For Black Friday and Cyber Monday we are offering three different coupons. They are active until 11/27/17. Use the codes below when you check out to get your Cyber Week deals! Coupon can not be combined.
Happy Thanksgiving to all from Your Therapy Source. We are so grateful for the amazing customers and following we have! Thank you!
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How to Integrate Therapy Goals Into The CurriculumCurriculum refers to the lessons and materials that students will interact with to reach educational goals. Most elementary and high schools follow a specific curriculum for each subject. In general, a curriculum includes goals, instructional methodology, materials and assessments to measure progress.
Therapy goals can be established to assist students in accessing the curriculum. Using traditional therapy observational skills and assessment, answer questions regarding the student’s skill level in the classroom. Is the student able to participate during all aspects of the curriculum lessons? Skills that are assessed encompass fine motor, gross motor, sensory processing and visual perceptual skills.
Here are a few examples:
Here is an example of a therapy goal addressing fine motor skills to help a student access the English Language Arts (ELA) curriculum using the Common Core Standards for a kindergarten student (CCSS.ELA-Literacy.SL.K.5). GOAL: By June 2018, during speaking and listening tasks the student will independently be able to open/close containers that hold ELA supplies 9 out of 10 trials to create drawings or visual displays when presenting knowledge and ideas.
Here is a sample goal that addresses gross motor and sensory processing skills using the Common Core Standards for Kindergarten ELA CCSS.ELA-Literacy.SL.K.1: GOAL: By June 2018, the student will independently exhibit age appropriate body awareness (i.e. maintaining personal space, keeping hands to self, etc.) 90% of the time when actively engaged in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
By writing goals that specifically address accessing the curriculum, school based therapists are embracing the educational delivery of service model. Read more about writing SMART goals. If you need more ideas for goal writing based on the Common Core Standards Check out IEP Goals Related to the Common Core for OT/PT Grades K-2 and IEP Goals Related to the Common Core for OT/PT Grades 3-5 .
Another option to integrate therapy goals throughout the school day is to use a specific curriculum to address the sensory motor domains. There are various products available that can help you get started. These curriculums will save you hours of prep work!
Hands First for Learning Fine Motor Curriculum and Preschool Units have a unique vision and philosophy that desires to link health and wellness with kindergarten readiness skills to support the academic success of young children. The resources provide educators, therapists, and parents with activities to develop fine motor and gross motor foundational skills in both the general education and special education populations. The Hands First for Learning books are published by two experienced occupational therapists, Laurie Donovan and Alison Hales and Tama L. Hampton, MA, CCC-SLP. With over 25 years experience working in public schools, the authors understand the needs of school systems, parents, teachers, therapists, and children.
The Coleman Curriculum for School Based Occupational Therapy by Thomas Coleman, OTR is a curriculum for occupational therapy in the schools from Kindergarten through Third Grade. Skills are discussed, examined and explained for everyone to understand.
The Self Regulation Skills Curriculum – Move Work Breathe provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work.
The Growth Mindset curriculum, created by Thia Triggs, school based Occupational Therapist, includes 5 units that will help you to support your children in developing a Growth Mindset by utilizing strategies to let go of negative and defeatist thinking, develop a more positive outlook, promote self-encouragement of hard work, develop skills to make the most out of errors and mistakes, promote resiliency to disappointment and frustration, and set personal learning goals while working to overcome internal obstacles.
Have you ever considered developing a specific curriculum for pediatric occupational, physical or speech therapy? Read more about curriculum development here.
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Dysgraphia, ADHD and AutismThe Journal of Attention Disorders published research on the prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. Previous research indicates that children with ADHD and autism show poorer handwriting quality (e.g., legibility, letter formation, alignment, spacing, and sizing) and reduced handwriting speed.
This study included 1034 children with normal intelligence and ADHD–Combined, ADHD–Inattentive, or autism. Each participant completed the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC).
The results indicated the following:
The authors concluded that dysgraphia is common at all ages in children and adolescents with ADHD and autism. this research indicates that dysgraphia is difficult to remediate and is present at all ages, schools should focus on compensating for dysgraphia with accommodations for in addition to trying to improve handwriting. Technology may be helpful such as keyboarding, word processing and/or speech recognition software.
In addition to using technology, based on each individual student’s needs try modifying the following regarding the workload at school: decrease the amount of written work, provide notes and outlines instead of requiring copying, offer multiple choice answers, allow dictation or do not penalize for messy handwriting.
Reference: Mayes, S. D., Breaux, R. P., Calhoun, S. L., & Frye, S. S. (2017). High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism. Journal of Attention Disorders, 1087054717720721.
View all of our handwriting resources here.
The Handwriting Book is designed to be an effective, easy-to-use resource for any parent, educator, or therapist. Ideas for activities, strategies, modifications, and adaptations for children of all ages are included alongside explanations of each aspect of handwriting. Each chapter includes helpful therapist tips to make handwriting practice more engaging and fun.
Handwriting is a complex motor skill that requires dexterity, strength, motor planning, and visual perceptual skills. Other developmental prerequisites such as hand dominance, grasping skills, postural control and letter recognition also play an important role in how a child learns to write.
Written by a team of 10 pediatric physical and occupational therapists with years of experience in the field, The Handwriting Book is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.
The 9 chapters include the following topics: Developmental Progression of Pencil Grasp and Handwriting Strokes, Gross Motor Skills and Handwriting, Fine Motor Skills and Handwriting, Sensory Considerations in Handwriting, Visual Perceptual Skills and Handwriting, Tips for Size, Alignment, and Spacing in Written Work, Engaging the Reluctant Writer, Combining Handwriting and Play and Activities to Practice Handwriting Skills at Home. Also includes Resources for Adaptive Handwriting and Equipment, Materials, and Further Information.
Details:
Language: English
PDF digital document delivered electronically via email – 62 pages
You will receive an email following payment with a link to download the digital document.
Click on the Buy Now button to purchase The Handwriting Book for $15.99. This book can not be added to the Your Therapy Source shopping cart. You will have to check out separately because the book has multiple authors (this is an affiliate link). A tab will open in a new window for you to check out.
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Happy Thanksgiving to all the therapists, assistants, parents and teachers who work so hard to help children achieve their best!
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The Journal of Occupational Therapy, Schools and Early Intervention published research examining the results of a online survey completed by 47 teachers and how they perceive the role of the occupational therapist. The results revealed the following:
Need ideas and suggestions to increase communication and collaboration? Here are some previous blog posts:
5 Steps to Increase Communication this School Year
5 Steps to Successful Collaboration
Tips for Scheduling Team Meetings
Reference: Jeryl D. Benson , EdD, OTR/L, Kimberly A. Szucs , PhD, OTR/L & J. J. Mejasic , MS, OTR/L. Teachers’ perceptions of the role of occupational therapist in schools. Journal of Occupational Therapy, Schools, & Early Intervention. Volume 9, 2016 – Issue 3 http://ift.tt/2cBp2UG
The post Teachers’ Perceptions of School Based OTs appeared first on Your Therapy Source.
Recently, I received a question about a student who is having difficulty applying pencil pressure when writing. The therapist was having some success using markers but was looking for other suggestions. Here are 10 ideas to increase pressure when writing:
Do you have any suggestions or tips to add to the list?
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Most school staff are already aware of the physical benefits of exercise, such as strengthening of the heart and lungs, preventing weight gain, healthy bones, good posture and more. However, many are not aware of the potential brain-boosting benefits of physical activity with regard to school performance. Unfortunately, students are missing out on opportunities to accomplish this physical activity. For example, years ago kindergarten was meant to teach children how to play, listen, follow rules and interact with peers. Now kindergarten teachers, and even preschools teachers, are forced to spend more time on structured, academic instruction. This frequently translates into more seatwork time and less movement and active free play time. Physical education class and recess are usually the first things cut when more academic time is required for remediation in reading and math skills. At the end of the day, the children are spending too much time in a sedentary mode. Research indicates that this sedentary lifestyle has a negative effect on cognitive development.
How do gross motor skills/physical activity affect academics?
Gross motor skills are completed by using the larger muscles in the body to roll, sit up, crawl, walk, run, jump, leap, hop, skip and more. Regular participation in these types of physical activities has been associated with improved academic performance and important school day functions, such as attention and memory. Even a baby’s ability to sit up unsupported has a profound effect on their ability to learn about objects (Woods, 2013).
One of the greatest brain gains of exercise is the ability for physical activity to improve actual brain function by helping nerve cells to multiply, creating more connections for learning (Cotman, 2002; Ferris, 2007). Research has shown that an increase in physical activity has a significant positive effect on cognition, especially for early elementary and middle school students (Sibley, 2002). As an added bonus, being physically fit as a child may make you smarter for longer as you grow old. (Deary, 2006).
Recent research indicates that regular participation in physical activity may improve academic performance. Schools that have added physical activity into their curriculum showed a 6% increase in student’s standardized test scores when compared to peers who had inactive lessons (Donnelly, 2011). One comprehensive research review included 59 studies, indicated a significant and positive effect of physical activity on children’s achievement and cognitive outcomes, with aerobic exercise having the greatest effect (Fedewa & Ahn, 2011). Ninety minutes per week of cardiorespiratory fitness has been associated with improvements in the cognitive control of working memory in preadolescent children. Children who participated in 90 minutes/week of moderate to vigorous physical activity during an after school program displayed improvements in working memory (Kamijo, 2011). Physically active lessons including physical activity breaks have been shown to reduce time-off-task (20.5%) and improve reading, math, spelling and composite scores (Kibbe, 2011). In another study, children who participated in physically active lessons had significantly greater gains in mathematics speed test, general mathematics, and spelling scores although no changes were seen in reading scores (Marijke J., 2016).
Physical education classes and recess offer opportunities for students to increase physical activity throughout the school day. Although, at times children are sedentary even during these periods. Research indicated that children who participate in physical activity during physical education lessons may facilitate immediate and delayed memory (Pesce, 2009). Many studies show that the more vigorous the physical activity is the larger the effects on academic performance (Carlson, 2008; Castelli, 2011).
Even acute bouts of physical activity have been shown to improve cognition. One study revealed that preadolescent children who completed 20 minutes of treadmill training at a moderate pace responded to test questions on reading, spelling, and arithmetic with greater accuracy and had improved reading comprehension compared to children who had been sitting. In addition, the children completed learning tasks faster and more accurately were more likely to read above their grade level following the physical activity (Hillman, 2009). Perhaps try some of these 10 easy, physically active ways to get the brain ready for testing.
How do gross motor skills/physical activity affect concentration?
Teachers know all too well how much effort is spent on trying to get and maintain students’ attention. Teachers try frequent questioning, moving about the room, changing tone of voice and many more techniques. An alternative method for teachers to increase attention, concentration and on-task behavior may be to incorporate bouts of physical activity throughout the school day. Research has shown that some children who participated in an in-class physical activity program improved their on-task behaviors by 20 percent (Mahar, 2006). Additional research regarding physical activity and school performance revealed that physical activity may improve concentration (Taras, 2005). Active lessons that require more coordinated gross motor skills such as balancing, reaction time, etc. were associated with better concentration on academic tasks (Budde, 2008).
How to increase gross motor skills/physical activity during the school day:
There are many ways to incorporate more physical activity and movement breaks into a school day. One of the easiest ways to increase physical activity time is to add physical education classes and recess. However, this can be the most difficult to accomplish within a school day since so much time is already devoted to structured learning. If additional physical education and recess time is not available, work on incorporating physical movement throughout the school day with brain breaks. During transitions from one subject matter to another, perform short bouts of exercises such as jumping in place, dancing to music or jumping jacks. Help teachers develop multisensory lessons that incorporate movement with academics. Not only will the multisensory activities increase movement time, but they may also assist kinesthetic learners to improve academically. By teaming up with members of the school and community, physical and occupational therapists can help make active changes to children’s patterns of physical fitness, health and cognitive function!
This post is part of the Functional Skills for Kids series is school day functions. This series is a 12-month long series written by occupational and physical therapy bloggers on the development of 12 functional skills for children. Stop by to see what the other occupational therapists and physical therapists in the Functional Skills for Kids series have written on the school day functions.
Fine Motor Skills Needed at School and Classroom Activities | Sugar Aunts
How Do Gross Motor Skills Affect Academics? | Your Therapy Source
40 Helpful Strategies for Students with Sensory Challenges | Mama OT
Brain Breaks to Help Concentration in the Classroom | Your Kids OT
Things You can do at Home to Help Your Child in School | Therapy Fun Zone
Tips for Following Directions in the Classroom and Home | Growing Hands-On Kids
Positioning In The Classroom |Miss Jaime OT
10 Transition Strategies for Kids: Preventing Tantrums | The Inspired Treehouse
The Case for More Play in the School Setting | Kids Play Space
This post is part of the Functional Skills for Kids: 12 Month series by Occupational and Physical Therapists. Read all of my monthly posts in this series HERE.
References:
Active Living Research (2015). Active Education: Growing Evidence on Physical Activity and Academic Performance. Retrieved from the web on 8/15/16 at http://ift.tt/1Ecn9Bm
Budde H, Voelcker-Rehage C, Pietrabyk-Kendziorra S, Ribeiro P, Tidow G. (2008) Acute coordinative exercise improves attentional performance in adolescents. Neurosci Lett. 441(2):219–223.
Carlson SA, Fulton JE, Lee SM, et al. (2008) Physical education and academic achievement in elementary school: Data from early childhood longitudinal study. Am J Public Health. 98(4):721-727. doi:10.2105/AJPH.2007.117176.
Castelli DM, Hillman CH, Hirsch J, Hirsch A, Drollette E. (2011) FIT Kids: time in target heart zone and cognitive performance. Prev Med. 52(Suppl 1):S55-S59
Cotman, C., & Engesser-Cesar, C. (2002). Exercise enhances and protects brain function. Exercise and Sport Science Review, 30(2), 75-79.
Deary, I., Whalley, L., et al. (2006). Physical fitness and lifetime cognitive change. Neurology, 67, 1195-1200.
Donnelly JE, Lambourne K. (2011) Classroom-based physical activity, cognition, and academic achievement. Prev Med. 52 (Suppl 1):S36-S42.
Fedewa AL & Ahn S. (2011) The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis.
Res Q Exerc Sport. 82(3):521-535.
Ferris, L., Williams, J., & Shen, C. (2007). The effect of acute exercise on serum brain-derived neurotrophic factor levels and cognitive function. Medical Science of Sports and Exercise, 39(4), 728-734.
Hillman CH, Pontifex MB, Raine LB, Castelli DM, Hall EE, Kramer AF. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 159(3):1044-1054. doi:10.1016/j.neuroscience.2009.01.057.
Kamijo K, Pontifex MB, O’Leary KC, et al. (2011). The effects of an afterschool physical activity program on working memory in preadolescent children. Dev Sci. 14(5):1046-1058. doi:10.1111/j.1467-7687.2011.01054.x
Kibbe Dl, Hackett J, Hurley M, et al. (2011) Ten years of TAKE 10!: integrating physical activity with academic concepts in elementary school classrooms. Prev Med.52(Suppl 1):S43-S50.
Mahar, M., Murphy, S., Rowe, D., et al. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medical Science of Sports and Exercise, 38(12), 2086-2094.
Marijke J. et al (2016). Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial. Pediatrics, Mar 24;137(3):e20152743. Epub 2016 Feb 24.
Pesce et al (2009) Physical activity and mental performance in preadolescents: effects of acute exercise on free-recall memory. Ment Health Phys Act. 2(1):16–22.
Sibley, B., & Etnier, J. (2002). The effects of physical activity on cognition in children: A meta anaylsis. Medical Science of Sports and Exercise, 4(5), 214.
Taras, H. (2005). Physical activity and student performance at school. Journal of School Health, 75(6), 214-218.
Woods RJ & Wilcox T. (2013). Posture support improves object individuation in infants. Dev Psychol. Aug;49(8):1413-24. doi: 10.1037/a0030344. Epub 2012 Oct 8.
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