https://ajot.aota.org/article.aspx?articleid=1868971

This study examined the influence of pencil grasp on handwriting legibility during both short and long writing tasks in 46 fourth-grade students who were typically developing. Matched samples were used to control for variability.

https://ajot.aota.org/article.aspx?articleid=1870050

This study is about how elementary students need structured instruction to develop the motor skill of writing. School-based occupational therapists can support effective handwriting instruction by interpreting information from motor learning theory pertaining to instruction and practice, which supports acquisition, transfer, and retention of handwriting skills. They also need to be cognizant of prior handwriting instruction when addressing handwriting difficulties.

https://ajot.aota.org/article.aspx?articleid=1865116

This study investigated the relationships between specific performance components, eye-hand coordination, visuomotor integration, in-hand manipulation, and handwriting skill.

https://ajot.aota.org/article.aspx?articleid=2465083

This study explores the effectiveness of the Handwriting Without Tears® (HWT) kindergarten printing curriculum in general education through a consultative approach with occupational therapy.

https://ajot.aota.org/article.aspx?articleid=2512716

This study provides preliminary support for an occupational therapist-led handwriting intervention to improve writing legibility and letter recognition in kindergarteners receiving RtI and IEP supports.

https://ajot.aota.org/article.aspx?articleid=1869072

This study investigated the effects of school-based occupational therapy services on students' handwriting.

https://digitalcommons.ithaca.edu/cgi/viewcontent.cgi?article=1099&context=ic_theses

The purpose ofthis study was to discover the opinions ofchildren regarding the
differences between occupational therapy services provided in the classroom versus those provided in a separate therapy space.

http://scholarworks.calstate.edu/bitstream/handle/2148/122/Thesis%20to%20binding%20formatted4-2406.pdf?sequence=1

The rationale to develop a teacher training module designed to help students with
fine motor handwriting problems is based upon an in-depth understanding of the
complexities involved in handwriting and the impact poor handwriting has on academic achievement.

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1003&context=ot_pediatrics

The purpose of this study was to identify sensory based interventions used by pediatric occupational therapists treating children diagnosed with ASD.

http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1070&context=ojot

This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young children's writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting.

http://utdr.utoledo.edu/cgi/viewcontent.cgi?article=1501&context=graduate-projects

The purpose of this paper is to support the student learner in classroom environments by advocating for the role of occupational therapy as a consultant in classroom and school design. The product of this paper will result in a scholarly written article to be submitted in American Educational Research Association (AERA): Educational Evaluation and Policy Analysis Journal. In the formation of this paper, information was gathered in a needs assessment consisting of questionnaires, semi-structured interviews, and observations with key stakeholders and users of the school environment space. The information gained throughout this project revealed the direct impact a school environment can have on students' learning abilities

http://commons.pacificu.edu/cgi/viewcontent.cgi?article=1013&context=otpeds

Implementing a wellness program in the school setting could benefit not only those
at risk for obesity, but all students of normal weight and those at risk for psychosocial issues. Implications for this goal are large, because the role of OT in the school is limited to working with children who present with an IEP. In addition, OTs caseloads are high and pressures already exist for providing adequate care. This, however, does not undermine the effects in which OT could have on creating programs within the school setting. Within IDEA regulations and through collaboration, communication, and consultation with teachers, administration, and other team members,OTs could use expertise and leadership to either create and implement an activity/program, promote healthy lifestyles, or indulge in research to enhance the rigor of OT's role in preventing obesity.

https://ajot.aota.org/article.aspx?articleid=1872078

The purpose of this study was to investigate school-based occupational therapists' knowledge of transition planning, their degree of participation in assessment and intervention of students requiring transition services, and to identify potential barriers limiting therapists' participation in transition services.

https://ajot.aota.org/article.aspx?articleid=1865106

This article is about how formal and continuing education seems to have a great effect on school-based occupational therapists as they develop their personal conceptual frameworks.

https://ajot.aota.org/article.aspx?articleid=1881637

In response to our perceptions of the need to clarify the nature of school-based occupational therapy services at the local, state, and federal levels, we have written this article to address three areas. First, we suggest that the terminology used by school-based occupational therapists to describe their work be explained in terms that will allow parents and educators to better understand the roles and functions of the occupational therapist in the school. Second, to clarify and thereby increase the marketability of school-based occupational therapy, we propose a conceptual framework upon which the provision of occupational therapy as a service related to education can be based. Third, to clarify the unique role of occupational therapy in the schools, we define the roles and functions of school-based occupational therapy in such a way as to differentiate it from other related school-based services. Finally, we identify strategies to further secure the position of occupational therapy in the schools.

https://ajot.aota.org/article.aspx?articleid=1873468

This study investigated one aspect of the role of school-based occupational therapists working with students with complex health care needs during the school day. The major role of occupational therapists working in school systems involved providing direct intervention with the student and not conducting or instructing others in health-related procedures. Therapists also served as a resource on health-related issues for school personnel.

The aim of the study was to evaluate the results of surgical treatment and rehabilitation of patients with trigger thumb and finger. In 40 patients, comprising 30 women and 10 men aged 26 to 64, a total of 42 cases of trigger thumb and finger. In the preoperative period, the severity of changes were studied according to the classification developed by Newport et al. Five patients were classified in the first stage, 28 in the second, 6 in the third, and 1 in the fourth. The mean duration of symptoms was five months. The indication for surgery was a lack of improvement following conservative treatment. All of the patients were treated surgically using the open method by cutting the flexor tendon sheath in part A1. The rehabilitation treatment included exercises to improve the range of mobility of the thumb and fingers and to stretch, grelax, and strengthen muscles. Neuromobilisation and automobilisation exercises were conducted. After 5 months, swelling, pain and restricted mobility of the thumb and fingers subsided in all patients. There were no 'jumping' symptoms. Apart from a slight transitory inflammatory reaction in 2 patients there were no complications. In patients with trigger finger, open surgery and competent rehabilitation therapy enables the achievement of very good results, with a low complication rate.

http://psjd.icm.edu.pl/psjd/element/bwmeta1.element.psjd-83febc66-25f7-4967-aab0-899f3637b269/c/CEJSSM_1_2017_07.pdf

Occupational therapy practitioners are key health care providers for people with musculoskeletal disorders of the distal upper extremity. It is imperative that practitioners understand the most effective and efficient means for remediating impairments and supporting clients in progressing to independence in purposeful occupations. This systematic review provides an update to a previous review by summarizing articles published between 2006 and July 2014 related to the focused question, What is the evidence for the effect of occupational therapy interventions on functional outcomes for adults with musculoskeletal disorders of the forearm, wrist, and hand? A total of 59 articles were reviewed. Evidence for interventions was synthesized by condition within bone, joint, and general hand disorders; peripheral nerve disorders; and tendon disorders. The strongest evidence supports postsurgical early active motion protocols and splinting for various conditions.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182014/

People with musculoskeletal disorders of the shoulder commonly experience pain, decreased strength, and restricted range of motion (ROM) that limit participation in meaningful occupational activities. The purpose of this systematic review was to evaluate the current evidence for interventions within the occupational therapy scope of practice that address pain reduction and increase participation in functional activities. Seventy-six studies were reviewed for this study. Strong evidence was found that ROM, strengthening exercises, and joint mobilizations can improve function and decrease pain. The evidence to support physical modalities is moderate to mixed, depending on the shoulder disorder.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182015/

The purpose of this study was to measure functional outcomes after outpatient occupational therapy for clients who had upper-extremity injury and surgery or both. A sample of 33 clients referred to occupational therapy outpatient intervention was recruited from five clinics in Ohio. The Canadian Occupational Performance Measure (COPM) was used to guide the occupational therapy sessions and to measure outcomes. The Disability of Arm, Shoulder, and Hand (DASH) questionnaire and the Short Form 36 (SF-36) were also administered to the clients pre and post 6 to 8 weeks of hand rehabilitation services. Two to three months after discharge, the clients responded by the telephone to the Community Integration Questionnaire. The clients received a mean of 13 hours of outpatient occupational therapy services and received no other rehabilitation service. Functional performance gains following 6 to 8 weeks of services were significant. Clients with upper-extremity injury or surgery made strong, positive gains in functional measures following client-centered occupational therapy services.

file:///C:/Users/Nora/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/499.pdf