SLK Study Group #5 This video is posted online with the following chapter markers: Chapter 1. Introduction & Review - Welcome from moderators Scott Baltisberger and Sara Kitchen and review of the Sensory Response Survey Chapter 2. Assessment Videos - View three videos from a Sensory Response Survey conducted by Sara and Scott. Review of some of the scores on the SRS. Chapter 3. Final Discussion - Closing comments SLK Study Group #5 Transcript Chapter 1. Introduction & Review [ Start slide: ] Scott: Hello, everybody, and welcome to the session five of the Sensory Learning Kit Study Group through the Texas School for the Blind and Visually Impaired Outreach Programs. I am your host, Scott Baltisberger, and with me here is Sara Kitchen. Sara: Hello. [ End slide: ] [ Start slide: ] Scott: We were talking about the Sensory Learning Kit, and this past month we were attempting to do the Sensory Response Record. So really, I just want to -- first of all, are there anybody -- does anybody have any general questions or comments about this section? There's a poll that came on about just asking whether you completed it, whether you had enough time to complete it, whether there was something else going on that maybe affected your ability to complete the Sensory Learning Kit. Let's get a feel for that. But while we're filling it out, does anybody have -- anybody run into any specific problems or have any questions about doing the Sensory Response Record? Sara: So far people have not been able to do it. Scott: Right. About half the people say they haven't had enough time or haven't had time to get to it, I suppose, and a couple of others are unsure about how to do it. Sara: Okay. Scott: Okay. Well, we'll kind of ‑‑ Kate: What were some of the specific problems that you had in completing the assessment? You might put that in the chat or you can just do star 6 and share with Scott and Sara. Allison says I am just learning about this and I didn't know how to give it. So just general information, I understand. Sara: Well, we'll share some video today as doing this maybe that will give you a better idea. I kind of think of it... as playing, you know, with kids. That's really what the assessment is, you play with somebody and you offer them these things and see if they like to play with those things too, and then if they don't like to play with them, you know, you don't spend very much time on that one. [ End slide: ] [ Start slide: ] It kind of just gives you different stuff that you can use to play and see whether the child likes it or doesn't. Scott: Right. I know a lot of people on the poll indicated that they didn't have enough time. Sara: That was a little bit of an issue for us, too. It was very hard to schedule because the student was ill a lot and gone, or there were things getting in the way of us doing it. Scott: Right. But you know, looking at -- kind of moving on to the second slide, I mean, what we did -- the first poll, I just wanted to see like the people who did try it out, or did get to a little bit of it, did you try to score the Sensory Response Record as you were applying it, or did you videotape and wait till afterwards? Because that is what Sara and I did, and I think that works out a lot better, and to have two people doing this, and not to try to do two things at once. Because I think the observation and the scoring maybe sometimes should be two different things, because you can maybe -- the two of you can look at it, for one thing, later on, and also maybe you can pick up on some subtleties that you might miss in the midst of doing it yourself. Kate: Allison had a question. She wants to know if there's any videos on YouTube that show one of these assessments. And I don't think there is at this point. Sara: I don't know that -- Scott: I don't think so. We will... we have videos later on in this session. We're going to share some videos of Sara doing the assessment, and that might help a little bit because I think Sara has a really good point, if you look at this as being sort of an assessment, you know, with a big A, like it's some sort of instrument that you have to sit down and apply, that might be... that might be a little intimidating or it might kind of get you in the wrong frame of mind about it. Sara: Yeah. Scott: Really, if you look at it like you're just playing with this student, you're just spending some time with the student... it'll help you get through it. Kate: Tracy says that she plans to video hers when she does it. I don't know if this is possible, Scott, but if some folks are not sure where to go after they do the -- after they just sit down and play the recording, maybe that's some way the group could share some video and get some feedback and score together. Scott: Yeah. I was thinking about that earlier today. That would probably be a good idea. If you guys want to do that, we can set something, we can set that up... where we can look at each other's videos and talk about it. Kate: Okay, I am going to pull up the other polls. Scott: Yeah, go ahead and pull up the other poll. [ Inaudible ] So I guess part of that, again, part of talking about the structure of it, in Lilli's direction she has a presentation, she talks about the presentation schedule. And the presentation schedule is how long you present an item, and... how often you'll present the -- how -- how often do you present it, and how long do you give them for a response. And... the directions to me kind of read like it was real specific. You know, you present an item for... 15 seconds, and then you let it -- and then you have to withdraw it after 30 seconds, and that seemed real unnatural way to interact with a child. Sara: It is. But I also think that ...the less responsive the child is to the item, the more important those protocols would be. Scott: Yeah. Sara: Because if you're not getting a response from the child to let you know what to do, then you kind of have to rely on the protocol. Or if your responses are so subtle that you're going to have to go back and look at the video, if you take one, and go, "Okay," and look at it with someone who knows the child even better, a parent or teacher, and say, "What is this response I'm seeing?" You know, "Help me with this." "Does that mean she likes it or doesn't like it?" Does it -- You know, is she happy when it goes away or is she happier when it comes out. You know, so, something like that, It think that's when it would be more -- more -- you'd need those protocols more because you're not getting guidance from the child. Scott: Right. You know, our -- the student we had was very... was interested in most things and reacted really quickly. Sara: Yes. Scott: So it was a little different situation. Sara: But the student we may be trying this with next may not do that. Scott: May not do that. Sara: And it'll be a different experience completely. Scott: So, yeah, I think if you had a student with more limited responses or slower responses, you would want kind of have that -- make sure you're giving them plenty of time -- time for all the items... Sara: So maybe if we're able to do the other student, we could look at him together next time, if we're able to. It depends on you know, getting permissions and all that stuff, so -- Scott: Uh‑huh. Yeah. I think that would be very helpful. Sara: Or if somebody else has a student that they are having trouble scoring, we can -- and they can share their video, we could watch that together. Kate: Shall we create a folder in Google Docs and invite this group to upload video? And I can also put the permission form in that Google Docs folder, so that they can get a copy, get a signature on that for us to be able to share it via the web. Sara: Yeah. And if you already have shared a gmail address with Scott, then he can invite you to that folder. [ End slide: ] [ Start slide: ] Scott: So looking at the appetite item menu, when we did ours... we really chose not to look at a couple of the sensory channels, which were the gustatory and the... olfactory... because we know that this child likes to eat. She eats really well. We didn't feel that was really something that was -- that we needed to spend that much time on. Since we already really had that information and information was really obvious, it really wasn't -- wasn't really a good use of our time or her time to do that. So we left off those two... sensory channels when when we did... when we did the assessment. So I was just curious about everyone else, whether they felt the need to go ahead and do all of them. Sara: I think that if a student weren't, you know -- a student wasn't accessing things with their own body, you know, wasn't moving toward things, and the student had less use of sensory channels, then I would definitely look at olfactory, even if they were a non‑eater, and not gustatory if they're a non-eater, but... but, you know, since this student is -- I guess this student could show us about a lot of different kinds of things that are easier for teachers to use in routines, and easier to control. Smell is kind of a hard one to control sometimes, because there's all these other things going on. Kate: Well, I would think if you were... if you were looking at care-giving routines that the child was using, you might want to -- and I'm thinking, for example... toileting, a lot of times there are Sara: Products... Kate: Products that go with that, or grooming. A lot of times there are products that go with that, and you might want to kind of look for any preferences in those products, because that is such a strong cue. It's a really strong cue. So I would think that might be really important. And, of course, you know, if you are doing a routine where food is a part of it, and taste comes into it, then, you know, that might be another time when you would want to go ahead and do... and do some assessment, just -- if you weren't sure what was the most motivating, or what might be adversive. Sara: Yeah. In this situation, the team had a good idea of what the student likes as far as taste and smell and -- but, with another student, they might not have -- if they don't know that -- like, we didn't test as much the auditory channel. We didn't test music. We ended up inadvertently doing it, because we had to stay in the room during the test, and we already knew this child liked music a lot, and you'll see her response, perhaps. I don't know which clips we're going to show -- Scott: Yeah, we'll show that one. Sara: But... but we didn't purposely test that one because she was already obviously very motivated by music. Scott: Right. Right. We did test auditory, but we didn't test specifically music... in and of itself. [ End slide: ] [ Start slide: ] Scott: And then looking at the response modes, again, that -- this kind of ties into... what we were just talking about, you know, how easy is it to read... what... what the information you're getting from the child. Were those responses... were the responses real quick and clear? Are they kind of hard, sometimes pretty clear, but other times difficult to tell? Or, you know, sometimes you have those students who don't have a lot of response modes, and it can be real difficult, and for those, as we mentioned, you probably want... to make sure you're providing plenty of time, and the time you're getting to the different stimuli are equitable, so you're not accidentally skewing the assessment one way or the other. Sara: Right. think that's what those protocols are really good for, if the child is still responding to something that happened in the past, you know, like 30 seconds or a minute ago, that can be confusing. [ End slide: ] [ Start slide: ] Chapter 2. Assessment Videos Scott: So... so we're going to share some videos from our assessment and see what you guys think about them, see how helpful it is. And so let's look at the first one. [ End slide: ] indiscernible voices ] [ Start video: ] Scott: So, this is the very beginning of the assessment. indiscernible voices ] Kate: Is that a heated bag or something? Scott: It's a heated... it's a sock full of rice that's been heated. So prior to that, she had the ice bag. So we were looking at temperature. Video: [ indiscernible voices ] Video: [ child vocalizes loudly ] Video: [ child vocalizing ] Video: [ child vocalizes loudly ] Kate: I think she likes ice better than heat. Sara: What makes you think that, Kate? Kate: Well, she just really wasn't interested in the heat, but she kind of keeps going back to that ice pack. Sara: Did you see her compare a little bit? Kate: Uh-huh. Uh-huh. Scott: [ Inaudible ] I think olfactory, the sock really smelled... Sara: Awful. Scott: Yeah. It smelled bad. [ Laughter ] Sara: That's because we had an acrylic or... petroleum based sock instead of a cotton sock. Kate: That would perhaps be something to tease out down the road. [ Laughter ] Sara: Yes, definitely. Scott: But notice... notice how engaged she is with the fan. And obviously this is a 3, as far as intensity goes. Kate: Is she mouthing that or is it just vibrating for her? Sara: She's... she's putting her... she's scratching it with her teeth. Kate: Okay. Sara: On that bottom part that you can't really see, she is opening and closing her mouth on it. Kate: And she's got the blade stopped the at this point; right? Scott: Right. Sara: I kind of felt like if she had two hands and mouth engaged, that was definitely a [ Inaudible ]. Kate: Do you think it would be interest in the texture of it, since it's not spinning, rather than the airflow? Sara: I think right now she's just, yeah, she's just getting to know it. Scott: It seemed to me she had interest in objects that were... the texture is harder, and she could get her fingers inside of them. Cause she mostly plays in the classroom, they give her a lot of... soft toys. Sara: Yeah. Scott: This fan in particular, but some other objects, too. Sara: The fan also, when she had it stopped, it also made a little bit of a buzzing. So it was vibrating a tiny bit because it couldn't go and it wanted to go. Kate: Well, thinking back to the ice. The ice -- that ice pack, with the knob would be a harder texture than the sock, with the soft stuff... Sara: Yeah. Scott: Right. Sara: And she was a little warm, too, when we first started, I think. Scott: So one of... one of the things I wanted to point out, because there was some -- we were kind of talking -- this was kind of in the discussion earlier, was the way this -- this was the very beginning of when we started to do the assessment. If you notice, you know, Sara was doing like a little... some gross motor locking activities with her. Really, just -- you know I think if you -- looking at it like that, like... kind of gaining the child's trust and getting them in a relaxed state, I think you're going to get a lot better responses from the child that way. You know, because it's going to be more natural for them, and maybe for you, too; kind of puts you in more of a relaxed, collaborative state of mind, than for you just to come in and say, okay, "I'm going to start handing you things for a response." And then when you went in to do -- when Sara went in to start offering the objects, it was really kind of a part of that -- just a continuation of the rocking that you were doing. So I think that, to me is -- if you look at it that way, I mean, to me, it's real instructive about how to approach this assessment. I think maybe that answers maybe some questions people had. Sara: Yeah. To kind of transition into it, you know, it's not going to mean anything to the child that we're doing an assessment, you know, but you're transitioning into it by -- but it is going to mean something to the child that we're playing or having this special time together. Scott: Uh‑huh. Right. Sara: So it's not just about the object, it's about the interaction that you're having, too. One of the comments that the teacher made, when we said, you know, "Abby was real open to a whole lot of stuff. She said, "Well sure, she loves that one‑on‑one time." Scott: Yeah. Sara: So... so it was partially about just being together, as well. Kate: So, this is also real similar to how Lilli approaches early on in Active Learning, sort of trying to determine what are the child's interests and aversions by just the offering technique. And it is a very similar kind of thing. Although I -- I know in Millie's kit of the SLK, she's really thought through each of those items that you're using for specific information. Sara: It has -- It's more of a finding out about sensory channels... as opposed to just developing -- determining developmental levels and stuff like that. But they can all -- you know, both of them can be used. Scott: Absolutely. Sara: Or techniques... Scott: Uh‑huh. And this is where this child typically goes to play, is in this a.... it's like a big ball pit. That's where she's usually at. And I think -- also the other thing I just wanted to point out, like part way, once you kind of got into that... into playing with her, you know, you took off her shoes, or got her to take off her shoes. Sara: We've got our shoes off. It's casual. Scott: Yeah. Yeah. Well, you know, and... kids at that developmental age, a lot of times they're using their feet as much as their hands. Sara: I think she's kind of trying to, where that still is, she looks like she's exploring me a little with her feet, or just the space around her, the limits, the confines of the space which my body is kind of providing a little bit of a... a boundary at that point. Scott: Uh‑huh. Okay. So let's look at -- so does anybody have any comments about that, or questions? Feel free to jump in everybody. Either a... Sara: Yeah. Let's look at the scoring, then look at the next video, and we can look at how we scored that, too. [ End video: ] Scott: Okay. Sara: Did you, by any chance, scan our scoring, Scott, our scoring guide? Scott: Yes. Sara: Oh, you are just so good. I have a question for you, Scott, because we haven't really had a chance to touch base about this in particular, but... Scott and I both -- we did the video together, then we had different things that we had to do, so I scored it, I looked at the videos and scored it on my own, and then I gave it to Scott for him to look at, too, and see if he agreed with my scoring. And... I guess I wondered if you... if there were any things about my scoring that you changed in your final copy, or if you felt they were -- my interpretations were -- because, I mean different people interpret these things differently. And so, It will be interesting to see, you know... Scott: Right. No, I didn't... I didn't... not... not... I didn't disagree with anything you had -- radically. I mean, there were a couple of things I... Sara: Maybe the intensity or... Scott: Some of the intensity I kind of wondered about and maybe some of the interpretations, like, you know, I said I was really interested in her... kind of her responses to, you know, her fine motor -- her finger exploration. [ Start slide: ] And... You know, I felt I was maybe looking at that a little more. Let's just look at what we said here. Sara: So, those first items were the sock and... the ice pack and the fan; right? Scott: Here they are. Here's the record. So what do we say here? Sara: It looks like -- Scott: The sock, we gave her a 1 on intensity. We said she did... Sara: I think she had a pretty luke warm response to that sock. Scott: Yeah, she was active. She did look at it and she was willing to look at it. She wasnt' -- she didn't reject it... Sara: It wasn't negative. Scott: Yes, but it was a very, just sort of, "Oh, okay, that's a... that's a stinky sock." Sara: It was kind of like a, "Whatever... I'm not going to object to that, but, yeah." Scott: I notice when you laid it... when you laid it on her arm, she vocalized and you took that as, "Get this nasty sock off me." [ Laughter ] Sara: Well, it was pretty heavy, and I was wondering if she was like -- if it was cramping her style a little bit, you know. You know, sometimes kids really like that, you know, but she kind of went, "Mmmm." Scott: Yeah. I mean, that I might have looked at and said, okay, that's a little bit of an aversion. If she had done that when you first, you know, offered it to her, if she had made that noise and made a face, frowned and pushed it away, I'd say it was a little bit of aversive, but she was more... her... her reaction was sort of, "Oh, no big deal." Sara: And I would wonder, also, if the response was more to being trapped than the actual object. Scott: True. Uh‑huh. True. And if you look above the ice pack, we scored a 2 for intensity, and also noted that -- you know, that was something that she had an appetite for. And she did seem more interested in the ice pack. Sara: Than the hot sock? Absolutely. Scott: Yeah. Yeah. Then again I think, Kate, you said, again, that that was a harder, more substantial object than the sock. You know, it had -- cause it has the cap, which is hard and metal -- mouth to it. Sara: And it was a not -- I mean it was at a weight where she could actually hold it. Kate: Well, and the ice itself might have had a more texture, you know... Scott: Yeah. Kate: Solid texture, whether you put cubes or crushed ice in, but if it was cubes, you definitely could feel the edges on the cubes. Scott: Right. And then the fan, we scored a 3. We said that -- you know, she grabbed that with both hands, took it to her mouth, and looked at it, you know, seemed to be visually attending to it as well. Sara: Yeah. She was really trying to figure that one out, and she was really open to exploring it with her mouth. I think the ice pack was a little bit -- it might have been a little bit too intense to really get into like that. I think she was interested, but it might have been too much. Too cold. Kate: Did she bring the ice pack up to her mouth initially? Sara: She did. She did have two hands and mouth on it. Not for nearly as long. Kate: Maybe just like the cold was uncomfortable on her mouth, too. Sara: Yeah. Yeah. Scott: That could be. Sara: So we also marked that as active alert, and there's a question mark as to whether the fan was partial participation. I think that has to do with the... with the directions on the scoring guide. The interpretation of partial participation. And I'd have to look at it to know why, because I put that question mark there. I don't know... Kate: Did she play with the blade any? I know, at one point, she stopped it, but did she start and stop that blade at all? Scott: Not really. She did stop it but she didn't play a little game with it. Kate: Yeah. That's what I was wondering. Sara: I think she did pull it to her again, you know. And that's kind of what I took as a continuation. So that's why... that's why that is scored as a maybe partial participation. The rocking back and forth, it may or may not be easy to tell from watching her video, but the rocking back and forth, she definitely was signaling by moving her body. And I was stopping it and then continuing it again because she pushed against me, and I'd go again. So I knew that was a partial participation because she was definitely signaling for more of that. [ End slide: ] Scott: Okay. Let's look at another video. Okay. Okay. [ Start video: ] [ Spanish voices in the background ] [ Bells ringing ] [ Thunder sounds ] [ Voices in Spanish in the background ] [Video] Sara: Ok, what else do we have? Textures? [Video] Scott: Well... lotion, mylar. we've got those textures. [Video] Sara: Let's do the Mylar. It might be the noise of it. [ Inaudible ] [ Voices in the background ] [Video] Scott: She's looking at it. Loud voices in the background ] [Video] Sara: Looks like she made eye contact with you through the mirror. It really looked like it. [ Singing in Spanish in the background ] Sara: Look at her. It's all wrong. She all down. Positioning. [ Loud voices in Spanish in the background ] [ Singing in Spanish in the background ] [ Loud voices in Spanish in the background ] Scott & Sara: [ Inaudible ] Scott: We can do any one we want. Sara: Okay. Scott: So, let's look at the score sheet for that. [ Video start: ] [ Start slide: ] Scott: Okay. So that was looking at the bell... which we scored at a 1, and the mirror, which scored at a 2. And the then the thunder tube, which scored a 1 as well. Sara: I wonder if the mirror should have been a 3. Scott: That's what I was about to say. She interacts with a little differently, but, she seemed very interested in it. I mean, she was real -- she was looking at it, she was using both hands. She seemed to make eye contact... at least once, so, I don't know, that was one I thought I might have given a little higher of a score to. Sara: Yeah. Scott: The bell, she really wasn't that interested in. She sort of followed it, I mean when you rang -- when you rang it, she sort of would follow it sometimes, but she didn't really... Sara: She didn't reach for it... And she also -- and it also has a shiny object which may have... caused her to look at it a little bit longer. It was moving, you know ‑‑ Kate: Did she look at the thunder tube at all? Sara: A little bit, I think. Kate: A little bit? Scott: A little bit when you made it sound, but -- Sara: She... I seem to remember -- did we put two for thunder tube -- I thought I remembered her holding it and mouthing it, but maybe we presented it to her again, so me other time. Maybe that's a fake memory. Scott: No, we did do it a different -- we did both of those a different time, later on. Sara: Was that -- So we did it again after they stopped singing? Scott: Uh‑huh. Right. Sara: Yeah, because that -- when you notice her, when the Mylar was being presented, you know, kind of notice her looking around, and they have the teachers' voices is on a speaker, and that speaker was right up to the side... of our little one, so she was just really looking towards that voice and she was like, "Oh, that's my teacher." Scott: Right. Sara: "She's talking to me." Scott: And what I remember, the second time you presented those, the bell and the thunder tube, when is they were singing the songs. Sara: Oh. So it was -- Scott: So she really didn't care. [ Laughter ]. Sara: Yeah. Ideally, you know, we could have taken her out of there, but then we wouldn't have had her in a comfortable environment to play in. Scott: Right. Sara: We had to weigh, you know, her level of distraction and involvement, you know, against her level of distraction and irritation by taking her out of there. Scott: Well, you made an interesting comment somewhere. I forget where it was, but you made an interesting comment that perhaps she needs more opportunities to produce sound, that perhaps she hasn't had those opportunities. Because, if you think about it, she's mostly playing with stuffed toys. You know, they're not making a lot of noise. You know, or if she's playing with toys that make a noise, but their switch activated... Sara: Yeah, there not really -- it's different... Scott: That's very different than a bell or thunder tube that you have to shake or scratch or whatever to make the noise. Sara: Yeah. You make the noise and feel the vibration while you're making the noise, and it stops as soon as you stop. Scott: Right. Sara: That's totally different than pressing a switch and it plays a song. Scott: It plays for five minutes or -- Yeah. It plays if you get up and walk away from it and leave it there, it still plays... five more minutes. Kate: Yeah. It would be interesting to introduce a lot of these, and then have her have regular time to just explore them independently, you know, for a couple of weeks and then come back and look at it again and see if that preference has changed at all. Sara: Yeah. We are getting together with the team and creating a little environment for her to explore objects, and we'll see -- I'm not sure what objects we're going to put on that yet, but... [ End slide: ] Scott: Okay. Well, let's look at a couple more videos. So did you want to look at the vibration? Sara: You know, whichever ones you thought were the best ones. We've got about ten minutes. Scott: I think we've got time. Sara: You've looked at them more recently than I have. Scott: Okay. Well, I did want to look at this lotion... lotion thing. I think that's kind of neat. Sara: That was one of those partial participation ones. Scott: Partial participation, yeah. The way she demonstrates interest, I would give this a 3 for sure. Sara: Yeah. [ Start video: ] [ Multiple voices in background ] Scott: And at this point, this is toward the end of our session, it was about an hour long, total. Sara: Which is way longer than what we would generally tell you to do this, but she was letting us. Scott: Yeah. And it's longer than really even our own information from the earlier assessment. Sara: We didn't think she would let us do this. We thought she would be crying... [ Laughter ] Scott: Yeah. 20 or 30 minutes top. But this was really a good activity to do, though, at this point. And watch; she's ... [ Multiple voices in background ] Kate: Is that little toe finding you from another foot, or is that accidental? I was going to say, it looked purposeful, like "Hey, give me some on the other foot." Sara: Yeah. She had to tell me a few times. I was a little slow getting the message. [ Multiple voices in background ] Kate: That's why it's so nice to have this on video, too, because when you're in the middle of doing it, you don't -- you can't see all these little things that are happening. Scott: Uh‑huh. Sara: I was kind of putting my hand up against her foot to give her an opportunity to move her foot and signal that she wanted some more. So when she pushed a little bit, you know, that was -- or then she gave me a different limb. Kate: Uh-huh. Scott: [ Inaudible ] she covered her eyes. Kate: I wondered about her gnawing of her fingers, if she'd been doing that earlier with stuff or just kind of -- Sara: This might be a kind of tired thing. Kate: That's what I was wondering, if she was sort of winding down, trying to comfort herself a little bit or try to keep herself ramped up to keep playing with you. Scott: When you're rubbing her hand and she brings her feet in. Sara: Uh‑huh. [ Multiple voices ] Kate: Ahh, that was both hands coming up, and both feet. [ Laughter ] Sara: And right there I was worried she was biting her arm, getting tired. But she actually wasn't. She was just... mouthing it. Oh, I finally get that other arm. [ Inaudible ] Kate: One comment though, she's okay with her hands. I'm wondering does she prefer her feet. Seems like those are sort of like, you can have my hands, but she keeps bringing her feet to you. I don't know if I'm reading that wrong or not. Scott: Well, I noticed when Sara started -- first, when she started to massage her her hand, she brought her feet in and stuck them in the way. So she seems -- Sara: She might be a feet first kind of person, in some ways. Kate: That would be my preference is to have my feet massaged over my hands. Sara: You know, when she's exploring objects, we'll see how she does when she's independently exploring. Kate: Yeah. Scott: Yeah. Sara: Because, of course, You know, I try to bring kids' attention to their hands. Kate: Right. [ End video: ] Sara: We've got about four minutes left. Scott: Okay. Let's look real quickly maybe at this thing, about the vibrating cushion. [ Start video: ] [ Music ] Scott: I'm sorry, it's the wrong one. Well, this is where -- yeah. [ End video: ] Scott: I wanted to look at number 2. Sara: There it is. [ Start video: ] [ Taborine sounds in the background ] [ vibrating sound ] Sara: One of the things I would like you guys to know about is...Abbey is really interested in getting up on her knees. She's been trying and trying and trying to do it over and over again. She's very interested in gross motor activity. And so she had to take little breaks from this, and get up, flop down, get up, flop down. Like she's doing on the pillow here. And she just kind of showed that by doing it, by trying, you know, do it. I was just like, "Okay, gross motor break!" And then, you know, she was -- you let her go for a while, because otherwise I think she would have had... a problem with me. Kate: Yeah. Scott: Uh-huh. Sara: So she was trying to maintain... you know, her... state of alertness [ Inaudible ] Kate: A lot of times we don't let them take those breaks in the way that they need to take them, you know. You know, "You have to sit," or "You have to..." "You can't leave this little space," and it's so important to let them have that. [ Multiple voices in background ] [ End video: ] Scott: Okay. So we scored her a 1 on the vibrating pillow. Sara: She seemed to be real distracted during that time, though. Scott: She was kind of more interested in doing -- Sara: The flopping down thing, yeah. Getting up and flopping down. Kate: Was this early or late in the... Sara: It was early. Scott: It was actually early. Sara: She did do a scratching, the finger, on there, when she had her head there, she did scratching, which made me think more of -- she was interested in the texture of it than the actual vibration. But when we offered her the massager, she was very interested in that. That provided a little bit more intensity... of feedback, so ‑‑ [ Start slide: ] Kate: And again, was it hard versus soft? Sara: It was hard. And she also -- it had those rubbery things that she liked to chew on. She actually pulled one off and chewed on that one a little bit. Kate: Yeah. [ End slide: ] [ Start slide: ] Sara: So I think it was a combination of stuff. So, yeah, it's not always the intense -- I mean you're providing a certain kind of sensory input, but it's not always that -- that's not always what the child is interested in, so looking closely at it, it could have been -- if it was off, she could have had the same response, I don't know. We'd have to check. Kate: Right. Scott: Right. Well... at this point I was planning to talk about the next step of the SLK, which is the Levels and Strategies Guide, but it seems like we need to stay with the Sensory Response Record for the next session. Sara: Right. Scott: You guys mentioned about perhaps sharing some more video. I think that would be real helpful. Chapter 3. Final Discussion Kate: And we have a couple questions. Allison says, "I might have missed someone saying, but what is her disability diagnosis?" Do y'all have any information about that? Sara: Um, I think -- I can't remember what -- she has a cortical vision impairment... Scott: Uh-huh... Sara: Um... Scott: She has... Sara: CP. Scott: Right. She has a condition called leucoencephalopathy, and some of -- they indicated that some of the jerky movements are... part of that. It's difficult for her to control her movements, kind of apart from CP. Kate: And her hearing is normal? Scott: Hearing is normal. Kate: They think it's just CVI? Sara: She's progressed a lot with her vision. Kate: Great. Sara: She's using it rather well, I think. Kate: Tracy had another question. She said can y'all upload the videos to Google Docs so we can look back over them? That's a good idea. Scott: That is a good idea. Okay. Yeah. We can do that. We'll do that. Sara: That's okay. Just don't download them on your computer and share them with people. Kate: That's a real important point. Do not share them. Scott: Don't share them. You can invite people over to look at them with you. [ Laughter ] Sara: A nice social time. Scott: Yes. Yes. Sara: We do have information to share. Scott: We do. [ End slide: ] [ Start slide: ] Scott: So we'll go on -- we'll continue on with the Sensory Response Record next time. So if you guys, I know some of you didn't have enough time to get to it or weren't sure what to do. Go ahead and just try it and videotape it, and... you know, let's work through this together. [ End slide: ] [ Start slide: ] So thanks a lot, everybody, for coming, and look forward to seeing you guys next month. [ End slide: ]