Jennifer Dessoye, OTD, OTR/L, Leah Davis, MS, OTR/L, Ellen Mahon, MS, OTR/L, Samantha Rehrig, MS, OTR/L, Tara Robinson, MS, OTR/L; The Effectiveness of a Multisensory Center-Based Learning Curriculum in Prekindergarten Students. Am J Occup Ther 2017;71(4_Supplement_1):7111520316p1. doi: 10.5014/ajot.2017.71S1-PO6155.

This study supports the benefits of a multi-sensory center-based curriculum in the classroom, which has the potential to aid in development from childhood throughout life.

Brydne Edwards, MScOT, OT Reg (Ont), Debra Cameron, PhD, Gillian King, PhD, Amy McPherson, PhD; How Typically Developing Students Perceive Social Inclusion of Children With Different Abilities: A Scoping Review. Am J Occup Ther 2017;71(4_Supplement_1):7111520306p1. doi: 10.5014/ajot.2017.71S1-PO5151.

This article is very interesting given that I have been blown away by how awesome typical students treat and are interested in working with our non-typical students. They are SO inclusive in UA and it is wonderful to see. I saw it most in the middle school and I am so glad these typical kiddos are getting a chance to understand and learn about someone who is different than them.

Joan Sauvigne-Kirsch, MS, OTR/L; Examining Occupational Therapists as Potential Special Education Leaders. Am J Occup Ther 2017;71(4_Supplement_1):7111510185p1. doi: 10.5014/ajot.2017.71S1-PO3128.

This article is super interesting because I didn't know that OT's are restricted in obtaining school leadership roles. Very interesting! This article talks about how OTs need to advocate for development into school leadership roles, due to the knowledge and expertise that we could bring to the table.

Meghan Roach, Emily Breisinger, Jeryl Benson, EdD, OTR/L; An Exploration of the Role of Sensory-Based Theory in School-Based Occupational Therapy. Am J Occup Ther 2017;71(4_Supplement_1):7111505123p1. doi: 10.5014/ajot.2017.71S1-PO4060.

This article explores the prevalence and role of sensory-based interventions in school-based OT. Sensory based intervention in schools is tricky, from what I have learned you cannot directly treat sensory issues. You can only give suggestions on how sensory input can be provided during their day in oder for them to function in an educational setting. This article gives good insight.

John Majasic, MOT, OT, Jeryl Benson, EdD, OTR/L, Kimberly Szucs, PhD, OTR/L; The Teacher-Occupational Therapist Relationship in School-Based Practice: Perspectives of the Teachers. Am J Occup Ther 2015;69(Supplement_1):6911505034p1. doi: 10.5014/ajot.2015.69S1-PO2117.

This article talks about the role of the therapist on the educational team and the teacher-therapist relationship. Being in the schools is a very multidisciplinary setting, given that there are reg-ed teachers, MD teachers, Cross-cat teachers, IS teachers, etc.. all working together. One difficulty I have seen is getting ideas to be carried over across all settings within the school during the kiddos day and having everyone be consistent.

Jennifer Dessoye, OTD, OTR/L, Chelsey Converse-Korhonen, MS, OTR/L, Lindsey McLaughlin, MS OTR/L, Shannon McSweeney, MS, OTR/L, Cathryn Steinhoff, MS, OTR/L; The Effectiveness of iPad Handwriting Applications in Improving Visual-Motor and Handwriting Skills in Children With Autism Spectrum Disorder. Am J Occup Ther 2017;71(4_Supplement_1):7111520282p1. doi: 10.5014/ajot.2017.71S1-PO2149.

This study provides evidence to support the intervention of iPad apps for fine motor and visual motor skills with children with autism.

http://www.missjaimeot.com/keyboarding-ages-and-stages/

This website talks about the developmental progression of keyboarding skills and what is appropriate for each age group. I felt this was very relevant for those of us working in a school system. There are challenges on finding the right time to introduce keyboarding skills if handwriting is not going to be functional for the kiddo in the future. I think this article helps us look at some of the key components in order to make these decisions.

http://www.candokiddo.com/news/tummy-time-tips?utm_source=facebook&utm_medium=social&utm_campaign=traffic

Through talking with some individuals I found this really awesome blog called Can do kiddo, she is a mother and an OT and she also has a facebook page that has a lot of good true information articles linked to it. This particular one is about tummy time and how it is important in the development of infants.

https://childhood101.com/fun-breathing-exercises-for-kids/

This website has a lot of good information on it about regarding kiddos, playing, and positive growing. This resource is 8 fun breathing exercises for at home or at school. We talk a lot about this in my rotation when it comes to the zones of regulation and tools/strategies that we can use to calm our body when we are not in the expected zone.

http://lemonlimeadventures.com/when-to-worry-about-w-sitting/

This website has a lot of good information and visual models about "w" sitting and when or when not to worry about it and its possible impacts.

Heather Watt, OTD, OTR/L, Lorie Gage Richards, PhD, OTR/L, FAHA; Factors Influencing Occupational Therapy Practitioners' Use of Push-In and Pull-Out Service Delivery Models in the School System. Am J Occup Ther 2016;70(4_Supplement_1):7011510205p1. doi: 10.5014/ajot.2016.70S1-PO3068.

This article is extremely relevant for students and OT's who are working in the school systems. Push-in would refer to working with a student in their classroom environment, and pull-out would be taking them outside the classroom to work. This study examined the current practice patterns of school-based therapists to determine whether more push-in than pull-out services were being used. This study also identified facilitators and barriers to providing more push-in services by school-based therapists.

Michele Artale-Morgante, OTD, OTR/L, Francine M. Seruya, PhD, OTR; Developing Inclusive School Communities: An Expanded Role for School-Based Occupational Therapy. Am J Occup Ther 2017;71(4_Supplement_1):7111515230p1. doi: 10.5014/ajot.2017.71S1-PO3091.

This qualitative study explored perceptions of students in inclusive classrooms. Results indicated that students relied on paraprofessionals rather than teachers to support learning. Conclusions point to expanded roles for occupational therapy in professional training and development of inclusive school communities.

Janet E. Spencer, Lynnda J. Emery, Colleen M. Schneck; Occupational Therapy in Transitioning Adolescents to Post-Secondary Activities. Am J Occup Ther 2003;57(4):435-441. doi: 10.5014/ajot.57.4.435.

This article examines the perceptions of special education directors on the current role of occupational therapy in high school transition programs for adolescent students with disabilities. This is very applicable to OT's working in a HS setting and even in middle school when transitioning should begin and the thought process should begin.

https://www.yourtherapysource.com/blog1/2017/08/21/10-games-practice-crossing-midline/

This article has 10 games that you can use to have kiddos practice crossing midline. This skill requires that the right and left sides of the brain work together to create a motor action. The games on this website are fun and they challenge this skill.

https://www.growinghandsonkids.com/calming-organizing-and-alerting-activities-for-children.html

Article talks about Calming, organizing, and alerting activities for children. Gives a very easy bullet point list of options in order to help in these three areas. Very good ideas!

https://www.pocketot.com/mindfulness-and-me-5-ways-to-use-mindfulness-in-your-ot-practice/

This article talks about 5 ways to practice mindfulness in your OT practice.There is also a definition of mindfulness and a lot of resources!

https://www.yourtherapysource.com/blog1/2016/12/19/less-movement-hard-read-boys/

This article talks about a study that was published in the Journal of Science and Medicine in Sport published research on the association of moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with reading and arithmetic skills in 89 boys and 69 girls aged 6-8 years.The researchers concluded that lower levels of moderate to vigorous physical activity, higher levels of sedentary time, and particularly the combination of the two, were related to poorer reading skills in boys.

http://happinessishereblog.com/2017/01/10-things-say-instead-stop-crying/

This article gives great advice on what to say and what not to say to a child who is crying. They explain that when kiddos cry and adults tell them to stop, it has a negative affect on the child and their emotional processing.

https://www.pocketot.com/playdate-tips-for-kids-with-special-needs-part-ii/

Website has 5 tips for playdates for kiddos with special needs.

http://www.nclexquiz.com/mnemonics/executive-function-skills-cheat-sheet/

This website has a cheat sheet that explains executive function really well!