CHILDREN & YOUTH
2017-100
Born Addicted: A Rehab Model for NAS
Children & Youth1 Hour 50 Minute Session
Following this presentation, participants will be able to: 1. Summarize the etiology and defining characteristics of Neonatal Abstinence Syndrome (NAS) 2. Explain the process of therapeutic weaning 3. Describe the purpose of non-pharmacological treatment strategies 4. Compare and contrast the environmental affordances of the NICU setting to the In-Patient Pediatric Rehabilitation Setting for the NAS patient 5. Recall the outcomes of 2 case studies related to infants experiencing NAS and participating in an in-patient pediatric rehabilitation model of care.
It is well understood that the health of our population is significantly impacted by the dramatic rise in opioid addiction (CDC, 2016). The consequence of such a rise correlates with the incidence of neonatal abstinence syndrome (NAS) (Wallace, 2015). Occupational therapy has an enhanced value and distinct role in meeting the needs of both the parent experiencing addiction as well as the child diagnosed with NAS (AOTA, 2014). The purpose of this program is to describe an In-Patient Pediatric Rehabilitation Model designed to address the unique needs of infants diagnosed with NAS while achieving goals of promoting the development of self-regulation, supporting the occupation of parenting, and ensuring a safe, successful transition into the community. In order to understand the usefulness of such a program, participants will engage in learning activities including lecture, video, case review as well as question and answer.
American Occupational Therapy Association (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68 (Suppl. 1), S1-S48.
CDC (2016).Understanding the epidemic. Injury Prevention and Control: Opioid Use. Retrieved from:
Wallace, S.C. (2015). Addressing the rise in neonatal abstinence syndrome: A multifaceted approach. Pennsylvania Patient Safety Advisory, 12 (14), 125-131.
Occupational therapy has an enhanced value and distinct role in meeting the needs of both the parent experiencing addiction and the infant diagnosed with NAS. This program will describe an In-Patient Pediatric Rehabilitation Model specifically designed to address NAS.
2017-101
Effects of Alt. Seating on Attention & Behavior
Children & YouthPosters
Understand typical occupational performance issues faced by children with Autism. Describe various types of alternate seating and their benefits. Understand how alternate seating can be implemented in the classroom setting to address attention and in-seat behavior.
The purpose of this study was to determine the effects of alternate seating on the attention and in seat behaviors of preschoolers with Autism. A single subject, A-B-A-B design was employed. The study took place in the child’s classroom during morning circle time. During baseline phases (A), participants used the floor during morning circle; during intervention phases (B), participants used alternate seating devices during morning circle time. The study took place over a four week period, with each phase lasting one week. Data was collected via videotape of morning circle two times per week for weeks, followed by independent review by two investigators. In seat behavior and attention were documented for each participant. Data analysis is currently undergoing and will include the following measures: tally of in seat behavior and length of attention will be compared to determine if behaviors changed throughout the course of study using the celeration line and binomial test method. Data will be calculated to provide frequencies and percentages for all of the individual behaviors identified for each child. Measures of central tendencies such as means, modes and medians will be computed for all of the individual behaviors identified for each child. Descriptive statistics will be used to describe patterns and characteristics of behaviors using a graph to compare changes over time for each participant.
It is hypothesized that when provided alternate seating, attention and in-seat behavior will improve for children with Autism. Limitations and implications for occupational therapy practice will be discussed.
Fedewa, A. L., & Erwin, H. E. (2011). Stability balls and students with attention and hyperactivity concerns: Implications for on-task and in-seat behavior. American Journal of Occupational Therapy, 65(4), 393-399. doi:10.5014/ajot.2011.000554
Schilling, D. (2006). Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatric Physical Therapy, 18(1), 81.
Schilling, D., & Schwartz, I. (2004). Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of Autism & Developmental Disorders, 34(4), 423-432.
Schilling, D., Washington, K., Billingsley, F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. American Journal of Occupational Therapy, 57(5), 534-541
Umeda, C., & Deitz, J. (2011).Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder. American Journal of Occupational Therapy, 65(2), 152-159. doi:10.5014/ajot.2011.000760
Wu, W., Wang, C., Chen, C., Lai, C., Yang, P., & Guo, L. (2012). Influence of therapy ball seats on attentional ability in children with attention deficit/hyperactivity disorder. Journal of Physical Therapy Science, 24(11), 1177-1182."
The purpose of this study was to determine the effects of alternate seating on improving the attention and in seat behaviors of nine preschoolers with Autism.
2017-102
Perceptions of Occupational Therapy within Virginia
Children & YouthPosters
Following this poster presentation, the participants will be able to understand the perceptions of school-based occupational therapy within Virginia Public Schools. Following this poster presentation, the participants will be able to understand the services provided and the client needs that are being met by occupational therapy practitioners within Virginia Public Schools. Following this poster presentation, the participants will gain insight of personal experiences of school based occupational therapy practitioners and school personnel
The purpose of our study is to improve our understanding of the role of Occupational Therapy within the public school system of Virginia, as well as the perceptions that educational personnel have about Occupational Therapy. The results of previous research suggest there is little known about the role of occupational therapy in the public school system. The study was conducted to determine the perceptions of occupational therapy practitioners and school personnel regarding the role of occupational therapy within school-based practice settings. These perceptions are blurred due to the lack of clear guidelines of the specific role of school-based occupational therapy in Virginia. In addition to understanding the perceptions of occupational therapy in the school system, a general understanding of the role of occupational therapy in Virginia public schools was gained during research.
Canadian Association of Occupational Therapy. (2002). How occupational therapy makes a difference in the school system: A summary of the literature. Occupational Therapy Now, 4(3), 15-18.
Fairbairn, M., & Davidson, I. (1993).Teachers' perceptions of the role and effectiveness of occupational therapists in schools. Canadian Journal of Occupational Therapy, 60(4), 185-191.
Jackman, M., & Stagnitti, K. (2007). Fine motor difficulties: the need for advocating for the role of occupational therapy in schools. Australian Occupational Therapy Journal, 54, 168-173.
Reeder, D., Arnold, S., Jeffries, L., & McEwen, I. (2011). The role of occupational therapists and physical therapists in elementary school system early intervening services and response to intervention: a case report. Physical & Occupational Therapy In Pediatrics, 31(1), 44-57. doi:10.3109/01942638.2010.497180
Spencer, K., Turkett, A., Vaughan, R., & Koenig, S. (2006). School-based practice patterns: a survey of occupational therapists in Colorado. American Journal Of Occupational Therapy, 60(1), 81-91.
Virginia Department of Education.(2010). Handbook for occupational and physical therapy in Virginia public schools. Richmond, VA: Virginia Department of Education.
The study is to improve our understanding of the role of Occupational Therapy within the public school system of Virginia, as well as perceptions that educational personnel regarding Occupational Therapy.
2017-103
Fine Motor Boot Camp
Children & Youth2 Hour 50 Minute Session
Participants will leave empowered to adapt current teaching to address fine motor and language needs. Participants will have knowledge to implement fine motor and language activities in any setting. Participants will leave with an understanding of how to use simple/inexpensive/recyclable materials to scaffold play, language, fine/visual motor and cognition. Participants will have a better understanding of meeting children at their developmental level verses chronological age. Participants will be able to administer activities with upgrading and downgrading based on individual student's needs (differentiate instruction). Participants will understand how these activities are an effective RTI intervention for language and fine motor. Participants will have an understanding the effects of poverty and gender on learning. Participants will gain background in play-based learning, fine motor, and early language.
Teachers and parents are often left in the dark when it comes to fine motor and language interventions that they can implement. Created by a speech pathologist and Occupational Therapist, these fine motor and language activities were developed as an inter-professional program that ANYONE can implement. Given the rise of direct instruction and electronics with a decrease in outdoor, hands on play, children have less opportunity to increase their fine motor and language skills.
Each of these activities provides the perfect combination of simplicity, efficiency and fun. Created with up-cycled, dollar store and household items, these reusable materials are inexpensive and easily replaceable. It doesn’t require expensive toys or electronics to build fine motor and language skills. Progress can made using simple items around your house. Children are fascinated by using ""real life"" objects such as paint stirrers, clothes-pins, paperclips hole-punchers and buttons.
The focus of these activities is on play and providing the "just right" challenge. Learning and new skill development are natural consequences of each 5 to 15 minute playful interaction. It takes away worksheets as an instructional tool and uses hands-on, fine motor activities to teach. Every child has the opportunity to learn and participate.
Due to the flexible design, these activities can be used individually, in a small group or large group setting. In addition, activities can be sent home. Many families are very interested and able to share these "guided" opportunities with their children. The program teaches parents how to stimulate language and fine motor skills with their young children while engaging in a meaningful activity together.
Our session will include a background with research on how and why our activities were developed. Attendees will leave with knowledge surrounding the importance of play, language development and fine motor development in early childhood as well as how to differentiate activities to meet varying levels of student’s needs. We are empowering parents and educators to think outside the box and use household/ office materials they already have to teach fine motor and language.
Available Upon Request
We have presented at the National Head Start Conference, DAEYC, NAEYC, & NJAEYC. We have presented for many school districts and daycare centers throughout Delaware and Pennsylvania. "
What are you doing to address fine motor, language and academic needs in early childhood? Learn how ""Fine Motor Boot Camp"" can meet ALL of these needs in only 5-15 minutes a day, by using inexpensive, dollar store and household items. Developed by a Speech Pathologist and Occupational Therapist, this play-based program can be implemented by anyone, anywhere.
2017- 104
Strategies for Children with Autism Transitioning
Children & YouthPosters
1. Identify common concerns found in the literature from parents and educators who are transitioning children with autism from pre-school to kindergarten. 2. Describe and discuss strategies and techniques occupational therapist can use to address these concerns and ease the transition for children with autism entering kindergarten. 3. Discuss future policy considerations to address concerns of teachers and parents.
This poster presents an evidence-based overview of children with autism who are transitioning from preschool to kindergarten to identify common areas of concern amongst parents and educators, as well as strategies that have proven to be beneficial throughout this very important transition process. Qualitative studies report that both parents and teachers of children with autism have similar concerns for their children who are entering kindergarten. This paper analyzed the literature for common themes amongst parents and educators in terms of transition, which are as follows: open communication between parents and teachers of children with autism, timely and appropriate preparation for the transition process, and social inclusion. Autism has become one of the most prevalent developmental disorders in recent years, meaning that there will be more children requiring transition services prior to kindergarten. Policy considerations on state and local levels should be considered to ensure early success for children with autism by implementing appropriate and thorough transition services.
Azad, G., & Mandell, D. S. (2016, May).Concerns of parents and teachers of children with autism in elementary school. Autism, 20, 435-441. Retrieved from Sage Journals.
Jewett, J., Tertell, L., King-Taylor, M., Parker, D., Tertell, L., & Orr, M. (1998, March). Four early childhood teachers reflect on helping children with special needs make the transition to kindergarten. The Elementary School Journal, 98, 329-338. Retrieved from JSTOR.
Starr, E. M., Martini, T. S., & Kuo, B. C. (2016, June). Transition to kindergarten for children with autism spectrum disorder: A focus group study with ethnically diverse parents, teachers, and early intervention service providers. Focus on Autism and Other Developmental Disabilities, 31, 115-128.Retrieved from Sage Journals.
The primary presenter for this poster is currently a graduate student in occupational therapy. The content for the poster was developed in a full semester course on evidence-based research and facilitated by a clinical mentor who is an expert in pediatrics and school-based practice and a faculty mentor who is an expert in the evidence-based research process.
2017- 105
IM: Motor Coordination and Executive Function Tool
Children & Youth1 Hour 50 Minute Session
To gain knowledge about which clients are appropriate for use of the Interactive Metronome Program. To incorporate functional occupations into therapy with the Interactive Metronome Program. To review functional outcomes gained in motor coordination and executive function through use of the IM program.
Interactive Metronome (IM) is an intensive program which uses a computerized system where the patient completes a series of exercises to match a rhythm by clapping or tapping and is provided feedback of accuracy. IM is theorized to improve motor coordination and aspects of executive functioning. The purpose of this session is to support therapists incorporating the use of IM with pediatric clients.
Research supports the use of the IM software on the characteristics of motor coordination in children with developmental coordination disorder, cerebral palsy, attention deficit hyperactivity disorder (ADHD), autism, and neurological disorders (Rosenblum & Regev, 2013; Rosenblum, 2015; Johansson, Domellof, & Ronnqvist, 2012; Shank & Harron, 2016). Studies with use of the IM software have shown improvements in motor coordination related to timing and sequencing, as well as bilateral coordination and motor coordination of the hand (Johansson et al., 2012; Shank & Harron, 2016).
Research has found significant evidence of executive functioning and self-regulation deficits, which is linked to difficulties with internal timing in children with diagnoses like ADHD, learning disabilities, autism, and brain injury (Houghton et al., 2011; Koflet et al., 2011). IM has been linked to positive functional outcomes for children with disabilities in processing speed, task focus, inhibition, and self-regulation (Cosper et al., 2009; Namgung, Son, & Kim, 2015; Shaffer et al., 2001).
In an outpatient pediatric clinic, over 15 children have been completed the IM program. All children and their caregivers completed pre-assessment testing, including standardized motor assessment, interview based measures, and the IM software’s motor and/or attention-based assessments. Across participants, improvements were noted in post-testing after completing the 16 session program. Post testing revealed improvement in fine motor and/or upper limb coordination, increased patient and caregiver’s ratings of performance and satisfaction, and progress in timing to coordinate movement.
Cosper, S. M, Lee, G. P., Peters, S. B., & Bishop, E. (2009). Interactive Metronome training inchildren with attention deficit and developmental coordination disorders. International Journal of Rehabilitation Research, 32(4), 331-336.
Houghton, S., Durkin, K., Ang, R.P., Taylor, M.F., & Brandtman, M. (2011).Measuring temporalself-regulation in children with and without Attention Deficit Hyperactivity Disorder: Sense of time in everyday contexts. European Journal of Psychological Assessment, 27(2), 88-94.
Johansson, A-M., Domellof, E., & Ronnqvist, L. (2012). Short- and long-term effect ofsynchronized metronome training in children with hemiplegic cerebral palsy: A two case study. Developmental Neurorehabilitation, 15(2), 160-169.
Koflet, M.J., Rapport, M.D., Bolden, J., Sarver, D.E., Raiker, J.S., & Alderson, R.M. (2011).Working memory deficits and social problems in children with ADHD. Journal of Abnormal Child Psychology, 39, 805-817.
Namgung, Y., Son, D-I., & Kim, K-M. (2015) Effect of Interactive Metronome training on timing,attention and motor function of children with ADHD: Case report. The Journal of Korean Academy of Sensory Integration, 13(2), 63-72.
Rosenblum, S. (2015). Do motor ability and handwriting kinematic measures predictorganizational ability among children with Developmental Coordination Disorders? HumanMovement Science, 43, 201-215.
Rosenblum, S., & Regev, N. (2013). Timing abilities among children with developmentalcoordination disorders (DCD) in comparison to children with typical development. Research in Developmental Disabilities, 34, 218-227.
Shaffer, R. J., Jakokes, L. E., Cassily, J. F., Greenspan, S. I., Tuchman, R. F., & Stemmer, P. J.,Jr. (2001). Effect of Interactive Metronome training on children with ADHD. American Journal of Occupational Therapy, 55, 155-162.
Shank, T. M., & Harron, W. (2016). A retrospective outcomes study examining the effect ofInteractive Metronome on hand function. Unpublished manuscript, Journal of Hand Therapy.
Interactive Metronome (IM) is a computerized system where the patient matches a rhythm by clapping or tapping and is provided feedback of accuracy. IM can improve motor coordination and executive functioning. The session will support therapists incorporating IM in pediatrics.