Re: [OTlist] Evidence?
Hi, just coming at this from another angle - interested in learning from those therapists who work with school aged population when they might consider it appropriate to recommend to move from a handwriting based means of text production towards primarily keyboard generated text for class and homework? If it's just plain hard slog for a kid to get through the demands of class and school work using pen and pencil; and so much so that their capacity to keep up with peers in terms of literacy and language development; and given that the broader culture is jumping across to work with digital media and the potential efficiency gains to be had by doing so (not needing to double handle hard crafted sentences and paragraphs)it seems that recommending that the student be working smarter might be preferred in setting them up for life/work. Can appreciate that there are potentially all kinds of cultural and logistical constraints in this kind of recommendation; but in my experience when a kid can use a keyboard to produce text at 30 wpm neatly and only12wpm with pencil/ paper, the choice about which way to go is fairly apparent. As always though, it's a lot about the types and blend of tasks the student is doing; and for sure work on handwriting for signatures etc; but for the grunt work, if a keyboard is an possible accommdation; and allows the focus to be redirected away from what is physically demanding to what is really important - learning and language acquisition and the social experiences gained from being with peers, then I say go for it. David Harraway OT working in AT ComTEC cmnahrw...@aol.com wrote: Some conflicing evidence, but from my brief lit review it looks like practice is the major factor. In the second study the intervention was only to meet with the student twice a week for 30 minutes lasting 10 weeks. The intervention consisted of biomechanical, sensorimotor, and teaching learning strategies (practice and feedback?). In the first study provided it states that they compared sensorimotor (strength, coordination, sensory training?) versus practice and the practice intervention was more effective, in fact the sensorimotor group declined in their ability. 1) The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children P. L. Denton, S. Cope and C. Moser (2006) Journal Title: American Journal of Occupational Therapy Volume 60; Issue 1; Pages 16-27 Abstract OBJECTIVE: The aim of this study was to investigate the effects of two interventions (sensorimotor and therapeutic practice) on handwriting and selected sensorimotor components in elementary-age children. METHOD: Thirty-eight children 6 to 11 years of age with handwriting dysfunction but no identified educational need were randomly assigned to one of the two intervention groups or a control group. Intervention groups met four times per week over 5 weeks. Handwriting was measured pre- and postintervention using the Test of Handwriting Skills. Visual perception (motor-reduced), visual-motor integration, proprioception, and in-hand manipulation were also measured. RESULTS: Children receiving therapeutic practice moderately improved handwriting whereas children receiving sensorimotor intervention declined in handwriting performance. The control group did not change significantly. Sensorimotor impairment was noted at pretest in three or four components and selected sensorimotor component function improved with intervention. CONCLUSION: Therapeutic practice was more effective than sensorimotor-based intervention at improving handwriting performance. Children who received sensorimotor intervention improved in some sensorimotor components but also experienced a clinically meaningful decline in handwriting performance. 2) Effect of an occupational intervention on printing in children with economic disadvantages C. Q. Peterson and D. L. Nelson (2003) Journal Title: American Journal of Occupational Therapy Volume 57; Issue 2; Pages 152-60 Abstract OBJECTIVE: The purpose of this study was to evaluate whether an occupational therapy intervention improved an academic outcome (D'Nealian printing) in a school setting. The study specifically examined improvement in printing skills in economically disadvantaged first graders who were at risk academically and socially. The intervention was based on an occupational framework including biomechanical, sensorimotor, and teaching-learning strategies. METHOD: The final sample consisted of 59 first-grade children from a low socioeconomic urban elementary school-based health center who were randomly assigned to an occupational therapy intervention or a control condition. In addition to regular academic instruction, the intervention group received 10 weeks of training twice a week for 30-minute sessions. The control group received only regular academic
Re: [OTlist] Evidence?
Hi Renee, I work in the schools. I feel your recommendations are appropriate. Strategies for the student to work on in the classroom means that he is receiving intervention everyday instead 1x/weekly. Could you provide details of your findings. There are many reasons besides hand strength that can lead to poor penmanship. In our county FM/poor handwriting is the number one request that leads to an OT referral for assessment. Looking forward to your response. As for research, you might try AOTA website. Talk to you soon. Wayne --- On Fri, 2/19/10, Renee Lowrey renee.low...@mmsean.com wrote: From: Renee Lowrey renee.low...@mmsean.com Subject: [OTlist] Evidence? To: otlist@otnow.com Date: Friday, February 19, 2010, 4:18 AM I am working in a school district where we provide ‘hands-on’ consultation. I work with a student to see which intervention strategies (accommodations/modifications) will work best and then education teachers on how to use and follow through with the recommendations. I recently completed an eval on a student for handwriting legibility (per mom). I recommended acc/mods for home school and provided some strengthening activities that could be incorporated into the natural context of his school day. Unfortunately, but mom was not satisfied with these recommendations. She wants us to work on hand strengthening (like in the a clinic) setting so his hand doesn’t get tired when he writes (He’s in 3rd grade now). No matter how I explain how services are better provided in the context of the classroom and how the acc/mods will allow him to participate in his education, she is not satisfied. She doesn’t want him to depend on the acc/mods, which she thinks will result in decreased hand strength and therefore illegible handwriting. Does anyone know of any research regarding the efficacy, or lack thereof, of hand strengthening exercises and improved hand writing; or of the benefits of a consultation model rather than an direct, pull-out model in school systems? Any info will be most appreciated. Thanks, Renée L., OTR/L -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com
Re: [OTlist] Evidence?
Renee What did you suss out regarding the reason that he grips his pen or pencil so hard that his hand gets tired?-or was that your conclusion? In my experience and this is not research evidence or even particularly large handwriting problems can go back to atypical development of the shoulder girdle in infancy so that the child was unable to hold up his hands to explore the movements of his fingers. This can be a result of treatment for congenitally dislocated hips among other things - anything that prevents pushing up from the prone position. By the time the shoulder girdle strengthens there are more interesting things to do than be fascinated with fingers so they remain undifferentiated. I'm sure your recommendations are designed to remedy this. It might help the mother to understand if she thinks back and realizes that this developmental step was skipped for one reason or another and that meaningful activities will be more effective than exercises. How does he do with activities that require him to manipulate very small pieces - Lego model building etc? Joan Riches B.Sc.O.T., OT(C) Specialist in Cognitive Disability High River, Alberta, Canada -Original Message- From: otlist-boun...@otnow.com [mailto:otlist-boun...@otnow.com] On Behalf Of Renee Lowrey Sent: February 19, 2010 5:19 AM To: otlist@otnow.com Subject: [OTlist] Evidence? I am working in a school district where we provide hands-on consultation. I work with a student to see which intervention strategies (accommodations/modifications) will work best and then education teachers on how to use and follow through with the recommendations. I recently completed an eval on a student for handwriting legibility (per mom). I recommended acc/mods for home school and provided some strengthening activities that could be incorporated into the natural context of his school day. Unfortunately, but mom was not satisfied with these recommendations. She wants us to work on hand strengthening (like in the a clinic) setting so his hand doesnt get tired when he writes (Hes in 3rd grade now). No matter how I explain how services are better provided in the context of the classroom and how the acc/mods will allow him to participate in his education, she is not satisfied. She doesnt want him to depend on the acc/mods, which she thinks will result in decreased hand strength and therefore illegible handwriting. Does anyone know of any research regarding the efficacy, or lack thereof, of hand strengthening exercises and improved hand writing; or of the benefits of a consultation model rather than an direct, pull-out model in school systems? Any info will be most appreciated. Thanks, Renée L., OTR/L -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com No virus found in this incoming message. Checked by AVG - www.avg.com Version: 8.5.435 / Virus Database: 271.1.1/2691 - Release Date: 02/19/10 07:34:00 No virus found in this outgoing message. Checked by AVG - www.avg.com Version: 8.5.435 / Virus Database: 271.1.1/2691 - Release Date: 02/19/10 07:34:00 -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com
Re: [OTlist] Evidence?
I would recommend directing this question to Dianne Long at dl...@ithaca.edu. She did an extensive look at consultation programs etc. Sue D From: renee.low...@mmsean.com To: otlist@otnow.com Date: Fri, 19 Feb 2010 06:18:46 -0600 Subject: [OTlist] Evidence? I am working in a school district where we provide ‘hands-on’ consultation. I work with a student to see which intervention strategies (accommodations/modifications) will work best and then education teachers on how to use and follow through with the recommendations. I recently completed an eval on a student for handwriting legibility (per mom). I recommended acc/mods for home school and provided some strengthening activities that could be incorporated into the natural context of his school day. Unfortunately, but mom was not satisfied with these recommendations. She wants us to work on hand strengthening (like in the a clinic) setting so his hand doesn’t get tired when he writes (He’s in 3rd grade now). No matter how I explain how services are better provided in the context of the classroom and how the acc/mods will allow him to participate in his education, she is not satisfied. She doesn’t want him to depend on the acc/mods, which she thinks will result in decreased hand strength and therefore illegible handwriting. Does anyone know of any research regarding the efficacy, or lack thereof, of hand strengthening exercises and improved hand writing; or of the benefits of a consultation model rather than an direct, pull-out model in school systems? Any info will be most appreciated. Thanks, Renée L., OTR/L -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com
[OTlist] functional assessment for youngsters with severe mental retardation
Hello I work in a special education day school. The students enter the school at age 6 years and leave at the age of 21 years. The school's mandate is to cater for children with mental retardation from the moderate level to severe and profound levels. I am looking for a good functional assessment battery to cover fine and gross motor skills, social and communication skills, behavioral skills, ADL, cognitive skills, tactile, smell, sight, hearing, taste abilities..Until now we have used parts of many batteries and we now want to become more uniform and standardized. Ideas? Thanks from Katia -- Options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/otlist@otnow.com
