SSU MOT 6691 & 6692

This program is implemented at my school. The OG teachers update the OT on things they've noticed with each student. The OG teachers are a part of the evaluation team, so knowing about this program could be beneficial; although, OTs are not directly responsible for the OG curriculum.

GREAT resource for ideas and activities to do with students.

Overview of the importance of proper pencil grasp. Ideas for ways to improve grasp patterns.

I am still learning about this part of school-based therapy, but we use this program to generate IEPs.

This is an awesome resource to help in implementing a motor/sensory room in a school. I worked on a project for my school to set up a motor break room for students to use.

This handwriting program is used in my schools. I have found it to be helpful because many teachers have already introduced it in the classroom.

This motivational speaker came to my elementary school and his curriculum was in-line with the Zones of Regulation. The kids really seemed to take away major key points from his presentation on student success and overall kindness towards others.

I recently shared this video with my middle schoolers. They had a guest speaker come visit recently that focused on the concept of character. This video introduces some character traits to help students identify the qualities they see in themselves and in others.

I did not know what Makerspaces were until my CI told me about them. Many teachers at my school have created their own versions of these to promote a positive working environment to allow creativity to flow. In schools, Makerspaces typically consist of various supplies for school work like pens, pencils, markers, glue, tape, scissors, etc.

The image at the bottom is a helpful tool to learning the Zones. This poster is hanging up in nearly every elementary classroom and throughout the school itself.

This is an overview of the Zones of Regulation. I think we briefly talked about the Zones in class, but I have learned so much about it in my school setting. This program is implemented district-wide. Kindergarteners are being introduced to it and it carries over to their middle school years.

This is a great outline of some common ethical dilemmas in OT treatment, and I bet some of you even experienced a few of these in your first fieldwork! Some seem more serious than others, but all are good to consider! From photocopying assessments instead of ordering more, to treating as a student with no on site supervision... good food for thought!

This article outlines a framework for clinical reasoning when working with children with ASD who are experiencing sensory challenges. The framework includes research evidence, client and family centeredness, practice contexts, occupation centeredness, and risks

This study evaluated the link between psychosocial quality of life and the severity of CP symptoms. Interestingly, the study found no correlation between severity and quality of life, but found significant links between family and caregiver involvement and increased quality of life, as well as decreased quality of life associated with comorbidities with CP. They concluded that decreasing number of comorbidities may be the best approach for increase QOL for this population.

Great overview of sensory brushing protocol and evidence for the program. Although evidence cannot be generalized at this time, there is a lot of good info in this article. Sensory brushing technique was something that came up several times throughout this fieldwork placement with parents of children with severe ASD, as well as with other professionals.

This article outlines a study that evaluated the effects of having a fieldwork student on the overall productivity of the supervisor. I found this article very interesting, because I know that in my setting, once the students are able to solo with clients, the productivity increased, but I can see that this may not always be the case, and that it is probably likely the opposite during the beginning of a fieldwork students rotation.

This textbook chapter (I know it's long but there are some great take-aways!), addresses multiple professionalism areas that are key components to pediatric therapy. Inter-professional relationships when working with a multidisciplinary team are so important to ensure best care for these clients. Additionally, in my fieldwork setting it was crucial to form and maintain professional relationships with parents, which is also addressed in this chapter.

This article focusing on techniques that can be used to develop clinical reasoning for Occupational Therapy students and new practitioners, in which it argues is the basis of all occupational therapy treatment. The article presents that using case studies within the classroom setting provides the ability for students to clinically reason, problem solve and develop treatment skills in a controlled way. It suggests using guiding questions based on student weakness that will promote growth and creativity in developing clinical reasoning skills. This article must have some merit because case studies have been used and continue to be used in a variety of classroom settings to this day including our own.

This article targets educators of generation Y, or those born between 1982-2000. The authors break down each aspect of the millennial generation including how to teach them, how to relate to them within an educational setting, characteristics such as working in teams, the misconceptions such as selfishness, and particularly how this all relates to professional behavior. In regards to professionalism this article focuses on that educators showed stress teaching observable behaviors, have explicit--black and white--communication style, and provide clear expectations to follow. All things that I would agree, I appreciate in the workplace.