The Birthday Party Conundrum:  Do I Stay or Do I Go?

by | Apr 4, 2022 | Blog, Uncategorized

Fletcher is seven and may be well into his birthday party prime, but because of the timing of the pandemic  hasn’t had many opportunities to attend parties other than for family.  If I’m being honest, not having the pressure of navigating invitations from classmates was maybe a bit of a silver lining during an otherwise difficult few years.  It gave us extra time to work through some sensory things with him before putting him in what would have been totally overwhelming situations.  The inevitable noise, the joyous chaos and constant movement of everyone around you is enough to send me over the edge much less a child struggling with sensory integration.

I am Fletcher’s sensory regulator.  He relies on me to help him navigate situations when he’s too overwhelmed to come up with strategies on his own.  He likes the security of knowing I’m in close proximity and knows I will reassure him that no matter how difficult, we’ll figure things out.

His bestie from the block had a birthday recently and invited him to her party.  He was so excited.  Like “set the timer on Alexa for 5 hours and 47 minutes the morning of the party” excited.  And then “ask Alexa how much time is left on the timer every 10 minutes for 5 hours and 47 minutes” excited.  He couldn’t wait.

This was a very safe opportunity to give independence a try, as our families are close and they love and understand Fletcher in a way that puts Mike and me completely at ease.  Under normal birthday party circumstances where I may not know the family well, I would have stayed for the party, in the background of course.  

There’s a fine line between protecting your child’s story by not sharing things about their struggles (that they’d prefer to keep private) with families of their buddies from school and putting measures into place that will ensure their success.  To be honest, not all adults understand sensory processing challenges and sometimes that can be tricky, especially when they don’t know your child that well and perceive certain behaviors as defiance or disrespect.   I know it’s a part of life, but its hard for me to bear the thought of an adult misunderstanding my child and a situation becoming unnecessarily negative as a result.  It’s happened.

Fletcher and I had a long talk about the party and I wanted to let him decide how big (or little) of a role he wanted me to play.  This was new territory for both of us.

“Fletch, would you like me to leave or stay?”  

“Can you do a little of both?  Then I can conquer my fears, but also know you’re coming back soon.”

“Absolutely, that sounds like a perfect solution.  I’ll drop you off and get you settled and then come back in an hour, does that sound good?”

“Yeah, I like that idea.”

So that was our plan.  I checked in with my friend, the mom of the birthday girl, and let her know how we were going to do things.  She assured me that she’d send a text if anything came up before I got back.  It was the best case scenario for letting Fletcher find his way in a social situation without me…hovering.

On our way to the party, between asking how many minutes until we would arrive, Fletcher paused and said “Mom? Can I tell you something?”

“Of course, Bud, what’s up?”

“I think I can stay the whole time by myself.  My tummy is nervous and excited, but mostly excited.  If I start feeling unsure, I’ll just ask Janny to text you and then can you come right back?”

“Absolutely.  I think this sounds great.  I’ll stay close and if you need me I’ll be there in 5 minutes.”

So THAT is actually what we did.  And Fletcher did great.  He was confident, comfortable and at ease.  And you know what?  So was I.  Which was a gift.  Because when your babies are out there on their own and unprotected it can be really scary for a parent.

Here’s what I think set Fletcher up for success:

  1.  He was super comfortable with both the birthday girl and her parents so he knew he wouldn’t have any trouble asking for help or for them to get ahold of me if he needed something.
  2. The party was in a structured setting.  It was held at a science venue in our area and the majority of the two-hour festivities were facilitated by one of their staff.  I think an unstructured situation would have been a little trickier for him.
  3. We had prepared as much as possible by having several conversations and coming up with a plan together.  He really liked having a say in how things would go.

Here’s what set me up for success:

  1. I was super comfortable with the birthday girl’s parents.  We’re close friends, they know Fletcher well and I know they’ll always have his back.
  2. The party was in a structured setting so I didn’t worry about all of the unpredictable scenarios that can come along with a free-for-all situation.
  3. We prepared with conversations and came up with a plan together.

Funny how being set-up for success looked almost identical for both of us.  Another example of how this journey is such a family affair.

And now we know how we’re going to handle birthday parties and other invitations moving forward.  We’ll discuss the structure, decide how much or how little I need to be involved, come up with a plan, and make sure we’re all comfortable with it ahead of time knowing that there is always room to make changes.

Flexibility, mutual trust, communication and a little work ahead of time seem to be the key ingredients to our recipe for social success – along with relying on our sensory strategies and tweaking things as necessary.  I know it’s unlikely that every party will go this smoothly, but it sure feels good to have had so much success to begin with.  A shoutout to our village people who are on this journey with us and show their support no matter what.

Sensory Strategies to Support Virtual Learning

by | Jan 10, 2022 | Blog, Uncategorized

Like most of the country, COVID transmission rates in our community are scary high.  So with one day to pivot, we returned from winter break to virtual learning.  (We learned last year that we don’t call it school because Fletcher needs to differentiate between virtual and in-person.)  Fletcher struggles with virtual even though he does great when he’s at school with his classmates and for the first time, his brother, Max, hopped on the virtual train as well.  So we have K-3 and 1st grade virtual learning happening at the same time.  It took me a day to get my head in the game and shift from our usual school routine, sift through a little PTSD from our difficult virtual experience last year, call in our village for extra sets of hands and recall some of our best strategies.  The rest of the week went much smoother than day one.  Our sensory strategies were key.

Here are our top 5 in no particular order:

  1.  Gum:  During virtual learning Fletcher is allowed to have gum anytime he needs it.  He chews, chomps and blows bubbles all while focusing on what he’s learning.  It gives him really important oral input which helps him regulate while having to sit in the same spot for long periods of time.  Max doesn’t chew gum, but gets his oral input from frozen chewies, crunchy snacks, and his beloved fruit snacks.
  2. Multiple Seating Options:  In a momentary lapse in judgement on day one last week, I thought the solitude of Fletcher’s room would be the best spot for doing virtual learning.  That only resulted in him laying in his bed.  Which was okay for a little while (until he was completely under his covers!), but ultimately didn’t work in the long run.  So instead we set him up in the dining room and switched out a chair for an exercise ball.  He doesn’t use it all the time, but when he does he is bouncing on it during his lessons – and that helps him focus… that’s a direct quote!  You could do something similar with a different kind of cushion, a wobble seat, chair that spins or rolls, etc.  You could also incorporate a massage pad if you have a kiddo that really likes pressure.  Max doesn’t really sit at all.  He roams around his learning space while listening to what’s happening on the computer and occasionally gets some input from jumping on the trampoline.  It works for him.
  3. Movement Breaks:  Even when they don’t realize it, their bodies needs loads of movement breaks.  So during any break in classes before they do anything else, they have to move.  Heavy work comes into play here, but so does swinging, jumping on a trampoline, going for a walk, playing tug of war with the dog – anything to get them active and exerting energy.  
  4. Flexible Scheduling:  When his class isn’t meeting synchronously, Fletcher has independent work to do on the computer.  Sometimes it works for him to do his independent work during the allotted time, and sometimes it doesn’t.  We do it when it works for him.  I don’t force it.  For example, Friday he was exhausted and burned out from the week of virtual learning so we decided to do his independent work over the weekend.  He got up on Saturday morning and knocked it out in 15 minutes almost all by himself without any resistance.  And he was super proud of what he was able to do on his own.  We also don’t participate in specials.  Some kids love classes like art, music and gym.  Fletcher enjoys them in person, but virtually they’re the equivalent of watching paint dry for him (no offense to the very talented teachers!).  We’ve made the decision to use all of his virtual energy for his core content classes and we opt out of specials.  It’s too long of a day otherwise and results in meltdowns.  Not worth it.
  5. Weighted blankets, pressure, and fidgets:   When things are really hard, we incorporate a heavy blanket on Fletcher’s lap.  Sometimes I’ll provide deep pressure on his arms, hands or back as well… that input seems to him regulate him.  And finally, we always have some kind of fidgets available within reach so he has something to keep his hands busy.  The fidgets take a little practice as it relates to keeping them in his lap and not interfering with the lesson taking place, but he’s getting that figured out.

I’m simultaneously grateful that my kids are safe at home in the midst of such a COVID surge and exhausted from the circus that takes place here everyday.  I know that in-person learning works better for Fletcher especially, and am hopeful it’s safe enough for him to go back soon.  Max seems to enjoy being in his home environment while also participating in his school routine and it’s been nice to gain a better understanding of how he connects to lessons and his classmates.

Whether your kids are virtual or in-person this is an incredibly difficult time to be a parent.  Sending strength, solidarity, and the gentle reminder to trust your gut when things get really tough.

XOXO

PS:  A shoutout to the amazing educators who have learned to pivot on a moment’s notice and are able to bring their nurturing classrooms to the virtual setting when necessary!  It’s no small feat, but so appreciated!

Super Sensory Gifting Guide

by | Nov 23, 2021 | Blog, Uncategorized

Well first off, I’m not sure where the ENTIRE month of November went – but here we are, days away from Thankgsiving and I feel like I’m still sitting in my day-after-Halloween-candy-hangover.

I’m writing this way past my bedtime.  But I’m sitting alone in my quiet house as all of my loves are fast asleep.  I find solace in hearing the radiator heat kick on with clunks and taps and the occasional car pass by as I sit in the literal silence.  No music, no television, nothing in the background.  The world feels like an incredibly heavy place right now and I needed some time to decompress, be in my thoughts, check a few things off my to-do list and take some deep breaths without having to get anyone a snack.  And you know that doesn’t happen unless the entire house is sleeping.

The holidays are upon us.  And while I love the idea of Hallmark movies, cookie baking, cozy socks and hot cocoa, they’ve also been anxiety-inducing for me for as long as I can remember.  In the spirit of managing my own expectations, I’ve decided to do things a little differently this year and I’m giving myself the gift of less stress.

I was 39 years old before it dawned on me that Max doesn’t care about having his presents wrapped.  Like not even a little bit.  It’s overwhelming for him to have to navigate so many steps and noisy paper sends him into sensory overload.  Last year, I wrapped everything because I thought I had to.  Based on social “norms” I guess? Or “tradition” maybe? I don’t know.  But this year, I’m not wrapping any of his gifts.  We’ll put them out and let him take everything  in on his own time, play with what he’s interested in, take some breaks, and then revisit the rest later.

We are not a one-size fits all family by any stretch of the imagination.  As such, Fletcher gets into ALL of the holiday traditions.  So he’ll love that we all have matching jammies, will excitedly come down the stairs to witness his wrapped gifts under the tree and will put on his most expressive face of gratitude followed by his signature gasp after opening each present.  I kind of hope he never loses that innocent awe and wonder.

I also made the executive decision to ditch the idea of a family photo.  I know a lot of folks aren’t into sending holiday cards, but it’s a tradition I grew up with and I do love it (I even love finding a favorite pen and addressing envelopes while watching a Hallmark – cathartic I suppose).  But I realized that I get myself all worked up about the whole ordeal, I’m sweating by the time we’re supposed to say “cheese” and then we are never all looking and smiling at the same time anyway which then causes disappointment.  So we’re not doing that this year.  It’s simply not worth the stress…and quite frankly, it’s liberating to be excited about less self-induced pressure. I’ll share my solution for that in another post.

A few years ago as things were really ramping up with our sensory journey, we started buying Fletcher presents that were multi-purpose.  Fun to play with while addressing a sensory need.  If relatives asked for gift ideas, we’d give lists that were very sensory heavy.  And now almost all of the presents both boys receive fit this criteria.  It has been a great way to build up our “inventory” of sensory options for them without overdoing it with excess clutter that they’ll play with for 3 minutes and then be done with. (Let’s be clear though, we still have clutter, ha.)

It can be overwhelming to comb through website after website and ad after ad in search of items that fit the sensory bill.  That stops here.  Emily has put together an AMAZING list of sensory gift ideas which has been years in the making, and we’re so excited to share it with all of you.  Below you’ll find links (some are affiliate links which just means that if an item is purchased the blog may receive a small commission) organized by sensory category.  As a sensory parent, I wish I would have had this list years ago.  It takes the guesswork out of endless internet searches which is a gift in and of itself!  We have acquired quite a few items from Emily’s list below over the years, but I’m excited to add to our collection with some new things I haven’t seen before – she knows what she’s talking about.

We hope this list makes holiday shopping a little less stressful and provides opportunities for fun sensory input when your littles need it the most.

Happy Holidays!

Annie & Emily

PS:  Just a quick note that I have found many of the items on Emily’s list on online marketplaces in really good used condition for a fraction of the cost.  Maybe something to keep in mind – if not for the upcoming holidays, than definitely for birthdays or other occasions. <3

Also – as you probably know, the items on this list are really great for almost any kiddo – sensory struggles or not.

OT Game Gift Ideas

  • Avalanche Fruit Stand Game: a great kid friendly game to work on fine motor strengthening, rule following, color matching, reciprocal game play, grasping/manipulation skills, and tong/utensil management.
  • Spot It games: this game works on visual skills (visual scanning, visual discrimination, visual memory, etc.).
  • Sneaky Snacky Squirrel: a fun game for kids to work on reciprocal game play, grasping skills, manipulation skills, tong/utensil management skills to progress fine motor development.
  • Pop Up Pirate: this game is great for fine motor strengthening and development of pinch skills. **this game is also great for kids who are familiar with the Zones of Regulation as the game pieces match the Zones colors—I use this game in non-traditional manor and have the child match emotional/zone triggers and calming skills that are associated with the colors (blue, yellow, red, green).
  • Monkey Around Game: a gross motor (movement) game for younger children (2+) that works on eye-hand coordination skills, motor planning, and social-emotional skills.
  • I Can Do That game: a kid friendly game movement game for older children that works on sequencing, direction following, body awareness, and motor planning.
  • Tangrams: this activity works on visual motor integration (perceptual and spatial skills) through shape and pattern replications.
  • Feed The Woozle: a game with movement opportunities that works on dexterity, fine motor, body awareness, and cooperation skills.
  • Crazy Cereal: a game that works on impulse control through color-matching, grasping skills, utensil management, and visual skills (scanning, discrimination).

Fine Motor Gift Ideas

The following tools, toys, and activities work on addressing a child’s fine motor skills, visual motor skills, manipulation, grasping, and strengthening skills.

Toddler Toy Suggestions (Cause/Effect)

The following toys help each younger children the important skill of cause/effect through manipulation or activation of a button, level, switch to cause some sort of action to occur.

Strengthening Toys

The following toy suggestions help with strengthening and can also be used as part of a sensory diet as strengthening provides input to the muscles and joints (proprioceptive input).

Sensory Gift Ideas

TACTILE:

  • DIY sensory bins (Kinetic Sand, Pasta (raw or cooked), CraZSnow, rice, rocks, corn, beans, etc.): sensory bins are great for children who both seek and avoid tactile inputs. A great way to use sensory bins is to hide object in the bins for children to find. There are loads of ideas on Pinterest.
  • Vibration Toy/Massager: a great calming sensory tool for children which provides them with tactile and proprioceptive input.
  • Ball pit: ball pits can provide a child with a safe place to go when overwhelmed and overstimulated by providing them with some enclosure along with tactile input. (Some ball pits come with a collapsible tent and tunnel which provide additional spaces for finding their calm.
  •  Puffer balls
  • Spaghetti fidget

PROPRIOCEPTIVE/HEAVY WORK:

  • Pop Tubes: a great fidget for children who like pulling against resistive medias and who seek proprioceptive inputs.
  • Sensory balance pods: these are great for making at home obstacle courses and provide tactile and proprioceptive input to a child’s feet and hands.
  • Sensory Sock: This is a great tool for providing children with proprioceptive input as they can push against the lycra materials to get their body sensory feedback.
  • Large Squigz: great resistive suction toys for proprioceptive input
  • Mini Squigz: great resistive suction toys for proprioceptive input
  • Textured pop beads: resistive media that can be used as a sensory fidget and provide proprioceptive input
  • Weighted blanket (10-15% of total body weight) and weighted lap pads
  • Crash mat (**DIY by taking pillow, blankets, stuffed animals and placing them in a duvet cover)
  • Sensory tunnel: a great addition for at home obstacle courses.
  • Weighted balls: great heavy work activity—place them in a basket or shopping cart for extra weight while pushing/pulling.
  • Climb and Crawl Play set: great addition for at home obstacle courses that provides the child with motor planning abilities, heavy work and proprioceptive inputs.
  • Scooter board: they have large and small options for scooter boards. A great addition to obstacle courses as the scooter board can be used while the child sits, lays on back, lays on belly, etc. The scooter board provides proprioceptive/heavy work input and vestibular inputs.
  • Rody Horse: a great toy/activity that provides proprioceptive input and also works on balance and core strengthening.
  • Peanut Ball

VISUAL:

  • Disco Ball: great calming sensory strategy and great for those children who seek visual inputs.
  • Liquid Bubbler: great calming sensory strategy and great for those children who seek visual inputs.
  • Lava Lamp: Creates a calm vibe while also providing visual input.

 ORAL:

  • Chew Necklace: great for oral seekers and for children who need extra proprioceptive input to their mouths.

VESTIBULAR:

  • Pod/Hammock Swing: great swing choice for children who seek vestibular, movement and proprioceptive input. The swing also can be used for system calming as it provides some enclosure.
  • Sit and Spin: provides a child with rotational vestibular input which can be very alerting for those children who have a lower arousal.

SENSORY FIDGETS:

Navigating SPD and Team Sports

by | May 20, 2021 | Blog, Uncategorized

Fletcher started baseball last week along with his cousin Ava and his best buddy Quincy.  He couldn’t wait.  He was excited to get back out there after sports were cancelled last summer, but we had some big nervous feelings on the first day of practice.  We talked through what he could probably expect, validated his feelings and did some extra heavy work (thankfully he also had OT right before practice).  Once he was on the field, he was totally in his element and settled in just fine.

If we’re being honest, I was anxious before his first practice, too.  I wasn’t sure if I should tell his coach about his sensory challenges as I had done in the past, or if I should just wait and see how things played out, giving them the opportunity to get to know each other without any preconceived notions.  I opted for the latter.  Sensory Processing Disorder plays a leading role in our lives, but it doesn’t define Fletcher.  I wanted to give his six-year-old self a little independence and autonomy and a chance to establish new relationships without the overzealous mettling of an anxious, hovering mom who just wants to protect him…from now until forever.

When we arrived, my nerves disappeared the minute I saw the other kids on the field.  His teammates were just as active and playful as Fletcher….we were clearly among our people.  That feeling always gives me the gift of a sigh of relief, a clear mind and a sense of calm.  We were ready to play ball.

Now… let’s be clear.  Being the parent of a child with SPD (or any exceptional needs for that matter) typically doesn’t mean dropping your kid off at practice and coming back to pick them up an hour later.  In my experience, it’s the constant dance of being present enough to intervene when it’s necessary while knowing when to let situations play out and providing just enough freedom that your child can successfully navigate social situations independently, but not too much that it becomes overwhelming for them.  It’s incredibly difficult to prepare for that kind of ambiguity.  There are so many variables – many of which are completely out of your control.

The first night of practice went great, as did his second practice from where I was sitting in the stands.  Fletcher was attentive, followed directions, was eager to do what his coach asked and was interacting with many of the kids on his team – not just sitting in a comfortable bubble with his cousin and friend. 

Towards the end of practice, the kids had to wait in a long line for their turn to try hitting.  Attention spans were waning and some were getting a little fidgety.  But Fletcher did pretty well there, too.  For us, waiting is often really hard and so is anticipation.  So I was proud of him for keeping it together.

After practice, Ava came running up to let me know that the mom of another little boy on their team was talking to the coach about Fletcher.  Apparently he had playfully put his hands on her son and she was upset.  She discreetly talked to Fletcher directly saying “let this be the last time you put your hands on my son” without me knowing and then spoke to the coach about it after practice.  Had Ava not mentioned anything, I wouldn’t have even known any of this happened.  

I felt compelled to talk to the coach and explain that Fletcher struggles with sensory processing and a part of that includes difficulty understanding boundaries at times.  “This is a safe space for everyone,” the coach replied quickly and confidently.  While it didn’t mitigate my frustration and hurt feelings, it certainly made me appreciate that Fletcher has a coach who is going to work to support all of the children on his team.  That’s a win in and of itself.

Fletcher seemed unphased by this whole scenario despite his cousin being acutely aware of what had taken place.  On our ride home, I asked Fletcher general questions to try and get more information on how this played out without imparting my feelings of frustration and anger (with how the mom handled things) onto him. When he finally told me that this mom had talked to him, I asked him why he didn’t tell me.  “Because I didn’t want you to feel bad, Mom,” he said.

My friend Amber described it best by referring to my Mama Bear feelings as heart-stabby.  I sat in that heart-stabby state for the hours following practice.  And I realize it’s because for me, being a parent is so deeply personal.  We work so hard at home to make sure Fletcher has the tools and strategies he needs to be successful and he works really hard, too.  When I send my child out onto a field or into a classroom, I’m sending a giant piece of myself with zero protection and I have very little control over his environment, his actions or the actions of others.  Every single time I’m simultaneously proud, nervous-excited and terrified.  Every. Single. Time.

I can rationalize in my head that not all people recognize the varying needs of children, nor do they always have the capacity to be compassionate… and quite frankly sometimes people  simply just don’t care if it isn’t their child.  What I struggled with the most in this situation is that someone would directly address a child they have no relationship with (and know nothing about) without involving a parent or coach – especially at this level.  Fletcher is six.

After a few tears and a little reflection as I worked through the prickly, heart-stabby feelings this situation left me with, here are my takeaways:

Prepare, Prepare, Prepare (children and adults):   Team sports can be hard, especially the first few practices while trying to get everyone organized and into a routine.  Implementing some strategies can be helpful.  I didn’t prep Fletcher for this like I normally would have, as we’re new to the league and didn’t quite know what to expect.  Now we know. If I were to do this over again, I’d work with him to develop strategies for what to do during idle time.  (Ask someone to play catch, do jumping jacks, run in place, play rock, paper, scissors, ask the coach if there’s something he can help with, etc.) and I’d also spend a little more time working on personal boundaries in that specific environment.  Maybe some role playing that includes the notion that knocking someone’s baseball hat might look fun, but most people won’t love it.

Prepping the coach ahead of the first practice may not have eliminated this situation completely, but could’ve maybe given him some things to watch for.  So for the foreseeable future, I’ll be making sure adults who work with Fletcher understand his needs.  The tricky part is doing so in a way that helps folks see the whole person rather than focusing on areas of struggle. We weren’t quite ready for a “wait and see” scenario.  I’m working on a quick at-a-glance that outlines his strengths and areas that are more challenging – kind of like a play card, but specific to his needs.  I don’t want to overwhelm anyone with too much information, but also want to provide them with quick access to helpful tips that will promote success on all sides. 

Support:  We tend to travel in a pack which means signing Fletcher up for activities with a buddy or his cousin, or in this case both.  And this situation made me realize that not only does Fletcher benefit from that kind of support, but so do I.  I needed Ava there for Fletcher’s sake and I needed my sister and my friend Amber there for me.  Find your people when you can and support each other – in school, at home and even on the baseball field.  It takes a village.  Seriously.

Tune Out the Noise:  Team sports usually involve being among other parents and families.  Most are wonderful.  But there will always be some who for whatever reason just lack compassion, sensitivity, empathy….  I’m learning that while it’s easy to let one negative comment or gesture put a sour spin on an evening – it’s just not worth it.  Folks who bring negativity to youth sports simply aren’t my people.  That’s not to say that you shouldn’t engage with them If there’s a teachable moment or a positive opportunity to connect.  But generally speaking, I think it’s perfectly acceptable to tune out the noise and focus on what you can control and why you’re there. (I’m totally speaking to myself with this one!)

Tools in Your Toolbox:  Sports of any kind can be a recipe for sensory overload – loud noises, scratchy uniform fabric, bugs, new smells, uncontrolled temperature, lots of instructions given at once, lots of people moving about.  But that’s not to say that it has to be overwhelming one hundred percent of the time and being in the right team environment promotes the development of wonderful skills.  Pack plenty of tools in your toolbox (noise cancelling headphones if your child uses them, change of clothing, compression items, a different pair of socks, bug spray, sun screen, water, snacks, fidgets, etc.), make sure your child knows you have them and that they’re able to access tools when needed.  Sometimes Fletcher just needs to know that we have a certain thing with us – even if he doesn’t actually need to use it.

 

Bringing Sensory to the Basket: Our Top 5 Favorite Fidgets

by | Mar 30, 2021 | Blog, Uncategorized

I just realized that Easter is this weekend.  I knew it was coming, it just hadn’t registered that it was this week – has anyone else lost all sense of time during this pandemic?!

Anyway – one of my favorite ways to bring more sensory-based toys and tools into our house is through gift giving.  It puts a fun spin on things that also serve a purpose.  Fidgets make really great additions to baskets and stockings, things left by Lucky the Leprechaun, or gift toppers if you’re fancy.  We have some favorites that I thought I’d share in case you’re looking for some last minute items for your baskets…here are our top five:

Pop-it : Both of our boys (ages 3 and 6) love the pop-its that my sister bought them for Christmas.  They’re great because they are much quieter than bubble wrap and are super portable.  They are also easily washed in the sink!

Wacky Tracks:  Super versatile, also really portable (I usually keep some in the car and/or my purse), and fun to see the various ways kids put them to use.  These are used almost daily during virtual learning in our house – they fit very discreetly in a little lap.

Fidget Ball:  This thing is like Rubiks Cube meets Pop-It and it’s as fabulous as it looks.  Fletcher loves that it’s round and that he can feel the ball popping from one spot to another while he tries to solve the puzzle.

Arrgh! Ball:  The Arrgh! ball is one of our favorite new things of 2021.  We learned about them from our craniosacral therapist.  They’re super fun because they’re squishy, but they also have a little weight to them which provides wonderful input.  Both of our boys love the Arrgh! Ball.  A quick note of caution:  One that we purchased has water beads inside.  Looks super cool and adds a textural element to the ball.  However, if you have a child with endless curiosity like we do, they may find their way to the plug at the bottom and figure out how to get some of those water beads out (this definitely happened to us within 20 minutes of owning it, ha!)

Therapy Putty:  This putty was one of the first tools we received from OT and remains one of Fletcher’s favorites.  The containers come in different strengths depending on the level of input you’re looking for.  Therapy putty is a great sensory tool disguised by fun colors and compact containers.  (We sent some to school with Fletcher in his backpack when he was just beginning his sensory journey and really struggling.  It was used as a “take a break” activity for him.)

Enjoy!  I’d love to hear about your favorite fidgets!  We’re always looking to add to our repertoire!