Pediatric OT Primer

Pediatric OT Primer Course

HandoutsKoscinski

6/24/2019

(c) The Pocket Occupational Therapist, 2018 1

Pediatric OT Primer

© Cara Koscinski, 2019

Objectives• Utilize tools and strategies in evaluation• Select and implement strategies for difficult behavior in

therapy • Describe Sensory Processing Disorder and strategies for

goal achievement• Define and understand the difference between IEPs

and 504 plans• Identify difference between IEP accommodations and

modifications• Create functional goals and choose treatment

strategies for goal achievement.

© The Pocket Occupational Therapist, 2019

Mother to two children with autism & SPD.

Advisor for OT and contributing author for

Autism Asperger’s Digest Magazine, Asperkids, Autism Parent

Speaker across the US for Universities, Future Horizons, state

AOTAs, other national autism conferences

Doctor of Occupational Therapy from Rocky Mountain University

Co-Founder of Aspire Pediatric Therapy, Founder of

Route2Greatness, LLC, & Owner of The Pocket Occupational

Therapist, and OT2OT Program

1

2

3


HandoutsKoscinski

6/24/2019




NEW!!

• OT2OT for all things therapy related!

• Evaluation templates

• Treatment activities

• Games

• Worksheets

ALL in easy, no prep PDF downloads!

OT2OT……..for OTs by OTs


4

5

6


HandoutsKoscinski

6/24/2019




Occupation is the ‘job of living.’

Children learn through playing:

-Cause and Effect

-Natural Consequences

-Fine and Gross Motor Skills

-Sensory Development

EVERY Person Wants to Succeed!

Occupational Therapy

7

8

9


HandoutsKoscinski

6/24/2019



Pencil grasp is

NOT

your

priority!

Outcome Measures and Evidence-Based Considerations for OT


OT Assessments

• Functional/Adaptive/Life Skills:1. School Function Assessment2. Pediatric Evaluation of Disability Inventory3. Children’s Kitchen Task Assessment (CKTA)4. Goal-Oriented Assessment of Lifeskills(GOAL)5. REAL: Roll Evaluation of Activities of Daily Living6. COSA: Child Occupational Self Assessment7. School Setting Interview8. CAPE/PAC: Children's Assessment of Participation and

Enjoyment (CAPE) and Preferences for Activities of Children (PAC)

•SensoryIntegration/processing/regulation:1. SIPT2. Dunn Sensory Profile (infants, toddlers, school age, adolescent, adult) (questionnaire)3. Sensory processing Measure (questionnaire)4. Sensory Profile School Companion

Developmental/motor skills:1. Peabody Motor Scales2. Bayley Scales of Infant and Toddler Development3. Miller Function and Participation Scales4. Bruininks-Oseretsky Test of Motor Proficiency5. Schoodles Pediatric Fine Motor6. Miller Assessment of Preschoolers7. Educational Assessment of School Youth (pre to highschool_


10

11

12


HandoutsKoscinski

6/24/2019


OT Assessments

• Executive Function/Clinical Observations:1. Quick Neurological Screening Test2. Clinical Observations of Motor and Postural Skills Motor Skills3. BRIEF

• Visual Motor/Visual Perception:1. VMI (Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition); 3 subtests2. TVPS-3 (Test of Visual Perception Skills)3. Motor-Free Visual Perception Test4. Wide Range Assessment of Visual Motor Abilities5. Developmental Test of Visual Perception (DTVP)6. Wide Range Assessment of Visual Motor Abilities

• Handwriting:1. The Test of Handwriting Skills2. The Print Tool (Handwriting without Tears Evaluation)3. WOLD (Sentence Copy Test)4. Evaluation Tool of Children’s Handwriting5. McMaster Handwriting assessment Protocol6. DeCoste Writing Protocol

• Screenings:1. Developmental Indicators for the Assessment of Learning (DIAL)2. Bayley-III Screening Test3. Developmental Assessment of Young Children4. FirstSTep: Screening Test for Evaluation Preschoolers


DOMAINOCCUPATIONS*Table 1

CLIENTFACTORS*Table 2

PERFORMANCESKILLS*Table 3

PERFORMANCEPATTERNS*Table 4

CONTEXTS &ENVIRONMENTS*Table 5

ADLs Values Motor Skills PERSON: Habits Cultural

iADLs Beliefs Process Skills Routines Personal

Rest and Sleep Spirituality Social InteractionSkills

Rituals Temporal

Education Body Functions Roles Virtual

Play Body Structures GROUP: Routines

Physical

Work Rituals Social

Social Participation

Roles


Fill out an Occupational Profile

• Organize information

• Keep track of all categories in the AOTA Framework III

• Consider supports and barriers

• Thorough and organized.

• Considers the WHOLE child!

• It’s what the evidence mandates………..


13

14

15


HandoutsKoscinski

6/24/2019


Evaluation According To Framework III

• Evaluate- Select evaluation measures to determine

• Occupational Performance: Self-care, IADL’s, handwriting, academic and work tasks, play, social participation, rest, sleep, leisure/interests

• Performance skills: fine motor, visual motor, visual perception, sensory processing, social emotional and self-regulation abilities, social interaction

• Environment Considerations: classroom, PE, art, music, cafeteria, playground


Clinical utility

• Cost of Instrument

• Training Required

• Time to administer

• Type of Measure

– Patient-reported

– Clinician-rated

• Burden of measure

– To the clinician

– To the patient

• Resources required?

– Clinical space and equipment

– Instrument-specific requirements

• Organizational constraints


AOTA Vision 2025


16

17

18


HandoutsKoscinski

6/24/2019



• Effective: Occupational therapy is evidence based, client centered, and cost-effective.

• Leaders: Occupational therapy is influential in changing policies, environments, and complex systems.

• Collaborative: Occupational therapy excels in working with clients and within systems to produce effective outcomes.

• Accessible: Occupational therapy provides culturally responsive and customized services.

• Equity, Inclusion, and Diversity: We are intentionally inclusive and equitable and embrace diversity in all its forms.


https://www.aota.org/

Brain-Based Strategies


19

20

21


HandoutsKoscinski

6/24/2019



Higher Abstract Concrete Thought Affiliation AttachmentSexual Behavior Emotional Reactivity Motor Regulation Arousal Appetite/SatietySleep Blood Pressure Heart Rate


Autism

DSM V (2013), Autism (299.00) diagnostic criteria:

• deficits in social communication and social interaction across multiple contexts

• deficits in social-emotional reciprocity

• deficits in nonverbal communicative behaviors used for social interaction incl. poorly integrated verbal and nonverbal communication

• Deficits in developing, maintaining, and understanding relationships

• If you’ve seen ONE child with autism, you’ve seen ONE child with autism.


22

23

24


HandoutsKoscinski

6/24/2019



Autism Accommodations

• Visual schedule

• Move to front of classroom

• Decrease visual stimuli

• Standing time/desk

• Hands-on learning opportunities

• Reward to motivate

• NC Headphones

• Oral-motor considerations


Behavior and Sensory


25

26

27


HandoutsKoscinski

6/24/2019


Stress Is Individual:

(c) The Pocket Occupational Therapist,

2019

Behavior as Communication:

special needs do not cause challenging behaviors

• For example: Someone with seizures cannot control his/her body when having an episode.

• Some behavioral responses are simply reflexes

• Before babies learn to speak or gesture, we read their BEHAVIORS.

• It’s common for parents to forget that behaviors in older children still indicate issues such as hunger, fear, fatigue, health/illness, etc.DO NOT let children get away with unacceptable behavior JUST because they

have a special need!


Behavior as Communication:

• If a child hears a sound that’s frightening or dangerous (such as a fire alarm) he may go into the “flight or fight” mode.

• Chemically driven reaction (stress hormones).

• Decreased ability to describe feelings accurately causes a great deal of frustration/behavior issues.


28

29

30


HandoutsKoscinski

6/24/2019


Tantrums Meltdowns

Goal Oriented No demands are being made

Watches for reactions – depending on reaction the intensity of tantrum may increase or decrease

No interest in reaction of those around him

Avoids getting hurt May hurt himselfActing on primal level!

Ends quickly Slow to end as it’s driven by sympathetic nervous system and stress chemicals

Individual is in control NOT in controlIn basic survival mode and acting instinctively

Warning signs:Requests somethingDesires a certain outcomeBelieves outcome can be achieved

Warning Signs:Physiological signs of redness of face, quick breathing, overwhelmed by sensory input, spacing out or distancing from the situation. Medical issues may be linked© The Pocket Occupational Therapist, 2019

Upstairs vs Downstairs Brain

(c) The Pocket Occupational Therapist, 2019

Tantrum:

• Conscious choice

• Strategic and manipulative

• Can reason, make choices

• Emotions under conscious

control

• STOP when demands are

met

Sensory:

• Flood of hormones

• Over-ride conscious choice

• Loss of body control

• Can NOT be reasoned with

• Not capable of choices

What are possible functions?

• Escape from difficult task

• Sensory Processing Issues

• Gets attention for behavior

• Transition difficulty

• Does not understand what’s being asked

• Illness, pain, hunger (physical) or Co-morbid conditions


31

32

33


HandoutsKoscinski

6/24/2019


Behavior Chart


Intervention Strategies:

• Learning style

• Post rules and review frequently✓ Creating a visual system for working through challenging

situations can be considered a strength based approach since most individuals with autism tend learn most effectively through concrete, predictable systems (Baron-Cohen).

• Consequences need to be discussed and reviewed with the child BEFORE a time of crisis. **NEVER try to teach a child during a crisis**



• Have a “cool down” area or plan.

• Use an exit plan if the behavior is dangerous.

• Make a list of frequent behavioral difficulties across time and determine possible causes.

• What are the negotiable and non-negotiable things? CHOOSE YOUR BATTLES!

• Discuss transitions in classrooms and

provide a warning (visual or verbal) to allow for shift

of attention and preparation.


34

35

36


HandoutsKoscinski

6/24/2019



• What coping strategies have been successful? Examples: deep breathing, drawing or writing when frustrated.

• Use distraction and re-direction.

• Stress Pass

• ABC Chart

• Whole Class interventions/Brain

breaks


Helpful Downloads www.PocketOT.com



2019

37

38

39


HandoutsKoscinski

6/24/2019



Optimal Arousal


2019

SPD Nosology Clarified

Dyspraxia

• “To Do” (PRAXIS) “Difficulty” (DYS)

• Planning, organizing, and carrying out movements is difficult.

• Delays in milestones and difficulty w/ bike, PE, writing, Math, speech, ADLs

Postural Disorder

• Muscle tone, balance, operation of muscles

• Difficulty stabilizing body

• Motor control issue

• Slouch during writing and can be classified as “lazy”


40

41

42


HandoutsKoscinski

6/24/2019



SPD Basics

• Vestibular:

– Head upside-down

– Against gravity

– Climbing

– Swinging

– Rotary

• Semi-Circular Canals


Vestibular**LASTS the longest at 6-8 hours**

– MONITOR!

– For kids who do not get “dizzy” (they are not registering input). NO more than ten times in one direction at 1 revolution per second….then change directions

– Generally calming in linear fashion

– CHILD directed is a MUST

– NO more than 15 minutes


43

44

45


HandoutsKoscinski

6/24/2019


Non-Swing Interventions


─ T-Stool─ Righting reactions─ Brain Gym─ Stretching and elongation─ Inverting head─ Rocking chair─ Vibration─ Use of rope/scooter─ Sitting on ball/air cushion─ Alternative seating

SPD vs. ADHD/ADD

• How does movement impact attention

• Organizational and executive functioning

• Impulsive behavior

• Conversation and turn-taking

• 40% of all dx. With ADHD/ADD had BOTH


Proprioceptive Input

**Lasts 2-4 hours**

• Deep pressure releases Dopamine and Serotonin. Critical for registering other brain chemistry.

• Input registered by receptors embedded deep in the muscle.

• GENERALLY calming

• Push, pull, lift, carry


46

47

48


HandoutsKoscinski

6/24/2019


Proprioceptive

• Compression garments

• Weighted pads, vests, etc.

• Heavy work to hands with fidgets

• Backpack and classroom helper

• PMR

• Ace Wraps

• YOGA


Proprioceptive

• Tape worksheets to the wall

• Staple papers to wall/bulletin board

• Balloon volleyball

• Tape letter or math fact on the floor and ask kids to stop on it and complete the ‘move of the day.’ Stand on one foot, do a YOGA pose, etc.


Organized Group

Activity

Transitions from place to place

Music

Lower lighting

Desk/chair organizers

Playground parachute

Walking slowly on taped line

SLOW & Controlled movement


49

50

51


HandoutsKoscinski

6/24/2019


Dyspraxia

• Trouble processing sensory information properly

• Resulting in problems planning and carrying out new motor actions

• Difficulty in forming a goal or idea, planning a sequence of actions or performing new motor tasks

• Clumsy, awkward, and accident-prone

• They may break toys, have poor skill in ball activities or other sports, or have trouble with fine motor activities

• They may prefer sedentary activities or try to hide their motor planning problem with verbalization or with fantasy play

• Trouble processing sensory information properly

• Resulting in problems planning and carrying out new motor actions

• Difficulty in forming a goal or idea, planning a sequence of actions or performing new motor tasks

• Clumsy, awkward, and accident-prone

• May break toys, have poor skill in ball activities or other sports, or have trouble with fine motor activities

• May prefer sedentary activities or try to hide their motor planning problem with verbalization or with fantasy play

Dyspraxia

Postural Disorder


• Difficulty stabilizing his/her body during movement or at rest in order to meet the demands of the environment or of a motor task.

• When postural control is good, the person can reach, push, pull, etc. and has good resistance against force.

• Individuals with poor postural control often do not have the body control to maintain a good standing or sitting position

• MAY be sensory cravers but lack the support of posture

• Prefer to be sedentary

• Fear challenging positions

• Aversive response to movement

Interoception

• Receptors internally that detect INTERNAL responses

• Organs, muscles, skin, bones, smooth muscle

• Toileting, sexual drive, hunger, thirst, fatigue, heart rate, deep breathing

• May significantly affect our external responses

• Chemically controlled

• Basic brainstem functions

• Higher level functions and

emotions


52

53

54


HandoutsKoscinski

6/24/2019


Interoception


• Intuition

• Perspective-Taking

• Self-Awareness

• Mindfulness

• We feel nervous prior to reading aloud in class and our body responds

• Teach children to ‘control’ their internal body such as breathing, relaxation, visualization

• Body scans

School-Based Strategies


OTs new to SCHOOL Setting

• Learn district’s requirements for documentation and data collection.

• Make friends with the school’s secretary AND the custodial staff!

• Make an introductory letter to staff and teachers that’s friendly and encourages open communication. Be certain to explain your role as OT and a team player.


55

56

57


HandoutsKoscinski

6/24/2019


OTs new to SCHOOL Setting

• What type of handwriting is used in your district?

– D’Nealian

– Print

– HWT

– Cursive

• Establish system for communication with team and parents.


Executive Function


Neuroscience’s Star Patient


2019

Phineas Gage:

• Injured by explosion

• Changed personality

• Impulsive

• Poor decision

making

58

59

60


HandoutsKoscinski

6/24/2019


What IS Executive Function:

▪ Set of skills to manage tasks we complete every day.

▪ What we will pay attention to and what we choose to do.

▪ Manage emotions and thoughts so we can be efficient.

▪ Regulate behavior when difficulties arise.▪ Assist in ability to function with independence.


2019

Two Types of Skills

• Planning• Organization• Time Management• Working Memory• Metacognition (Self-

observation and assessment) Looking at self and evaluating how you’re doing.

Thinking

• Response Inhibition• Emotional Control• Sustained Attention• Task Initiation• Flexibility• Goal-directed activity (not be

distracted by competing activities/interests)

Doing


2019

Accommodation strategies:▪ Make the learning process as concrete and visual as

possible.

▪ Allow a child to dictate information to a “scribe” or parents

▪ Use graphic organizers to provide visual prompts and help a student to organize their thoughts.

▪ Use post-it notes and word webs to brainstorm essay ideas

▪ Social stories geared to specific students


2019

61

62

63


HandoutsKoscinski

6/24/2019


Accommodation strategies:

▪ Paired learning (students make up their own problem, swap and discuss/correct answers)

▪ Peer tutor

▪ Mnemonics (memory tricks)

▪ Visual Posting of key information on strips of poster board.

▪ Use a scoring rubrics to define what is to be included in class assignments and what a quality end product includes. Rubric can be written as a checklist.


2019

Writing SMART Goals


Documentation of GOALS

• GOOD educationally-relevant goals.

• NOT directly from assessments

****NEW clinician mistake****

• Must have three things:

1. Timeframe for achievement

2. Measureable

3. Functional


64

65

66


HandoutsKoscinski

6/24/2019



SMART Goals

Goals and objectives do not state the actual intervention but what are you trying to achieve.

______ will hold 2 prone Belly stretches for at least 10 seconds, with 1 cue, 2 of 3

consecutive therapy sessions

Improve scores on Berry VMI by ____ standard deviations from the mean.

Given two different S’cool Moves posters, __ will scan with eyes only in a left to right, top to bottom approach, performing the movements in the proper sequential order, 4 of 5 attempts with 1 prompt.

By the end of the school year, ___ will replicate crossing midline/bilateral coordination asymmetrical movements with 80% accuracy 3 of 4 sessions.


• Benjamin Bloom

• 3 Domains of Learning

o Cognitive

o Psychomotor

o Affective

Bloom’s Taxonomy & Objective Writing


67

68

69


HandoutsKoscinski

6/24/2019



Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Higher Order Thinking Skills_____________________________________

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

___________________________________

Lower Order Thinking Skills

Bloom’s Taxonomy Cognitive Domain


IEP vs. 504 Plans

• 504 Plans are born from a civil-rights law (Rehabilitation Act of 1973) Section 504

• Remove barriers that prohibit students to participate freely in education

• Physical OR mental condition documented by Dr.

• NO funding from IDEA

LIST OF ACCOMMODATIONS


70

71

72


HandoutsKoscinski

6/24/2019


Accommodations• -NO CHANGE in the actual material being taught

-Strategies to supplement or change the WAY the information is presented

-Generally FIVE types of changes

1) Timing

2) Flexible Scheduling

3) Material Presentation

4) Setting

• 5) Student Response

Modifications• Change in the MATERIAL being taught. LOWERS

performance expectations

-Fit curriculum to child

-Example: Child is in sixth grade and he must use a reading comprehension book of second grade level.

• Standardized results are invalid with modifications

© The Pocket Occupational Therapist, 2019NCLD.org

You Try

• Anna needs closer seating to see the board.

• Joshua requires use of a tape recorder to take notes in Social Studies.

• Michael’s IEP requires him to test in the library.

• Jennifer takes a shortened version of the test her classmates are taking.

• Brant goes to the Special Ed classroom for Math class. He works from a book which is two grades lower than his peers.


You Try

• Max uses an enlarged worksheet for low-vision

• Tabby is permitted to work on her Math assignments for two extra days.

• In reading class, Molly sits among her peers and circles foods as they are mentioned in a story.

• Julie may answer orally vs. writing on paper.


73

74

75


HandoutsKoscinski

6/24/2019


Goal Setting


Goal Setting: handwriting/fine motor

GOALS:

Billy will legibly write text on college ruled paper 90% of the time during ELA assignment.

When writing, Jasmine will write using left to right, and top to bottom progression with 100% accuracy in 4/5 trials.

Jacob will fold paper in half length (hotdog) and widthwise (hamburger) within 1/8 inch of corners, 4 of 5 trials.


Goal Setting: handwriting

GOALS:When orally presented 5 dictated sentences, Leeanwill correctly write them (spelling, punctuation, capitalization) with 90% accuracy in 2 of 3 trials.

During typing instruction, Jason will maintain home row and perform reach executions with appropriate hand and finger to complete each section of lesson with 85% accuracy.


76

77

78


HandoutsKoscinski

6/24/2019


Goal Setting motor/sensory:

GOALS:

Demonstrate the ability to assume an optimal sitting posture at a desk during fine motor tasks for 5 min. independently by first quarter.

Demonstrate the ability to maintain appropriate body alignment during fine motor tasks for 10 min. by second quarter.


Goal Setting motor/sensory:GOALS:Joshua will improve in sensory processing skills to independently participate in educational and classroom activities.

As precursor to fine motor task, Nicole will complete upper body strengthening activity when modeled by peer/therapist independently without complaint.

Lance will follow a number of steps using visual schedule to help self-regulate when following classroom rules 90% of the time.


Goal Setting attention/sensory

GOALS:

Improve ability to maintain attention in science class/control unnecessary touch of objects/people 90% of the time.

Improve ability to tolerate touch to hands, arms, legs, feet, face during scientific experiments 100% of the time.


79

80

81


HandoutsKoscinski

6/24/2019


Goal Setting executive function

GOALS:

Given a specific routine for monitoring task success, such as Goal-Plan-Do-Check, Rae will accurately identify tasks that are easy/difficult for him.

Having failed to achieve a predicted grade on a test, Luke will create a plan for improving performance for the next test.


Goal Setting behavior

GOALS

If Ben has negative behaviors, debriefing session held at appropriate time and place and student is able to identify his triggers and possible strategies.

Given training in and visual reminders of, self regulatory scripts Leah will manage unexpected events and violations of routine without disrupting classroom activities.


Goal Setting assistive technology

GOALS:

• Sue will demonstrate the ability to use word prediction software to produce a 6 word sentence with moderate assistance by the third quarter.

• Jeffy will demonstrate the ability to use right and left hands on the appropriate side of the keyboard with minimal verbal cues in twelve weeks.


82

83

84


HandoutsKoscinski

6/24/2019


Handwriting Strategies


Handwriting in SCHOOL

• Remember reversals are common until first even second grade!

• Consider functional visual evaluation

• DYSGRAPHIA!!!!

• If child cannot correctly identify letters, he will NOT be able to reproduce them correctly!

• Need for perfect model-whatever the handwriting curriculum used.


Handwriting

• Underlying deficit?

– Motor

– Sensory (Dyspraxia) (Pressure on utensil) (lack of prop. awareness)

– VP

• When to consider AT

• Referrals in higher grades for handwriting


85

86

87


HandoutsKoscinski

6/24/2019


Dysgraphia

• Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from:

✓ Visual-Spatial difficulty

✓ Processing and making sense of what the ear hears


Dysgraphia

• Suspect as diagnosis when:

– Difficulty w/ fine motor tasks overall and writing utensil use

– Difficulty w/ margins and spacing

– Inconsistencies in writing and spelling not otherwise explained

– Letters tilt and slant in many directions

– Language good, but spelling and writing not good


Treatment Ideas handwriting & reading:

• Irlen/Colored overlays

• Wikki-Sticks bendable

• Hand warm-up activities at desk

• Pocket on back of chair for organizing

• Visual-perceptual worksheets

• Multi-sensory writing practice

• Mosaic patterns

• Letter BINGO


88

89

90

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/understanding-dysgraphia


HandoutsKoscinski

6/24/2019


Handwriting Accommodations

• Letter strip school AND home

• Grease pencil OR chalk and construction paper

• NCR paper for light pressure

• Vertical surface OR 3 ring binder

• Use smiley face on upper left of page

• B, b, p, r, F, K, L, R….make ‘stick’ portion first

• Consider lead on pencil; felt pen; mechanical pencil


Treatment Ideas handwriting & reading:

• Paper type, sizing, graph paper

• Highlighters

• Color of paper

• Stickers

To CHANGE goals

1) Grade down the size of the paper then change the percentage of achievement.


Other Pocket OT Courses!

• Is it Sensory or is it Behavior?

• Up Close and Personal with the Frontal Lobe: Executive Function Disorder

• ADHD & Learning Disorders Toolbox

• The Business of OT Course

• Building Better Brains: Movement

Course

• Mentor Programs


91

92

93


HandoutsKoscinski

6/24/2019



2019

Contact Cara [email protected]

www.PocketOT.com

• www.facebook.com/PocketOT

• @PocketOT on Twitter

• http://www.pinterest.com/pocketot/boards/

Questions?


Web Resources & Clip Art Credit

• http://www.children-special-needs.org/visiontherapy/what_isvisiontherapy.html

• http://synergyclinic.net/retained-neonatal-reflexes/

• Bruce D. Perry, M.D., Ph.D. www.ChildTrauma.org Body Temperature

• http://serendip.brynmawr.edu/bb/kinser/Structure1.html


2019

94

95

96

http://www.pocketot.com/

http://www.facebook.com/PocketOT

http://www.pinterest.com/pocketot/boards/

http://www.children-special-needs.org/visiontherapy/what_is_vision_therapy.html

http://synergyclinic.net/retained-neonatal-reflexes/


HandoutsKoscinski

6/24/2019


References:

• American Occupational Therapy Association, http://www.aota.org.

• Code of Ethics

• Framework III

• I suggest joining the AOTA, NBCOT, and your state’s OT association. Each state has its own licensure and supervision requirements and it’s beneficial to know your state’s expectations.


References

Anderson, P.J. (2002). "Assessment and development of executive functioning (EF) in childhood". Child Neuropsychology 8 (2): 71–82

Anderson, R. Jacobs & P. Anderson (Eds). Executive functions and the frontal lobes: A lifespan perspective (24-48). New York:Psychology Press.

Balmer, K. (2012). Executive functioning activities at home. Retrieved from: http://nspt4kids.com/therapy/executivefunctioning- activities-at-home/

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.

Baron-Cohen, S., & Robertson, M. (1995). Children with either autism, Gilles de la Tourette syndrome or both: Mapping cognition to specific syndromes. Neurocase, 1, 101–104.

Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford, England: Oxford University Press.

Best, John R., and Patricia H. Miller. “A Developmental Perspective on Executive Function.” Child development 81.6 (2010): 1641–1660. PMC. Web. 2 July 2016.

Bock, Allison M.; Gallaway, Kristin C.; and Hund, Alycia M., "Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding" (2015). Faculty Publications

– Psychology. Paper 5. http://ir.library.illinoisstate.edu/fppsych/5


2019

Brown, C. (2011). Cognitive skills. In C. Brown & V. C. Stoffel (Eds.), Occupational therapy in mental health: A vision for participation (241-261). Philadelphia: F.A. Davis Company

Brown, C. & Stoffel, V. C. (Eds.). (2011). Occupational therapy in mental health: A vision for participation. Philadelphia, PA:F.A. Davis Company.

Cantio, C., Jepsen, J. R. M., Madsen, G. F., Bilenberg, N. and White, S. J. (2016), Exploring ‘The autisms’ at a cognitive level. Autism Res. doi: 10.1002/aur.1630

Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved fromwww.developingchild.harvard.edu.

Cramm HA, Krupa TM, Missiuna CA, Lysaght RM, Parker KH. (2013). Executive functioning: a scoping review of the occupational therapy literature. Canadian Journal of Occupational Therapy. 2013 Jun;80(3):131-40.

Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202. http://doi.org/10.2147/NDT.S104620

Dawson, P. and Guare, R. (2010) “Executive Skills in Children and Adolescents, Second Edition”. New York: Guilford Press

Degner, J. (2018). A System-Wide Approach to Universal Design for Learning Implementation. Educational Renaissance, 6(1), 44-47. https://doi.org/10.33499/edren.v6i1.111

Geurts, H. M., Broeders, M., & Nieuwland, M. S. (2010). Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder. European Journal of Developmental Psychology, 7(1), 135-151. 10.1080/17405620902906965

Garon, N.; Bryson E.; Smith, I. M. (2008) Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, Vol 134(1), Jan 2008, 31-60. http://dx.doi.org/10.1037/0033-

2909.134.1.31


2019

References

97

98

99

http://nspt4kids.com/therapy/executivefunctioning-

http://www.developingchild.harvard.edu/

http://www.ncbi.nlm.nih.gov/pubmed/?term=Cramm%20HA%5bAuthor%5d&cauthor=true&cauthor_uid=24224226

http://www.ncbi.nlm.nih.gov/pubmed/?term=Krupa%20TM%5bAuthor%5d&cauthor=true&cauthor_uid=24224226

http://www.ncbi.nlm.nih.gov/pubmed/?term=Missiuna%20CA%5bAuthor%5d&cauthor=true&cauthor_uid=24224226

http://www.ncbi.nlm.nih.gov/pubmed/?term=Lysaght%20RM%5bAuthor%5d&cauthor=true&cauthor_uid=24224226

http://www.ncbi.nlm.nih.gov/pubmed/?term=Parker%20KH%5bAuthor%5d&cauthor=true&cauthor_uid=24224226

http://dx.doi.org/10.1080/17405620902906965

http://psycnet.apa.org/doi/10.1037/0033-2909.134.1.31


HandoutsKoscinski

6/24/2019


References:

• Koscinski, C.N. (2013). The Pocket Occupational Therapist. London. Jessica Kingsley Publishers.

• Koscinski, C.N. (2014). Special Needs SCHOOL Survival Guide. Charleston, SC. CreateSpace.

• Lagattuta, K.H. & Wellman, H.M. (2001) ‘Thinking about the Past: Early Knowledge about Links between Prior Experience, Thinking, and Emotion’, Child Development 72: 82–102.

• Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The Reporter, 7(3), 18-25.


Hudry K, Aldred C, Wigham S, Green J, Leadbitter K, Temple K, Barlow K, McConachie H; (2013) PACT Consortium. Predictors of parent-child interaction style in dyads with autism. Res Dev Disabil. 2013 Oct;34(10):3400-10. doi: 10.1016/j.ridd.2013.07.015. Epub 2013 Aug 2. PubMed PMID: 23911646.

Kitchie, S. (2011). Determinants of learning. In S.B. Bastable, P. Gramet, K. Jacobs, & D.L. Sopczyk, Health Professional as Educator (pp. 103-150). Sudbury, MA: Jones & Bartlett Learning.

Koscinski, C.N. (2013). The Pocket Occupational Therapist. London. Jessica Kingsley Publishers.Lagattuta, K.H. & Wellman, H.M. (2001) ‘Thinking about the Past: Early Knowledge about Links

between Prior Experience, Thinking, and Emotion’, Child Development 72: 82–102.Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The

Reporter, 7(3), 18-25. Learning Styles Online. (n.d.). Overview of learning styles. Retrieved from http://www.learning-styles-online.com/overview/

Marinan, J.J., 2015, ‘Mindblindness Theory: Touchstone for Interdisciplinarity’, PsyArt 19, pp. 85–102. Mazefsky CA, Schreiber DR, Olino TM, Minshew NJ. (2013). The association between emotional

and behavioral problems and gastrointestinal symptoms among children with high-functioning autism. Autism. 2013 Oct 8. PubMed PMID: 24104507.

Mukherjee S, Rupani K, Dave M, Subramanyam A, Shah H, Kamath R. (2013). Evaluation of Effectiveness of Integrated Intervention in Autistic Children. Indian J Pediatr. 2013 Sep 21. PubMed PMID: 24057967.

National Dissemination Center for Children with Disabilities; http://www.nichcy.org/resources/transition101.asp


2019

References:

Rajendran, G. & Mitchell, P. (2007) ‘Cognitive Theories of Autism’, Developmental Review 27:

224–260.

Reynhout, G., & Carter, M. (2007). Social StoryTM efficacy with a child with Autism Spectrum

Disorder and moderate intellectual disability. Focus on Autism and Other Developmental

Disabilities, 22(3), 173–182.

Richard, Annette E., "Visual Attention Shifting in Autism Spectrum Disorder" (2014). Master’s Theses and Doctoral Dissertations. Paper 596.

Rowe, C. (1999). Do social stories benefit children with autism in mainstream primary schools?

Special Education: Forward Trends, 26(1), 12–14.

Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behaviour of children on the autism spectrum be tested? Autism, 10, 125–138.

Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story

interventions for children with autism spectrum disorders. Focus on Autism and Other

Developmental Disabilities, 19, 194–204.


2019

References:

100

101

102

http://www.learning-styles-online.com/overview/


HandoutsKoscinski

6/24/2019


Resource books for parents/therapists

• “Helping Students Take Control of Everyday Executive Functions” by Paula Moraine

• “Late, Lost and Unprepared: A Parent’s guide to helping children with executive functioning” by Joyce Cooper-Kahn

• North Shore Pediatric Therapy, Inc. (2011) “Executive Functioning Skills Check-List”

• “Smart but Scattered Teens: The Executive Skills Program” for Helping Teens Reach their Potential by Peg Dawson (EdD) and Richard Guare (Phd)

• “The Parent’s Guide to Occupational Therapy for Autism and Special Needs” by Cara Koscinski (MOT, OTR/L)

• “The Special Needs SCHOOL Survival Guide Book” by Cara Koscinski (MOT, OTR/L)


2019

103

Documents

Pediatric OT Primer