CHILDREN & YOUTH
2015-101Handwriting instruction in school-what’s the evidence?
Children & YouthPresentation (50 minutes)Intermediate to topic
Participants will:
1.)Become familiar with OT literature that includes efficacy of handwriting interventions with children.
2.)Be exposed to publications and organizations outside the OT community that support handwriting instruction
3.)Be exposed to publications and organizations outside the OT community that support handwriting instruction.
4.)Will be prepared to discuss the relevance of handwriting instruction with parents, educators and administrators
With the increased use of technology in schools, and concern for standardized testing, there is little commitment to handwriting instruction and practice in the schools. Occupational Therapists continue to be consulted for children who have difficulties with legible handwriting in schools. OT are well-positioned to educate parents, teachers, and school administrators of the importance of keeping handwriting instruction in the curriculum, as foundation for success in academics. This presentation will provide an overview of evidence in the OT literature, and well as other professional sources, that support this position.Participants will be invited to contribute to a discussion from their own perspective and experience.
Asher, A. (2006) Handwriting instruction in elementary schools. American Journal of Occupational
Therapy, 60, 461-471.
Bolich, S.F. (2009) What america lost: Decades that made a difference. Tracking attitudes changes
through handwriting. Bloomington: Author House.
Graham, S. (2013) It all starts here: Fixing our national writing crisis from the foundation. Reprint from
Saperstien Associates White Paper.
Graham, S. (2009). Want to improve children’s writing? Don’t neglect their handwriting. American
Educator, p. 20-27, 40.
Roberts, G., Siever, J., Mair, J (2010). Effects of a Kinesthetic Cursive Handwriting Intervention for
Grades 4-6 Students. American Journal of Occupational Therapy, 64, 745-755.
xxxx has been an active occupational therapist for over 25 years. She has diverse experience in adult and pediatric populations in a variety of settings. She has presented at prior POTA conferences, as well as to teachers and parent groups. She has served as adjunct faculty in the OTA program at xxxxx College and xxxxx University. She is serving families and children in school practice and early intervention.
This presentation will provide Occupational Therapists with an overview of the evidence that supports the need for handwriting instruction in school curricula.
2015-102Deep Pressure and Proprioceptive Technique vs. Non-Specific Child Guided Technique Children & Youth Posters Intermediate to topic
Participants will:
1.) Describe the methodology for completing an evidence based practice review.
2) Describe and discuss the current relevant literature regarding the use of the DPPT versus NST in children who have a diagnosis of autism spectrum disorder (ASD) and also present with sensory defensiveness.
3) Discuss client-centered interventions for children with ASD and sensory defensiveness..
This poster is designed to provide occupational therapists and parents with an overview of evidence based research and treatment procedures needed to answer the following question: For children living with autism, is the deep pressure and proprioceptive technique (DPPT), also referred to as the Wilbarger protocol, more effective than non-specific child guided technique (NST) in regulating behavior? The methodology utilized the five steps for completing an evidence based practice project: description of a practice scenario, development of a PICO question, systematic review of current literature, and integration of findings and recommendations for practice. This evidence based poster compares the use of the DPPT versus the NST in children who have a diagnosis of autism spectrum disorder (ASD) who also present with sensory defensiveness. A diagnosis of ASD and sensory defensiveness has an impact on the everyday life of children and can affect any areas of occupation including social participation, work (school), and play. Both DPPT and NST were reported to decrease the child’s sensory defensiveness and increase independence. The evidence found in the explored research did not report one technique to be more effective. Through further research, therapists will be able to plan meaningful interventions for children with ASD and sensory defensiveness.
Asbhurner, J., Rodger, S., Ziviani, J., & Hinder, E. (2014). Optimizing participation of children with
autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework.
Canadian Journal of Occupational Therapy, 81, 29-38.
Benson, J. D., Beeman, E., Smitsky, D., & Provident, I. (2011). The deep pressure and proprioceptive
technique (DPPT) versus nonspecific child-guided brushing: A case study. Journal of
Occupational Therapy, Schools & Early Intervention, 4, 204-214.
Bhopti, A. & Brown, T. (2013). Examining the Wilbarger’s deep pressure and proprioceptive
technique for treating children with sensory defensiveness using a multiple-single-case study approach. Journal of Occupational Therapy, Schools & Early Intervention, 6, 108-113.
Stagnitti, K., Raison, P., & Ryan, P. (1999). Sensory defensiveness syndrome: A paediatric perspective
and case study. Australian Occupational Therapy Journal, 46, 175-187.
Weeks, S., Boshoff, K., & Stewart, H. (2012). Systematic review of the effectiveness of the Wilbarger
protocol with children. Pediatric Health, Medicine and Therapeutics, 3, 78-89
The primary presenter is currently a graduate student in the Department of Occupational Therapy at The University of xxxxx. The content for this poster was completed during a full semester course in Evidence-Based Research. The faculty mentor is an expert in the evidence based research process. The primary speaker has presented this material in a public forum prior to the submission of this proposal.
This evidence based poster compares the use of the deep pressure and proprioceptive technique (DPPT) versus the non-specific child guided technique (NST) in children who have a diagnosis of autism spectrum disorder (ASD) who also present with sensory defensiveness.
2015-103Exploring Therapists' Perspectives of iPad Use in School Based Practice
Children & YouthPostersIntroductory to topic
This presentation will illustrate (based on 116 participants):
1.) How many occupational therapists integrate the use of an iPad into their practice? Why therapists do or do not use the iPad as a tool?
2.) To what capacity do occupational therapists use this new technology?.
3.) What diagnosis can benefit most from using the iPad as an intervention tool?
4.) What applications are most useful for school aged clients receiving occupational therapy services?
5.) What are therapists' overall opinions regarding its use in school based therapy?
Purpose: To discover occupational therapists various uses and opinion of the iPad in the school-based setting. Methods: Paper surveys were mailed to 500 random participants and the survey was also made available online. A final sample size of 116 participant responses were reviewed and data was disseminated. Research Questions: The researchers sought to examine, via survey research methodology (a combination of quantitative and qualitative questions): How many occupational therapists integrate the use of an iPad into their practice? Why therapists do or do not use the iPad as a tool? To what capacity do occupational therapists use this new technology? What diagnosis can benefit most from using the iPad as an intervention tool? What applications are most useful for school aged clients receiving occupational therapy services? What are therapists' overall opinions regarding its use in school based therapy? Results: 84.5% of the respondents report that they use the iPad either personally or professionally and shared various ways in which they use it either as a motivational tool, assistive device, or to address various skills. Respondents also shared ways in which they collaborate with parents and other professionals; however, numerous respondents were adamant about the fact that the iPad cannot and should not replace traditional treatment methods. Conclusions: Continued research on use of the iPad is necessary to educate and inform practitioners to ensure that school-based occupational therapists are providing evidence-based services consistent with “best practice” methods in conjunction with their professional clinical judgment
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Education Teachers. Asian Social Science, 9(16), 87-94.
Bazyk, S. & Case-Smith, J. (2010). School-based occupational therapy. In J. Case-Smith & J. C.
O’Brien (Eds.), Occupational therapy for children (6th ed., pp. 713-743). Maryland Heights, MO: Mosby Elsevier.
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of Occupational Therapy, 41, 576-582.
Campbell, W., Missiuna, C., Rivard, L., & Pollock, N. (2012). "Support for everyone": Experiences of
occupational therapists delivering a new model of school-based service. Canadian Journal of Occupational Therapy. Revue Canadienne D'ergotherapie, 79, 51-59.
Carnahan, C., Williamson, P., Hollingshead, A., & Israel, M. (2012). Using Technology to Support
Balanced Literacy for Students with Significant Disabilities. Teaching Exceptional Children,
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Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting.
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Donehower, C., Lewis, M.E.B., & O’Malley, P. (2013). Using tablet computers as instrumental tools to increase task completion by students with autism. Kennedy Krieger Institute, 1-27.
Dankert, H. L., Davies, P. L., & Gavin, W. J. (2003). Occupational therapy effects on visual-motor skills
in preschool children. American Journal of Occupational Therapy, 57, 542-549.
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engagement in elementary and middle school students through technology-supported Learning
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occupational therapy in schools. Australian Occupational Therapy Journal, 54, 168-173.
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How use of an
iPad facilitated reading improvement. TechTrends, 56(3), 20-28.
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occupational therapy practice. Occupational Therapy International, 11(4), 244-247.
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Paradigm Publisher.
O’Malley, P., Lewis, M.E.B., & Donehower, C. (2013). Using tablet computers as instrumental tools to
increase task completion by students with autism. Kennedy Krieger Institute, 1-27.
Robinson, J. D. (2012). The skeptical technophile: iPad review. Journal of Digital Imaging, 25(3), 365-
368.
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The NERA Journal, 47(2), 74-79. Siegle, D. (2013). iPads: Intuitive technology for 21st-century
students. Gifted Child Today, 36(2), 146-150.
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of occupational therapists in Colorado. American Journal of Occupational Therapy, 60, 81-91.
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students with disabilities. Australian Educational Computing, 27(2), 4-12.
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Dr. xxxxx is a 2009 graduate of xxxx University with a Bachelor of Science Degree in Psychology and Master of Science Degree in Occupational Therapy. She is also a 2012 graduate of xxxx University with a Clinical Doctorate in Occupational Therapy. She is currently a school-based therapist contracted to the xxxx School District in xxxx, PA and also does adult home health work. She is an adjunct professor at xxxxx University where she facilitates student research projects.
The purpose of this study was to discover the various uses of the iPad by school-based therapists while exploring their opinions of this new piece of technology. Students researchers sought to examine to what extent the iPad is being used in school based practice as well as therapists' overall opinions regarding its use. Varying viewpoints were found and shared from a total of 116 participants via paper and online survey.
2015-104Use of Electronic Devices to Enhance IADL Performance in Autism
Children & YouthPostersIntermediate to topic
Participants will:
1.) Understand the effect PDAs, iPads, and electronic devices have on IADL skill development.
2.) Determine the IADLs that can be taught to children with high functioning autism using PDAs, iPads, and electronic devices as a means of modified independence.
3) Determine the level of modified independence that can be achieved for children with high functioning autism when using PDAs, iPads, and electronic devices.
Individuals with high-functioning autism (HFA) who are beginning their transition into new life roles post-high school graduation are shown to have difficulties completing their instrumental activities of daily living (IADLs). IADLs are activities that require a higher level of cognitive functioning and are often activities that occur in an individual’s natural environment. The Centers for Disease Control estimates that 1 in 68 children have been identified with Autism Spectrum Disorder (ASD) (Centers for Disease Control, 2015). Children with autism receive therapy services while in school and as they age out of the school system, there is a lack of therapy or assistance to aid in the transition into adulthood. While in school, and as they transition into their roles in adulthood, IADLs are not a focus during therapy sessions. Young adults with ASD often rely on family to fill the void in completing these IADLs. There is a need to identify the benefits of using iPads, personal data assistants (PDA), and other tablets to enhance an individual’s ability to complete IADLs with modified independence. This poster presentation will address the question, “How can electronic tablets, iPads and PDA’s be utilized to enhance IADL performance for children with HFA?” The researcher completed a literature synthesis using the following databases to find relevant literature: EbscoHOST, CINHAL, ERIC, and PubMed. The research available spans all IADLs within the Occupational therapy Practice Framework (OTPF). The results from the research found on this topic, indicates that occupational therapy interventions that incorporate tablets, iPads and PDA’s will support an individuals skill development in IADLs.
Bereznak, S., Ayres, K., Mechlin, L., & Alexander, J. (2012). Video self-prompting and mobile
technology to increase daily living and vocational independence for students with Autism
Spectrum Disorder. Journal of Developmental Physical Disability, 24, 269-285. doi: 10.1007/s10882-012-9270-8
Bouck, E. C., Satsangi, R., Bartlett, W., & Weng, P. (2012). Promoting independence through assistive
technology: Evaluating audio recorders to support grocery shopping. Education and Training in
Autism and Developmental Disabilities, 46, 462-473. Retrieved from: Cannella-Malone, H., Fleming, C., Chung, Y., Wheeler, G., Basbagill, A., & Singh, A. (2011). Teaching
daily living skills to seven individuals with severe intellectual disabilities. Journal of Positive
Behavior Interventions, 13, 144-153. Retrieved from:
Center for Disease Control. (2015). Autism Spectrum Disorder: Facts about ASD. Retrieved from:
Ferguson, H., Smith Myles, B., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the
independence of an adolescent with Asperger syndrome. Education and Training in
Developmental Disabilities, 40, 60-67. Retrieved from:
Gentry, T., Wallace, J., Kvarfordt, C., & Lynch, K. B. (2010). Personal digital assistants as cognitive aids
for high school students with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32, 101-107. doi: 10.3233/JVR-2010-0499
Johnson, J. W., Blood, E., Freeman, A., Simmons, K. (2013). Evaluating the effectiveness of teacher-
implemented video prompting on an iPod touch to teach food-preparation skills to high school
students with Autism Spectrum Disorder. Focus on Autism and Other Developmental
Disabilities, 28, 147-158, doi: 10.1177/1088357613476344
Kellems, R., & Morningstar, M. (2012). Using video modeling delivered through iPods to teach
vocational tasks to young adults with spectrum disorder. Career Development and Transition for Exceptional Individuals, 35, 155-167. Retrieved from:
Mechling, L., Gast, D., & Seid, N. (2009). Using a personal digital assistant to increase independent task
completing by students with Autism Spectrum Disorder. Journal of Autism Development
Disorder, 39, 1420-1434. doi: 10.1007/s10803-009-0761-0
Mechling, L., Gast, D., & Seid, N. (2010). Evaluation of personal digital assistant as self- prompting
device for increasing multi-step task completion students with moderate intellectual disabilities.
Education and Training in Autism and Developmental Disabilities, 45, 422-439. Retrieved from:
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Mechling, L. C., & Savidge, E. (2011). Using a person digital assistant to increase completion of novel
tasks and independent transitioning by students with Autism Spectrum Disorder. Journal of Autism Developmental Disorder, 41, 687-704. doi: 10.1007/s10803-010-1088-6
Palmen, A., Didden, R., Verhoeven, L. (2012). A personal digital assistant for improving independent
transitioning in adolescents with high functioning autism. Developmental Nuerorehabilitation, 15, 401-413. Retrieved from:
Watson, A. H., Ito, M., Smith, R. O., & Anderson, L. T. (2010). Effect of assistive technology in public
school setting. American Journal of Occupational Therapy, 64, 18-29. Retrieved from:
xxxxxx is a graduate year doctoral occupational therapy candidate from University of xxxxx in xxxxx. Her area of interest is maximizing independence for individuals with high-functioning autism as they begin their transition into adulthood.
This poster presentation demonstrates how PDAs, iPads, and electronic devices enhance skill development in IADL performance for children with high functioning autism.
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2015-105Top 10 Habits of Rock Star School Therapists