https://www.aota.org/Practice/Manage/Reimb/school-based-documentation-tips.aspx

The above link gives a couple quick and easy tips for better documentation within school-based OT service delivery and also provides a link to a text I have referenced a couple times in my time at Harmon Elementary. My CI has a very unique daily treatment note documentation style that utilizes large size stick-on label sheets that I handwrite notes for each student on during or directly after the treatment session. This allows us to complete paper documentation without carrying around a large binder full of each student's data sheet.

https://www.aota.org/Publications-News/otp/Archive/2016/10-10-16-well-read/school-ipad.aspx

The above link is AOTA's examination of using iPads for school-based OT services. The examination demonstrated better understanding to the following questions:

How do occupational therapists learn how to use the iPad?
Why do therapists use or not use the iPad as a tool?
In what capacity do occupational therapists use this new technology?
What applications are most useful for school-aged clients receiving occupational therapy services?
What is therapists' overall perspective regarding iPad use in school-based practice?

https://www.aota.org/Publications-News/otp/Archive/2017/02-06-17-autism/independence-curriculum-middle-school-students-autism.aspx

I found this article to be a very interesting read after working the past 11 weeks in a school where many of the children I work with on a daily basis have been diagnosed with either a medical or school-based diagnosis of ASD. I have only worked with younger children throughout this rotation, observing once in a middle school, so this independence curriculum that was used in the study gives a good perspective of what an OT may work on with older students in the school-based setting.

https://www.aota.org/Publications-News/SISQuarterly/Early-Intervention-and-School/8-17-mental-health.aspx

The above link provides an in-depth explaining of billing OT services within the school-based area of practice. I also found the chart explaining the difference between the complexities of evaluations to be very helpful!

https://ajot.aota.org/article.aspx?articleid=2636462&resultClick=3

Yoga has been found to be an effective strategy to decrease aggression and increase emotional well-being in adolescents, however there is limited research in elementary age children. This study explored the usage of a 5 minute yoga program in decreasing aggressive behaviors and increasing overall emotional well-being for that elementary age group. A group of 30 students participated in 3x weekly sessions that were instructed by either the school guidance counselor of PE teacher. Following statistical analysis, the researchers concluded that this short yoga-based intervention MAY be an effective strategy to deal with these problems area in elementary aged students, but further research is still needed. However, the research does provide initial support for OT's role in sustaining a yoga-based protocol in the school-based practice setting.

https://ajot.aota.org/article.aspx?articleid=2636295&resultClick=3

The case study by Gibbs, Benham, Abraham, and Mathew explored the effective of Timocco software used for tele rehabilitation with two at risk youth in a school-setting. The students were assessed for overall performance using the BOT-2. The students each participated in 20 sessions using the Timocco software, which the teachers in the school were specifically trained to use. Both students' performance scores improved following the implementation of the tele rehab program. The study concluded that there is a need to further explore OT's role with tele rehab, but that the field of OT clearly has a role in this new movement for difficult to reach patients/clients.

Link: https://ajot.aota.org/article.aspx?articleid=2636361&resultClick=3

The article explored student's experiences with current inclusion practices and how occupational therapists are qualified to support academic performance as well as enhance social participation. Following the data collect period of the study, results showed students consistently felt overwhelmed in both self-contained and inclusive classrooms. Students frequently relied on paraprofessionals rather than the classroom teacher to identify strategies for increased success. The article concludes by stating OT can help to shift the current leadership roles in the inclusive classrooms to help create a better atmosphere for each party involved.

https://www.aota.org/~/media/Corporate/Files/Secure/Practice/Children/FAQ-School-Based-Revised-09-2014.PDF

The above link is a FAQ PDF from AOTA with great explanations of our role in the RTI process and how we as OT's can be incorporated into the process in the school system. As mentioned before, I was unsure of our role with RTI before beginning this level one, so I strongly recommend reading over this if you are interested in school-based practice in the future!

http://education.ohio.gov/getattachment/Topics/Special-Education/Federal-and-State-Requirements/Operational-Standards-and-Guidance/2014-Ohio-Operating-Standards-for-the-Education-of-Children-with-Disabilities.pdf.aspx

Above is a link to the Ohio state requirements/standards for the education provided to students with disabilities, including our role as a related service.

http://eds.b.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=2&sid=2eaa951d-2a41-44dc-a3f9-8c75a4d4f568%40sessionmgr102

Part of my current rotation at Harmon Elementary includes working with my CI as the RTI coach for the 4th grade classrooms. RTI was something I knew a bit about, but couldn't exactly explain what our responsibility as a related service would be for this process. The above linked article does an excellent job of explaining what we as therapists do for RTI.

http://www.tandfonline.com.proxy01.shawnee.edu/doi/pdf/10.1080/19411243.2016.1176549

Above is a link to an article discussing the effectiveness of a journal club with school based OTs in increasing their ability to incorporate EBP into their practice. Professional development and maintaining a current understanding of literature is crucial in the school based practice, and the study proved to be an effective strategy in overcoming the barriers of understanding results within an article. Journal club may be an effective strategy to incorporate with related service team members in our future practice in the schools.

https://www.handwritingworksheets.com/flash/cursive/index.htm

Here is the website the OT I worked with this week uses to make templates of cursive writing templates to work on with her students. Many have goals to write cursive signatures, so this is something quick that she started her treatment sessions with and then addressed and specific letter formation/baseline alignment issues that were present. The website allows you to make quick and easy worksheets that can also be sent home for homework!

http://www.multimatrixgame.com

Wanted to share this awesome game/tool that I got to use with some middle schoolers this week. The OT I was with had purchased this and just started using it and is quickly coming to find out how useful it is and just how many different areas you can target with such a simple game! The game can be used for development of memory, reading, ADHD, spatial awareness, visual perception, eye tracking, the vestibular system, and is useful in both pediatric populations as well as adult populations (TBI, CVA). It is about $50, but I can definitely see myself adding this to my tool kit in the future!

http://www.tcse.us/wp-content/uploads/2010/11/SchoolPerformanceChecklistRtI.pdf
Here is a link to a checklist assessing many areas of school based OT practice (self help skills and ADLs, fine motor, and sensory processing). Thought this tool might be helpful in looking at target areas to further examine using standardized assessments as well as developing IEP goals in the future.

http://ajot.aota.org/article.aspx?articleid=1868922

The above link is to the Eleanor Clark Slagle Lecture by Margo Holm that we have discussed previously in classes, where she explains explains the relativity of EBP within the context of our profession. Holm covers most of her bases with the topic of EBP, further explaining each of the 5 major levels of evidence as well as why it is necessary for practitioners to stay on top of the new literature that is appearing in their practice domain. Holm brings about two habits that she suggests developing as an OT practitioner:

1) Though evidence may be hard to find, we each need to become competent in the entire process of locating, appraising, and presenting EBP
2) We must use these competencies to ADVANCE the literature within OT, so that we are to be doing the "right things right" in fulfilling our duties.

https://journals-ohiolink-edu.proxy01.shawnee.edu/pg_99?223916599091789::NO::P99_ENTITY_ID,P99_ENTITY_TYPE:268365947,MAIN_FILE&cs=3y24e5EmqDHBDAkRLntXu3aURBOLFzMZB5J3MjltcxsuvSlTDHoj2dftf0NLIcm61w6CreUnPg6nntOaTvSke0Q

The above link is to an article that covers just how crucial addressing psychosocial needs of our patients/clients will be as we enter OT. The article discusses the interrelated connection between mind and body and how necessary assessing and tailoring our interventions to both deficit areas will be vital to the effectiveness of therapy. The author gives examples of relevant patient populations that would benefit from psychosocial assessment and intervention, including elderly individuals and cancer survivors.

The article is short and an easy read, but paints a clear picture of why it is so important to remain holistic in our approach to evaluation and intervention.

https://www.researchgate.net/publication/5236634_Through_the_Eyes_of_Students_Ethical_Tensions_in_Occupational_Therapy_Practice

Ethical dilemmas and tensions are unfortunately not rare within the field of practice we are getting ready to enter. We likely know this from the multiple assignments and discussions during our in class time on campus. Though it is frequently discussed in class, the topic of ethical tensions is rarely studied from the student perspective. A phenomenological study was conducted to examine ethical tensions experienced by OT students during their education and found four major themes:

1) Systemic constraints - insufficient staff, overly large caseloads, lack or resources/ability to access research
2) Conflicting values - frequently involving disagreements with discharge decisions
3) Witnessing questionable behavior - disrespectful attitudes, inappropriate language, lack of communication, and breaches of confidentiality
4) Failure to speak up - students feeling the need to speak up but failing to do so

I encourage everyone to take a look over this study and prepare for potential tensions and dilemmas that may occur so one can better prepare to be readily equipped when faced with such issues in the clinic.

https://www.aota.org/~/media/corporate/files/secure/advocacy/licensure/stateregs/supervision/occupational%20therapy%20assistant%20supervision%20requirements%202016%20final%20jf%202%20edits.pdf

The above link is to a massive document that discusses the necessary supervisory roles and behaviors for practicing occupational therapists supervising COTAs or student OT's.

According to the document in the state of Ohio, supervisory laws for OTs/COTAs requires "initial direction and periodic inspection", with the supervising OT not required to be on-site but must be available as needed for consultation. For COTAs in their first year of practice, OT's must provide supervision at least 1x per week, where as it is only necessary 1x per month following the first year of practice. The supervision process must include nearly each facet of the OT process, and cosigning alone DOES NOT suffice for required supervision.

If you are curious to see how supervisory regulations differ based on a state where you are interested in practicing, check this document out!

American Journal of Occupational Therapy, December 2015, Vol. 69, 6913410057p1-6913410057p6. doi:10.5014/ajot.2015.696S06

http://ajot.aota.org/article.aspx?articleid=2477354

I discovered this Standards of Practice for Occupational Therapy document when digging for some info to share with everyone, and felt that it would be a beneficial piece of basic entry level knowledge that each of us could benefit from. The document discusses the major topics of 1) Education, Examination, and Licensure, 2) relevant Definitions to our profession, 3) Screening, Evaluation, and Reevaluation, 4) Intervention Process, 5) Transition, Discharge, and Outcome Measurement, and most importantly for this post 6) Professional Standing and Responsibility

I encourage everyone to at least skim through this document, and definitely strive to meet each of the 13 standards under the professional standing standard.

Gibbs, D. M., & Dietrich, M. (2017). Using high fidelity simulation to impact occupational therapy student knowledge, comfort, and confidence in acute care. Open Journal Of Occupational Therapy (OJOT), 5(1), 1-18. doi:10.15453/2168-6408.1225

http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=2&sid=a3c42ae9-4d1e-4b35-bbb3-65af14708116%40sessionmgr4006

This article discusses the increased demand for OT's and PT's to begin working in acute care setting and in so an increased need for better clinical knowledge, preparation, and competency in this practice area. The literature proves there is a lessening of therapists willing to work in intensive care practice settings, and therefore the study sought to examine the effectiveness of human patient simulation on student's knowledge, confidence, and comfort with acute care setting patients. This study examined two cohorts of doctoral level occupational therapy students using pre/post surveys to assess comfort with patient's with an IV, urinary catheter, and a heart monitor. Upon gaining understanding of initial feelings of preparedness, researchers used a human patient simulator to create a realistic scenario and the students were challenged to use the knowledge gained in coursework to demonstrate appropriate handling techniques and responses to a simulated critical scenario. Following data analysis, results showed significant improvement in student's comfort, confidence, and knowledge in treating acutely ill patients, demonstrating support for the use of human patient simulation to better prepare students to work in these challenging environments.