Rehabilitation
At Home Rehabilitation Exercises
Last Updated:
36- Written Language or Written Expression
For more exercises in this area, consult Therapy Guide for Speech and Language Disorders Volume 3: Working with Words published by the Visiting Nurse Service and available at www.vnsa.com. For help with the students with motor difficulties or difficulty using their hands/arms, see below.
LEVEL 1 - Have the student copy shapes, numerals and letters. Ask him or her to write some functional information such as their name, the date, etc. Progress from tracing to copying to writing to dictation to spontaneous writing.
LEVEL 2 - Present the student with common household objects and ask him/her to write down the name of the object.
LEVEL 3 - Have the student write down words about the object’s function or appearance. Have the student write down a phrase or sentence about the object.
Taken from Tasks for Home-Based Cognitive Stimulation Program, the Traumatic Brain Injury Model System at the University of Alabama at Birmingham, Dept. of P M & R, Birmingham, AL. © 1998-2003 University of Alabama at Birmingham
NOTE: For Tasks which require Fine-Motor Control
Put a weight on the student’s wrists. Weights can be purchased at a local sporting goods store. In some tasks, putting your hand over the student ’s hand for a guide can help.
Practice with the student , doing more gross-motor activities such as: Putting your hands up in front of you. Have the student put his/her hands on yours, palms touching. Move your hands with the student s on yours in forms or “shapes” in the air. Have the student follow your movements. Draw shapes, numbers and letters of the alphabet in the air. The student should be mirroring or following your movements. Once the student is able to do this, have him/her move his/her hands slightly back off of your hands but continue to mirror or follow your movements as you draw shapes, etc. as before. When success is achieved with this, ask the student to lead the movements and you mirror or follow the student . Once the student is comfortable with this, you can do the same with more fine-motor activities such as mirroring finger movements.
Taken from Tasks for Home-Based Cognitive Stimulation Program, the Traumatic Brain Injury Model System at the University of Alabama at Birmingham, Dept. of P M & R, Birmingham, AL. © 1998-2003 University of Alabama at Birmingham