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 Names

2. Letter Line Names

3. Starting Points

4. Touch Points

5. Letter Sizes

6. Super C

7. Stars & Dice Game

8. 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 letter

4. Touch Points for each letter

5. 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 rules

7. Stars & The Dice Game – Looking for “Star-Worthy” letters based on size/touch point

8. 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/writing

Pictures 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 boards

Add a “Go Line” – green tape on left side of the desk

Writing Surfaces and SuppliesBlotters – 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 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 Solutions

Sensory Diet Exercises

Alert 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 memory

2. Slant Board

3. Pencil Thingie

4. Trifold Stand

5. Letter Size Blocks

6. Custom Worksheets

7. Board Games

8. Book Stand

9. 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 students

Visit during problem times

Integrate into classrooms

Divide 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 INVOLVED

Share your knowledge:

Team with teachers

Inform Administrators

Educate Aides and Assistants