On Saturday, I taught back massage to the SLP grad students to give during their tummy time groups with the babies. I was able to explain the whys and hows and dos and don'ts to them to enhance the experience for them and the babies. Also, I showed face massage since they do buccal rubs and c stretches on their little mouths for stimulation to encourage interaction.
Next I did some positive touch and interaction with the toddler boys who are my new crew. They all love to be touched on their heads and faces. Plus, it really brings out their language and mimic skills! Plus, I worked with Stevie who continues hit himself on the head occasionally, though it is very re-directable.
Chabo was my next little one to work with. My impression of him is that he has a very disorganized sensory system and responses. He also hits himself on the head, but is incredibly oral defensive. I watched him get something out of my bag, make a questioning sound, then tap it on his head. It's like he gets input that way, instead of putting it in his mouth which is a more typical developmental action. He needs multi-sensory input.
After lunch, I played with the toddlers from Haven 2 in the sandy playground area. I worked with Joel (called Joello), who has a right hip dysphasia and receives PT 3x a week. He doesn't have any words, but is very quick to pick up signs like "more". He also loved one on one time where I did lots of manual muscle work and sensory input.
There are many many babies who just want to be picked up and cuddled. All of the students I taught back and face massage to reported that the babies melted when they did this stroke or that stroke, such as circles down the spine or gliding with alternating hands. I don't expect the students to remember much of what I told them, but I know they at least remember those two back strokes and cross my heart.
My mother (their main supervisor and one of the developers of HIZ Path) said she can tell a difference in just one day of using the massage techniques and the babies increased responses!
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