Will informed me last night that I am “always too busy.”  I don’t know if he meant that I don’t sit still or if he meant that I am too busy to do things with him.  Either way, it bugged me – after he said it I went downstairs and watched Toy Story with him for the eight-millionth time.  I was planning on watching it with them.  I was just trying to get changed out of my work clothes.  It was 7:30 pm and I still hadn’t managed to do that yet.

Sometimes I hate being a working mother.  Moments like that make me wish I had all the time and money in the world to do whatever, whenever with my family.  I say that jokingly because I did get an opportunity to stay home with them for a while when they were little.  I lasted 10 months, 3 weeks and 2 days and that was stretching my capacity, trust me.  What I really wish is that I was a billionaire so I didn’t have to work but could still have all the things I want.  That may sound selfish, but the things I want are pretty simple – for my family to be happy and healthy.

 Being a working mother is challenging.  There is a never-ending rush in our house – constantly trying to get stuff done or get somewhere on time.  Add in a child with special-needs and that just multiplies it by ten, just like everything else.  All the doctor’s appointments and IEP meetings just mean more things to juggle and a need for greater balancing skills.  I am amazing at multi-tasking and can run a conference call from my car while heading to the ENT check-up.

 I choose to be a working mother.  There is a part of me that needs to be validated in other ways than wife and mother.  I know that if I wanted to, my husband would figure out a way for me to work less and be home more.  He’d also ask me how I intended to pay for that car in the driveway, but we’d find a way.  I’m just not there and am not ready to go there anytime soon.  I know, especially after having stayed home with them, that I am a better person when I work.

 That doesn’t mean I feel any less guilty about it.  I try not to miss, but sometimes I do and sometimes it is because my job gets in the way.  I try to make my home life similar to my work life – surround myself with really amazing, talented people who can help me when crunch time hits.  Luckily, my misses aren’t too big. 

 It’s when all those little misses start to add up that I get comments from my son about “being too busy.”  Children with autism usually don’t understand the concept of lying or embellishing on the truth, so they speak straight from the heart.  It might be time to re-evaluate.

 So, on this Saturday morning at 6am, we have breakfast together, play the Toy Story game and then watch Mater’s Tall Tales.  I know I can make up the sleep time later, but I also know that he will only be four and wanting to play with me for a very short time.

Twitter: @walkwithwill

It is 1:59am and the first official day of spring.  Why am I awake you are probably asking yourself?  She must be crazy!  Lately it feels that way.

 James woke up screaming at 12:22 and I cannot fall back asleep – mainly due to the 10,000 things that need to get done between work and home.  They start to roll around in my head and then sleep becomes just a distant dream (ha ha) that I once had – so here I am writing about it instead of actually doing it!

 We have started the IEP process for Will (again!) since he will be starting kindergarten this September.  I remember the very first evaluation he had at his preschool when the team from Early Intervention came out to talk to me and to watch him.  Alexa, his very first case worker, said to me “You may want to get a binder to keep all of his paperwork organized.”  I chuckle wholeheartedly at that statement now.  Alexa, you need to know that he now has his own filing cabinet in our basement!

 We went for our transition meeting with the school district and they have begun their evaluations.  I handed the district administrative assistant in the special education office all his paperwork – completed, filled out, extra copies for me. She looked at me and smiled.  “You’re very organized, I see.  That’s good.”  I wanted to tell her that she really had no idea and that yes, I am top of everything.  EVERYTHING.  And, oh by the way, I can be pretty persistent!  I just smiled back at her – I figured we would get to know each other pretty well over the next six years, so no need to rush her judgement of me.

 Nobody really tells you about the gigantic, enormous, truckload of paperwork that you will fill out over the course of your child’s diagnosis.  It will be all the same questions over and over so many times that you will be able to answer them in your sleep (or lack thereof).  My only advice is try to keep it organized and handy, that way if you ever need it to fight the good fight or prove your point it will be there.

 I am buying myself an iPad so I can take pictures of and maintain digital copies of everything in one spot – eventually I will develop an app that does all this for us.  Then I will start my own company and really be a force to be reckoned with – and it won’t matter that I’ve only had two hours of sleep because I’ll be the boss.  Laughing again – actually, I am buying myself an iPad because I am tired of asking my four-year old if I can borrow his!

 There are great resources out there to help you stay organized through the evaluations and your IEP process.  One in particular that I like is http://www.organized4kids.com/(@MyIEPToolKit) - developed by a mom who has obviously done this before!

Twitter: @walkwithwill

The boys started football right after Thanksgiving.  It is absolutely hilarious to watch a bunch of 4 and 5 year olds attempt to play flag football.  They are enjoying it tremendously, as well as most of the parents.

I did it for the simple exercise and exhaustion option.  It is really hard to keep them active during the winter months and having them cooped up all day makes us crazy.  One of the mothers of a boy in their old preschool sent it to me and I just figured I’d sign them up for something to do.  Skill acquisition is just bonus at this point – they are exhausted when they get home and they sleep really well for the whole week.  It helps me stay connected with some of the moms from their old school and they get to keep in touch with a bunch of the boys that they will be going to kindergarten with next year.  Win-win all around, as far as I’m concerned.

While I would love for them to grow up to be great NFL quarterbacks, I’ll be happy if they just play for a little bit.  That being said, I’m skeptical that football is part of their future, especially for Will.  Of course, they’re only four, so who knows, but it is one of those moments where I am forced to be totally honest with myself.  The coordination that football takes is just a bit beyond him right now, plus his focus is lacking.  This doesn’t really make him all that different from the other four-year olds out there, I know.

Which brings me to my next point – and I’d love for you to weigh in with an opinion, as I am completely torn on this one.  I’ve written before about the comments I get from people telling me they can’t tell that Will has an autism spectrum disorder.  I wish somehow that made my job as his mother a bit easier.  In fact I think it makes it harder.  When he is out on the football field, I can tell when he is on sensory overload or that he is struggling with balance and coordination.  I can also tell that he loves it immensely and doesn’t care about the other stuff – the hand flapping gives it away. I can tell because I know.  I sometimes wonder what others see – I don’t care, I just wonder.

One of the coaches is female and Will has taken a significant liking to her.  She has taken a bit of a liking to him, too, providing him with just a tiny extra bit of attention and prompting to get him through his practices.  Last night I pulled her aside to thank her for that and for her patience with him.  And I told her he was on the spectrum – which she promptly told me she had already figured out.  Okay, I love you because you’re a girl who loves football and because you have awareness and understanding.  Did I need to tell her?  Does it matter in the end, if he is having all the fun in the world and has a crush on his coach?

If I tell people, I feel like it gives them some insight into his quirkiness.  But if I don’t tell them, and they take the time, then his quirkiness would give them insight into him.  When he was first diagnosed, a friend who has a grown son on the spectrum told me “Deirdre, all the angst is in your head, not his.  In fact, it doesn’t bother him in the least.”  So true on this one – I’m sure I am far more worried about it than he is right now.  It reminds me of a famous quote from Dr. Seuss – “Be who you are and say what you feel, because those who mind don’t matter, and those who matter don’t mind.”

Twitter: @walkwithwill

Then I saw this post from Nichole on the Fun and Function FB page and decided it was time to put some ideas down. I am by no means an expert at this – I’m just a regular mom trying to find my way through this crazy and sometimes scary and almost always overwhelming world of autism. So, here goes:
1. Trust your gut. Nobody knows your child better than you. If something doesn’t feel right to you, it probably isn’t. I wish I had a dime for every time I got ‘the hand pat’ and the ‘head shake’ and was told I was overreacting. My son flapped his hands and walked around on his toes on more than one occasion in front of our pediatrician. Those are classic signs of autism (I didn’t know that then), but I was told that I was rushing to judgment and that I was just being one of ‘those’ moms. And here we are…I wish I had had the courage to stand up to those doctors back then. Now I know better.
2. Get a second opinion. Or a third and fourth, if necessary. It won’t hurt anyone’s feelings, trust me. If you don’t like the doctor (dentist, therapist, teacher) or you don’t feel like they are in tune with your kid, they’re probably not. If you start to doubt yourself, refer back to Tip #1. This might be a bit more work for you, but trust me; you’ll thank yourself in the end.
3. Stop and catch your breath. This is a marathon, not a sprint. In fact, it’s more like an Ironman than a marathon. Pace yourself because you have a lifetime of navigating and advocating to do. Pick your battles wisely and remember to conserve your energy.
4. Take some time for you and your spouse. Trust me on this one, it will consume you if you let it and your relationships can suffer. Almost 85% of parents with a child on the spectrum end up divorced. These statistics are no joke. Set aside time to talk to your spouse and then set aside time to just have fun with your spouse and NOT talk about autism. You’ll be glad for both of those later on.
5. Take a little time for yourself. You will need a break every now and then and this trip will be time consuming (refer back to Tip #3). Once in a while, take some time to yourself – get a pedicure, read a magazine or book (one not related to your child’s special needs), go out with a friend. Although you are a warrior, you still need to be a regular person from time to time.
6. Lean on your friends. This can be challenging sometimes. First, because it’s hard for us to ask for help. Second, because those who don’t have children on the spectrum may not quite understand. Their intentions are good, so you need to learn to navigate through that, too. You will also (purposely or inadvertently) develop a network of special needs parents that can help, too. Rely on all these people, because like it or not, you will need their help.
7. It gets better. It gets better because you get better at navigating this world. You will eventually get the hang of it and, although it will still be overwhelming at times, you’ll have done all the things in Tips 1-6, so you’ll have a little more of a steady hand.

Twitter: @walkwithwill

What types of exercise programs are appropriate for children with ASD?  The answer should really begin by focusing on the interests of the individual child.  What types of activities does the child enjoy?  For a child who love to run, perhaps engaging the child by running on a treadmill or around a school track may be the most appropriate physical activity, or perhaps, the child love the water and providing opportunities for aquatic exercise would be the most engaging.  There is no magic answer to what type of activity is the most appropriate for children with ASD.  The goal is simply to get the child moving.  Research studies have successfully investigated the use of running or jogging, swimming or water aerobics, stationary biking, weight lifting, treadmill walking, roller-skating, and walking in snow shoes with children with ASD.³ Incorporating exercise into age appropriate games, such as tag or simply climbing on playground equipment may also be effective. The options are truly endless.

How do I engage my child with ASD in physical activity?  Once you have determined the type of physical activity that the child with ASD may enjoy, finding strategies to maintain the child’s engagement in the activity is important.  The child may need physical or verbal guidance for the activity, meaning the child may need someone to actually hold their hand or verbally coach them through the activity.  The child may simply need someone to model the activity, meaning a peer, sibling, or parent would participate in the activity with the child.  What a great way to promote health and fitness for the whole family!  Use of stickers or favorite toys or snacks may also serve as reinforcement.  For me in practice as a physical therapist, one of my favorite strategies was to include the child in the planning of the physical activity session.  I would number a piece a construction paper and take turns with the child to select the activities we would complete for the session.  This provided a sense of control to the child, as we would refer to and check off our “list” after completing each activity.   Consider the strategies that work the best in your home and for your child.  Could you apply those same strategies to encouraging physical activity?

What are the benefits of physical activity and exercise for children with ASD?  Research studies have noted many benefits of physical activity for children with ASD.  Perhaps not surprisingly, improvements in physical fitness, including improves endurance, strength, flexibility, and weight loss, have been noted with exercise with children with ASD.³ Behavioral improvements have also been noted with the use of exercise. Children with ASD have demonstrated decreased stereotypic and self-stimulating behaviors (arm flapping, rocking, spinning), decreased aggression and disruptive behaviors, and improvements in on-task behavior, increased responsiveness and accuracy to academic demands.³ These improvements were noted to last between 40- and 90-minutes after exercise.³ 

Who can help me if I have questions about developing an exercise program? If you need assistance in developing an exercise program for your child, you can consider consulting a pediatric physical therapist.  Even if you are not currently being seen by a physical therapist, a local physical therapist should be able to schedule an assessment to assist you in designing an appropriate physical activity program.  Your child’s physical education or adapted physical education teacher at school may also be an appropriate resource when developing exercise programs for your child to complete at home.  Finally, you may want to check with local community programs, who may also have experience including children with disabilities such as ASD into their activities.

Exercise is important for everyone!  Make it a family activity, make it fun, and GET MOVING!

1.        National Health and Nutrition Examination Survey. Centers for Disease Control and Prevention.  Accessed December 19, 2011 from:http://www.cdc.gov/nchs/nhanes.htm.

2.       Curtain C, Bandini LG, Perrin E, Tybor DJ, Must A.  Prevalence of overweight in children and adolescents with attention deficit hyperactivity disorder and autism spectrum disorders: a chart review.  BMC Pediatr. 2005; 5: 48.

3.       Lang R, Koegel LK, Ashbaugh K, Regester A, Ence W, Smith W. Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 2010;4:565-576.

Some people have commented on my own obsessiveness  around Will’s diagnosis and my quest to help him get better.  If you had insights into life with my brother, you’d understand why.  I love my brother dearly, but at times am extremely frustrated with him and the way the rest of my family treats him.  At 42, he still lives with my mom and is considered high-functioning for his diagnoses, but is really very low functioning for the rest of the world.  Or should I say, my extremely motivated, type-A, over-achieving world?

This brings me to my next point:  siblings of kids on the spectrum.  Prior to Will’s diagnosis, I knew very little about autism.  I knew a lot about my brother’s issues, though.  I wondered for many years if I had somehow caused his problems because of the ways I tortured him as a child.  In hindsight, it wasn’t really torture – just plain old sibling rivalry and torment that you see often among kids.  I’m sure my brother didn’t have the capacity to deal with it, especially considering a possible misdiagnosis for all these years.  I’ve lived with a lot of guilt for a long time and am just now pondering how it has all affected me.

Besides guilt, there is a lot of anger and jealousy.  My brother always got extra time, extra money, extra help, extra consideration for just about everything because of his ‘problems.’  I’d like to say I got nothing, but as a rational adult, I know that would be completely unfair.  As a mother of two children, one on the spectrum and one not, I know it is simply just not true.  However, as a kid growing up in a house of five, it very often felt a lot like nothing.  Of course, I feel frustrated, too, because if he would just do certain things, I know he could get better.  Then I’m thankful for all I’ve been given so I can do what I need to do for my son.  And then I feel guilty again, because I got it and my brother didn’t.  Ugh!

So, how do you prevent a lifetime of emotional upheaval, not only for your special needs child, but also for their siblings?  My initial ‘go to’ source is always Autism Speaks – they have a great set of resources for families and one especially designed for siblings.  From there, local chapters of the Arc often have classes and support groups for parents and siblings.  You can also ask your child’s teachers and therapists – they’ve been doing this for a while, most likely.  Finally, my favorite source of information, that network of autism-moms I’ve created.

I’m certain of one thing – the conversation that I have with my ‘typical’ child about his brother needs to be an ongoing one.  It will be different at age 8 than it is at age 4 and I’m certain it will be very different at age 15 and age 25.  As long as we all keep talking, I think we’ll get through it.

Interested in reading more?  Visit my personal website http://www.walkwithwill.com/

Twitter: @walkwithwill

I am a pharmacist by training and like to approach things scientifically.  Enter motherhood and all that goes out the window.  I spent years in various clinical settings –retail, hospital, long-term care.  I landed in a very large, very well-known pharmaceutical company quite by accident and ended up staying for 12 years.  In that organization I had the pleasure of training, teaching, selling and auditing – a wide expanse of experiences.  I have a Master’s Degree in Business Administration, too, which has helped in my new role in a very small marketing company that works closely with the pharmaceutical industry.

I have been an autism-mom for almost 2 & ½ years now.  My son was officially diagnosed  in August of 2009.  I, like so many of you, went on a quest to ‘fix’ it – to make him well and make sure he had everything he needed.  I spent countless hours on the internet, in doctor’s offices, filling out paperwork and talking.  I talked to everyone who would listen.  I asked question after question to those that would take the time to answer.  I reached out to everyone that I knew who had some kind of connection in the medical community and could possibly help me.  I made a pest of myself until people felt compelled to help me!

I am constantly in motion and find it difficult to sit still for long periods of time.  I need to be moving – executing on my ideas and thoughts.  I was actually like this before my son was diagnosed.  I just make better use of it now.  I teach group fitness and yoga. I am also a personal trainer and a firm believer in the link between the brain and exercise.  I try to keep everybody in my house active.  I am also really grumpy when I miss a workout.

I have found, over time that other parents of children with autism are my greatest resource.  The power of ‘word of mouth’ is truly amazing to me in the autism community.  I was encouraged by a friend to write a book and laughed off the idea with a shrug and a sarcastic remark (I’m also known for those).  That is how my blog came to life.

Our world is full of other things besides autism.  I work full time as a marketer and teach at a gym part time.  The boys go to school and play football in the evenings.  They will start kindergarten in the fall.  I have two step-children, one doing great things in college and the other is captain of her field hockey team.  I do all the other things that most moms do on a regular basis, along with managing my son’s autism.  I try to keep it all together and take each day one at a time.  

So, you will see me around here from time to time – writing on topics that affect me as a parent of a special needs child and things that affect my family and my world.

1. Prepare the child in advance as much as possible. Practice for the trip for a period leading up to the actual travels. Talk about the upcoming experience to help your child overcome anxiety. Act out or role play anticipated events in advance, from taking off shoes for airport security to applauding after a toast.

2. Redirect anxious energy into constructive activity. To take the edge off the potential anxiety of seeing many less familiar faces all at once, make the event a fun and educational by creating a special activity. Create a small photo album featuring people who will be at the event, and help your child play “Family Bingo,” checking off each person he or she greets or sees across the room. Or, create a pictogram of your itinerary or agenda and help your child follow along.
3. Encourage creative expression. For those able to write or draw, a pocket journal or sketchbook for illustrating what they’re experiencing can provide another useful outlet. Children who are more observers than participants may appreciate assignments such as taking pictures with a
digital camera.
4. Don’t expect perfection. Whenever you travel with children, it’s best to “expect the unexpected,” or at least leave room for something to pop up to divert you from your agenda.
5. Secure an extra set of hands. Try traveling with a friend, family member or caregiver to help keep things in order when you’re on the move, provide manpower for carrying belongings and an extra set of eyes, and even make bathroom breaks with multiple children an easier task.
6. Manage expectations for you and your hosts. A pending visit from a special needs child may produce stress for the host as well as the child and the parent. Prepare everyone by communicating your child’s needs in advance and asking for some general ground rules for inside the home, as a gesture toward making the visit as pleasant and peaceful as possible.
7. Bring along some “friends.” Pack a bag of objects that are fun and familiar. Sensory gadgets/fidgets, noise reduction headphones, weighted vests, or favorite belongings from home will help filter out outside stimuli and provide a comforting connection to “home.”
8. Minimize changes to eating habits. Try to keep your child’s diet consistent to prevent constipation, indigestion, allergic reactions or other adverse developments. Feed your child something satisfying to comfort them before a long  trip, and take along favorite utensils as a connection to more familiar situations. Don’t expect your child to sit for an entire meal. Rather, prepare a spot where he or she can rest, play or calm down while the meal continues.
9. RX for safer travels.  Ready a medicine kit with prescriptions, medical information and OTC products to confront fevers, allergies, cuts and other issues that may surface when you travel out of your home.
10. Preserve the moment but reserve time for breaks.  The ingredients of posing for pictures –people huddled close together, bright flashes, noise and the need to stay still – can lead to overstimulation. Don’t oblige your child to participate in all the photos, and be sure to take
breaks in between.“Traveling with a special needs child – or any child, for that matter – needn’t be a stressful event,” Weiss says. “In fact, it can be a great experience, offering lessons and fond memories for all. The keys are to prepare everyone in advance, include a few fun and  familiar items and activities, and above all remember that it takes time and patience to learn how to manage change.”

Do you know how I feel? The ability to identify with other people’s emotions can elude children who struggle to process verbal and non-verbal cues.   How can parents and teachers coach kids to develop empathy, a key to successful relationships at every stage of life?  We asked Lauren Zimet, a leading speech pathologist who works with children on the spectrum as well as individuals who don’t have a formal diagnosis but misinterpret social cues.

“I’m a big believer in setting children up for success. Before going in to a new or different situation, parents can role play with children, and model the expected and desired behaviors. Behavior is communication, and we can empower our children with tools to be effective communicators early on.

Where should I start?

“Take 10 slow deep breaths periodically throughout the day to relax your mind and body, and reduce anxiety.  Regular practice of breathing techniques builds immunity, and improves nervous system functioning and emotional regulation — in children and adults.

What are some techniques that help parents teach empathy?

Here are 10 activities that families can easily do at home or in their daily routine:

1. Draw “Feeling Faces” together and create a special family feeling poster to frame and hang up as a visual reminder.
2. Search magazines together for pictures of different feeling faces and make a collage. Then hypothesize why someone may feel a certain way.
3. Make photo books with children, and label the photos with emotions so your child can flip through and identify how his friends and family members are feeling in each situation.
4. Play board games that are designed to help children learn about empathy in ways that are fun for the whole family. I like Guess How I Feel? from Fun and Function.  I’ve played it with girls and boys of different ages, and the groups had meaningful reflections on the situation cards, guessing why a person may have a certain expression or response.
5. Encourage your child to see things from another person’s perspective. “You’re really good at soccer. How do you think the new player feels, sitting out, watching the team play? What can you do?”  “How do you think your sister felt when she didn’t get the singing part in the play?” “How do you think this person feels by looking at her face?”
6. Help your child recognize that people have different interests and preferences. See if your child can list the favorite ice cream flavors of family members or friends. Or ask what different people do for fun: Who plays baseball? Who builds with Legos? Who plays cards? Who plays video games? This sounds simple, but even older children can benefit from a habit of reminding themselves of their friends’ likes and dislikes before they get together. Have a discussion prior to a sleepover or play date: ”Let’s discuss what you and Michael may like to do when he comes over this weekend.” Taking time to discuss an event in advance shows your child that you care, and you are considering another person’s feelings and needs in the plan.
7. While reading stories to children, stop and ask children to identify the characters’ feelings in the story. Discuss how the characters’ behaviors reveal their feelings.
8. Do simple role-playing such as show me how your body and face would look if someone yelled at you, or knocked down your Lego building.  Or what if you found a puppy on the playground, or received a surprise visit from Grandma and Grandpa
9. Help children recognize that people may have different feelings about the same thing: “Cole likes to climb high on the jungle gym, but Wyatt doesn’t.”
10. Help children recognize that their feelings about a situation may change. “Jesse, you are feeling sad now and want to sit by yourself, but later you may feel differently and may want to join the group at circle time.”

How can educators reinforce empathy in the classroom?

Teachers can have a tremendous impact every day, especially with young students who look up to them.  In addition to modeling and facilitating empathy in the classroom, teachers can establish foundational skills in talking about feelings. 
Preschoolers and Elementary school children who are able to identify a wide range of facial expressions and non-verbal body language have a head start on the empathy characteristic.  In our Healthy Foundations curriculum, young students identify different feeling faces (drawings, pictures, and photographs), make their own feeling faces, share feelings with family members and friends, and then guess or infer why a person may look and feel that way.

As a pediatric physical therapist, I love working with children and
their families to develop obstacle courses using common household
objects.  Designing an effective and therapeutic home obstacle course
can be accomplished by following a few simple steps.

Step 1: Identify motor and cognitive skills that you would like the
obstacle course to help address with your child.

Try to include different types of skills and activities in your
obstacle course.  Begin by identifying skills that are strengths for
your child and areas that may require some additional practice.  By
combining skills in these two categories, you will ensure that the
obstacle course is not too challenging and will maintain your child’s
interest.  Combinations of too many simple or too many complex items
may discourage your child from participating.   Examples of skill
areas you may want to consider include:

-       cognitive skills such as sequencing, following directions, or
motor planning;
-       gross motor skills such as balance, strength, coordination or
specific motor tasks;
-       fine motor skills such as grasp, manipulation, or handwriting;
-       sensory processing skills.

Step 2: Plan specific activities for your obstacle course that target
the indentified skill areas.

Start brainstorming with your child.  Develop lists of fun activities
that you could include in your obstacle course.  I like to begin by
identifying a theme (ex: pirate ship), and then identifying activities
that would fall under my theme (ex: walk the plank).  Help your child
indentify activities that will specifically address areas of concern.
Aim for 3-5 activities in an obstacle course for young children under
5 or for children with difficulties with sequencing and 5-10
activities for older children or to challenge sequencing abilities.
Remember to include a mix of easier and more challenging activities.

Cognition
-       Sequencing – Remember order of course activities without cueing
-       Planning of activities
-       Following verbal or written directions for activities
-       Motor planning – how to complete each task or how to move from
one task to the next efficiently
-       Matching, ordering, or cognitive questions (riddles, math
problem, etc) activities built into the obstacle course
Balance
-       Walk on uneven surfaces
-       Balance along a line or beam
-       Sit on unstable surfaces
-       Stand or hop on one foot
-       Walk with eyes closed or blindfolded
Strengthening
-       Push or pull heavy items
-       Play with weighted toys
-       Carry heavy items such as books
-       Complete pushups or sit ups
-       Walk like different animals
Coordination
-        Jumping jacks
-       Dancing in patterns
-       Hop scotch type jumping
-       Running through hula hoops or around cones
-       Walk like different animals
-       Throwing/ aiming/ catching tasks
Fine Motor
-       Handwriting tasks – write names or numbers of each activity
-       Dressing tasks – buttoning, zippers, tying shoes
Sensory
-       Find items hidden in packing peanuts or rice
-       Dive into stacked pillows or cushions
-       Ball pits or baby pools filled with leaves or packing pea nuts
-       Spinning
-       Jumping
-       Moving on uneven surfaces

Step 3: Collect materials to build your obstacle course.

Common materials from around the house make excellent supplies for
building an obstacle course.  There is no need to buy expensive
equipment.  For example:

-       Pillows and couch cushions can be used to create climbing or
walking balance activities
-       Cardboard boxes can be used to make tunnels or targets to
throw items into
-       Rolled towels, blankets and pool noodles can make obstacles to
step or jump over
-       Packing peanuts, rice or dried beans can create a great
sensory environment to climb into or dig through to find items
-       Construction paper can make targets or stepping stones or visual cues
-       Consider using small balls for kicking and throwing skills
-       Have children jump from hula hoop to hula hoop or between
various colors of paper
-       Small children’s step stools can create obstacles to jump off
-       Use jump ropes, chalk or tape to create lines to follow on the floor
-       Fill cardboard boxes with heavy items and have your child push
or pull the box for heavy work
-       Forget the equipment and consider walking like various animals
(Bear, frog, crab, etc.)
-       Don’t be afraid to be creative with whatever items you have in
your home.

There are many websites available with additional obstacle course
activity ideas that can assist you in planning.

Step 4: Practice and describe the steps to the obstacle course with your child

Give the obstacle course a practice run.  Walk through the course with
your child to make sure they understand the order and directions for
the activities.  For children who have difficulty with motor planning
and sequencing, this will be important practice and will provide you
an opportunity to give them cues or ideas of how to complete the
tasks.

Step 5: Enjoy your obstacle course

Run through your obstacle course with your child.  For an added
challenge, consider the use of a stop watch to time how quickly your
child can complete the course.  Encourage siblings and peers to
participate in the obstacle course with your child.  Overall, have
fun!  Remember that not every activity has to be about therapy and
goal improvement.  Having fun and enjoying time with your child in
active play is equally important!