Occupational Therapy in the Schools: Learning Disabilities

Transcription

1 Occupational Therapy in the Schools: Learning Disabilities Asher, A. V. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60(4), Barnes, K. J., Beck, A. J., Vogal, K. A., Grice, K. O., & Murphy, D. (2003). Perceptions regarding school-based occupational therapy for children with emotional disturbances. American Journal of Occupational Therapy, 57(3), Bazyk, S., Michaud, P., Goodman, G., Papp, P., Hawkins, E., & Welch, M. A. (2009). Integrating OT Services in a Kindergarten Curriculum: A look at the outcomes, American Journal of Occupational Therapy, 63, Bazyk, S., & Case-Smith, J. (2010). School-based occupational therapy. In J. Case-Smith, & J. C. O Brien, (Eds.), Occupational Therapy for Children (pp ). Maryland Heights, MO: Mosby/Elsevier. Berringer, V. W., Rutberg, J., Abbott, R., Garcia, N., Anderson-Youngstrom, M., & Brooks, A. (2006). Tier 1 and Tier 2 early intervention for handwriting and composing. Journal of Educational Psychology, 44, Berringer, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, Bundy, A. C., Luckett, T., Naughton, G. A., Tranter, P. J., Wyver, S. R., Ragen, J., Singleton, E., & Spies, G. (2008). Playful interaction: occupational therapy for all children on the school playground. American Journal of Occupational Therapy, 62(5), Cahill, S. (2009). Where does handwriting fit in? Strategies to support academic achievement. Intervention in School and Clinic, 44(4), California Department of Education (2011). Guidelines for Occupational Therapy and Physical Therapy in the California Public Schools. California Department of Education: Sacramento, California. Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy, 56, Christensen, C., & Jones, D. (2000). Handwriting an underestimated skill in the development of written language. Handwriting Today, 2,

2 Copley, J., Turpin, M., Gordon, S., & McLaren, C. (2011). Development and evaluation of an occupational therapy program for refugee high school students. Australian Occupational Therapy Journal, 58(4), doi: /j x. Daniel, M. E., & Froude, E. (1998). Reliability of occupational therapist and teacher evaluations of handwriting utility of grade 5 and 6 primary school children. Australian Occupational Therapy Journal, 45, Dawson, P., & Guare, R. (2010). Executive skills in children and adolescents, second edition. New York: Guilford Press. Engel-Yeger & Kasis, A.H. (2010). The relationship between Developmental Coordination Disorders, child s perceived self-efficacy and preference to participate in daily activities. Child: Care, Health and Development, 36, Engel-Yeger, B., Nagaker-Yanuv, L., & Rosenblum, S. (2009). Handwriting performance, selfreports, and perceived self-efficacy among children with dysgraphia. American Journal of Occupational Therapy, 63(2), Erhardt, R., & Meade,V. (2005). Improving handwriting without teaching handwriting. The consultative clinical reasoning process. American Journal of Occupational Therapy, 52, Feder, K., Majnemer, A., & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67, Jones, D., & Christensen, C. (1999). The relationship between automaticity in handwriting and the student s ability to generate written text. Journal of Educational Psychology, 91, Jongmans, M. J., Linthorst-Bakker, E., Westenberg, Y., & Smits-Engelsman, B. C. M. (2003). Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed. Human Movement Science, 22, Josman, N. (2005). The dynamic interactional model for children and adolescents. In N. Katz (Ed.), Cognition and occupation across the lifespan: Models for intervention in Occupational Therapy (2nd ed.; pp ). Baltimore, MD: American Occupational Therapy Association. Josman, N., Goffer, A. & Rosenblum, R. (2010). Development and Standardization of a "Do-- Eat" Activity of Daily Living Performance Test for Children. American Journal of Occupational Therapy, 64 (1) Karlsdottir, R., & Stefansson, T. (2002). Problems in developing functional handwriting. Perceptual and Motor Skills, 94,

3 Kellegrew, D. H., & Allen, D. (1996). Occupational therapy in full-inclusion classrooms: A case study from the Moorpark model. American Journal of Occupational Therapy, 50(9), Kemmis, B. L., & Dunn, W. (1996). Collaborative consultation: the efficacy of remedial and compensatory interventions in school contexts. American Journal of Occupational Therapy, 50(9), Leew, J. (2001). Passport to learning: A cognitive intervention for children with organizational difficulties. Physical & Occupational Therapy in Pediatrics, 20(2/3), Mackay, N., McCluskey, A., & Mayes, R. (2010). The Log Handwriting Program improved children's writing legibility: A pretest-posttest study. American Journal of Occupational Therapy, 64(1), Mancini, M. C., & Coster, W. J. (2004). Functional predictors of school participation by children with disabilities. Occupational Therapy International, 11(1), Mandich, A. D., Polatajko, H. J., C., M., & Miller, L. T. (2001). Cognitive strategies and motor performance in children with developmental coordination disorder. Physiotherapy and Occupational Therapy in Pediatrics, 20, Marr, D, & Dimeo, S. B.( 2006). Outcomes associated with a summer handwriting course for elementary students. American Journal of Occupational Therapy, 60(1), McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46(10), Medwell, J., & Wray, D. (2007). Handwriting: what do we know and what do we need to know? Literacy, 42, Medwell, J., & Wray, D. (2008). Handwriting- A forgotten language skill. Language and Education, 22(1), Doi: /le722.0 Meece, J. L., Anderman, E. M., & Anderman, L. H. ( 2006, January). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, Meltzer, L.J., Roditi, B.N. et al (2006). Strategies for success: Classroom Teaching techniques for students with learning disabilities, Austin, Tx: Pro-Ed. Meltzer, L (Ed.) (2010). Promoting Executive Function in the Classroom (What Works for Special-Needs Learners). New York: The Guilford Press.

4 Missiuna, C., Pollack, N., & Law, M. (2004). The Perceived Efficacy and Goal Setting System. Toronto, Ontario: Psychological Corporation. Nelson, A., Copley, J., Flanigan, K., & Underwood, K. (2009). Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties. Australian Occupational Therapy Journal, 56, Niehues, A. N., Bundy, A. C., Mattingly, C. F., & Lawlor, M. C. (1991). Making a difference: Occupational therapy in the public schools. Occupational Therapy Journal of Research, 11, Pajares, F., & Schunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept and school achievement. In R. Riding & S. Ravner (Eds.) Perception (pp ). London: Ablex Publishing. Peterson, C. Q., & Nelson, D. L. (2003). Effect of an occupational intervention on printing in children with economic disadvantages. American Journal of Occupational Therapy, 57, Pfeiffer, B., Henry, A., Miller, S., & Witherell, S. (2008). Effectiveness of Disc 'O'Sit cushions on attention to task in second-grade students with attention difficulties. American Journal of Occupational Therapy, 62(3), Polatajko, H.J. & Mandich, A. (2005). Cognitive orientation to daily occupational performance with children with developmental coordination disorder. Cognition and occupation across the lifespan: Models for intervention in Occupational Therapy (2nd ed.; pp ). Baltimore, MD: American Occupational Therapy Association. Ratzon, N. Z., Efraim, D., & Bart, O. (2007). A short-term graphomotor program for improving writing readiness skills of first-grade students. American Journal of Occupational Therapy, 61(4), Reeder, D. L., Arnold, S. H., Jeffries, L. M., & McEwen, I. R.(2011). The role of occupational therapists and physical therapists in elementary school system early intervening services and response to intervention: a case report. Physical & Occuppational Theraapy in Pediatrics, 31(1), Rocke, K., Hays, P., Edwards, D., & Berg, C. (2008). Development of a performance assessment of executive function: The children's kitchen task assessment. American Journal of Occupational Therapy: 62(5), Roley, S. S., Bissell, J., & Clark, G. F. (2009). Commission on practice. Providing occupational therapy using sensory integration theory and methods in school-based practice. American Journal of Occupational Therapy, 63(6),

5 Rolheiser, C., & Ross, J. (n.d.). Student self-evaluation: What research says and what practice shows. The Center for Independent Learning. Retrieved July 8, 2008 from Rosenblum, S., Weiss, P. L., & Parush, S. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing: An Interdisciplinary Journal, 17, 5, Royeen, C. B., & Marsh, D. (1988). Promoting occupational therapy in the schools. American Journal of Occupational Therapy, 42(11), Schilling, D. L., Washington, K., Billingsley, F. F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: therapy balls versus chairs. American Journal of Occupational Therapy, 57(5), Spencer, K. C., Turkett, A., Vaughan, R., & Koenig, S. (2006). School-based practice patterns: A survey of occupational therapists in Colorado. American Journal of Occupational Therapy, 60(1), Sturgess, J., Rodger, S., & Ozanne, A. (2002). A review of the use of self-report assessment with young children. British Journal of Occupational Therapy, 65 (3), Wills, K., & Case-Smith, J. (1996). Perceptions and experiences of occupational therapists in rural schools. American Journal of Occupational Therapy, 50(5), Williams, M. S. & Shellenberger, S. (1996). How Does Your Engine Run? A Leader s Guide to the Alert Program for Self-Regulation. Albuquerque, NM: TherapyWorks Zwicker, J., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. OTJR: Occupation, Participation and Health, 29(1), Fox, J.S., Espeland, P. (2006). Get Organized Without Losing It. MN:Free Spirit Publishing: Written for children - for ages 9 to 12 - Ideas for organizing desks, backpacks, and lockers; managing time for homework and after school activities; planning long-term projects; and taking better notes. Goldberg, D (2005). The Organized Student: Teaching Children the skills for success in school and beyond. NY: Simon and Schuster. or Moss, S. (2007). Where's My Stuff? San Francisco, CA: Zest Books. written for preteens teens

6 Kutscher M.L. & Moran, M. (2009). Organizing the Disorganized Child: Simple Strategies to Succeed in School. Harper Paperbacks WEB RESOURCES Cognitive Orientation to Daily Occupational Performance (COOP) Reference list on description of program and research Sensory Processing Programs StickKids Program - Integrates self-regulation and cognitive strategies into a sensory processing framework. Provides visual picture or mini-icon reminders for strategies. Alert Program- Assists students with self-regulation; combines a sensory integration perspective with a cognitive approach. Emphasizes self-awareness. Sensory Stories A method to help children with sensory modulation to cope with everyday experiences. They are in a format that allows children to employ calming strategies throughout the course of specific daily activities like combing hair, going to the dentist and many common school or social activities. Occupational Therapy Activities A pediatric activity idea search engine for Occupational Therapists, teachers, and parents. Match skills to work on, with the materials you have, to plan. Web Resources on RTI Source for RTI resources National Research Center on Learning Disabilities National Center on Student Progress Monitoring