Articles

(2012) Working Out of the House — by Jenny Rough

Published in Bethesda Magazine, January-February

At some point during her 25 years of teaching music at St. Columba’s Nursery School in Northwest Washington, D.C., Carol Kranowitznoticed something odd: A number of the kids avoided the sandbox, finger paints and shaving cream activities. These were the same kids who didn’t respond to the piano.

When an occupational therapist came to the school, Kranowitz learned that these children had sensory processing disorder (SPD), a condition that makes it difficult to process information received through the five senses, plus movement/balance and body position.

“It explained the behavior of a lot of these kids—they were out of sync,” the Bethesda resident says.

Read more

(2016) ‘Out-of-Sync’ Kids May Have Sensory Processing Disorder — by Chelsea Keenan

Published March 31 in The Gazette, Cedar Rapids, Iowa.

During Carol Kranowitz’s 25 years as a preschool teacher, she realized there were certain children in her classes that seemed “out-of-sync.”

Read more

(2016) What Happens When Kids with Sensory Processing Disorder Grow Up? — by Jamie Pacton

Published June 8 on Parents.com

Kids who are “out-of-sync” with the world due to Sensory Processing Disorder (SPD) struggle with a variety of sensory and motor challenges, but we can help them through simple routines and consistent activities.

Read more

(2016) The Out-of-Sync Child Grows Up

Published June 5, on Pittsburgh Parent

Erik, a loose-and-floppy 14-year-old, is not a self-starter, a joiner, a player, or a conversationalist. He’s smart but doesn’t seem tuned in to other people or his surroundings. He seems interested only in his cell phone. His parents are concerned about Erik’s “can’t-do spirit.”

Marlene, 19, is a brilliant, very thin college student, perpetually hunched over, gripping her elbows, and frequently tripping on air. Family, friends, and faculty consider her shy, nervous, awkward, and quirky.

Read more

(2016) On the Emotions of the Out-of-Sync Tween and Teen

Published May 31, on Boston Parents’ Paper

At recess, Emma, 9, refuses to participate in jump-rope or four-square games. Emma is over-responsive to movement sensations, which terrify her. She tells her friends, “I’m no good at that.”

Read more

(2016) The ‘Sensational’ Tot: Recognizing and Dealing with Sensory Processing Disorder

Published May 24, on Mother.ly

Envision two unique babies.  Benjy has been on the go since Day 1. Constantly active, frequently fretful, easily startled, and a fitful sleeper, he sure keeps his parents on their toes. Speaking of toes, he skipped crawling and walked on tiptoes at nine months! Mom and Dad are exhausted—but that’s just how it is with an infant, they guess.

Read more

(2012) Moving Experiences that Will Last a Lifetime

Co-authored with Joye Newman in “Exchange: The Early Childhood Leaders’ Magazine Since 1978,” Vol. 34, Issue 1, No. 203, January/February

It’s 50 degrees and raining outside. The playground is all mud and puddles. The morning has just begun, and the preschoolers are full of energy. You, like most early childhood educators, want to give your young students a leg up and a head start in reading and other academic endeavors. So, how do you use this time? Do you:

  1. Set up your four-year-olds at the computers to play the latest ‘educational’ video games?
  2. Conduct a longer-than-usual Circle Time?
  3. Bring out the flashcards and try to entice the kids to call out quick answers?
  4. Take your children outside to splash in the puddles?

Read more

(2012) The In-Sync Homeschooler

Co-authored with Joye Newman and published in July on the blog of Home-Educating Family 

No matter what their ages, children learn best when they move. Pediatricians, teachers and other specialists now recognize that motor skills are vital to a child’s physical, emotional, academic, and overall success. Yet, some educators and parents believe that sitting still is the best way to absorb information. We know that just the opposite is true.

Read more

(2000) Music and Movement Bring Together Children of Differing Abilities

Published in Child Care Information Exchange magazine (May 2000), and in Curriculum: Art, Music, Movement, Drama – A Beginnings Workshop Book (Exchange Press, 2006)

Typically-developing children are usually adaptable. They sing and dance, play rhythm instruments, and willingly try traditional preschool experiences. Children with special needs, however, may prefer sticking to the same-old-same-old activities that make them feel successful.

Whatever the skill level of your preschoolers, a variety of sensory-motor activities in your curriculum can satisfy most children’s needs. Music and movement activities, with their flexible structure, can foster every child’s creativity and competence.

Read more

(2004) In Praise of Mud

Published in S.I. Focus (Winter issue), and adapted from a 1990 article originally in Carol’s column, “Gentle Reminders,” in Parent and Child magazine

A child comes to school on a soggy day. Tentatively approaching a puddle, she sticks in one spotless boot, watching with interest as her foot sinks into the mud. She puts in the other boot. She is entranced. Looking up, she says to her teacher, “Is this mud? It’s fun! Is it okay?”

Read more

(2005) Indoor Obstacle Courses for Parents and Teachers

Published in Sensations, Volume 3, Issue 2, September, a newsletter for the benefactors and friends of The KID Foundation (now STAR Institute for Sensory Processing Disorder)

 
Fish gotta swim, birds gotta fly, and kids gotta climb, jump, and balance. While dangling from banisters, scooting under turnstiles, teetering on curbs, and jumping into puddles may dismay grown-ups, children persist with good reason.

How do kids learn to think and relate to the world around them? By scanning their surroundings; touching wooden, metal, rubber, or concrete surfaces; grasping and releasing handholds; changing body positions; maintaining equilibrium; and experimenting with different movement patterns. Furthermore, they are having fun, and “fun,” Dr. Ayres wrote, “is the child’s word for sensory integration.”

Read more

(2010) Revelation from a Paper Plate

Published in S.I. Focus, Summer issue

Imagine coming to one of my “Getting Kids in Sync” presentations. You are here to learn new strategies for supporting children with SPD. At the door, you receive a warm welcome, a hefty handout, and two paper plates.

Get a cup of coffee and snack, but please, do not put food on the plates. We’ll use them in many different ways — just not for bagels and berries!

During our synergetic day, one activity is drawing on a paper plate.

Read more