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OT K-12
Yellow
Developed by DMPS Occupational Therapy Services 8/09
Occupational Therapy
K-12 General Strategy Section
HOW TO USE THIS SECTION:
Step 1: Identify the problem area
Step 2: Refer to corresponding strategy sheets in
this section:
Handwriting – Pink Sheet
Strategies for Completion of Work–
Golden Rod Sheet
Strategies for Coloring and Cutting –
Green Sheet
Difficult Classroom Behaviors – Blue
Sheet
Vendors – Yellow Sheet
OT K-12
Pink
Page 1 of 2
Developed by DMPS Occupational Therapy Services Revised 8/09
HANDWRITING STRATEGIES
Handwriting is a skill that is learned through direct instruction and practice. It is not
just a fine motor task. Writing is a complex process involving vision, memory, learning
style, language, and attention.
Problem: Poor Letter formation
Possible Solutions:
1:1 small groups
Attach oversize paper to a wall. Trace 12” + inch letters using several colors of crayons
(rainbow writing).
Teach letters in groups according to similar strokes (for example: c, a, o, d, g, q).**
Teach letters using different materials e.g. Smart Board, Wikki Sticks, sand, Play Doh™,
markers on dry board, etc.
Form and trace letters using wipe off crayons on a dry erase board on wall or individual
board
Try other instructional programs including TV Teacher, Handwriting Without Tears, First
Strokes, etc.
Problem: Poor letter on line placement
Possible Solutions:
Use narrower width lines, as they are easier for children to control pencil when forming
letters
Color code top, middle, and bottom-lines with different colors. This gives the child a
visual cue to go with the directional cues (for example: green top, yellow middle, and red
bottom line)**
Highlight the bottom half of the writing line space for short letters, for example, small
letters a, c, o, etc. to fit in the yellow space**
Highlight the top half of writing line space and use another color to highlight the bottom
half for example: small letters a, c, o, fit in the highlighted yellow area and tall letters t, l,
k, etc. fit in the red area**
Highlight bottom line with contrasting color to emphasize the baseline
Use paper with a middle guideline**
Use same style of paper for all writing activities
** See Appendix B
OT K-12
Pink
Page 2 of 2
Developed by DMPS Occupational Therapy Services Revised 8/09
Problem: Poor spacing between words
Possible Solutions:
Have student place a note card/folded Post-it note under the non-dominant hand and slide it
over the word that was just written to create a space between words
Have student tap three times between words, (for example: the…paper…is…) or draw a
short horizontal line as a spacer between words (for example: the—paper—is—)
Use a highlighter to define a space where the word is to be written**
Problem: Written work is difficult to read
Possible Solutions:
Ask student to skip every other writing line
If words run together, have the student make a vertical line in contrasting color, between
the words immediately after completing the assignment
Write in block or graph paper
Use word processing to complete written work
Problem: Difficulty organizing work/knowing where to write on the paper
Possible Solutions:
Use colored dots to cue student where to start and stop, (e.g., color the left-hand margin of
paper green and the right-hand margin red) **
Highlighters can be used to draw attention (e.g.: where to write their name, write the
answer, etc.)
Turn notebook paper sideways so the lines run vertically in order to make columns
Use graph paper to organize math problems
Problem: Difficulty copying from the board and/or overhead.
Possible Solutions:
Make the student an individual desk copy.
Have student positioned near and facing board/overhead.
Avoid glare from lights, windows, etc.
Have student write on a slant board
** See Appendix B
OT K-12
Golden Rod
Page 1 of 2
Developed by DMPS Occupational Therapy Services Revised 8/09
STRATEGIES FOR COMPLETION OF WORK
The information below should be used for students who have a limited written
output.
Assignment modifications:
If a child can demonstrate a skill in ten problems or grammar sentences, do not
require them to do all twenty.
Do not require students to copy math problems.
To avoid copying sentences to be corrected, provide a copy and require the student to
only make the corrections.
Require three or four sentences written and the rest of the assignment to be done
orally.
Have student circle answers instead of writing them.
Focus on the concept to be learned rather than the overall appearance of the work.
Students may need a method other than paper and pencil to communicate
their knowledge.
Complete assignments using a computer.
Complete assignments using dictation to peer or volunteer.
Complete assignments orally to teacher.
OT K-12
Golden Rod
Page 2 of 2
Developed by DMPS Occupational Therapy Services Revised 8/09
These accommodations should be used for students who demonstrate lack of
attention or fidgety behavior, difficulty following instruction, or show a lack of
organizational skills.
Problem: Difficulties with attention or fidgety behavior
Possible solutions:
Observe the length of attention span and consider that in your expectations
Put fewer items per page
Give more time to complete work
Allow student to change body positions (stand to write, sit on feet, etc.)
Break work into chunks, for example, do three spelling sentences then allow a break,
such as get a drink, and then do three more sentences
Try a disc o sit seat cushion or ball chair
Problem: Difficulty Following Directions/Instructions
Possible solutions:
Keep oral instructions brief and repeat as necessary
Have student repeat the directions back to you in their own words for clarification
Give only one or two-part directions at a time so child does not have to remember the
sequence
Provide written directions or simple pictures to which the student can refer
Provide student with checklist of steps needed for task or assignment completion. Allow
student to self-monitor work for increased independence
Problem: Difficulty with Organization
Possible solutions:
Teach child how to use organizational materials and reinforce periodically
Collect student belongings/materials and hand them out as needed
Ask peer coach to assist student with “daily housekeeping” for students desk
A zippered notebook with colored folders for each individual subject
Make a pocket folder for homework and label left pocket “TO DO” and right side
“DONE AND HAND IN”
Turn homework in at teachers’ mailboxes at the beginning of each day (especially at
middle school level)
To ensure student and parent knows the correct assignment, have the student or teacher
phone them to a home answering machine or email
Help the child utilize a homework notebook
List homework assignments with due date and text books/supplies needed
Remind the child to consult his notebook at the end of the day to ensure he/she takes home the
needed supplies.
OT K-12
Green
Developed by DMPS Occupational Therapy Services 8/09
STRATEGIES FOR COLORING AND CUTTING
Problem: Does not color inside the lines.
The student’s developmental level, prior experience, and ability to attend
will impact the quality of their work. Coloring large spaces uses wrist and
forearm control. Coloring small spaces uses the small hand muscles.
Possible Solutions
Outline one object or section of an object on the page and have the student fill in
that area with the crayon, then proceed to the next area
Outline form in dark marker, Wikki Stix, or glue
Use colored pencils rather than crayons to decrease scribbling
Problem: Difficulty cutting with scissors.
Correct hand position for cutting should have both left and right thumbs in
upward position. Provide verbal cues of “thumbs on top” to encourage this
position. Monitoring of performance is important to ensure correct method
is being used. Possible Solutions
Teach child how to hold scissors, place a dot or sticker on the thumb nail to give
the child a visual cue for correct hand position (thumb on top)
Try various types of scissors
It is easier to cut and manage a heavier weight paper
Use cardstock
Use construction paper
Attach or glue construction paper to the back of the project to be cut out.
Outline figures in black or dark colors
When cutting out several items on one piece of paper, cut into smaller sections
OT K-12 Blue
Developed by DMPS Occupational Therapy Services Revised 8/09
DIFFICULT CLASSROOM BEHAVIORS
The following behaviors can be red flags of a Sensory Processing Problem. Definition of
sensory processing is the ability of the brain to process and organize the incoming information
from the body’s senses-hearing, taste, smell, touch, movement, sight, and body position in space.
The Behaviors may be the result of Autonomic Nervous System responses rather than
cognitive choices. Behaviors are not a conscious choice for children with sensory processing
difficulties.
Extreme mood changes
Anxiety- chews on clothes and/or objects
Rigid in routine
Always on the edge of group activities
Frequently tries to get out of PE or assemblies
Strong negative response to fire alarm
Very poor grooming habits
Poor behaviors in unstructured activities like recess or lunchroom
Explosive or aggressive behavior for no apparent reason
SENSORY STRATEGIES
Activities to stimulate the student’s nervous system
Jumping
Jump on mini jogger 100-150 times and encourage the child to do big jumps
Jump rope
Jumping jacks
Flat-footed jumps
Stairs
Jog up and down stairs, stomping feet is even better
Climb up and down stairs on hands and knee
Jogging
Jog around building or playground area
Activities to calm a student’s nervous system
Wall Falls – With arms extended to shoulder height, standing a couple of feet away from
the wall, have student ”fall” into the wall keeping arms straight
Push-Pulling
Carry heavy books, push heavy box on floor, lift heavy box or chairs onto table, etc.
Turn off/dim lights
Play soft rhythmical music
Play a quiet game
TIMES OF DAY FOR STRATEGIES
These activities are most effective when done on a daily schedule so they prevent the negative
behavior from occurring.
Before independent work time
Beginning of school day
Short break between academic subjects
After lunch/recess
OT K-12 White
Developed by DMPS Occupational Therapy Services 8/09
DATA COLLECTION SHEET
Student: ______________________________________
Date Time Behavior Before Intervention Intervention
(weighted vest, sensory
activities, etc.)
Behavior
After
(see codes)
Initials
P= positive, calmer, easier to redirect
N= negative, escalated, inappropriate
0= no change
OT K-12 Yellow
Developed by DMPS Occupational Therapy Services 8/09
Vendors
The following list are vendors that carry items such as scissors; instructional
programs; various types of writing utensils/paper; and sensory equipment. This list
is a sampling of vendors; there are several more vendors available.
Vendor Pocket Full of Therapy
www.pfot.com
Morganville, NJ 07751
1-800-PFOT-124
Therapro, Inc.
www.theraproducts.com
225 Arlington Street
Framingham, MA 01702-8723
1-800-257-5376
Abilitations
www.abilitations.com
P.O. Box 922668
Norcross, GA 30010-2668
1-800-850-8602
Classroom Direct
www.classroomdirect.com
P.O.Box 830677
Birmingham, AL 35283-0677
1-800-248-9271
Onion Mountain Technology, Inc.
www.onionmountaintech.com
74 Sextons Hollow Road
Canton, Connecticut 06019-2102
1-860-693-2683
Integrations
www.interationscatalog.com
P.O. Box 922668
Norcross, GA 30010-2668
1-800-850-8602
Super Duper Publications
www.superduperinc.com
P.O. Box 24997
Greenville, SC 29616-2497
1-800-277-8737