Stacy Koser Swart, Elizabeth M. Kanny, Teresa L. Massagli, Joyce M. Engel; Therapists' Perceptions of Pediatric Occupational Therapy Interventions in Self-Care. Am J Occup Ther 1997;51(4):289-296. doi: 10.5014/ajot.51.4.289.

This study examined the congruence between pediatric occupational therapists' self-care interventions and occupational therapy's philosophical base, which focuses on performance of self-care skills as primary in evaluation and intervention. The therapists' perceptions reflected continued regard for self-care as an important and unique area of pediatric occupational therapy but were somewhat discrepant with the actual frequency of self-care interventions.

Kari J. Couch, Jean C. Deitz, Elizabeth M. Kanny; The Role of Play in Pediatric Occupational Therapy. Am J Occup Ther 1998;52(2):111-117. doi: 10.5014/ajot.52.2.111.

This study examines the role that play occupies with current OT practice with pre-schoolers. The results suggest a need for increasing the emphasis on play in entry-level curricula and continuing education, improving clinician access to valid and reliable play assessments, and completing studies designed to examine the use and efficacy of play in occupational therapy intervention.

Toby M. Long, Maria Woolverton, Deborah F. Perry, M. Janet Thomas; Training Needs of Pediatric Occupational Therapists in Assistive Technology. Am J Occup Ther 2007;61(3):345-354. doi: 10.5014/ajot.61.3.345.

This article reports on a national survey of 272 pediatric occupational therapists, who responded to questions about their training needs in the area of assistive technology and delivering assistive technology services. A sizable percentage of these therapists reported less-than-adequate training in policies governing assistive technology services and the organization and function of the service system. These findings underscore the need to develop pre-service and in-service training in assistive technology for providers who work with children who have disabilities.

Stephanie C. DeLuca, Sharon Landesman Ramey, Mary Rebekah Trucks, Dorian Ainsworth Wallace; Multiple Treatments of Pediatric Constraint-Induced Movement Therapy (pCIMT): A Clinical Cohort Study. Am J Occup Ther 2015;69(6):6906180010p1-6906180010p9. doi: 10.5014/ajot.2015.019323.

Pediatric constraint-induced movement therapy (pCIMT) is one of the most efficacious treatments for kiddos with CP. This article explains the different components of pCIMT and some critical issues. It does conclude that multiple pCIMT treatments can produce clinically important functional gains for children with hemiparetic CP.

Some confusion exists on how to best intervene when providing intervention to children with sensory processing and integration issues. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches.

Stacey Reynolds, Tara J. Glennon, Karla Ausderau, Roxanna M. Bendixen, Heather Miller Kuhaneck, Beth Pfeiffer, Renee Watling, Kimberly Wilkinson, Stefanie C. Bodison; Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration. Am J Occup Ther 2017;71(2):7102360010p1-7102360010p10. doi: 10.5014/ajot.2017.019281.

This article looks at understanding the families occupations as well as the child's occupations. There is limited research on this and this study describes how pediatric occupational therapists implement FCC principles through interactions with clients and their families in diverse pediatric settings.

Bonnie Riley, OTD, OTR/L, BCP, Lauren Hardesty, Anna Butler, Alexis Kimmelman, Krysta Gardner, Alex Miceli; How Do Pediatric Occupational Therapists Implement Family-Centered Care?. Am J Occup Ther 2017;71(4_Supplement_1):7111505155p1. doi: 10.5014/ajot.2017.71S1-PO7068.

This website has information about pencil grip, our role, and if we should worry about it.

This website shows Apple's new accessibility website with videos to show assistive tech in use.

This page talks about how to use a visual schedule with kiddos and it has a free printable version!

This website has 5 tips for difficulties with scissor use.

This website has a free handwriting course on how to teach and remediate handwriting in 6 easy steps.

This website is a good resource regarding vision and OT. There is a little girl I work with who is receiving vision therapy outside of OT services and it seems to be helping! It is usually not covered by insurance and can be very expensive. These resources are things we can do as OT's to help.

This article talks about copying verses tracing in children with autism and ADHD. The researchers concluded that it is not only motor performance but higher cognitive centers as well that contributes to handwriting difficulties in children with autism.

This article talks about visual motor connections with tracing, handwriting, and typing. The researchers investigated functional connectivity by analyzing BOLD data obtained from 4 to 6 year-old children after learning symbols through handwriting, tracing, or typing. At the bottom of the article there are resources for handwriting, visual motor, and typing.

https://www.allthingsot.com/clinical-reasoning

This link connects to a webpage that I thought was kind of interesting. It lists the different types of clinical reasoning that we as OT's can use. The page also has information about the OT process, frames of reference, activity analysis and much more!

It is also connected to this handout:

Krajnik, S. (2015). Clinical reasoning in occupational therapy [Handout].
Pendleton, H., & Schultz-Krohn, W. (2011). Pedretti's occupational therapy for physical dysfunction (7th ed.). St. Louis: Mosby Elseiver.

https://www.aota.org/~/media/Corporate/Files/Practice/Researcher/EBP-Resources.pdf

http://www.otseeker.com/Resources/EvidenceBasedPractice.aspx

Deborah Marr; Fostering Full Implementation of Evidence-Based Practice. Am J Occup Ther 2016;71(1):7101100050p1-7101100050p5. doi: 10.5014/ajot.2017.019661.

The first two links I have posted are resources to help you find opportunities for EBP and the next link is a citation to an article about fostering the full implementation of evidence-based practice. This article addresses some concerns such as practitioners not having the information and support needed to fully implement EBP including the struggles of the rapidly evolving literature and difficulties on staying up to date. This article is very important because our profession relies on it and the full support of EBP could help the profession achieve the Centennial Vision. Therefore, the aim of this article is to strongly encourage this move by AOTA and suggest possible actions to achieve this goal.

Cindy Hayden, DH Ed, OTR/L, CHT, Renee Causey-Upton, OTD, OTR/L, Elaine Fehringer, MA, OTR/L; Addressing Psychosocial Factors in Level II Fieldwork: Educating for Holistic Practice. Am J Occup Ther 2015;69(Supplement_1):6911510220p1. doi: 10.5014/ajot.2015.69S1-PO7092.

I thought this article was interesting because it address psychosocial factors regarding students in level II fieldwork. The purpose of this study was to discover how Level II fieldwork students integrate psychosocial interventions in a variety of practice settings. Their research questions included the following: (1) What psychosocial concerns do students identify? (2) Did student responses indicate academic preparation to respond to the concerns? (3) In what ways did the students describe therapeutic use of self? I believe this article is really applicable to where we all are in our OT journey's!

Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services. Am J Occup Ther 2014;68(Supplement_3):S16-S22. doi: 10.5014/ajot.2014.686S03.

This article talks about and breaks down the guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services. This document is a set of guideline and also provides an outline for OT's, OTA's and occupational therapy aids. This article defines supervision as "a process aimed at ensuring the safe and effective delivery of occupational therapy services and fostering professional competence and development." It breaks everything down really nicely and also breaks down the supervisory roles for each aspect of the therapy process.

Wendy Wood; The Heart, Mind, and Soul of Professionalism in Occupational Therapy. Am J Occup Ther 2004;58(3):249-257. doi: 10.5014/ajot.58.3.249.

This article is from AJOT and opens with some very interesting and compelling thoughts about professionalism and occupational therapy. She states "we want a firm persuasion in our work and we believe we can have it: that the work of occupational therapy will indeed be right for ourselves and good for the world at the exactly same time." She goes on to talk about how maintaining this firm persuasion is not always easy, and the question she looks to answer throughout her paper is

"how do we stay convinced that our work is, and can always be, right for ourselves just as it is good for the world?"

Very interesting read!

https://www.pdresources.org/course/index/5/1263/Ethics-for-Occupational-Therapists

This link pertains to a 3-hour online continuing education (CE/CEU) course that teaches OT's how to handle ethical and moral dilemmas in practice. It will help you answer questions such as why does one decision win out over another? What does the decision process involve? and How do these decisions impact those involved? There are also great reviews stating that it looks at current issues such as social media and child sex trafficking and that it is very informative!