American Journal of Occupational Therapy, July/August 2012, Vol. 66, 396-405. doi:10.5014/ajot.2012.004333

During my second rotation in the schools, the OT based research project was centered on establishing age appropriate fine motor skills in kindergartners to develop proper handwriting skills through the use of different fine motor centers per week for 6 weeks. This research article is similar to their group by establishing a program by the OT which is then utilized by the teacher.

American Journal of Occupational Therapy, January/February 2013, Vol. 67, 19-26. doi:10.5014/ajot.2013.005470

A helpful article for anyone interested in school-based therapy. Establishing effective handwriting skills within the early elementary years is a main factor to preventing referrals in the future.

I found this to be a highly interesting article of the use of art-based interventions within the field. Who says the babies only need our services during their stay in the NICU. Parents go through a lot of stress and anxiety through this time and sometimes feel as though they have lost a sense of their self. What better way to allow the parents to feel their occupational roles then through self-expression.

American Journal of Occupational Therapy, September/October 2013, Vol. 67, 534-542. doi:10.5014/ajot.2013.008243

Teaching handwriting skills is a huge part of being a school-based therapist. It is important to find different strategies that work with different students/diagnoses.

American Journal of Occupational Therapy, September/October 2012, Vol. 66, 547-555. doi:10.5014/ajot.2012.004473

A case study report that examines the effectiveness on a child with ASD and noted their adaptive behavior changes.

While in the school setting, you learn quickly the importance of sensory input within the early stages of development. This article looks at the importance of sensory driven neuroplasticity within SI and compares articles from when the theory was first created to current research.

Humphris, D., Littlejohns, P., Victor, C., O'Halloran, P., & Peacock, J. (2000). Implementing evidence-based practice: Factors that influence the use of research evidence by occupational therapists. British Journal of Occupational Therapy, 63(11), 516-522.

This article reports the finding that explored the factors that inhibit and facilitate the use of research evidence by occupational therapists. Results depicted that occupational therapists have a positive attitude towards the use of research and are able to use the evidence from the research in practice.

Cara, E., & MacRae, A. (2013). Psychosocial occupational therapy: An evolving practice. Clifton Park, NY: Delmar.

A book that focuses on the role of occupational therapy in mental health and how OT services can regain and strengthen the underserved area through a psychosocial perspective to help guide and teach students and licensed practitioners.

Mulholland, S., & Derdall, M. (2005). A strategy for supervising occupational therapy students at community sites. Occupational Therapy International, 12(1), 28-43.

The development of a new strategy based on a community setting to supervise occupational therapy students participating in a position where there is no occupational therapist and no well-defined role.

Mattingly, C. (1991). The narrative nature of clinical reasoning. The American Journal of Occupational Therapy, 45(11), 998-1005.

This article explains the difference between the types of narrative reasoning occupational therapists use during evaluation and treatment of a patient. The first type is the use of narrative as a mode of speech that can be contrasted with biomedical discourse. The second involves creation rather than telling stories.

Zimmerman, S., Hanson, D., Stube, J., Jedlicka, J., & Fox, L. (2007). Using the power of student reflection to enhance professional development. The Internet of Journal of Allied Health Sciences and Practice. 5(2), 1-7.

The purpose of this article is to describe the evolution of one program's process of incorporating self-reflection and feedback as a part of the MOT curriculum. A practitioner needs to be able to reflect and self-assess their learning in order to take steps toward developing a competency. Thus, increasing the development of increasing professionalism and ethics in education programs.