Integrating occupational therapy services in a kindergarten curriculum: A look at the outcomes

American Journal of Occupational Therapy

Volumn 63, Issue 2, 2009, Pages 160-171

  Bazyk, Susan ^a   Michaud, Paula ^b   Goodman, Glenn ^a   Papp, Paula ^b   Hawkins, Edwina ^b   Welch, Margery A ^c  

^a CLEVELAND STATE UNIVERSITY   (United States)

^b Developmental Disabilities   (United States)

^c William Patrick Day Early Childhood Center   (United States)

Author keywords

Educational status; Motor skills; Occupational therapy; Outcome assessment (health care); Psychomotor performance

Indexed keywords

ARTICLE; CHILD; COHORT ANALYSIS; CURRICULUM; DYSLEXIA; HANDICAPPED CHILD; HUMAN; OCCUPATIONAL THERAPY; OUTCOME ASSESSMENT; PILOT STUDY; PRESCHOOL CHILD; PSYCHOMOTOR DISORDER; STUDENT; WRITING;

CHILD; CHILD, PRESCHOOL; COHORT STUDIES; CURRICULUM; DISABLED CHILDREN; DYSLEXIA; HUMANS; MOTOR SKILLS DISORDERS; OCCUPATIONAL THERAPY; OUTCOME ASSESSMENT (HEALTH CARE); PILOT PROJECTS; STUDENTS; WRITING;

EID: 66849099343     PISSN: 02729490     EISSN: None     Source Type: Journal    
DOI: 10.5014/ajot.63.2.160     Document Type: Article

References (56)

1. American Occupational Therapy Association. (2007). FAQ on response to intervention for school-based occupational therapists and occupational therapy assistants. Retrieved November 1, 2008, from www.aota.org/Practitioners/ PracticeAreas /Pediatrics/Highlights/FAQonRtI.aspx
2. Argabrite Grove, R. A. E. (2002, March 25). Embracing our psychosocial roots. OT Practice, 7, 21-25.
3. Barnes, K. J., and Turner, K. D. (2001). Team collaborative practices between teachers and occupational therapists. American Journal of Occupational Therapy, 55, 83-89.
4. Beery, K. E., and Buktenica, N. A. (1997). Developmental Test of Visual Motor Integration (4th ed.). Parsippany, NJ: Modern Curriculum Press.
5. Case-Smith, J. (1995). Efficacy of occupational therapy services related to hand skill development in preschool children. Physical and Occupational Therapy in Pediatrics, 14, 31-57.
6. Case-Smith, J. (1996). Fine motor outcomes in preschool children who receive occupational therapy services. American Journal of Occupational Therapy, 50, 52-61.
7. Case-Smith, J. (2000). Effects of occupational therapy services on fine motor and functional performance in preschool children. American Journal of Occupational Therapy, 54, 372-380.
8. Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy, 56, 17-25.
9. Case-Smith, J., Heaphy, T., Marr, D., Galvin, B., Koch, V., Good Ellis, M., and Perez, I. (1998). Fine motor and functional performance outcomes in preschool children. American Journal of Occupational Therapy, 52, 788-796.
10. Case-Smith, J., and Rogers, J. (2005). School-based occupational therapy. In J. Case-Smith (Ed.), Occupational therapy for children (5th ed., pp. 795-824). St. Louis, MO: Elsevier /Mosby.
11. Clay, M. M. (1993). Observation survey of early literacy achievement. Portsmouth, NH: Heinemann Educational.
12. Cole, K. N., Harris, S. R., Eland, S. F., and Mills, P. E. (1989). Comparison of two service delivery models: In-class and outof-class therapy approaches. Pediatric Physical Therapy, 1, 49-54.
13. Cornhill, H. E., and Case-Smith, J. (1996). Factors that relate to good and poor handwriting. American Journal of Occupational Therapy, 50, 732-739.
14. Daly, C. J., Kelley, G. T., and Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal of Occupational Therapy, 57, 459-462.
15. Dunn, W. (1990). A comparison of service provision models in school-based occupational therapy services: A pilot study. Occupational Journal of Research, 10, 300-320.
16. Education for All Handicapped Children Act of 1975, Pub. L. 94-142, 20 U. S. C. § 1400 et seq.
17. Folio, M., and Fewell, R. R. (2000). Peabody Developmental Motor Scales (2nd ed.). Austin, TX: Pro-Ed.
18. Giangreco, M. F. (1986). Delivery of therapeutic services in special education programs for learners with severe handicaps. Physical and Occupational Therapy in Pediatrics, 6, 5-15.
19. Giangreco, M. F., Prelock, P., Reid, R., Dennis, R., and Edelman, S. (2000). Roles of related services personnel in inclusive schools. In R. Villa and J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 360-388) Baltimore: Paul H. Brookes.
20. Haley, S. M., Coster, W. J., and Ludlow, L. H. (1991). Pediatric functional outcome measures. In Pediatric rehabilitation. Physical medicine and rehabilitation clinics of North America. Philadelphia: W. B. Saunders.
21. Individuals With Disabilities Education Act of 1997, Pub. L. 105-17, 20 U. S. C. § 1400 et seq.
22. International Reading Association and National Association for die Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53, 30-46.
23. Karnish, K., Bruder, M. B., and Rainforth, B. (1995). A comparison of physical therapy in two school based treatment contexts. Physical and Occupational Therapy in Pediatrics, 15, 1-25.
24. Katims, D. (1996). The emergence of literacy in elementary students with mild mental retardation. Focus on Autism and Other Developmental Disabilities, 11, 147-157.
25. Lawhon, T., and Cobb, J. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30, 113-118.
26. Lee-Corbin, H., and Evans, R. (1996). Factors influencing success or underachievement of the able child. Early Child Development and Care, 117, 133-144.
27. Lesiak, J. L. (1997). Research based answers to questions about emergent literacy in kindergarten. Psychology in the Schools, 34, 143-160.
28. Martinez, M., and Teale, W. (1987). The ins and outs of a kindergarten writing program. Reading Teacher, 40, 444-450.
29. Muhlenhaupt, M., Miller, H., Sanders, J., and Swinth, Y. (1998). Implications of the 1997 reauthorization of IDEA for schoolbased occupational therapy. School System Special Interest Section Quarterly, 5, 1-4.
30. Myers, C. A. (2006). A fine motor program for preschoolers. In A. Henderson and C. Pehoski (Eds.), Hand function in the child: Foundations for remediation (2nd ed., pp. 267-288). St. Louis, MO: Mosby/Elsevier.
31. National Rehabilitation Association. (2002). Legislative Network Alerts: President's Commission on Excellence in Special Education. Retrieved December 18, 2003, from www.nationalrehab.org /website/govt/200218.html
32. Neuman, S., and Roskos, K. (1990). Play, print, and purpose: Enriching play environments for literacy development. Reading Teacher, 44, 214-221.
33. Nielsen, D., and Monson, D. (1996). Effects of literacy environment on literacy development of kindergarten children. Journal of Educational Research, 89, 259-271.
34. Nolan, K., Mannato, L., and Wilding, G. (2004). Integrated models of pediatric physical and occupational therapy: Regional practice and related outcomes. Pediatric Physical Therapy, 16, 121-128.
35. Oliver, C. (1989). A sensorimotor program for improving writing readiness skills in elementary-age children. American Journal of Occupational Therapy, 44, 111-116.
36. Ottenbacher, K. J., and Barrett, K. (1989). Measures of effect size in the reporting of rehabilitation research. American Journal of Rehabilitation Medicine, 68, 52-58.
37. Ottenbacher, K. J., Johnson, M., and Hojem, M. (1988). The significance of clinical change and clinical change of significance: Issues and methods. American Journal of Occupational Therapy, 42, 156-163.
38. Ottenbacher, K. J., Msall, M. E., Lyon, N., Duffy, L. C., Ziviani, J., Granger, C. V., et al. (2000). The WeeFIM instrument: Its utility in detecting change in children with developmental disabilities. Archives of Physical Medicine and Rehabilitation, 81, 1317-1326.
39. Pappas, C. (1993). Is narrative "primary"? Some insights from kindergarteners' pretend readings of stories and information books. Journal of Reading Behavior, 25, 97-129.
40. Parush, S., Levanon-Erez, N., and Weintraub, N. (1998). Ergonomic factors influencing handwriting performance. WORK: A Journal of Prevention, Assessment, and Rehabilitation, 11, 295-305.
41. Peterson, C., and Nelson, D. (2003). Effect of an occupational intervention on printing in children with economic disadvantages. American Journal of Occupational Therapy, 57, 152-160.
42. Purcell-Gates, V., L'Allier, S., and Smith, D. (1995). Literacy at the Harts' and the Larsons': Diversity among poor, innercity families. The Reading Teacher, 48, 572-578.
43. Reading Recovery Council of North America, Inc. (2002). What evidence says about reading recovery. Retrieved December 10, 2003, from www.readingrecovery.org/pdf/research/What-Evidence-Says-Full-Report.pdf
44. Reid, D., Chiu, T., Sinclair, G., Wehrmann, S., and Naseer, Z. (2006). Outcomes of an occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73, 215-224.
45. Reisman, J. E. (1991). Brief or New-Poor handwriting: Who is referred. American Journal of Occupational Therapy, 45, 849-852.
46. Schneck, C. M. (1991). Comparison of pencil-grip patterns in first graders with good and poor writing skills. American Journal of Occupational Therapy, 45, 701-706.
47. Schneck, C. M., and Henderson, A. (1990). Descriptive analysis of the developmental progression of grip position for pencil and crayon control in nondysfunctional children. American Journal of Occupational Therapy, 44, 893-900.
48. Sulzby, E. (1992). Transitions from emergent to conventional writing: Research directions. Language Arts, 68, 50-57.
49. Sulzby, E., and Teale, W. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. B. Mosenthal, and P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 727-757). New York: Longman.
50. Swinth, Y., and Hanft, B. (2002, September 16). School-based practice: Moving beyond 1:1 service delivery. OT Practice, 7, 12-20.
51. Teale, W. (1988). Developmentally appropriate assessment of reading and writing in the early childhood classroom. Elementary School Journal, 89, 173-182.
52. Teale, W., and Sulzby, E. (1989). Emergent literacy: New perspectives. In D. Strickland and L. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 1-15). Newark, DE: International Reading Association.
53. Tseng, M., and Murray, E. (1994). Differences in perceptual-motor measures in children with good and poor handwriting. Occupational Therapy Journal of Research, 14, 19-36.
54. Wehrmann, S., Chiu, T., Reid, D., and Sinclair, G. (2006). Evaluation of occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73, 225-235.
55. Weil, M. J., and Amundson, S. J. C. (1994). Relationship between visuomotor and handwriting skills of children in kindergarten. American Journal of Occupational Therapy, 48, 982-988.
56. Wolery, M. (1983). Proportional change index: An alternative for comparing child change data. Exceptional Children, 50, 167-170.