PRACTICAL STRATEGIES FOR IMPROVING THE EFFECTIVENESS, EFFICIENCY AND IMPACT OF YOUR SCHOOL-BASED OCCUPATIONAL THERAPY SERVICES

By: Beverly H. Moskowitz, COT MS OTR/L

HANDWRITING Realistic Handwriting Expectations Pre-Writing Exercises – i.e. putty, in-hand manipulation exercises Instruction – Size Matters Handwriting Program: Key concepts, Letter Size Rules Intervention – Collaboration (Push-In), Direct Service (Pull-Out),

For Non-Printers: Alternative Fonts, Alternative Journal Entries, Alternatives for Writing Altogether

Accommodations and Adaptations Adapted Paper Blotters Slant Boards (Ideal writing and copying position) Computer Access

POSSIBLE PROBLEMS AND SOLUTIONS

Environment Positioning/Motor Skills – Child Issues/Options Teacher Options

Furniture Options Handwriting – Child Issues/Options Teacher Options Teacher Variables and Environmental Variables Drawing, Cutting, Coloring Copying and Reading (See pages 11 through 14 in Resource Handbook)

GET READY ACTIVITIES Heavy Work Fine Motor activities to develop hand muscles Gross Motor activities to develop posture and stability Tracking and Perceptual activities Putty Exercises

Hotdog, Hamburger, Birthday Roll, Hide & Seek, Dot Writing, Stencils, Peas, Twist, Pull, Crush

In-Hand Manipulation Exercises Pencil Batons, Dice, Counters, Finger Touches, Thumbs Up, Paper

Crumbling, Finger Walking, Silly Magic Tricks, Putty, Tweezers

(see pages 17 through 20 in Resource Book)

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 lesson

8 Key Concepts:1. Writing Line Names2. Letter Line Names3. Starting Points4. Touch Points5. Letter Sizes6. Super C7. Stars & Dice Game8. Spaghetti & Meatballs

SIZE MATTERS HANDWRITING PROGRAM

SIZE MATTERS HANDWRITING PROGRAM8 Key Concepts: (pages 21-24 and PPT’s pages 108-111 in Resource Book) 1. Writing Line Names

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

2. Letter Line Names: Standing Tall, Laying Down, Leaning Left, Leaning Right, etc. (not shared, but

like happy/sad, around the clock ??)

8 Key Concepts: (page 21 through 24 of Resource Book)3. Starting Points for each letter4. Touch Points for each letter5. Letter Sizes with rules

Size 1: All Upper Case, Lower Case – b, d, f, h, k, l, t Size 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 PROGRAM

8 Key Concepts: : (pages 21-24 and PPT’s pages 108-111 in Resource Book) 6. Super C – like a super hero who looks for rules7. Stars & The Dice Game – Looking for “Star-Worthy” letters based on size/touch

point8. Spaghetti & Meatballs – Spacing

Spaghetti Spaces are INSIDE spaces - Only 1 strand of spaghetti should be present in between letters in a word

Meatball Spaces are OUTSIDE spaces - One big, fat, juicy meatball should be between words

SIZE MATTERS HANDWRITING PROGRAM

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 letters

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 Handbook

FOR NON-WRITERSComputer Based Activities –

Alternative Fonts for typing/writingPictures from Clip Art or Boardmaker

Low Tech Options: Scribing, copies of peer’s notes, copies of teacher’s lesson, oral responses,

multiple choice or word banks for tests

Assistive 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 Handbook

ACCOMODATIONS AND/ORADAPTATIONSPrinting Reference Tools

Add starting points to alphabet strips on desks or chalk/white boardsAdd a “Go Line” – green tape on left side of the desk

Writing Surfaces and SuppliesBlotters – single sheet of construction paper laid under writing paperMechanical PencilsLined LabelsClassroom or desk-top posters (visuals)Thingies

*See PPT handouts on pages 112-113 in Resource Handbook

Writing Paper Adaptive Writing Journals Adapt tests and worksheets Provide masters of adaptive paper for overhead projectors or smart boards

For beginner writers: Use the computer to create a shape Select line colors Change line thickness Create patterned lines or fill lines

ACCOMODATIONS AND/ORADAPTATIONS

COPYINGProgression:

Direct line copy – directly underneath or side by side, on same paper Near point - on same paper Midpoint – 3-5 inches away, using same type paper Midpoint – 5-8 inches away, using different type paper Far point – 8-12 inches or more away

Strategies: Face desk forward Fold paper – using “Trifold Stand” instructions on page 92 of Resource

Handbook Use a bookstand or book holder Let student use chalk or marker edge Use books, tissue box, jacket, notebook Use Page Ups (small desktop holder) Teach “chunking” Teach finger points

COPYING

CUTTINGCreate 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 paper PULL the paper into the scissors

*See pages 52-55 and PPT handouts on pages 103-105 in Resource Handbook

ATTENTION, ORGANIZATION &SELF-REGULATIONParticipation-based assessment

Possible Issues and Possible SolutionsSensory Diet ExercisesAlert Curriculums

How Does Your Engine Run Zones of Regulation

Accommodations & Adaptations

*See pages 56-83 in Resource Handbook

HOW TO MAKE:1. Clay Board (increase proprioceptive input – strengthen motor memory2. Slant Board3. Pencil Thingie4. Trifold Stand5. Letter Size Blocks6. Custom Worksheets7. Board Games8. Book Stand9. Labyinths (page 120 – PPT handouts in Resource Book) http://

tinyurl.com/q3rlrpr

*See pages 89-96 in Resource Handbook

PARTICIPATION AND FUNCTIONAL APPROACHES: Functional performance/therapy: Talk, instruct, explain Use what’s in the classroom Back up until you find a place that the student is

successful When the student isn’t looking at their work – hover over

and around them until they have nowhere else to look

SCHEDULING SOLUTIONSGroup Children – 1-4 studentsVisit during problem timesIntegrate into classroomsDivide your time throughout the week

(i.e. 15, 10, 5 verses 30)Use “Push-In” verses “Pull-out”

BEVERLY’S DO’S AND DON’TS

DO: Be Creative Ask Teachers what times work best for you to join the class Offer to lead handwriting instruction times Leave open blocks of time for consultation, collaboration, preparation

and paperwork Visit children during problem times: Gym, Art, Assembly Group children (1-4) Integrate into the classrooms early in the year and often

BEVERLY’S DO’S AND DON’TS

DON’T: Get stuck in a set daily schedule for the whole year Set up a private practice Hesitate to regroup children, if appropriate Start with individual therapy. Try working in classroom first to learn

about the student in his social/academic environment and teacher skills, limitations, and flexibility

Block one 30 minute time unit per student. Instead divide your time throughout the week (i.e. 15/10/5)

GETTING INVOLVEDShare your knowledge:Team with teachersInform AdministratorsEducate Aides and Assistants