Prior to joining Emerge, Anna worked in both Durham and Wake County Public Schools with students ranging from kindergartner to high school in mainstream and self-contained classrooms. She completed her undergraduate degree in Communication Sciences and Disorders at UNC-Greensboro in 2011 before moving on to complete her graduate degree in Speech-Language Pathology at UNC-Chapel Hill in 2013. She also completed courses with the Vital Links program, focusing on primary movement patterns and positioning in therapy, as well as, DIR/Floortime education, Interactive Metronome certification, training with the Child Adult Relationship Enhancement (CARE) approach, and more.Īnna is a North Carolina native, originally coming from Winston-Salem. Katie has completed formal education with the Sensory Integration Certification Program (SIPT). She completed one of her graduate fieldwork placements at Emerge Pediatric Therapy, before returning as a pediatric Occupational Therapist in the winter of 2014. Katie has experience working with children with Autism, Asperger’s, ADD/ADHD, sensory processing disorders, learning disabilities, and motor planning disorders. As an undergraduate student at Meredith College, Katie discovered the career of occupational therapy working as an applied behavioral analysis therapist for children with autism. ![]() Katie received her Master’s in Occupational Therapy from Virginia Commonwealth University in 2013. About the Authorsīlog Post by Katie Fletcher, MS, OTR/L and Anna Housman, MS, CCC-SLP. This board could be used as visual support for sequencing or as a choice board. On the back of the board, all the options are stored. This whiteboard was modified with laminated pictures and velcro strips. Say “Simon Says touch your nose.” “Simon Says clap twice.” This will give the child time to process one step at a time and follow directions successfully.įor children who are struggling with verbal communication, have trouble with word recall, tend to freeze up when being put on the spot, or who benefit from visual supports, a visual choice board is a great way to modify the game. ![]() For example: Instead of saying “Simon Says touch your nose and clap twice”, break these directions up. Consider giving a simple, 1 step command. Sometimes verbal directions can seem complex to a child. If sequencing is not a goal your child is working on right now consider giving simple commands.
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