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Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.
Speech has a beat inside it. When a child cannot hold a steady rhythm, that often sits alongside difficulty with reading and with the flow of talking, so time spent clapping or tapping a beat together is doing something real.
You need nothing for this. Clap a slow pattern, ask them to clap it back, then keep it running while you both count or walk in time to it.…
Start the movement slow enough that it is almost boring. Speed it up once it has gone smooth, and only then add the thinking part.
Throwing a beanbag back and forth, bouncing a ball, drumming on the table: pick something plain and let it become automatic before you make it…
When somebody does not take up the movement you suggested, ask what got in the way before deciding they did not want to. Usually it is money, childcare, transport or time.
Cost, an awkward class time, nobody to watch the children, a room full of people you would have to make conversation with. None of that is…
If you are the therapist, you do not need to become the movement teacher as well. Sending somebody to a person trained for it is the better version of helping.
The evidence is for movement alongside therapy, not for therapy with a few stretches added by someone who picked them up from a video. Handing it…
Looking for a whole subject rather than a single practice? Start from the nine areas.