When a young child is not able to use his hands or arms for reaching and holding objects he misses opportunities to mouth objects. Mouthing toys is an important activity for a young child to learn how to use lips, tongue, and jaw as well to relieve teething discomfort. Mouthing toys helps a child prepare for eating more foods safely and making the sounds required for speech. Many children that have had a hard time growing and thriving are found to have problems moving his or her mouth (oral motor).

There are a few mounting systems on the market currently to help a person with limited use of their arms and hands to push a switch with their cheek. These devices can also be helpful in holding a toy for a child to mouth. In these photos a two-year-old uses the Slim Armstrong Mounting System for two different activities. On the left he enjoys exploring a toy with his mouth and in the picture on the right he pushes a switch with his cheek to turn on and off a bunny (a battery operated toy).

Here’s a picture of the Ablenet Slim Armstrong device:

More information on these mounting systems can be found at the following websites:

http://www.ablenetinc.com/cart/Browse.asp?txtSearchString=switches&sbSubmitBtn=SEARCH

http://www.infogrip.com/product_view.asp?RecordNumber=275&sbcolor=%23FFCC00&option=mounting&subcategory=61&CatTxt=Switch&optiontxt=Mounting

http://www.gstsdesigns.com/Mounting-PowerOptions/Mounting.htm

Caution: An Occupational therapist and/or Speech and Language therapist with training in feeding/oral motor issues should be consulted in matters of oral motor concerns.

Securing switches (and Mouth-able Toys) as a printable PDF document

Information compiled by Andrea Story 9-06

Play boards and Position boards

as described & adapted by Andrea Story

A play board stabilizes objects so that a child who can not rely on vision and/or has problems moving can grasp and release an object or toy and it won’t roll away. The toys can be tied to the board with elastic so that the child can explore it but it will stay in approximately the same place. The toys can also be attached with Velcro.

For an older student, books can be velcro’ed on the play board for those that do better with a vertical presentation or for those that need both hands to explore. Paper can be attached to the board to make an easel.

Here a child is able to use the play board on his wheelchair tray. A switch can be attached to the board to operate the taperecorder that is placed inside the play board.

Here is a play board consisting of magnets and a special tray to promote container play. A sheet of thin metal is attached to the board with Velcro.Handles, blocks and toys are adapted with magnets. The black line of duct tape divides the board into sections (above and below).

To make a play board you will need three sides. Slots in each corner are cut to attach them together. Four inch strips of strapping Velcro works very well with these slots to attach the boards to one another. The Velcro is sturdy and the boards can be quickly taken apart or put together. Rounding the corners off each board makes the corners smoother and less likely to catch the child’s fingers.

Decide what dimensions are best for the child. A smaller base brings the playboard to a nearly vertical surface. This one is good for a narrow base (such as a tray) but needs to be stabilized with C clamps or Velcro on the tray.

A wider base brings the surface lower which is sometimes preferable for mounting switches. It also may be easier for some children to reach on a lower plane. It all depends on the child’s needs.

Another idea is to cut holes in the pegboard (as pictured) so that the child can explore inside. A bag or box can be attached inside so that surprises can be hidden. The picture to the left shows a flat playboard or position board.The basket is basted down to the pegboard and the toys are tied with elastic. This can be helpful when a child’s throwing behavoir is a concern.

References:

Application of Achieved Spatial Relations (Chapter 7) Space and Self, by Lilli Nielsen
Making Toys Accessible for Children with Cerebral Palsy, by Carol Schaeffler, Spring 1988, Teaching Exceptional Children