Occupational therapy vs illegible print in the schools 2009


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  • This presentation will cover:
    Definition of occupational therapy
    Role of occupational therapist in the school
    What occupational therapist work on (illegible print vs. occupational therapy need)
    Heirarchy of referral process for OT at Wallenpaupack school district
    Response to intervention
    Trouble shooting ideas for teachers to assist with remedial suggestions to assist with illegible print
  • In the next slide I will discuss how an OT assesses performance skills to enable the student to participate in their occupational therapy role of:
    WORK and PLAY
  • Occupational therapist assess the students in these performance areas to determine if they are impacting the students ability to particpate in their daily occupational role as a student.
  • WOLD Sentence Copy test with random copy letters.
    After task is complete, ASK TEACHERS why they thought the group with the symbols took so much longer….
    Then discuss or highlight key OT areas that could have affected it.
    Key points- Group that received the random letters were affected in which ways?
    Scanning and tracking skills may be affected-Slow speed, difficult time find next spot.
    Visual memory/sequencing skills may be affected-Had to refer to each letter stroke as opposed to a sequence or chain of letters
    Visual perception for letter formation and placement may be affected-Had to reference the shape or symbol again to ensure it was correct (letter placement student may be unsure)
  • Give them the mirror activity.
    Key points!
    How students may misinterpret visual information
    May see letters or numbers reversed
    Important for writing and legibility (sizing and placement of letters) (spacing between words)
  • Ask them to copy a sentence in cursive with their left hand.
    Key points:
    Example of the physical effort that is put forth with learning a new task
    Some students have difficulty learning all new motor tasks and have to put forth this much effort for each task.
  • Example of sitting on a therapy ball.
    Trial sitting on a ball without feet supported on the ground and place a pen in a cup!
    Key points:
    Control moves proximal to distal in development-strong core assists with fine motor development
    Need proximal control to sit upright and use hands bilaterally.
  • Give them How Does Your Engine Run Checklist
    After they have completed the checklist have them discuss number four on the list!
    Discuss how we regulate our systems vs. how a student experiences a heightened need or intense frequency of these things in an attempt to regulate their system…..
    1. Not controlled
    2. Usually so intense that they are missing instruction
    3. require consistency throughout their day (sensory diet)
  • Speak about standard deviations and norms briefly. 77.8 standard score or 25% delay in respect to typical students performance.
  • 1. Hand out trouble shooting ideas to staff.
    2. Go over trouble shooting guidelines with staff.
  • Occupational therapy vs illegible print in the schools 2009

    1. 1. OCCUPATIONAL THERAPY Illegible handwriting versus occupational therapy intervention.
    2. 2. WHAT IS THE CHILD’S OCCUPATION  Work  Play
    3. 3. OCCUPATIONAL THERAPY IN SCHOOLS  “An occupational therapist considers the child's occupations of play and school. If a child is unable to fully participate in play or school, the occupational therapist provides services to increase the child's function and success. A student must be in special education, with an identified disability, in order to receive occupational therapy services in the school system”. (http://www.lisd.net/speced/otweb/index.htm)
    4. 4. HOW CAN OCCUPATIONAL THERAPY HELP?  Areas of treatment  Visual Motor Integration  Visual Perceptual Motor  Visual Spatial Awareness  Motor coordination  Motor planning  Postural stability  Sensory Processing
    5. 5. VISUAL MOTOR SKILLS  “The ability to draw or reproduce what one sees.” (Handy Learning Susan Thompson, OTR, 2004)
    6. 6. VISUAL PERCEPTION  “The ability to see, discern and recognize shapes visually.” (Handy Learning Susan Thompson, OTR, 2004)
    7. 7. MOTOR COORDINATION AND MOTOR PLANNING  “The ability to move through a novel motor task without difficulties and transfer learned movement patterns to new tasks.” (Handy Learning Susan Thompson, OTR, 2004)
    8. 8. PROXIMAL STABILITY  “The ability to maintain a fixed posture without external support”. (Handy Learning Susan Thompson, OTR, 2004)
    9. 9. SENSORY PROCESSING “Sensory Processing involves the ability to take in information about our environment through the senses and use the information in a meaningful and functional manner.” (http://www.lisd.net/speced/otweb/sensoryProcessing.htm)
    10. 10. SIGNIFICANT DELAY  For a student to qualify for occupational therapy as a related service they must present with a significant delay that impacts their ability to access their school curriculum.  So what can we do for those students who may not qualify for occupational therapy intervention but have a difficult time with their writing skills???
    11. 11. HIERARCHY OF THE REFERRAL PROCESS WITHIN THE WALLENPAUPACK SCHOOL DISTRICT.  Teacher identifies a need  Teacher contacts school guidance counselor  Trouble shooting ideas and support interventions are given to the teacher  Teacher trials interventions for 6 weeks  If no progress is being made, the student is referred to the SAP team.  Team will determine necessity for an Occupational therapy screen  Occupational therapist will screen and make determination as to whether or not the student will require an OT evaluation.
    12. 12. HOW THE OCCUPATIONAL THERAPIST CAN HELP IN THE RESPONSE TO INTERVENTION PROCESS!!!  Trouble Shooting Ideas…………………….  Guide the SAP team in the determination of appropriate intervention strategies.
    13. 13. REFERENCES  Case-Smith, J., (2001) Occupational therapy for Children 4th edition. St. Louis, MI: Mosby Inc.  Thompson, S., (2004) Handy Learning Activities for Hand Developmental and Curriculum Enhancement. Retrieved from www.handylearning.com  Clark Brack, J. ( 2006) Sensory Processing Disorder Kit: Simulations and Solutions for Parents, Teachers and Therapists. Shawnee Mission, KS: Autism Asperger Publishing Company.