New Webinar on Motor Learning
On April 12, we hosted a webinar, Progressive Gait Training: Motor Learning Strategies and the Research, discussing motor skill acquisition through practice, feedback and prompt reduction. It concluded with a demonstration of the Rifton Pacer and tips for therapeutic and functional use of the Pacer emphasizing the benefits of dynamic support and the reduction of physical assistance to increase...
Giving the Gift of Mobility
Typically developing children reach most motor milestones in a fairly predictable manner. By six months babies are rolling; by eight months they are creeping on all fours and sitting on their own and by ten-twelve months they are standing and getting ready to take their first steps.
During this part of the first year of life, typically developing babies are exploring their environment, interacting with...
Adaptive Equipment for Classrooms Series: Part 1 of 3
This post is the first in a series of articles on the topic of adaptive equipment use in the classroom. Adaptive equipment, used appropriately, serves as a teaching tool for students to learn the motor skills of sitting, standing, and walking, while engaged in the curriculum. This post focuses on active sitting as a motor skill.
Adaptive Equipment for Classrooms Series: Part 2 of 3
Adaptive Equipment for...
Best Practices for Classroom Prompting
When teaching children with special needs new skills, therapists and teachers typically provide prompts to guide the process. According to activity-based curriculums, prompts are defined as supports, and may come in many different forms. Prompts are ever changing, depending on the activity.
A wide variety of prompts enables special education classroom staff to choose the one or combination that are most...
Robert Welton Clement arrived on March 25, 2014, fourth son to the family of my sister Jean and her husband Reuel. The birth was unexpectedly difficult, and Robert arrived looking like he might not survive – might, in fact, already be no longer living. But his heartbeat was there, even though he was not breathing. Eighteen agonizing minutes of emergency intervention and innumerable prayers followed...
Mobility Opportunities Via Education
The MOVE® program helps people with disabilities learn to sit, stand, walk and transition so they can participate more fully in family and community life. MOVE® is a stepped process that helps you assess your client’s ability and incrementally teach key motor skills. And it works.
How the HTS is Changing Lives
Since the recent launch of our newest product, the Hygiene and Toileting System (HTS), we’ve been hearing from many parents, teachers and therapists how this product has improved the toileting outcomes for children with disabilities. Here’s a great example from a special education teacher at a school on the west coast.
“We love the HTS in our classroom. I have been using it with a...
From the Dad of an Exceptional Graduate
Dear Rifton –
My son Alan is 18, and he has used Rifton devices most of his life. He learned to bear his own weight in the smallest-sized Mobile Stander, which we got for him on his first birthday. Slowly he progressed to walking, first with a Pacer gait trainer, then holding two hands, one hand, and finally independently.
During the last four years, most of Alan’s education has...
Tips & Advice
Toilet Training a Child with Special Needs
Parents often find that toilet training their child can be a frustrating process. Some children may train quickly and easily, but for many children it can take time. And if a child has special needs, it can be even more difficult. Toilet training can often be stressful, even for children without special needs, but for every child it’s an important milestone. Toilet training increases a child’s...
Toby Long on Activity Focused Early Intervention Part II
How does a therapist incorporate activity-based intervention into their practice?
Toby: Actually, the therapist needs to think of it in the opposite way: How can they incorporate their practice into this approach?
This requires creativity. We want to promote trunk and postural control. Where does the child need it? Where does the family want the child to demonstrate this? How can I provide ideas or...