PowerPoint Presentation...Padlet (c) The Pocket Occupational Therapist, 2019 31 32 33. 5/9/2019 12 (c) The Pocket Occupational Therapist, 2019 Tagxedo (c) The Pocket Occupational Therapist,

5/9/2019

1

Accelerating Student Outcomes in Your

School-BasedOccupational Therapy

Practice

Mother to two children with autism.

Advisor for OT and contributing author for

Autism Asperger’s Digest Magazine, Asperkids, Autism Parent

Speaker across the US for Universities, Future Horizons Autism

Conferences, state and local organizations

Co-Founder of Aspire Pediatric Therapy, Founder of

Route2Greatness, LLC, & Owner of The Pocket Occupational

Therapist, and OT2OT Program

Executive Vice President of Content for www.myHana.org

(c) The Pocket Occupational Therapist, 2019


1

2

3

5/9/2019

2


• Examine evidence-based treatment strategies to increase your effectiveness and efficiency as a school-based therapist.

• Utilize fresh, new, & innovative ideas for your therapy toolbox – including accommodations, interventions, and adaptations for better goal achievement.

• Set SMART goals using AOTA’s framework terminology outlining the distinct value of OT in your treatment plans.

• Develop effective treatment plans and interventions that address foundational skills for improving function in school.

• Select specific strategies to help students increase participation and independence with attention and focus in the classroom.

Course Objectives


Course Objectives

• Demonstrate the best uses of technology in the process of written language while considering apps and assistive technology.

• Utilize interventions to boost students’ focus, attention, working memory, and organization.

• Describe evidence-based strategies to better manage executive function deficits.

• Incorporate sensory and brain-based treatments for difficult sensory and behavioral issues affecting classroom performance.

• Identify proven interventions to boost postural support and upper extremity stability to improve functional outcomes.


4

5

6

5/9/2019

3

Today’s Agenda:

Begin at 8:30

Mid-Morning Break

Lunch: About 11:45 am – 1 pm

Mid-Afternoon Break

Finish: 3:15



Pencil grasp is NOT your priority!

Let’s Review Your Course Workbook

Table of Contents

Corresponding Handbook Page Number

References ALL Listed

Questions After conference: [email protected]

Any Handouts Listed HERE: www.PocketOT.com/SchoolResources


Handbook Page

7

8

9

mailto:[email protected]

5/9/2019

4

ACCELERATE

The end goal:

transitive verb

1: to bring about at an earlier time Circumstances accelerated their departure.

2: to cause to move faster accelerated his steps also : to cause to undergo acceleration

3a: to hasten the progress or development of accelerate our efforts

b: INCREASE accelerate food production

4a: to enable (a student) to complete a course in less than usual time

b: to speed up (something, such as a course of study)


Why now?

Our children are under pressure to perform

Stress is greater for kids today

Parents can ‘entertain’ by handing children devices.

• We used to work with the sun.

• Rested when sun went down.

• No devices and artificial light to extend our day.

• Midbrain is stimulated by blue light.

• Blue light affects sleep and melatonin release.


Limited time exploring inside and outside.

(c) The Pocket Occupational Therapist 2019

10

11

12

https://www.merriam-webster.com/dictionary/transitive

https://www.merriam-webster.com/dictionary/acceleration

https://www.merriam-webster.com/dictionary/increase

5/9/2019

5


Response to Intervention (RTI)

A multi-tier approach to the early identification and support of students with learning and behavior needs.

The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.

Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning.

What is RTI? http://rtinetwork.org/learn/what/whatisrti


Page 3


Tier One High-Quality Classroom Instruction, Screening, and Group

Interventions

Tier Two Targeted Interventions

Tier Three Intensive Interventions and Comprehensive Evaluation

Response to Intervention (RTI)

13

14

15

http://rtinetwork.org/learn/what/whatisrti

5/9/2019

6

Educational Vs. Clinical Models of Occupational Therapy

One of the most frequently asked questions in two of the Pediatric OT Facebook groups I moderate.

Different funding sources.

Check state resources regarding prescriptions, Medicaid billing, OTA supervision, licensure


Pages 12-13

AOTA Vision 2025


16

17

18

5/9/2019

7


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/


~Richard Branson

19

20

21

5/9/2019

8

VARK Questionnaire


VARK:

▪What is it?

▪What are my preferences?

▪How can I use VARK?


Page 15


http://vark-learn.com/the-vark-questionnaire/

22

23

24



5/9/2019

9

A LEARNING STYLE

▪Is the way in which an individual concentrates, processes and remembers new or difficult information and skills.

▪It is also the way in which individuals communicate with their environment.

(Inwards and Outwards)


Foster your own learning.

Modify teaching methods to learner’s

preference.

Match teaching methods to subject matter.

Use multiple methods.

(Clark, 2000; Kitchie, 2011; Learning Styles Online, n.d.; University of Massachusetts Dartmouth, n.d.,

VARK Learn Limited, 2018)

Importance of Learning Styles


VARK is about a your preferences for:

SoundLight

Temperature

Learning environmentMotivation

Persistence

Who takes responsibility for learning

Structures for learning

Working with, peers, self, pairs, team, adults, mixtures…

Intake e.g. food Time of day

Movement

Perceptual modes

It tells you nothing about your other learning preferences.


25

26

27

5/9/2019

10

The modes are:

VISUALAURAL

READ/WRITE

KINESTHETIC

And mixtures of these(c) The Pocket Occupational Therapist, 2019

Let’s use the questionnaire and find out your communication preferences?

Each question has four options You may select one, two, three, or even four options.

At the end, find your totals for each of

V, A, R and K.

Avoid empathy!




28

29

30



5/9/2019

11

Written or Visual Learning Strategies

Write a Facebook, Instagram post, or tweet about a concept

Pictionary to draw a concept

Cartoons or comic strips

Post three images and ask student to choose the correct or best one

Find an image that best relates to the concept.

Write or show the correct way and wrong way and ask someone to choose which is right.

Art gallery

Flip book

Greeting cards

Scrapbook

Collage

Bulletin board (c) The Pocket Occupational Therapist, 2019

Pages 15-18

Aural (Auditory) Learning Strategies

Listen to music and write feelings down

Chanting or making songs out of rules, letters, etc.

OddCast.com provides a song to text the student enters in

Write a commercial

Puppet show

News report

Game show


Read/Write Multimedia Ideas

Go Animate

Toon Doo

Show Me iPad App

Edu creations

Photo Story

Power Point

Dragon Dictation

Virtual Whiteboards

Padlet


31

32

33

5/9/2019

12


Tagxedo


Kinesthetic Learning Strategies

Signal response cards

Dry erase boards

Stand up if yes or true

Cross your arms if something is true

Touch your toes while spelling…….

Hold up a red bean bag for yes/no

Chant ________ while touching your tummy, etc.

Make up a song or rap while dancing

Models

Costume

Scavenger Hunt

Mask


34

35

36

5/9/2019

13

Professional Development


Caseload Vs. Workload – Why Should OTs Care?

Advocate for additional occupational therapy staff positions.

Clearly define the role of occupational therapy in your school.

Facilitate discussions to address therapy roles and responsibilities.

Determine occupational therapy service needs and program capacity.


Caseload Vs. Workload

IDEA services support access to the general education curriculum

Evidence-based shows limited generalization with caseload in school settings.

To meet the needs of children, teachers, parents, and school a workload approach helps in the development of work patterns (workflow) that optimize effectiveness and impact.


37

38

39

5/9/2019

14

Caseload

Direct work with students

Traditional thinking

Counts number of students

Pull-out services built around clinical model of predictable, routine “appointments”

Limited support in the educational literature

Do not promote generalization of skills to classroom or other settings.

Workload

Direct AND Indirect Services

Includes collaborative teamwork and data collection

Can be done in bus line, cafeteria, recess, etc.

Utilize interventions at the

POINT of

PERFORMANCE



Eat the FROG

“If it’s your job to eat a frog, it’s best to do it first thing in the morning.

And if it’s your job to eat two frogs, it’s best to eat the biggest one first.”

~Mark Twain

Workload Responsibilities


TIME MONDAY TUESDAY WEDNES THURS FRIDAY

8-8:30 Team Meeting Evaluation Billy in Language Arts

Documentation Handwriting in-service

Bobby in PE

8:30-9:00 Sensory Group Evaluation Training/supervision of Billy’s aide

Handwriting in-service

Case management

9:00-9:15 Documentation Set up for next preschool motor group

Travel to next site

Early intervening services in Mrs. Smith’s class

Parent Consult

9:15-9:45 Travel to Next Site

Consult with kindergarten teachers on fine-motor centers

IEP meeting Katie Tx. Collect data on Katie’s progress

https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/Workload-fact.pdf

Step 1: Make a Chart

40

41

42

https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/Workload-fact.pdf

5/9/2019

15

Step 2: Group Into Categories

Services to the child, hands-on services (individual and small groups)

Activities that support child/student programming (e.g., collaborating with team, planning meetings)

Activities that support children/students in natural environments or general education curriculum (e.g., in-service to kindergarten teachers on fine-motor centers)

Activities that support other federal, state, and local requirements (e.g., documentation, data collection).

For each category, calculate the percentage of your time spent per week performing each activity. Once you have calculated your time allocations, put the information in a chart or table so that you have a visual record of your workload. (c) The Pocket Occupational Therapist, 2019

Step 3: Analyze Results

The information you collect represents the current demand for occupational therapy services in your program or district.

If you are unable to meet all of the demands of your workload, use this information to collaborate with your team, administrators, or supervisors to determine solutions.

Some suggestions include:

Varying the frequency of services provided (many students may not need weekly services)

Determining services based on individual criteria instead of

30-to-60-minute weekly time slots


Outcome Measures


43

44

45

5/9/2019

16

Identify Measures for Your Students

Clinical Utility *NEXT SLIDE

Cost

Equipment

Time to administer / score

Burden to patient / clinician

Scoring complexity

Psychometric Information

Reliability

Validity

Floor / ceiling Effects

Normative Values

Indices of Change


Clinical utility

Cost of Instrument

Training Required

Time to administer

Type of MeasurePatient-reportedClinician-rated

Burden of measureTo the clinicianTo the patient

Resources required?Clinical space and

equipment

Instrument-specific requirements

Organizational constraints



https://www.sralab.org/rehabilitation-measures

46

47

48

https://www.sralab.org/rehabilitation-measures

5/9/2019

17

Brain Developmentfor Learning



Over 83 percent of school children sit at chair-desk combinations that are not suitable for their body height. The researchers also purport that most school furniture is out of date and doesn’t confirm to minimum orthopedic-physiological requirements. Collmer, 2016


49

50

51

5/9/2019

18


Helpful Downloads www.PocketOT.com


Writing Strategies

Place prompt at midline

Alternate colors on the board

Book rests/props

Paper tents

Slant boardsHARMON ANGLE is 20°


52

53

54

5/9/2019

19

Harmon in 1938 The Coordinated Classroom

9 years and over 60,000 students

Dr. Harmon discovered, among many shocking results:

53.3% of the children had visual difficulties

30.2% of the children had postural difficulties

20.9% had chronic fatigue

Harmon concluded that “posture relates not only to spatial judgments, but also to performing visual tasks.”

“Eyes are not cameras…meaningful vision is learned – learning like

every other learning – by doing, by the constructive use of bodily stress.”(c) The Pocket Occupational Therapist, 2019


Best Practice Interventions


55

56

57

5/9/2019

20




58

59

60

5/9/2019

21

Common Types of Learning

Disabilities Dyslexia Difficulty reading Problems reading, writing, spelling, speaking

Dyscalculia Difficulty with math Problems doing math problems, understanding time,

using money

Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing ideas

Dyspraxia

(Sensory Integration Disorder)

Difficulty with fine motor skills Problems with hand–eye coordination, balance, manual

dexterity

Dysphasia/Aphasia Difficulty with language Problems understanding spoken language, poor

reading comprehension

Auditory Processing Disorder Difficulty hearing differences between

sounds

Problems with reading, comprehension, language

Visual Processing Disorder Difficulty interpreting visual information Problems with reading, math, maps, charts, symbols,

pictures

*resource - http://www.helpguide.org/mental/learning_disabilities.htm(c) The Pocket Occupational Therapist, 2019

What is NOT Considered a Learning Disability

Anxiety

Depression

Emotional trauma

Stressful events

ADHD

Autism

NOT Considered a Learning Disability


Signs of Dysgraphia

Generally illegible writing

Unfinished words or letters

Inconsistent spaces between words and letters

Misuse of lines and margins

Mixed upper case and lower case letters


61

62

63

5/9/2019

22

Types of Dysgraphia

Dyslexic Dysgraphia – written work is illegible, spelling is bad.

Motor Dysgraphia – insufficient fine motor skills, poor muscle tone and poor dexterity.

Spatial Dysgraphia – lack of understanding of space. Illegible work, but may have normal spelling.


Signs of Dyscalculia

Difficulty learning math concepts beyond basic math

Trouble with mental math calculations

Difficulty with finding different approaches to one problem

Confuses similar numbers; reads numbers out of sequence

Inability to measure—telling time, using money


Specially Designed Instructions


64

65

66

5/9/2019

23

Specially Designed Instructions (SDIs)

Universally required for all students through IDEA.

Actions by the TEACHER or THERAPIST not the STUDENT.

Directly address IEP goals and not 1:1 correspondence between goal and SDI.

Spans ANY domain on the IEP including: academic, social, behavioral, communication, and functional.

NOR lower standard but enables student to reach the highest standards.



Specially Designed Instructions

Accommodations Modifications

Methods used to determine our approach to achieve student’s

goals.

DO NOT change the content. Supports to help students access general curriculum.

Change in expectations and content.

Graphic organizers with titles, words, labels, pictures.

Graph paper to help organize math facts.

Outline in place of essay for test.

Executive function and behavior support. Use of social stories and peer buddies.

Token reinforcement for behavior.

Projects substituted for written reports.

Breaking down tasks into manageable parts, step by step checklists

Tape record lectures Turning in film or video assignments instead of essay.

Use of mnemonics, visual supports

Ability to use computer for writing.

Questions on exam re-worded or word bank of choices given.


Highlighter Tape

Rewordify.com (makes reading easier)

Textcompactor.com (shortens sentences)

Wiki Stix

Sticky Arrows

Personal Strategy List

Clear Plastic Covers

Pre-reading Guides


67

68

69

5/9/2019

24


Rewordify.com


Offer digital options such as comic strips,

Infographics

Word banks on post-its

Cut up problems for scavenger hunt

Personal common error list

Timeline for completion (self-check)



70

71

72

5/9/2019

25

COLLABORATION

Establishing goals as a team Working toward common goals

Sharing expertise

Improving student outcomes

Griffin, 2017 suggests establishing collaborative student goals and data collection methods benefit students

Collaboration brings a holistic view of the student (Phillippo & Stone, 2006).

Synthesize different perspectives

Boost shared resources(c) The Pocket Occupational Therapist, 2019

Page 18-27

Meaningful Collaboration Through 2 Lenses


TEACHERLearning Specialist

THERAPISTSpecialist in Activity Analysis

STUDENTAccess to LearningSupported

Wilson and Harris, 2018

Strategies Examples

Identify unique skill sets Joint projects based on professional interests and student needs (developing adapted materials)AAC, visual supports, activity analysis, positioning.

Find areas of common ground Professional skills and interests audit.

Strengths-based approach with both colleagues and students

Acknowledge the positive contributions others make to the team; recognize successes

DANCE rather than WRESTLE(Rollnick et al., 2008).

Use empathy to understand different perspectives. What motivates others?

Collaborate outside the ‘work’ of service delivery

Journal club, one time monthly have lunch. Community projects.

Address disagreements EARLY, OPENLY, with RESPECT

Communication, trauma-informed practices, parity. Where is tension?

ONE student at a time.Re-assess constantly

Start with likely successes. Alliances that lead to student outcome improvement.


73

74

75

5/9/2019

26

Big Change:

STRATEGIES EXAMPLES

Consider coaching and collaborative team approaches as effective alternatives todirect service delivery

Systems-wide andworkload approach

**next slide


Systems-Wide Workload Approaches

UDL: Universal Design for Learning

Designed Leadership are defined by a true modeling of the UDL

framework, a call on leaders to be expert learners, engaging all

stakeholders, leveraging UDL as a district-wide decision-making

tool, and focusing on student outcomes.


Degner, 2018

Massachusetts Educator Evaluation Framework

Designed to support and promote educators' continuous growth and professional learning.

The framework, which apply to both administrators and teachers throughout the state, is designed to:

Promote growth and developmentPlace student learning at the centerRecognize excellenceSet a high bar for professional teacher statusShorten timelines for improvement


76

77

78

5/9/2019

27

PARITY …… the Magic Word

Is there PARITY in the school budget?

Is there PARITY in the school staff?

Is there PARITY among students?

How should you build PARITY?

Discuss with a partner.


Suggestions for Parity

Both names are listed on the student schedule.

Both names are listed on everything that goes home for that subject area that is co-taught.

Both names are on the grade report.

Both names are on any paperwork related to that subject or class.

Materials are shared between both teachers, including answer keys.

Both teachers have access to the grade book.


Group Collaboration Resources

Google Drive

TEAM Checklist (www.PocketOT.com/SchoolResources)

Massachusetts Educator Evaluation Framework

Plan Book PlanBookEdu.com

Common Core CommonCurriculum.com


http://www.doe.mass.edu/edeval/

79

80

81

http://www.doe.mass.edu/edeval/

5/9/2019

28

Brain Development forLearning



Harvard University Research


In the first few years of life, more than 1 million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.

https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/

82

83

84

https://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/#cps

https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/

5/9/2019

29

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


Interoception

Page 29


Center on the Developing Child (2007). The Science of Early Childhood Development

Dr. Nadine Burke Harris, M.D. The Deepest Well

ACES

Antidotes

Sleep

Mindfulness

Mental

Health

Healthy Relationships

Exercise

Nutrition



85

86

87

5/9/2019

30

(c) The Pocket Occupational Therapist, 2018(c) The Pocket Occupational Therapist, 2019

Behavior Issues in School


Stress Is Individual:

(c) The Pocket Occupational Therapist, 2017(c) The Pocket Occupational Therapist, 2018(c) The Pocket Occupational Therapist, 2019

88

89

90

5/9/2019

31

Optimal Arousal

(c) The Pocket Occupational Therapist, 2018(c) The Pocket Occupational Therapist, 2019

Pages 30-35

Dr. Daniel SiegelDr. Tina Payne Bryson

The Whole Brain Child


Upstairs vs Downstairs Brain


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

91

92

93

5/9/2019

32

HULK!


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


Pages 31-35

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.


Page 65-71

94

95

96

5/9/2019

33

Writing SMART Goals



Page 100


The trouble with not having a goal is that you can spend your life running up and down the field and never score.

– Bill Copeland

97

98

99

5/9/2019

34

•Benjamin Bloom

•3 Domains of Learning

oCognitive

oPsychomotor

oAffective

(Plack & Driscoll, 2011; Vanderbilt University, n.d.)

Bloom’s Taxonomy & Objective Writing



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


100

101

102

5/9/2019

35

Higher order

____________________________________________________________

Origination

Adaptation

Complex or overt response

Mechanism

Guided Response

Set

Perception

______________________________

Lower order

Simpson’s Psychomotor Domain


Higher order--------------------------------------------------------------------

Characterization by a value set Organization

ValuingResponding

Receiving-----------------------------------------------------------------

Lower order

Bloom’s Taxonomy Affective Domain


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, by the end of the 3rd quarter.

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.


103

104

105

5/9/2019

36

Example: Posture While Seated

Given a desktop activity, ___ will demonstrate the ability to maintain an upright posture during a fine motor/class activity for __ minutes with cues/prompts/independently, __ out of __ observations/sessions/trials, by ___quarter/end of annual IEP.

Intervention:

S’cool Moves Belly Focus positions 1 time with OT and 1-2 times in class

Measure: Informal records and observation

How long holding poses at baseline & then at end of month/interim/end quarter?

How long sitting upright at desk, at baseline & then after received intervention?


Example: Participation in School Activities

Self-Regulation: By the end of the school year, ___ will independently utilize a calming strategy to regulate behavior when attempting a frustrating activity (writing, math) 3 of 4 observations.

Play

Transition

Intervention:

Collaborating with and training teachers to utilize multisensory methods to promote literacy skills:

tapping with sight words and spelling words

using manipulatives, adding movement or music while learning

Therabands to promote spelling and phonetic learning


S- specific

M- measureable

A- attainable

R- relevant

T- time bound

SMART Objectives

https://www.otschoolhouse.com/single-post/SMART


106

107

108

https://www.otschoolhouse.com/single-post/SMART

5/9/2019

37

Common implied components:Measureable

Passing a coursePassing fieldwork assignmentDemonstrating a skill

Time-boundBy the end of the fieldwork assignmentBy the end of the courseBy the end of the lecture

**SMART objectives are required.**

One last thing to note….


Executive Function


Neuroscience’s Star Patient


Phineas Gage:• Injured by explosion• Changed

personality• Impulsive• Poor decision

making

Pages 38-42

109

110

111

5/9/2019

38

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.


What Makes up executive function

Self-awareness

Inhibition

Attention management

Visual imagery

Problem solving

Self motivation


What IS Executive Function:

▪Important to know both order in which skills emerge AND what each skill ‘does.’

▪Begin after birth and continue to adulthood.

▪Frontal and Pre-frontal cortex

▪Two ‘types’ of skills

Thinking (cognition)Doing (behavior)


112

113

114

5/9/2019

39

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


Frontal Lobes Jobs:

▪Direct attention/behavior

▪Link behaviors to past experience

▪Control our emotions and behavior

▪Regulate

▪Observe, assess, fine-tune so we ‘won’t do THAT again.’



115

116

117

5/9/2019

40

Teach Forethought – Predict outcome


What will finished

work look like?

How will I feel?Look back and reflect

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


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.


118

119

120

5/9/2019

41

Let’s Play!

Time Management

Flexibility

Attention

Perseverance

Apps

ORGANIZATION ❑Checklists ❑Real-Simple❑Paperless ❑My Homework ❑The Homework App❑Remember the Milk ❑Hi Future Self ❑Organize:Me Personal Task Manager❑GTD Manager

❑Be Focused: Focus Timer/Goal Tracker

NOTE TAKING ❑Dragon Dictation ❑Audio Note ❑Quick Voice ❑Note Pro! ❑Penultimate ❑Evernote


Evidence-based Practice


121

122

123

5/9/2019

42

Evidence-Based Practice

How do we begin?

https://www.cebm.net/category/ebm-resources/tools/


Pages 119-126

CEBM Levels of Evidence Chart for Critically Appraisal

Want the highest level of evidence for an article used in your classroom

Systemic reviews are much more desired than single case studies

Capstone for OTD does NOT do research, but looks at existing research to help with a problem

PhD is when you DO research.


CPGs Through AOTA


AOTA website http://www.aota.org/Practice.aspx .Go to your area of practice and click on the "evidence-based practice" tab. Look for a "Practice Guidelines," which is typically in the first list.

124

125

126

https://www.cebm.net/category/ebm-resources/tools/

http://www.aota.org/Practice.aspx

5/9/2019

43

CPGs – Ways to appraise and summarize evidence

Find the “TABLE OF RECOMMENDATIONS”, which stems from the systematic reviews: this will be where your focus is when you implement a recommendation. Here is where the tables of recommendations are in the guidelines:

Productive Aging Community Dwelling Older Adults, p. 56.

Older Adults with Low Vision, p. 50.

Autism spectrum disorder, p. 67.

Early Childhood: Birth through 5 Years, pp. 52-56.

Home Modifications, p. 36.

Driving and Community Mobility for Older Adults, pp. 56-58.

Adults with stroke, pp. 63-65.

Adults with traumatic brain injury, pp. 25-26.

Mental health in children, pp. 66-69.

Adults with neurodegenerative disorders, pp. 44-45.


AOTA Website

Framework III

Turn to page 102 in your conference booklet.


Pages 102-118

Evaluation According To Framework III

Evaluate- Select evaluation measures to determine

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

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

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


127

128

129

5/9/2019

44

Goal Attainment Scaling (GAS)

http://elearning.canchild.ca/dcd_pt_workshop/assets/planning-interventions-goals/goal-attainment-scaling.pdf


Turn to page 90 in your course workbook

VAMPSAssessment*Foundational Skills for Classroom Tasks


What do we see?

Handwriting referrals

Kids seeking stability with both arms and legs

Can’t keep up with physical demands in gym, recess.

Walking around the playground perimeter.

Disorganization(c) The Pocket Occupational Therapist, 2019

130

131

132

http://elearning.canchild.ca/dcd_pt_workshop/assets/planning-interventions-goals/goal-attainment-scaling.pdf

5/9/2019

45

Postural Concerns and Symptoms

Abnormal posture

Head tilt

Anterior neck position

Dizziness

Nausea/vomiting

Clumsiness

Visual perceptual differences


Auditory System

Vestibulocochlear nerve (CN VIII)

Originates from pons and medulla

Branches off into vestibular nerve and cochlear nerve

Sound, movement, orientation of space

Cochlear system turns sound/vibration into electrochemical messages relayed throughout the nervous system

Critical for auditory processing

Stabilization and attention, arousal, posture, movement


Auditory SystemSensorimotor integration!!

Receptors alerting us to sound give us spatial info to tell us where to look and what to focus on

STARTLE: low frequency DETAILS: high frequency

This Photo by Unknown Author is licensed under CC BY-SA


133

134

135

http://taksreview.wikispaces.com/Period,+Frequency,+Speed+of+waves+pg+285

https://creativecommons.org/licenses/by-sa/3.0/

5/9/2019

46

Vestibular control of posture

Maintain muscle tone

Helps to efficiently contract muscles for tasks

Isometrics depend on vestibular system

Coordinates hands with eyes during visual tracking


Signs of Complex SPD:

Sensory MODULATION disorder

Problem regulating in response to input

Results in withdrawal of/negative responses

Signs:Upset by noises and

sounds Easily distracted by visual

stimuliDifficulty falling/staying

asleepHypersensitivity to

clothing

Sensory DISCRIMINATION disorder

Problem in recognizing/interpreting differences or similarities in qualities of stimuli

Signs: uses too much forceCrashes/bumps into objectsDrops or knocks things overAfraid of heightsPoor balance


Pages 74-75


136

137

138

5/9/2019

47

OTD Why??


✓Leadership✓Health literacy, diversity, cultural

competence, occupational justice✓Community practice✓Evidence-based practice✓Critically appraising the evidence✓Looking deeper✓Contributing to OT with the capstone

project


www.facebook.com/PocketOT

www.instagram.com/pocketot/

www.pinterest.com/pocketot/boards/

[email protected]


139

140

141

http://www.facebook.com/PocketOT

http://www.instagram.com/pocketot/

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

5/9/2019

48

Writing SMART GoalsREFERENCES


Bastable, S.B., & Doody, J.A. (2011). Behavioral objectives. In S.B. Bastable, P. Gramet, K. Jacobs, & D.L. Sopczyk, Health Professional as Educator (pp. 377-418). Sudbury, MA: Jones & Bartlett Learning.

Carnegie Mellon. (n.d.). Design & teach a course. Retrieved from http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

Cline, J. (2012). Creating successful learning objectives. Retrieved from http://youtu.be/_woMKwBxhwU

Clark, D. (2015) Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Effron, S. (n.d.). Bloom’s revised taxonomy. Retrieved from http://saraeffron.files.wordpress.com/2012/10/blooms-revised-taxonomy.jpg

References


Illinois Central College. (n.d.). Revised Blooms taxonomy- verbs, materials/situations that require this level of thing, potential activities and products. Retrieved from http://icc.edu/faculty-staff/files/2014/07/ICC-Assessment-Revised-Blooms-Taxonomy.pdf

Jahn, B. (2011). Blooms taxonomy (revised) and writing SMART goals. Retrieved from http://youtu.be/CXqm1gwuTKQ

Louisiana State University Center for Academic Success. (2012). Bloom’s taxonomy. Retrieved from http://www.youtube.com/watch?v=Qfp3x_qx5IM

Plack, M. & Driscoll, M. (2011). Systematic effective instruction: Keys to designing effective presentations. Teaching and learning in physical therapy: From classroom to clinic (pp. 65-115). Thorofare, NJ: SLACK Incorporated.

References


142

143

144

http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

http://youtu.be/_woMKwBxhwU

http://www.nwlink.com/~donclark/hrd/bloom.html

http://saraeffron.files.wordpress.com/2012/10/blooms-revised-taxonomy.jpg

http://icc.edu/faculty-staff/files/2014/07/ICC-Assessment-Revised-Blooms-Taxonomy.pdf

http://youtu.be/CXqm1gwuTKQ

http://www.youtube.com/watch?v=Qfp3x_qx5IM

5/9/2019

49

University of Connecticut. (n.d.a.). Learning taxonomy- Krathwohl’s affective domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf

University of Connecticut. (n.d.b.) Learning taxonomy- Simpson’s psychomotor domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf

Vanderbilt University. (n.d.) Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Wilson, L.O. (2013). Anderson and Krathwohl: Bloom’s taxonomy revised. Retrieved from http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

References


CPG Resources

http://www.openclinical.org/guidelines.html#purposes - there is also a list of other websites at the end of the page for your consideration.

https://www.guidelinecentral.com/summary-intended-users/occupational-therapists (not all pertain to treatment in occupational therapy, but all refer to rehabilitative practices among either OTs or professional colleagues).

Australian clinical guidelines in OT http://www.clinicalguidelines.gov.au/browse.php?pageType=13&intendedUserCode=9&itemsPerPage=10&pageNumber=0&


PresentationREFERENCES


145

146

147

http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf

http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf

http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

http://www.openclinical.org/guidelines.html#purposes

https://www.guidelinecentral.com/summary-intended-users/occupational-therapists

http://www.clinicalguidelines.gov.au/browse.php?pageType=13&intendedUserCode=9&itemsPerPage=10&pageNumber=0&

5/9/2019

50

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


ReferencesBrown, 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.

Clark, D. (2000). Learning styles & preferences. Retrieved from http://www.nwlink.com/~donclark/hrd/styles.html

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


References:

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.


148

149

150

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://www.nwlink.com/~donclark/hrd/styles.html

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

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

5/9/2019

51

References

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


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.


Web Resources & Clip Art Credit

http://www.children-special-needs.org/vision_therapy/what_is_vision_therapy.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


151

152

153

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

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

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

5/9/2019

52

Best Books to Read About Severe Sensory Problems

How Can I Talk if my Lips Don’t Move by Tito Rajarish Muhopadhyay*

Carly’s Voice by Arthur Fleischmann with Carly Fleischmann*

The Reason I Jump by Yoshidat and David Mitchell


http://www.youtube.com/watch?v=Qfp3x_qx5IM



Bloom’s and SMART goals videos…





For Further Learning About Bloom’s Taxonomy:


154

155

156






Documents

PowerPoint Presentation...Padlet (c) The Pocket Occupational Therapist, 2019 31 32 33. 5/9/2019 12 (c) The Pocket Occupational Therapist, 2019 Tagxedo (c) The Pocket Occupational Therapist,