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Published by soucoule, 2018-05-07 10:01:00

Tools Box final

Ibby Rekik Early Intervention 2018


Early Intervention Tool Box Purposes and Strategies




Magnet Card Purpose:The magnets cards can be used as a visual stimulation to test and
treat the child expressive language skills. One picture magnet would be dislayed on the
board, the child would be asked: “what is this? This tool will assess the child’s ability to
name the word correponding to the picture.This tool can also be a treatment material by
introducing visible, early developing consonants. If the child does not respond to the
picture card, the caregiver can prolong one bilabial consonant, putting her hand in front
of her mouth, motor out the imitation and wait for the child to imitate the sound she
hears. After displaying one magnet card, the caregiver can also display the plural of the
same singular card and ask the child to count, saying this is one pig and these are? With a
rising intonation of the caregiver’s voice. This tool can also be used to teach and treat
varied isolated and prolonged vowels by pairing each vowel with distinctive hand
movement. Say /i/ with one hand from ear up to viually present it to the child. Wait until
the child imitate and then point to the picture and say the word again. This tool will help
reinforce the child’s response by representing visible sounds with pictures. The card can
also test the receptive language skills and the ability of the child to follow one simple
command by asking her to put the cat on the board. Or two step commands give me the
cat picture and put it on the board.




The dizzy dive rings tool could be used to test the child’s receptive and cognitive skills.
Assess and treat the child’s cognitive skills, such as visual tracking and sequencing this
tool is best used during bath time. This tool will enhance treatment of the perception of
the position of objects in space /water. The caregiver should display 2 rings at a time,
then increase the number gradually. The child will learn spatial concepts of right, left,
middle and first, second. Colors on the ring will help direct visual sequencing. The
dizzy dive rings will also help teach and treat following 2 step unrelated command;
such as: “ put the blue ring on the right, put the red ring on the left”






The bear is used as a sensory, and visual stimulation to teach and treat receptive language skills. The tool will teach
part of a whole via sensory integration, such as touch using a hand to hand prompt. The tool can be shown to the child
by shaking it to introduce noises to the child to create an opportunity for the child to initiate the desire to explore the
bear. The caregiver/clinician can test the child’s identification of the word bear by asking what is this? Then the
clinician can cover the entire bear, leave the foot to the child’s appearance and ask the child, show me the foot. The
child might point to the foot. If she does not, the clinician can use a tactile prompt; hold her hand and have her touch
the foot. The foot and head will be covered by the clinician’s who asks the child to :show me the belly. If the child
does not respond, the clinician takes the child’s hand, and stroke the belly of the bear by saying: Now I am stroking the
belly. Then stroke the child’s belly to optimize learning and increase her joint attention between toy, his body part and
the caregiver.

Ibby Rekik Early Intervention 2018


The gel food colors are a tool used to test and treat the child’s receptive skills and feeding skills. Even
though the tool has four colors, the caregiver/parent should present two colors to the child, and limit his
choices to avoid distractions. If the child is a girl, present the pink and orange. If the child is a boy,
present the blue and purple. The gel food colors are a treatment and screening method that help introduce
sensory hierarchy to the child for feeding purposes and enhances following 2 to 3 step command. The
child will touch the food item, smell the gel color, taste, lick it and finally eat it, when given with oral
directions. It helps present food chaining. Utilizing food chaining helps expand the child repertoire of
accepted foods of the same texture. Food chaining focuses on expanding foods by taking a preferred
food and changing one aspect of it to help introduce a new food (i.e. size, color, shape etc.).




The rattle ball can be used to test the child cognitive skills such as arousal and attention as well as
her receptive skills and fine motor skills. It tests the ability to remain alert and focus selectively on
one color when asked to point to the blue ball, by inserting her fingers in between to point to the
blue ball. It also tests the child’s understanding of simple commands. The sounds that the ball
displays help test, and treat receptive skills, such as sound localization, by placing the rattle ball
behind the child’s back, and shake it, to test if the child turns from side to side, or lift her head to
search for the sound. It also treats the child fine motor skill, whether she deliberately moves her
hands and shakes the rattle, or poke her fingers to attempt to move the ball. Red flags are when the
child does not react to the sounds the rattle makes.




The rainbow poms is a tool used to test the child’s receptive and oral motor structure. Startegies and
technques are: The clinician can put the poms on the chidls’ cheek to note any reflexex. The same tool
could be used to provide a sensory stimulation for feeding intervention. The tool can also be used to
assess the child’s receptive skill, does she smile, cry, enjoy the poms touch, in reponse to the stimuls.
Does she show awareness of a stimulus on her cheek. Having poms in different colors migth give the
child a visual stimulation and an oportunity to explore the item and the senses.




Balloons are a tool used to screen oral mechanism structure, mainly range of labial motion as well as
respiration. They can also be used to test the child receptive skills. When testing receptive skills; the
clinician would observe if the child follows a simple command: “blow the balloon”, or “pull the
balloon”. It might help strengthen the child’s muscle strength, by asking her to pull and develop
resistance. The caregiver might hold the balloon, and extend it her hand to the child, ask the child to
extend her hand and pull the balloon. If they child does not respond to the caregiver’s command, she
shows signs of delayed receptive and motor skills






The channel tool helps test and treat the expressive language skill for the child. The caregiver presents
the toy to the child and wait for a response, whether she holds the toy or press a button. Red flags are
when the child drops the toy not showing any interest, or gets distracted by the many options presented
in the toys. The caregiver can limit the child’s choices by focusing his attention on numbers first and

Ibby Rekik Early Intervention 2018


increase it gradually if the child shows signs of progress. The caregiver can cover the bottom and up part of the toy, to teach and
treat numbers first through imitation, by prompting the child and holding the child’s hand to press the numbers and learn to
count. The up part can be uncovered when the child imitates correctly, as a reward to dance and enjoy the music. The tool could
then be used to treat imitation of words through an auditory stimulus. The tool targets counting, through singing along, and
vocabulary such as colors, shapes.







The Dizney frozen bubbles can be used for expressive and cognitive skills. The caregiver will blow a bubble, catch it on
the wand, present it to the child and say bubble, now you say bubble, pause and wait for the child to respond. Red flags
are when the child does not even imiate the bilabial /b/, or does not raise his head to look at the bubble. The
caregiver/clinican should keep blowing bubbles and say, bubbles, blow bubbles, say bubbles repetetively until the child
produce an approximate sound she hears. If the child only says /buh/, it should be considered as a susccesful imitation.
Bubbles could also be used to test the child’s cognitive realization of novel features/schema around him. The bubble can
also increase the child expressive vocabulary such as up/ down. The bubble is up look up, now it is down look down.
When the child lifts her head up and down in response to the bubble, she demonstrates understdning of what is going on
around her, i.e receptive skills. The tool also helps with turn taking which is a pragmatic skill,by blowing a bubble and
telling the child: now it is your turn, blow a bubble.



The foam stickers zoo animals help treat and assess the child receptive and expressive language skills. The caregiver/parent
introduces the theme of building a zoo to the child, and test her receptive skills; by testing the child’s ability to identify
animal and their shape (give me the big elephant versus small elephant). The tool also tests and treats the child’s
understanding of the meaning of action verbs such as, give me, cut, glue, etc. Description of the zoo elements, will test and
treat the child’s expressive skill. Labeling each foam with a name of an animal enhances the production of two-word
sentences such as: the giraffe looks at the elephant. The tool also helps the child producing requests


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