April is Occupational Therapy Month!
Help celebrate and support the occupational therapy profession by checking out the resources below.
Help celebrate and support the occupational therapy profession by checking out the resources below.
ot_brand_poster_letter_size.pdf | |
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promote_the_profession.pdf | |
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4dr_ot_month_poster.pdf | |
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o3b_ot_month_flap_game__1_.pdf | |
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xdo_flower_craftivity__1_.pdf | |
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Please take a moment to share your thoughts about occupational therapy by completing the following survey.
- https://docs.google.com/forms/d/e/1FAIpQLSc0Kgbu3FqQwIUaj1hW9RMZix4Z6mHILIL9A3prFAKW_jc-VQ/viewform?usp=sf_link
Here are some additional websites with great OT activities and ideas
- https://www.toolstogrowot.com/
- https://kidsplaysmarter.com/everyday-activities-building-fine-motor-strength/
- http://mytherapyhound.com/downloads/adaptive-writing-paper-assortment-free-download/
- http://www.aota.org/Conference-Events/OTMonth/TenThings.aspx
- https://www.pinterest.com/toolstogrowot/ot-month
Interesting and informative read related to OT, technology and school-based practice.
School-Based Occupational Therapists’ Perspectives on Using iPadsClabia, M., Collins, A., Cully, K., Keys, D., & Pagnotta, K. (2016). School-based occupational therapists’ perspectives on using iPads. OT Practice, 21(18), 18–21
By Melanie Clabia, Andrea Collins, Kaitlyn Cully, Deborah Keys, and Kaitlyn Pagnotta
As technology continues to advance and shape our society, one can notice popular technological trends being adopted into the school system for children of all abilities. Many school systems have begun to embrace these new advances and incorporate technology into learning, with SMART-Boards, iPods, and iPads making their way into classrooms around the world. Both students and teachers reportedly support the technology. A study by Godzicki, Godzicki, Krofel, and Michaels (2013) found that in classrooms where teachers integrated a technology-supported lesson plan, students were more likely to engage in classroom activities and were more motivated to learn. Saine (2012) found that many teachers believe technology keeps students engaged in learning because students view these tools as exciting and different from typical school work. Teachers also reported that their students’ behaviors were more animated toward learning when technology was being used during class time (Godzicki et al., 2013).Examining iPad UseFor a study conducted as a graduation requirement for the Entry-Level Master’s Occupational Therapy Program at Misericordia University, in Dallas, Pennsylvania, we (the authors) and the other members of our research team developed a survey composed of open- and closed-ended questions to answer 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?
Some of the technology used in this survey included computers, laptops, iPods, interactive whiteboards, student response systems, overhead projectors, document cameras, and video and audio recording devices, but we focused mainly on studying the iPad because of its prevalence and “versatility and built-in technologies … for [helping] children with disabilities” (Hoesterey & Chappelle, 2012, p. 7).
We mailed surveys to 500 members of the American Occupational Therapy Association who work in school-based practice. To recruit more participants, we also made the survey available online and shared it with a pediatric occupational therapy member group on Facebook. In all, we gathered data from 116 responses, with 38.2% of respondents indicating that they work in elementary schools, 24.6% in preschools, 21.7% in middle schools, and 15.5% in high schools.FindingsAsked to rank their knowledge on using the iPad on a scale of 1 to 5, 11.4% of the respondents judged themselves to be extremely knowledgeable, 37% felt neutral about their knowledge, and 7% felt they had no knowledge on using the iPad. Of the 45.6% of respondents who indicated that they were educated on the use of the iPad (with the remaining stating they had received no education about it), 22.4% attended conferences related to the iPad, 12.9% attended continuing education courses, 8.6% were self-taught using online forums or blogs, and 6% were educated on using the iPad by a colleague.In What Capacity Are Practitioners Using iPads?Fine motor activities.
From the open-ended responses of how therapists use iPads to address fine motor skills and activities, several themes emerged. One of the most predominant, recurring themes was around motor control and planning. Many of the respondents stated that they use the iPad to address speed and accuracy, eye–hand coordination, and dragging and dropping. Multiple respondents also stated that they use the iPad to address hand development through apps used to facilitate pincer grasp, finger isolation, dexterity, and pinching.
Visual perceptual skills.
When asked how the iPad is used to address visual perceptual skills, several more general trends became apparent. Many respondents stated that they use the iPad to address specific visual motor and perceptual skills such as scanning, tracking, memory, attending, recognition, and color. Many participants also responded that they use the iPad to address other visual perceptual skills, such as localization, figure–ground, form constancy, letter reversals, and spatial relations. Some examples given were specific apps involving puzzles, mazes, and hidden pictures.
Handwriting skills.
A major recurring theme relates to using the iPad for specific handwriting skills. Numerous respondents emphasized using the iPad and specific apps to improve letter and number formation and pre-writing skills, at times adapted with the use of the stylus. Several respondents also use various tracing apps to address these skills.
Assistive technology (communication or accommodation).
A large number of participants reported using the iPad with their students as an assistive technology device, for either communication or as an accommodation. Many use the iPad to teach typing as opposed to using handwriting and speech-to-text programs, such as Dragon Speech Recognition, as an accommodation for those who are unable to type. Several respondents also use the iPad with students as a visual accommodation by enlarging the print size or changing the contrast on worksheets and/or textbooks. Many other participants use the iPad as an organizational/scheduling device, through the calendar, visual planner, and/or visual timer. Others stated that they use the iPad to address students’ sensory needs using various schedules and self-regulation apps.
Social participation.
When asked how they use the iPad to address social participation skills, several participants responded with communication apps, such as Proloquo 2 Go, to assist a student in indicating or requesting wants and/or needs. Several other participants mentioned social stories and cause-and-effect apps. Some also use the recording feature on the iPad as a means of “video modeling,” to provide the student with visual feedback in a novel way. Other participants use the iPad to reinforce cooperative play, such as sharing and taking turns with peers.
Reward system.
One of the most prominent trends was the use of the iPad as a motivational tool. Several participants reported providing students with the iPad as a free choice at the end of a session, or as a reward for completing specific tasks during therapy. Others mentioned using the iPad to access a short game or video as a break between non-preferred tasks and as a means for emotional regulation and frustration tolerance.
However, several respondents had the opposite reaction. They reported that “rewards in therapy should be play based,” and that “the iPad should be used as a specific tool and should not be used as a reward.”
Time management/organization. Many participants emphasized the use of the calendar and reminder apps for scheduling important events and various timers to assist students with transitions. Several others reported that they use the iPad to assist with data collection, along with formulating or tracking students’ individualized education programs.Overall Perspectives on Using the iPadWhen provided with an open-ended question about their overall impression with using the iPad in a school-based setting, many participants cited its usefulness and effectiveness during treatment sessions. Many mentioned the importance of embracing current norms and keeping up with the technology around which these children have grown. One participant said, “Our students are growing up in a technology-rich world, and we (as therapists) need to be a part of this.” Many praised the iPad for its portability and ease of use. Four participants favor the iPad because it is a socially acceptable tool that can be used in the typical classroom without the student standing out. One participant mentioned that when compared with assistive devices of the past, “There is no stigma attached to the iPad.” Several praised the iPad for “revolutionizing” the world of assistive technology, and many stated that they have students in their workload who use the iPad as a means of communication. One respondent mentioned the “cost effectiveness of the iPad compared to previous [augmentative and alternative communication] devices,” and another mentioned the “big improvement over previous tools due to its portability and adaptability and because it is no different than what is used by the general population.” Tablet devices also have a motivational effect on students. One participant stated that “children will walk on water to earn time on the iPad.” Therapists and students alike appreciate the iPad for its instant feedback, which can be used to track progress using specific apps in a fun, new, and exciting way. Several other respondents mentioned using the iPad to bridge the gap between preferred and non-preferred activities, or as a way to grade the difficulty of more challenging tasks.
Along with the positive aspects of the iPad, however, several respondents were adamant that the iPad cannot and should not replace traditional treatment methods. Many emphasized the importance of hands-on treatment, motor learning, social interaction, and environmental feedback. One individual shared that “actual interaction by manipulation, exercising, interacting socially with the therapist and other children in natural contexts is needed to achieve the occupational therapy goals.” Others mentioned their concern that technology could be providing fewer opportunities for environmental exploration. One respondent a concern with “moving towards more electronic/tablet instruction tools and less kinesthetic or three-dimensional learning.” Many criticized the iPad because it can’t provide the experiences, interactions, sensory input, and feedback that are necessary for the growth and development of children. A handful of respondents also mentioned the distractibility factor of the iPad on certain students, whereas others mentioned that many students regard it as a toy rather than a tool. Several cautioned against too much “screen time” and believe that a majority of students get enough opportunities for using the iPad at home. One participant responded that “kids are so entertained with iPads constantly that, in an occupational therapy session, hands-on skills should be the focus.” Many worry about the effects of technology on students’ social interaction skills. One participant responded that he works primarily with students on the autism spectrum who already have difficulty with social participation. He believes that the students’ “relationship with iPads and video games is also interfering with [their] abilities to form social relationships.”
In Moderation
Most of the participants viewed the iPad as a supplemental tool to be used in conjunction with traditional services methods during therapy; one noted the iPad is “complementary and should be balanced with other activities and tasks.” Another participant mentioned that he uses a “healthy mix of traditional and technology tools, evaluating each student for its functional purpose.” Many respondents limit their students’ time on the iPad and caution others to use this technology sparingly throughout services, and always with the student’s specific goals in mind. Many participants also cautioned that the iPad is not a device to be used with every child. One respondent wrote, “Therapists need to pick interventions based on the student and his or her needs and preferences,” whereas another wrote that “different tools apply to different students’ learning styles.”
Continued research on use of the iPad is necessary to educate and inform practitioners to ensure that school-based occupational therapy practitioners are providing evidence-based services consistent with best-practice methods and in conjunction with their professional clinical judgment.
References
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. Retrieved from http://files.eric.ed.gov/
fulltext/ED541343.pdf
Hoesterey, C., & Chappelle, C. (2012). Touch the future: Using iPads as a therapeutic tool. OT Practice, 17(13), 7–9.
Saine, P. (2012). iPods, iPads, and the SMARTBoard: Transforming literacy instruction and student learning. New England Reading Association Journal, 47(2), 74–79.
Melanie Clabia, Kaitlyn Cully, Deborah Keys, and Kaitlyn Pagnotta are recent graduates of the Entry-Level Master’s Occupational Therapy Program at Misericordia University, in Dallas, Pennsylvania.
Andrea Collins, OTD, OTR/L, a 2009 graduate and adjunct faculty member of Misericordia University, developed and facilitated this project. She works primarily in school-based practice and is the occupational therapist for the Elk Lake School District in Dimock, Pennsylvania.
Examples of Apps Noted by Survey Participants According to Practice Area
Assistive technology: Vision Assist
Handwriting skills: Handwriting Without Tears/Wet Dry Try, Letter School, and Doodle Buddy.
Visual perceptual skills: Letter Reflex, Highlights, Bugs and Buttons, and Bugs and Bubbles
School-Based Occupational Therapists’ Perspectives on Using iPadsClabia, M., Collins, A., Cully, K., Keys, D., & Pagnotta, K. (2016). School-based occupational therapists’ perspectives on using iPads. OT Practice, 21(18), 18–21
By Melanie Clabia, Andrea Collins, Kaitlyn Cully, Deborah Keys, and Kaitlyn Pagnotta
As technology continues to advance and shape our society, one can notice popular technological trends being adopted into the school system for children of all abilities. Many school systems have begun to embrace these new advances and incorporate technology into learning, with SMART-Boards, iPods, and iPads making their way into classrooms around the world. Both students and teachers reportedly support the technology. A study by Godzicki, Godzicki, Krofel, and Michaels (2013) found that in classrooms where teachers integrated a technology-supported lesson plan, students were more likely to engage in classroom activities and were more motivated to learn. Saine (2012) found that many teachers believe technology keeps students engaged in learning because students view these tools as exciting and different from typical school work. Teachers also reported that their students’ behaviors were more animated toward learning when technology was being used during class time (Godzicki et al., 2013).Examining iPad UseFor a study conducted as a graduation requirement for the Entry-Level Master’s Occupational Therapy Program at Misericordia University, in Dallas, Pennsylvania, we (the authors) and the other members of our research team developed a survey composed of open- and closed-ended questions to answer 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?
Some of the technology used in this survey included computers, laptops, iPods, interactive whiteboards, student response systems, overhead projectors, document cameras, and video and audio recording devices, but we focused mainly on studying the iPad because of its prevalence and “versatility and built-in technologies … for [helping] children with disabilities” (Hoesterey & Chappelle, 2012, p. 7).
We mailed surveys to 500 members of the American Occupational Therapy Association who work in school-based practice. To recruit more participants, we also made the survey available online and shared it with a pediatric occupational therapy member group on Facebook. In all, we gathered data from 116 responses, with 38.2% of respondents indicating that they work in elementary schools, 24.6% in preschools, 21.7% in middle schools, and 15.5% in high schools.FindingsAsked to rank their knowledge on using the iPad on a scale of 1 to 5, 11.4% of the respondents judged themselves to be extremely knowledgeable, 37% felt neutral about their knowledge, and 7% felt they had no knowledge on using the iPad. Of the 45.6% of respondents who indicated that they were educated on the use of the iPad (with the remaining stating they had received no education about it), 22.4% attended conferences related to the iPad, 12.9% attended continuing education courses, 8.6% were self-taught using online forums or blogs, and 6% were educated on using the iPad by a colleague.In What Capacity Are Practitioners Using iPads?Fine motor activities.
From the open-ended responses of how therapists use iPads to address fine motor skills and activities, several themes emerged. One of the most predominant, recurring themes was around motor control and planning. Many of the respondents stated that they use the iPad to address speed and accuracy, eye–hand coordination, and dragging and dropping. Multiple respondents also stated that they use the iPad to address hand development through apps used to facilitate pincer grasp, finger isolation, dexterity, and pinching.
Visual perceptual skills.
When asked how the iPad is used to address visual perceptual skills, several more general trends became apparent. Many respondents stated that they use the iPad to address specific visual motor and perceptual skills such as scanning, tracking, memory, attending, recognition, and color. Many participants also responded that they use the iPad to address other visual perceptual skills, such as localization, figure–ground, form constancy, letter reversals, and spatial relations. Some examples given were specific apps involving puzzles, mazes, and hidden pictures.
Handwriting skills.
A major recurring theme relates to using the iPad for specific handwriting skills. Numerous respondents emphasized using the iPad and specific apps to improve letter and number formation and pre-writing skills, at times adapted with the use of the stylus. Several respondents also use various tracing apps to address these skills.
Assistive technology (communication or accommodation).
A large number of participants reported using the iPad with their students as an assistive technology device, for either communication or as an accommodation. Many use the iPad to teach typing as opposed to using handwriting and speech-to-text programs, such as Dragon Speech Recognition, as an accommodation for those who are unable to type. Several respondents also use the iPad with students as a visual accommodation by enlarging the print size or changing the contrast on worksheets and/or textbooks. Many other participants use the iPad as an organizational/scheduling device, through the calendar, visual planner, and/or visual timer. Others stated that they use the iPad to address students’ sensory needs using various schedules and self-regulation apps.
Social participation.
When asked how they use the iPad to address social participation skills, several participants responded with communication apps, such as Proloquo 2 Go, to assist a student in indicating or requesting wants and/or needs. Several other participants mentioned social stories and cause-and-effect apps. Some also use the recording feature on the iPad as a means of “video modeling,” to provide the student with visual feedback in a novel way. Other participants use the iPad to reinforce cooperative play, such as sharing and taking turns with peers.
Reward system.
One of the most prominent trends was the use of the iPad as a motivational tool. Several participants reported providing students with the iPad as a free choice at the end of a session, or as a reward for completing specific tasks during therapy. Others mentioned using the iPad to access a short game or video as a break between non-preferred tasks and as a means for emotional regulation and frustration tolerance.
However, several respondents had the opposite reaction. They reported that “rewards in therapy should be play based,” and that “the iPad should be used as a specific tool and should not be used as a reward.”
Time management/organization. Many participants emphasized the use of the calendar and reminder apps for scheduling important events and various timers to assist students with transitions. Several others reported that they use the iPad to assist with data collection, along with formulating or tracking students’ individualized education programs.Overall Perspectives on Using the iPadWhen provided with an open-ended question about their overall impression with using the iPad in a school-based setting, many participants cited its usefulness and effectiveness during treatment sessions. Many mentioned the importance of embracing current norms and keeping up with the technology around which these children have grown. One participant said, “Our students are growing up in a technology-rich world, and we (as therapists) need to be a part of this.” Many praised the iPad for its portability and ease of use. Four participants favor the iPad because it is a socially acceptable tool that can be used in the typical classroom without the student standing out. One participant mentioned that when compared with assistive devices of the past, “There is no stigma attached to the iPad.” Several praised the iPad for “revolutionizing” the world of assistive technology, and many stated that they have students in their workload who use the iPad as a means of communication. One respondent mentioned the “cost effectiveness of the iPad compared to previous [augmentative and alternative communication] devices,” and another mentioned the “big improvement over previous tools due to its portability and adaptability and because it is no different than what is used by the general population.” Tablet devices also have a motivational effect on students. One participant stated that “children will walk on water to earn time on the iPad.” Therapists and students alike appreciate the iPad for its instant feedback, which can be used to track progress using specific apps in a fun, new, and exciting way. Several other respondents mentioned using the iPad to bridge the gap between preferred and non-preferred activities, or as a way to grade the difficulty of more challenging tasks.
Along with the positive aspects of the iPad, however, several respondents were adamant that the iPad cannot and should not replace traditional treatment methods. Many emphasized the importance of hands-on treatment, motor learning, social interaction, and environmental feedback. One individual shared that “actual interaction by manipulation, exercising, interacting socially with the therapist and other children in natural contexts is needed to achieve the occupational therapy goals.” Others mentioned their concern that technology could be providing fewer opportunities for environmental exploration. One respondent a concern with “moving towards more electronic/tablet instruction tools and less kinesthetic or three-dimensional learning.” Many criticized the iPad because it can’t provide the experiences, interactions, sensory input, and feedback that are necessary for the growth and development of children. A handful of respondents also mentioned the distractibility factor of the iPad on certain students, whereas others mentioned that many students regard it as a toy rather than a tool. Several cautioned against too much “screen time” and believe that a majority of students get enough opportunities for using the iPad at home. One participant responded that “kids are so entertained with iPads constantly that, in an occupational therapy session, hands-on skills should be the focus.” Many worry about the effects of technology on students’ social interaction skills. One participant responded that he works primarily with students on the autism spectrum who already have difficulty with social participation. He believes that the students’ “relationship with iPads and video games is also interfering with [their] abilities to form social relationships.”
In Moderation
Most of the participants viewed the iPad as a supplemental tool to be used in conjunction with traditional services methods during therapy; one noted the iPad is “complementary and should be balanced with other activities and tasks.” Another participant mentioned that he uses a “healthy mix of traditional and technology tools, evaluating each student for its functional purpose.” Many respondents limit their students’ time on the iPad and caution others to use this technology sparingly throughout services, and always with the student’s specific goals in mind. Many participants also cautioned that the iPad is not a device to be used with every child. One respondent wrote, “Therapists need to pick interventions based on the student and his or her needs and preferences,” whereas another wrote that “different tools apply to different students’ learning styles.”
Continued research on use of the iPad is necessary to educate and inform practitioners to ensure that school-based occupational therapy practitioners are providing evidence-based services consistent with best-practice methods and in conjunction with their professional clinical judgment.
References
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. Retrieved from http://files.eric.ed.gov/
fulltext/ED541343.pdf
Hoesterey, C., & Chappelle, C. (2012). Touch the future: Using iPads as a therapeutic tool. OT Practice, 17(13), 7–9.
Saine, P. (2012). iPods, iPads, and the SMARTBoard: Transforming literacy instruction and student learning. New England Reading Association Journal, 47(2), 74–79.
Melanie Clabia, Kaitlyn Cully, Deborah Keys, and Kaitlyn Pagnotta are recent graduates of the Entry-Level Master’s Occupational Therapy Program at Misericordia University, in Dallas, Pennsylvania.
Andrea Collins, OTD, OTR/L, a 2009 graduate and adjunct faculty member of Misericordia University, developed and facilitated this project. She works primarily in school-based practice and is the occupational therapist for the Elk Lake School District in Dimock, Pennsylvania.
Examples of Apps Noted by Survey Participants According to Practice Area
Assistive technology: Vision Assist
Handwriting skills: Handwriting Without Tears/Wet Dry Try, Letter School, and Doodle Buddy.
Visual perceptual skills: Letter Reflex, Highlights, Bugs and Buttons, and Bugs and Bubbles