindful discussion about the child’s feelings and arousal level.
*The threshold indicates how easily the child detects stimuli, or changes in their environment (low = quick detection; high = slow detection). A child’s arousal is the behavioral reaction to stimuli that we can observe.
CRUNCHY OR CHEWY?
AIM To provide an organizing activity to enhance appropriate attention levels and enhance input to the mouth and tongue
Suggested Starting Hierarchy Level Foundational on page ix
Appropriate Arousal Level All arousal levels*
Appropriate Threshold Level All thresholds*
YOU WILL NEED
• A variety of snacks, both crunchy and chewy
DIRECTIONS
1. Have the child explore the various food textures.
2. Discuss how a food feels in the child’s mouth and/or observe their reactions.
3. Typically, crunchy foods are alerting and chewy foods are calming.
4. Identify the child’s needs based on their arousal level.
5. Based on your observations, choose appropriate foods to have readily available throughout the child’s day for oral motor input. Place them in the child’s SAM Box if appropriate.
*The threshold indicates how easily the child detects stimuli, or changes in their environment (low = quick detection; high = slow detection). A child’s arousal is the behavioral reaction to stimuli that we can observe.
ICE POPS
AIM To provide an organizing activity to enhance appropriate attention levels and enhance input to the mouth and tongue
Suggested Starting Hierarchy Level Foundational on page ix
Appropriate Arousal Level All arousal levels*
Appropriate Threshold Level All thresholds*
YOU WILL NEED
• Ice pop molds, an ice tray, or paper cups
• Ice pop sticks (optional: lollipop sticks)
• Fruit and fruit juice
DIRECTIONS
1. Take the molds, ice tray, or paper cups and place fruit and fruit juice in them.
2. Place a lollipop or ice pop stick in the center of each mold, ice tray section, or cup. Use a piece of fruit to hold it in place.
3. Put the molds, ice tray, or paper cups in the freezer.
4. Once the ice pops have frozen, enjoy! It is best to have the child eat before an organized activity, play date, or doctor’s visit. (Be sure to use caution when giving small ice pops to children, as they can be a choking hazard.)
*The threshold indicates how easily the child detects stimuli, or changes in their environment (low = quick detection; high = slow detection). A child’s arousal is the behavioral reaction to stimuli that we can observe.
