OT K-12

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Developed by DMPS Occupational Therapy Services 8/09

Occupational Therapy

K-12 General Strategy Section

HOW TO USE THIS SECTION:

Step 1: Identify the problem area

Step 2: Refer to corresponding strategy sheets in

this section:

Handwriting – Pink Sheet

Strategies for Completion of Work–

Golden Rod Sheet

Strategies for Coloring and Cutting –

Green Sheet

Difficult Classroom Behaviors – Blue

Sheet

Vendors – Yellow Sheet

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Developed by DMPS Occupational Therapy Services Revised 8/09

HANDWRITING STRATEGIES

Handwriting is a skill that is learned through direct instruction and practice. It is not

just a fine motor task. Writing is a complex process involving vision, memory, learning

style, language, and attention.

Problem: Poor Letter formation

Possible Solutions:

1:1 small groups

Attach oversize paper to a wall. Trace 12” + inch letters using several colors of crayons

(rainbow writing).

Teach letters in groups according to similar strokes (for example: c, a, o, d, g, q).**

Teach letters using different materials e.g. Smart Board, Wikki Sticks, sand, Play Doh™,

markers on dry board, etc.

Form and trace letters using wipe off crayons on a dry erase board on wall or individual

board

Try other instructional programs including TV Teacher, Handwriting Without Tears, First

Strokes, etc.

Problem: Poor letter on line placement

Possible Solutions:

Use narrower width lines, as they are easier for children to control pencil when forming

letters

Color code top, middle, and bottom-lines with different colors. This gives the child a

visual cue to go with the directional cues (for example: green top, yellow middle, and red

bottom line)**

Highlight the bottom half of the writing line space for short letters, for example, small

letters a, c, o, etc. to fit in the yellow space**

Highlight the top half of writing line space and use another color to highlight the bottom

half for example: small letters a, c, o, fit in the highlighted yellow area and tall letters t, l,

k, etc. fit in the red area**

Highlight bottom line with contrasting color to emphasize the baseline

Use paper with a middle guideline**

Use same style of paper for all writing activities

** See Appendix B

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Developed by DMPS Occupational Therapy Services Revised 8/09

Problem: Poor spacing between words

Possible Solutions:

Have student place a note card/folded Post-it note under the non-dominant hand and slide it

over the word that was just written to create a space between words

Have student tap three times between words, (for example: the…paper…is…) or draw a

short horizontal line as a spacer between words (for example: the—paper—is—)

Use a highlighter to define a space where the word is to be written**

Problem: Written work is difficult to read

Possible Solutions:

Ask student to skip every other writing line

If words run together, have the student make a vertical line in contrasting color, between

the words immediately after completing the assignment

Write in block or graph paper

Use word processing to complete written work

Problem: Difficulty organizing work/knowing where to write on the paper

Possible Solutions:

Use colored dots to cue student where to start and stop, (e.g., color the left-hand margin of

paper green and the right-hand margin red) **

Highlighters can be used to draw attention (e.g.: where to write their name, write the

answer, etc.)

Turn notebook paper sideways so the lines run vertically in order to make columns

Use graph paper to organize math problems

Problem: Difficulty copying from the board and/or overhead.

Possible Solutions:

Make the student an individual desk copy.

Have student positioned near and facing board/overhead.

Avoid glare from lights, windows, etc.

Have student write on a slant board

** See Appendix B

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Golden Rod

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Developed by DMPS Occupational Therapy Services Revised 8/09

STRATEGIES FOR COMPLETION OF WORK

The information below should be used for students who have a limited written

output.

Assignment modifications:

If a child can demonstrate a skill in ten problems or grammar sentences, do not

require them to do all twenty.

Do not require students to copy math problems.

To avoid copying sentences to be corrected, provide a copy and require the student to

only make the corrections.

Require three or four sentences written and the rest of the assignment to be done

orally.

Have student circle answers instead of writing them.

Focus on the concept to be learned rather than the overall appearance of the work.

Students may need a method other than paper and pencil to communicate

their knowledge.

Complete assignments using a computer.

Complete assignments using dictation to peer or volunteer.

Complete assignments orally to teacher.

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Golden Rod

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Developed by DMPS Occupational Therapy Services Revised 8/09

These accommodations should be used for students who demonstrate lack of

attention or fidgety behavior, difficulty following instruction, or show a lack of

organizational skills.

Problem: Difficulties with attention or fidgety behavior

Possible solutions:

Observe the length of attention span and consider that in your expectations

Put fewer items per page

Give more time to complete work

Allow student to change body positions (stand to write, sit on feet, etc.)

Break work into chunks, for example, do three spelling sentences then allow a break,

such as get a drink, and then do three more sentences

Try a disc o sit seat cushion or ball chair

Problem: Difficulty Following Directions/Instructions

Possible solutions:

Keep oral instructions brief and repeat as necessary

Have student repeat the directions back to you in their own words for clarification

Give only one or two-part directions at a time so child does not have to remember the

sequence

Provide written directions or simple pictures to which the student can refer

Provide student with checklist of steps needed for task or assignment completion. Allow

student to self-monitor work for increased independence

Problem: Difficulty with Organization

Possible solutions:

Teach child how to use organizational materials and reinforce periodically

Collect student belongings/materials and hand them out as needed

Ask peer coach to assist student with “daily housekeeping” for students desk

A zippered notebook with colored folders for each individual subject

Make a pocket folder for homework and label left pocket “TO DO” and right side

“DONE AND HAND IN”

Turn homework in at teachers’ mailboxes at the beginning of each day (especially at

middle school level)

To ensure student and parent knows the correct assignment, have the student or teacher

phone them to a home answering machine or email

Help the child utilize a homework notebook

List homework assignments with due date and text books/supplies needed

Remind the child to consult his notebook at the end of the day to ensure he/she takes home the

needed supplies.

OT K-12

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Developed by DMPS Occupational Therapy Services 8/09

STRATEGIES FOR COLORING AND CUTTING

Problem: Does not color inside the lines.

The student’s developmental level, prior experience, and ability to attend

will impact the quality of their work. Coloring large spaces uses wrist and

forearm control. Coloring small spaces uses the small hand muscles.

Possible Solutions

Outline one object or section of an object on the page and have the student fill in

that area with the crayon, then proceed to the next area

Outline form in dark marker, Wikki Stix, or glue

Use colored pencils rather than crayons to decrease scribbling

Problem: Difficulty cutting with scissors.

Correct hand position for cutting should have both left and right thumbs in

upward position. Provide verbal cues of “thumbs on top” to encourage this

position. Monitoring of performance is important to ensure correct method

is being used. Possible Solutions

Teach child how to hold scissors, place a dot or sticker on the thumb nail to give

the child a visual cue for correct hand position (thumb on top)

Try various types of scissors

It is easier to cut and manage a heavier weight paper

Use cardstock

Use construction paper

Attach or glue construction paper to the back of the project to be cut out.

Outline figures in black or dark colors

When cutting out several items on one piece of paper, cut into smaller sections

OT K-12 Blue

Developed by DMPS Occupational Therapy Services Revised 8/09

DIFFICULT CLASSROOM BEHAVIORS

The following behaviors can be red flags of a Sensory Processing Problem. Definition of

sensory processing is the ability of the brain to process and organize the incoming information

from the body’s senses-hearing, taste, smell, touch, movement, sight, and body position in space.

The Behaviors may be the result of Autonomic Nervous System responses rather than

cognitive choices. Behaviors are not a conscious choice for children with sensory processing

difficulties.

Extreme mood changes

Anxiety- chews on clothes and/or objects

Rigid in routine

Always on the edge of group activities

Frequently tries to get out of PE or assemblies

Strong negative response to fire alarm

Very poor grooming habits

Poor behaviors in unstructured activities like recess or lunchroom

Explosive or aggressive behavior for no apparent reason

SENSORY STRATEGIES

Activities to stimulate the student’s nervous system

Jumping

Jump on mini jogger 100-150 times and encourage the child to do big jumps

Jump rope

Jumping jacks

Flat-footed jumps

Stairs

Jog up and down stairs, stomping feet is even better

Climb up and down stairs on hands and knee

Jogging

Jog around building or playground area

Activities to calm a student’s nervous system

Wall Falls – With arms extended to shoulder height, standing a couple of feet away from

the wall, have student ”fall” into the wall keeping arms straight

Push-Pulling

Carry heavy books, push heavy box on floor, lift heavy box or chairs onto table, etc.

Turn off/dim lights

Play soft rhythmical music

Play a quiet game

TIMES OF DAY FOR STRATEGIES

These activities are most effective when done on a daily schedule so they prevent the negative

behavior from occurring.

Before independent work time

Beginning of school day

Short break between academic subjects

After lunch/recess

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Developed by DMPS Occupational Therapy Services 8/09

DATA COLLECTION SHEET

Student: ______________________________________

Date Time Behavior Before Intervention Intervention

(weighted vest, sensory

activities, etc.)

Behavior

After

(see codes)

Initials

P= positive, calmer, easier to redirect

N= negative, escalated, inappropriate

0= no change

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Developed by DMPS Occupational Therapy Services 8/09

Vendors

The following list are vendors that carry items such as scissors; instructional

programs; various types of writing utensils/paper; and sensory equipment. This list

is a sampling of vendors; there are several more vendors available.

Vendor Pocket Full of Therapy

www.pfot.com

Morganville, NJ 07751

1-800-PFOT-124

Therapro, Inc.

www.theraproducts.com

225 Arlington Street

Framingham, MA 01702-8723

1-800-257-5376

Abilitations

www.abilitations.com

P.O. Box 922668

Norcross, GA 30010-2668

1-800-850-8602

Classroom Direct

www.classroomdirect.com

P.O.Box 830677

Birmingham, AL 35283-0677

1-800-248-9271

Onion Mountain Technology, Inc.

www.onionmountaintech.com

74 Sextons Hollow Road

Canton, Connecticut 06019-2102

1-860-693-2683

Integrations

www.interationscatalog.com

P.O. Box 922668

Norcross, GA 30010-2668

1-800-850-8602

Super Duper Publications

www.superduperinc.com

P.O. Box 24997

Greenville, SC 29616-2497

1-800-277-8737