Practical Strategies for Improving the Effectiveness, Effi - PowerPoint Presentation

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Practical Strategies for Improving the Effectiveness, Efficiency and Impact of Your School-based Occupational Therapy Services

By: Beverly H.

Moskowitz

, COT MS OTR/LSlide2

Handwriting

Realistic Handwriting Expectations

Pre-Writing Exercises – i.e. putty, in-hand manipulation exercises

Instruction – Size Matters Handwriting Program: Key concepts, Letter Size RulesIntervention – Collaboration (Push-In), Direct Service (Pull-Out), For Non-Printers: Alternative Fonts, Alternative Journal Entries, Alternatives for Writing Altogether

Accommodations and AdaptationsAdapted PaperBlottersSlant Boards (Ideal writing and copying position)Computer AccessSlide3

Possible

Problems and Solutions

Environment

Positioning/Motor Skills – Child Issues/Options Teacher Options Furniture OptionsHandwriting – Child Issues/Options Teacher OptionsTeacher Variables and Environmental VariablesDrawing, Cutting, ColoringCopying and Reading (See pages 11 through 14 in Resource Handbook)Slide4

Get Ready Activities

Heavy Work

Fine Motor activities to develop hand muscles

Gross Motor activities to develop posture and stabilityTracking and Perceptual activitiesPutty ExercisesHotdog, Hamburger, Birthday Roll, Hide & Seek, Dot Writing, Stencils, Peas, Twist, Pull, Crush

In-Hand Manipulation ExercisesPencil Batons, Dice, Counters, Finger Touches, Thumbs Up, Paper Crumbling, Finger Walking, Silly Magic Tricks, Putty, Tweezers (see pages 17 through 20 in Resource Book)Slide5

Size Matters Handwriting Program

Focus on letter size, then form follows

Adaptable to: practice setting, school district, teaching style, grade, and time

The Dice Game (earn stars), Alphatrangles, Adapted Paper & Key Concepts can be paired with any lessonSlide6

8 Key Concepts:

Writing Line Names

Letter Line Names

Starting PointsTouch PointsLetter SizesSuper CStars & Dice Game

Spaghetti & MeatballsSize Matters Handwriting ProgramSlide7

Size Matters Handwriting Program

8 Key Concepts: (pages 21-24 and PPT’s pages 108-111 in Resource Book)

Writing Line Names

Top = Line 1Middle = Line 2Bottom = Line 3

Letter Line Names: Standing Tall, Laying Down, Leaning Left, Leaning Right, etc. (not shared, but like happy/sad, around the clock ??)Slide8

8 Key Concepts: (page 21 through 24 of Resource Book)

Starting Points for each letter

Touch Points for each letter

Letter Sizes with rules Size 1: All Upper Case, Lower Case – b, d, f, h, k, l, tSize 2: Lower Case – a, c, e, I, m, n, o, r, s, u, v, w, x, z

Size 3: Lower Case – g, j, p, q, y (belly rests on line)Size Matters Handwriting ProgramSlide9

8 Key Concepts:

: (pages 21-24 and PPT’s pages 108-111 in Resource Book)

Super C – like a super hero who looks for rulesStars & The Dice Game – Looking for “Star-Worthy” letters based on size/touch pointSpaghetti & Meatballs – Spacing Spaghetti Spaces are INSIDE spaces - Only 1 strand of spaghetti should be present in between letters in a wordMeatball Spaces are OUTSIDE spaces - One big, fat, juicy meatball should be between words

Size Matters Handwriting ProgramSlide10

Reversal Trick

“b”oys and “p”eople

need to look forward when they run so they can cross the finish line __b___p______ * Have students draw facial features (nose, eye, half mouth) on circles of lettersSlide11

Size Matters Intervention Options:

Collaboration: (Push-In)

Consultation – providing handwriting concepts/lingo, provide visual cues, provide visual aides, issue Alphatrangles, introduce Dice Game, provide a variety of adapted paper, recreate worksheets, etc. Co-Teaching – explore possibility of leading a weekly handwriting lesson over 8-10 week period

Direct Service: (Pull-Out) Handwriting Club – individuals OR group students by ability/grade *See pages 26-27 in Resource HandbookSlide12

For Non-Writers

Computer Based Activities –

Alternative Fonts for typing/writing Pictures from Clip Art or BoardmakerLow Tech Options:

Scribing, copies of peer’s notes, copies of teacher’s lesson, oral responses, multiple choice or word banks for testsAssistive Technology: Writing software (Co-Writer, Draft Builder, Write Out Loud, Read Out Loud), Fusion, Functionality options (stickey Keys, slower mouse, touch screens, adjust workstations), equipment changes (trackball mouse, one-handed keyboard, etc.) *See pages 29-35 in Resource HandbookSlide13

Accomodations and/or

Adaptations

Printing Reference Tools

Add starting points to alphabet strips on desks or chalk/white boards Add a “Go Line” – green tape on left side of the deskWriting Surfaces and Supplies

Blotters – single sheet of construction paper laid under writing paper Mechanical Pencils Lined Labels Classroom or desk-top posters (visuals) Thingies *See PPT handouts on pages 112-113 in Resource HandbookSlide14

Writing Paper

Adaptive Writing Journals

Adapt tests and worksheets

Provide masters of adaptive paper for overhead projectors or smart boardsFor beginner writers:Use the computer to create a shapeSelect line colors Change line thicknessCreate patterned lines or fill lines

Accomodations and/orAdaptationsSlide15

Copying

Progression:

Direct line copy – directly underneath or side by side, on same paper

Near point - on same paperMidpoint – 3-5 inches away, using same type paperMidpoint – 5-8 inches away, using different type paperFar point – 8-12 inches or more away Slide16

Strategies:

Face desk forward

Fold paper – using “Trifold Stand” instructions on page 92 of Resource Handbook

Use a bookstand or book holderLet student use chalk or marker edgeUse books, tissue box, jacket, notebookUse Page Ups (small desktop holder)Teach “chunking”Teach finger points

CopyingSlide17

Cutting

Create a plan

– Before giving a child the scissor, ask

“What’s your plan?”Use Lead In and Lead-Off lines: Lead-In lines are drawn from the edge of the paper to the stimulus line intended for cutting. Demonstrate how your pencil mark then continues through the middle of the stimulus line. When you reach the end of the line, ask the child what you should do next. The correct answer is to Keep on Going!

Teach Push and Pull techniques: (Activity to teach push/pull concepts on page 53)PUSH the scissors into the paperPULL the paper into the scissors *See pages 52-55 and PPT handouts on pages 103-105 in Resource HandbookSlide18

Attention, organization &self-regulation

Participation-based assessment

Possible Issues and Possible Solutions

Sensory Diet ExercisesAlert CurriculumsHow Does Your Engine RunZones of RegulationAccommodations & Adaptations

*See pages 56-83 in Resource HandbookSlide19

How to Make:

Clay Board (increase proprioceptive input – strengthen motor memory

Slant Board

Pencil ThingieTrifold StandLetter Size BlocksCustom WorksheetsBoard GamesBook Stand

Labyinths (page 120 – PPT handouts in Resource Book) http://tinyurl.com/q3rlrpr *See pages 89-96 in Resource HandbookSlide20

Participation and functional approaches:

Functional

performance/therapy: Talk, instruct,

explainUse what’s in the classroomBack up until you find a place that the student is successfulWhen the student isn’t looking at their work – hover over and around them until they have nowhere else to lookSlide21

Scheduling Solutions

Group Children – 1-4 students

Visit during problem times

Integrate into classroomsDivide your time throughout the week (i.e. 15, 10, 5 verses 30)Use “Push-In” verses “Pull-out” Slide22

Beverly’s Do’s and Don’ts

DO:

Be Creative

Ask Teachers what times work best for you to join the classOffer to lead handwriting instruction timesLeave open blocks of time for consultation, collaboration, preparation and paperworkVisit children during problem times: Gym, Art, AssemblyGroup children (1-4)

Integrate into the classrooms early in the year and oftenSlide23

Beverly’s Do’s and Don’ts

DON’T:

Get stuck in a set daily schedule for the whole year

Set up a private practiceHesitate to regroup children, if appropriateStart with individual therapy. Try working in classroom first to learn about the student in his social/academic environment and teacher skills, limitations, and flexibilityBlock one 30 minute time unit per student. Instead divide your time throughout the week (i.e. 15/10/5)Slide24

Getting Involved

Share your knowledge:

Team with teachers

Inform AdministratorsEducate Aides and AssistantsSlide25