Occupational Therapist and Early Childhood Educator Collaborative Education Model Karen Hoover, OTD, OTR

Transcription

1 Occupational Therapist and Early Childhood Educator Collaborative Education Model Karen Hoover, OTD, OTR Will pre-school, kindergarten and first grade educators who participate in an on-line education module increase their understanding of the role of occupational therapy and incorporate skills learned into the design and delivery of activities to assist children to improve kindergarten readiness? Setting: Significance to OT Suburban public school in New Jersey 14 pre-school and 23 Kindergarten Classes Integrated (half day) and Self- Contained classrooms Background: Decreased OT Availability Increased Need by teachers Results in little or no time for consultation or indirect interaction between teachers/ot Analysis of Evidence: Analysis of Evidence: 39 Articles Qualitative and Quantitative Variety of National and International Journals Various professional journals May benefit children in classroom and district beyond those participating in OT Potential to support body of evidence for OT practice Increased awareness of OT among educators Teachers may identify student concerns earlier = earlier support Improved communication between professions could lead to increased carryover of skills practiced in OT to the classroom Themes in Evidence: 1. Kindergarten Readiness Opportunity for OT to assist 2. Transition to Kindergarten - Improved with communication between professionals 3. Teacher Perception of OT in Schools - Improved Communication = Improved carryover 4. Teacher Professional Development Opportunities - Desire interactive opportunities 5. Support for In-service topics Substantial support in literature

2 Design and Implementation On-line In-services In-service Topics PowerPoint with audio Offered via secure website On-line forum for interaction 1.Introduction/How OT Fits in the School 2.Fine Motor Coordination in the Classroom 3.Visual Perceptual Skills in the Classroom 4.Preparation for the Classroom- Sensory and Attention 5.Handwriting 6.Bilateral Skills and Cutting Data Collection Pre In-service Survey Post In-service Survey Qualitative Responses on forum and survey Participants: 13 Signed Consents, 12 Pre In-service Surveys, 8 Post In-service Surveys Varied Classroom types and varied levels of experience in the classroom Quantitative Findings: Better understanding of OT role Increased understanding of OT contribution Believed in-services were informative Anticipate incorporating learning into classroom Qualitative Findings: Post In-service survey responses = generally positive On-line forums were used minimally Depth of comments demonstrated understanding of material Commented on observation of child in classroom as relates to in-service Stated intention to incorporate ideas

3 References: Asher, A. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60, Bayona, B. McDougall, J., Tucker, M. Nicholas, M. & Mandich, A. (2006). School-based occupational therapy for children with fine motor difficulties: Evaluating functional outcomes and fidelity of services. Physical and Occupational Therapy in Pediatrics, 26, Barnes, K. & Turner, K. (2000). Team collaborative practices between teachers and occupational therapists. The American Journal of Occupational Therapy, 55, Barnette, D., Daly III, E., Jones, K. & Lentz, Jr. F.E. (2004). Response to intervention: Empirically based special services. Decisions from single case designs of increasing and decreasing intensity. The Journal of Special Education, 38. (66-79). Bazyk, S., Michaud, P., Goodman, G., Papp, P. Hawkins, E. & Welch, M. (2009). Integrating occupational therapy service in a kindergarten curriculum: A look at the outcomes. American Journal of Occupational Therapy. 63, Berkley, S., Benda, W. Peaster, L. & Saunders, L. (2009). Implementation of response to intervention. A snapshot of progress. Journal of Disabilities, 4, Bose, P. & Hinojosa, J. (2008). Reported experiences from occupational therapists interacting with teachers in inclusive early childhood classrooms. American Journal of Occupational Therapy. 62, Case-Smith, J., Holland, T. & Bishop, B. (2011). Effectiveness of an integrated handwriting program for firstgrade students: A pilot study. American Journal of Occupational Therapy. 65, Cassidy, D., Mims, S. Rucker, L & Boone, S. (2003). Emergent curriculum and kindergarten readiness. Childhood Education, 3, Chiu, T., Heidebrecht, M., Wehrmann, S. Sinclair, G & Reid, D. (2008). Improving teacher awareness of fine motor problems and occupational therapy: Educational workshops for preservice teachers, general education teachers and special education teachers in Canada. International Journal of Special Education, 23, Clark, G., Jackson, L. & Polichio, J. (2011). Occupational therapy service in early childhood and school-based settings. American Journal of Occupational Therapy, 65, S46-S54. Clark, G. & Polichio, J. (2010). Response to intervention & early intervening services.ot Practice, 15, CE1-CE- 8. Cornhill, H. & Case-Smith, J. (1996). Factors that relate to good and poor handwriting. American Journal of Occupational Therapy, 50, Dankert, H., Davies, P., Gavin, W. (2003). Occupational therapy effects on visual motor skills in preschool children. American Journal of Occupational Therapy, 57,

4 Denton, P. Cope, S. & Moser, C. (2006). The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6 to 11 year old children. American Journal of Occupational Therapy, 60, Fener, K, Majnemer, A & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67, Hammerschmidt, S. & Sudsawam P. (2004). Teacher s survey on problems with handwriting: Referral, evaluation and outcomes. American Journal of Occupational Therapy, 58, Hanft, B & Shepherd, J. (2008) How do you collaborate? In Hanft, B & Shepherd, J. (Eds.), Collaborating for Student Success: A Guide for School-Based Occupational Therapy (pp. 1-33). Bethesda, MD: The American Occupational Therapy Association, Inc. Hoover, K. (2012). An education module for pre-school, kindergarten and first grade educators on kindergarten readiness skills: An occupational therapy perspective. (Unpublished doctoral capstone). Chatham University, Pittsburgh, PA. Hutton, E. (2009). Occupational therapy in mainstream primary schools: an evaluation ofa pilot project. British Journal of Occupational Therapy, 72, Jackson, L. (Ed.). (2007). Occupational therapy services for children and youth under IDEA 3 rd. ed.). Bethesda, MD:AOTA Press. Janus, M., Lefort, J., Cameron, R., & Kopechanski. (2007). Starting kindergarten: Transition issues for children with special needs. Canadian Journal of Education. 30, Kemmis, B. & Dunn, W. (1996). Collaborative Consultation: The efficacy of remedial and compensatory interventions in school context. American Journal of Occupational Therapy 50, Kemp, C. & Carter, M. (2005). Identifying skills for promoting successful inclusion in kindergarten. Journal of Intellectual & Developmental Disability. 30, Lust, C. & Donica, D. (2011). Effectiveness of a handwriting readiness program in head start: A two-group controlled trail. American journal of occupational therapy. 65, Ratzon, N. Efraim, D. & Bart, O. (2007). A short-term graphomotor program for improving writing readiness skills for first grade students. American Journal of Occupational Therapy. 61, Reid, D., Chiu, T.,Sinclair, Sinclair, G. Wehrmann, S. & Naseer, Z. (2006) Outcomes of an occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73, Traub, E., Huller-Pishgahi, L & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Special Education, 24, Van Hartingsveldt, De Groot, I., Aarts, P & Nijhuis-Van Der Sanden. (2011). Standardized tests of handwriting readiness: A systematic review of the literature. Developmental Medicine & Child Neurology. DOI: /j x Vescio, V., Ross, D & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teacher and Teacher Education, 24,

5 Volman, M.J.M., vanschendel, B., & Jongmans, M. (2006) Handwriting difficulties in primary school children: A search for underlying mechanisms. American Journal of Occupational Therapy, 60, Wehrmann, S., Chiu, T, Reid, D. & Sinclair, G. (2006). Evaluation of occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73, Woodward, S. & Swinth, Y. (2002). Multisensory approach to handwriting remediation: Perceptions of schoolbased occupational therapists. American Journal of Occupational Therapy, 56,