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In the dynamic realm of school-based occupational therapy, daily session notes are both a nuisance and a blessing. These notes serve a multifaceted purpose, acting as a tangible record of student progress, a conduit for communication with teachers and parents, a means of demonstrating the effectiveness of your interventions, and, in the most unfortunate cases - a way to cover your own behind when everything hits the fan. As they say, if it's not documented, it never happened. For that reason, in this essay, we'll delve deep into the world of daily session notes, exploring the why, how, and what so you can streamline your documentation process and elevate your ability to document what you practice. I'll also show you a few examples you can use to craft your own note template in the style you prefer. Let's get started. Table of Contents Section 1: Why Do School-Based OT Practitioners Need to Take Notes? Section 2: Options for Note Types (examples) Section 3: How to Decide Which Note-Taking Model Is Right for You Section 4: Tips for Implementation Section 1: Why Do School-Based OT Practitioners Need to Take Notes? To get started, you need to understand the why behind taking notes. I mentioned a few reasons in the intro, but I want to cover each of these reasons more so you recognize the importance of each. Tracking Student Progress Daily notes allow you to show a longitudinal view of each student's journey, helping you to identify and share with the team trends and patterns in the student's development. This insight is invaluable for tailoring interventions and demonstrating progress over time. You may embed your data directly into your note or use a separate data collection form to track the data before narratively adding the data to your notes. Demonstrating Effectiveness Detailed notes are also your proof of efficacy. They show the direct impact of your interventions on a student's functional abilities. This can be instrumental when justifying your role and services to administrators, parents, and other stakeholders. On the flip side, your notes can also be used to show why a student may NOT have made progress. They may have had a lot of absences, or perhaps the teacher prevented you from seeing the student. Whatever the cause, your notes are the place to document it. Regulatory Compliance Daily notes help ensure compliance with federal and state regulations and Medicaid billing. They provide a clear record of services rendered, which can be crucial in audits or reviews. Every state operates differently, so check in with your supervisor for what is required in your notes. Cover Your... Behind And if those reasons are not enough to get you to complete your notes, this one should be. Your notes are your most valuable defense when someone claims that you or the district has done something improper. Whether someone claims you never saw the student, that they don't believe the student's progress, or anything else, your notes can be your best friend. If you don't take notes, or you take poor notes, they can also be your worst enemy. Section 2: Options for Note Types Now for the fun part (well, as fun as talking about notes can be). Let's explore the various note-taking models available. Here are five options: SOAP Notes (Subjective, Objective, Assessment, Plan) SOAP notes are a comprehensive model organized into distinct sections. The Subjective section captures information provided by students, teachers, or parents. The Objective section contains measurable data and observations. The Assessment section summarizes your professional evaluation, while the Plan outlines future interventions and steps. SOAP Note Example:

Subjective : While walking to the OT room, the student shared that she was having a rough day and that her hand was tired from writing a 3 paragraph paper in class earlier. When asked what she does when her hand gets tired, Sarah noted that she sometimes takes breaks and shakes her hand to relieve the pressure.

Objective : During the session, the therapist observed that Sarah used a very tight grasp on a writing tool but relaxed her grip when writing on a vertical surface.

Assessment : After writing on a vertical surface for 5+ minutes, Sarah had no complaint of hand fatigue. In fact, she wanted to continue the story she was working on.

Plan : In the next session, I will introduce a slant board to see if this has the same effect on Sarah's tiredness during writing activities. If helpful, I will consult with the teacher to determine if a slant board may be appropriate to use in the classroom. My Take on SOAP Notes: SOAP notes are comprehensive and tend to be longer than other formats. If you are new to school-based OT, consider starting with SOAP notes to ensure you hit on every crucial piece of the treatment session. As you become more experienced, you may move on to something like DAP notes, which can be quicker. DAP Notes (Data, Assessment, Plan) DAP notes focus on data collection, assessment, and planning. The Data section records qualitative and quantitative data and progress. Assessment summarizes your analysis, and Plan outlines future strategies. DAP Note Example

Data:
Sarah reported having a rough day and hand fatigue.
She mentioned using breaks and hand-shaking to relieve hand pressure.
Observation: Sarah had a tight grasp on the writing tool but relaxed her grip when writing vertically.

Assessment:
Sarah's hand fatigue was non-existent when writing on a vertical surface - even after 5+ minutes.
She desired to continue the activity, indicating increased comfort and reduced fatigue.
Using a vertical surface appears to be an effective strategy for Sarah.

Plan:
Introduce and monitor the impact of the slant board on Sarah's hand fatigue during writing activities.
If the slant board proves helpful, consult with the teacher to assess the feasibility of using one in the classroom. My Take on DAP Notes: DAP Notes are quick and efficient. They omit the "Subjective" piece, but as you can see in the example, you can add any subjective notes into a DAP note's "Data" section. My notes tend to look like a narrative version of DAP notes due to saving space on a page. If you write your notes directly into an online system, you may not need to worry about spacing, and listing your thoughts out may be a perfect solution. Goal-Oriented Notes In goal-oriented notes, the primary focus is on the goals and objectives outlined in the student's IEP. These notes track progress toward these specific goals, making them particularly valuable for IEP reporting and compliance. Goal-Oriented Note Example

Goal:
- Improve Sarah's hand comfort and reduce hand fatigue during writing activities.

Objective:
- Sarah reported a rough day and hand fatigue.
- Observation: Sarah exhibited a tight grasp on the writing tool but relaxed her grip when writing on a vertical surface.
- After 5+ minutes of writing on a vertical surface, Sarah showed no signs of hand fatigue and expressed a desire to continue the activity.

Progress Towards Goal:
- Sarah's ability to write without hand fatigue improved during the session.
- The introduction of the vertical surface appears to be a successful strategy. My Take on Goal-Oriented Notes: This template fits the school-based OT model well, given the direct commentary on the student's goal. However, if you have multiple goals, you may have to add a similar note for each goal you work on that day. I wouldn't say I like that the "Plan" piece is missing in this note type. If I were to use this template, I would add a "Plan" section to the note. It isn't necessary, but it makes my life easier when planning my next sessions. Checklists These notes use predefined checklists or flowcharts to structure your documentation. They provide a systematic and efficient way to record information. Checklists ensure that you cover all necessary points during your note-taking. I don't have an example of this for you because checklists tend to a) take up a whole sheet of paper or b) are built-in to an online system. I have used strict checklist versions for notes in the past, but I was not a fan. They are just too rigid and never have the checkboxes you need. That leads to frustration while completing your notes and trying to fit a sentence or two wherever it will fit on the page. Hybrid Notes Hybrid notes offer flexibility. They allow you to combine elements from different models to tailor your documentation to your needs. This can be especially useful when a student's needs are multifaceted and don't neatly fit into a single model. While I'm not fond of checklist notes, a hybrid version incorporating a checklist with some space for narrative notes can work well. The checklist section can be used for some basic info (like where you saw the student and for how long), while the narrative section allows you to include your DAP section. Want more help crafting the perfect note template? Become a member of the OT Schoolhouse Collaborative, where you can ask me any questions you have about school-based OT.

You'll also get access to our growing library of AOTA-approved courses, resources, and research that we have built for school-based OT practitioners just like you. Section 3: How to Decide Which Note-Taking Model Is Right for You The question now is, how do you choose the note-taking model that aligns best with your practice? Here are some factors to consider. Nature of Students' Needs: Consider the specific needs of the students you work with. Some note-taking models may be better suited for particular types of interventions or conditions. If you have a diverse caseload of students with different needs, you'll want to use a template that allows for flexibility. If you work on similar skills with many of your students, then a checklist may work out well. Institutional Requirements: Your school or district may have specific documentation standards or templates you must use. Ensure that your chosen model aligns with these requirements. Personal Documentation Style: Reflect on your personal preferences and documentation style. Some practitioners may find certain models more intuitive or comfortable to work with. To make an informed choice:
Conduct a Self-Assessment: Reflect on your practice and preferences. Consider the factors mentioned above.
Trial and Error: Experiment with different models to see which feels most natural and effective for your daily note-taking. Which one allows you to provide the most relevant info without taking up half of your day to complete?
Seek Feedback: Consult with colleagues or mentors who may understand which model best suits your specific context.
Flexibility: Remember that flexibility is key. You can adapt your note-taking style as needed and may even choose different models for different students based on their unique needs. Get my Evaluation Report Template and start feeling confident, knowing you conducted a solid OT evaluation. Join the OT Schoolhouse Collaborative membership to help you better understand school-based OT and to create systems to ensure you are giving each student your absolute best. Section 4: Tips for Implementation Creating a structured system for note-taking is a vital step in optimizing your school-based occupational therapy practice. To help you establish an efficient routine, consider implementing the following tips: 1. Schedule Time on Your Calendar: Allocate dedicated time on your calendar for completing session notes. Treat this time as non-negotiable and prioritize it. Consistency in scheduling note-taking sessions will help ensure that you stay up-to-date with your documentation. 2. Create a Template: Develop a note-taking template that aligns with your preferred documentation style (SOAP, DAP, etc.). A well-structured template can significantly reduce the time and effort required to document each session. Customize it to include essential sections and prompts relevant to your practice. 3. Use Snippets for Commonly Used Phrases: Consider using text snippets or shortcuts for commonly used phrases and sentences. Many word-processing software and note-taking apps allow you to create and use shortcuts, saving you from repeatedly typing the same information. This is especially handy for phrases like "student demonstrated improvement in..." 4. Explore Technology with Google Forms: If you prefer a digital approach, explore using technology like Google Forms for note-taking. Google Forms allow you to create customized forms with fields for each section of your notes. Responses are automatically organized, making it easy to review and store information digitally. 5. Prioritize Efficient Documentation Tools: Invest in efficient documentation tools that align with your workflow. If you prefer handwriting notes, consider digital pens and tablets that can convert your handwritten notes into digital text. For digital note-takers, explore note-taking apps that offer templates and organization features. 6. Consider Voice-to-Text Software: If typing is time-consuming, explore voice-to-text software. These tools allow you to speak your notes, which are then transcribed into text. This can be a quick and convenient way to capture your observations and assessments during sessions. 7. Regularly Review and Update Templates: Periodically review and update your note-taking templates. As your practice evolves or you encounter new challenges, adjust your templates to ensure they reflect your current needs. Templates should be dynamic and adaptable. Conclusion If you read all the way to this point, first and foremost, thank you. I appreciate you spending your time here learning how to improve yourself as a therapist. I hope you found this post insightful, and I hope it helps you develop a strategy for getting your notes completed efficiently. Now, be sure to put one thing you learned from this post in action today. Then, please share this post on your social media page to help other school-based OT practitioners. Thanks again for reading, and I hope you have a great day! Until next time, 👋 Jayson

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 133 of the OT Schoolhouse Podcast. In today's episode, Lisa Lodesky and Kate Schoen discuss their experiences and insights on helping students transition into vocational settings. They share stories, challenges, and successes from their own programs they have created. Discover the importance of providing diverse options for students, learn about the ability to be inclusive within a therapeutic day school, and gain insights into the transitioning process after graduation. Also, find out about innovative solutions in preparing students for their vocational journeys. Get ready to be inspired and educated as we explore innovative solutions to prepare students for their vocational journeys . Listen now to learn the following objectives: Learners will identify the importance of providing vocational opportunities for students to discover interests . Learners will understand how to involve the students and teachers to create a more effective learning environment . Learners will identify the benefits of creating realistic job environments, such as a library stand or post office, to foster pre-vocational skills and engagement among students. Guest(s) Bio Lisa Lodesky studied Occupational Therapy at the University of Illinois at Chicago. She has worked in a therapeutic day school setting for about two and a half years. Currently, she works with the middle school and transition classrooms. She is very passionate about incorporating functional and vocational skills into all of her OT sessions. Kate Schoen graduated from Xavier University with a Masters in Occupational Therapy in 2019. She started her first job at a therapeutic day school for children with disabilities and has been there for 3 years now. She currently works with middle school and high school-aged students and is in the classrooms throughout the day. Her sessions typically focus on building functional and pre-vocational skills. Quotes "Our goal is to get students back to districts so they can be in a less restrictive environment." — Lisa Lodesky “We've really been trying to focus on getting those younger students involved so that they are better prepared by the time they get to transition.” — Lisa Lodesky “Having those opportunities to really expose them to all the different career paths and options out there is really important." —Kate Schoen “Providing opportunities for our students to experience different vocational opportunities to discover what they're interested in.” — Kate Schoen “These skills that we're working on through a post office, support academic skills, or these skills that we're working on support post-secondary transition, pre-vocational skills." — Jayson Davies, MA, OTR/L Resources REAL Assessment
Sensory Profile
Project OT -Kate and Lisa's Blog Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 132 of the OT Schoolhouse Podcast. This week, we are discussing the highlights of the Back to School Conference! Our journey at the conference led us to explore crucial subjects, such as reframing behavior, addressing mental health concerns, navigating post-school outcomes, discovering evidence-based resources, implementing effective tiered intervention programs, and expanding your toolkit for fine motor skills. Join us as we delve into these topics and gain valuable insights into our knowledge of School-Based OT. Listen now to learn the following objectives: Learners will identify the significance of building rapport and safety
Learners will recognize the importance of asking tough questions about a student's plan after graduation and the potential consequences of not considering long-term goals for students from an early age Learners will recognize the ​​ significance of evidence-based practice in occupational therapy in the school setting Guest(s) Bio In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community. With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts. Recently, Jayson has put forth his efforts toward supporting therapists interested in tiered intervention, collaborative programming, and managing their workloads. Quotes "We need to start early, we need to ask the tough questions, and we need to think long term." — Jayson Davies, MA, OTR/L “It's never too early to start supporting students with their future plans." — Jayson Davies, MA, OTR/L "Students need to feel safe at school so that they can also do their job of providing the best output that they can." — Jayson Davies, MA, OTR/L "We need to communicate the importance of students having choices and exploring different options.” — Jayson Davies, MA, OTR/L Resources No resources in this episode. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 131 of the OT Schoolhouse Podcast. Curious to explore the world of Childhood Apraxia of Speech (CAS) and Sensory Processing Disorder(SPD)? Join us on this episode where Kate Nealon, PhD, CCC-SLP, BC-CLS, and Zahava L. Friedman, PhD, OT, BCBA, delve into the fascinating interplay and coexistence of CAS and SPD. Gain insights into the significance of interdisciplinary collaboration between OTPs and SLPs in supporting children. Tune in now to broaden your understanding of CAS and SPD! Listen now to learn the following objectives: Learners will identify the key components of the sensory processing cycle and how breakdowns at different stages can contribute to Sensory Processing Disorder (SPD)
Learners will identify the challenges in diagnosing children with mild to moderate Childhood Apraxia of Speech (CAS) and Specific Language Impairment (SLD)
The importance of early intervention and seeking support from a collaborative team of professionals when working with children with speech and sensory impairments. Guests Bio Dr. Kate Nealon is a licensed Speech-Language pathologist and Board-certified child language specialist. She is currently an assistant professor at Montclair State University, where her research focuses on the interaction of language and motor processes across the lifespan and the implementation of research into clinical practice. Zahava L Friedman has trained countless occupational therapy students in her role as a fieldwork educator for OT and COTA programs throughout New York, New Jersey, Pennsylvania, and Connecticut. She has presented at many statewide and national conferences, such as AOTA, NJEA, in a variety of public/private school-based settings, and for special education non-profit organizations. She has worked as a pediatric occupational therapy clinician in both public and private school-based settings since 2007. Zahava also worked for the New York City Early Intervention system from 2008-2017, servicing children ages 0-3 in their homes. In 2014, Zahava completed courses and a practicum to achieve the Board Certified Behavior Analyst (BCBA) credential. In this capacity as OT and BCBA, she uses both sensory and behavioral frameworks in her practice. Zahava's research interests include interprofessional collaboration in schools, synergies between OT and ABA, and the creation of rigorous, engaging student learning experiences. Quotes “That is so key that we collaborate and build that rapport with other professionals.” -Jayson Davies, MA, OTR/L “We think of sensory processing as being a pure sensory framework, but there's the processing part that speaks to the adaptive response.” -Zahava L. Friedman, PhD, OT, BCBA “ Childhood Apraxia speech is a relatively new diagnosis." -Kate Nealon, PhD, CCC-SLP, BC-CLS “You receive information through a variety of your senses. You want to make sense of it. You figure out what it means, and then you know what to do with it. Right? So sometimes in that cycle, depending on where the breakdown is, that's when you start to see an individual meeting criteria versus not meeting criteria.” -Zahava L. Friedman, PhD, OT, BCBA “The gross motor challenges that we see, the sensory processing challenges that we see, are all potentially impacting that child's ability to participate in treatment.” -Kate Nealon, PhD, CCC-SLP, BC-CLS Resources Research Article
SIPT Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 130 of the OT Schoolhouse Podcast. Let's celebrate the 2023 school-based OT practitioners of the year . Join us in this episode, where we recognize the contributions of three exceptional individuals who have gone above and beyond to support students, teachers, staff, and the profession. These three OTPs are receiving awards from the OT Schoolhouse for impacting the 2020 to 2023 school years as OTPs. Read their bios below, and Tune in to hear their inspiring stories! Awards & Awardees School-Based Occupational Therapist of the Year Holly Lockrow, OTD, MS HSA, OTR/L Holly is an Occupational Therapist in an inner-city school district with a lower SES in upstate NY. Holly recently completed her Doctoral degree at Utica University, where her capstone project involved an intervention for kindergarteners who would not have received services otherwise. Holly's "On the spO.T." OT program addressed the foundational skills needed for kindergarten readiness over a six-week intervention. Following the success of this program, Holly plans to continue studies related to her capstone in the near future. "Get involved, be part of that process, and go the extra mile because it's going to benefit really you in the long run because you're going to be providing the service to the students, and hopefully we can keep some of these kids off from not having to receive those IEPs" -Holly Lockrow, OTD, MS HSA, OTR/L School-Based Occupational Therapy Assistant of the Year Elaine Ulmer, COTA/L Elaine is a graduate of Pennsylvania College of Technology, an affiliate school of Penn State University. She has been an OT Practitioner for 23 years, working in the school setting for the majority of her career. Elaine has also had the privilege of working at the Akron Children's Hospital, working for private summer camps, and providing handwriting tutoring. Elaine's current specialty area is Autism in the preschool-age population. She earned an Autism Certificate through IBCCES and is a board member of the Delaware Occupational Therapy Association. "And when I looked at it as a team, I said, I don't think these writing activities are really geared toward our students. So then I created a modified pre-writing curriculum to use the same things that they were looking for within the curriculum, but make it more accessible to our students, because we have students with significant needs." -Elaine Ulmer, COTA/L School-Based Occupational Therapy Student of the Year Ammar Morad Al.Ashkar Ammar M. Al Ashkar is a highly accomplished occupational therapist with a passion for pediatric healthcare. Graduating with top excellence from Health and Science College's Occupational Therapy Department, he is dedicating his career to making a positive impact on others' lives. Driven by empathy, Ammar has volunteered extensively in the Autism and pediatric fields. He also provided essential aid to his community affected by war and earthquakes, offering food and shelter to those in need. An avid learner, Ammar has pursued numerous credit courses to deepen their knowledge, with a focus on sensory and reflex integration. He is trying to adapt tools to suit his culture, enhancing the therapeutic experience. Beyond his hands-on work, Ammar is a dedicated researcher, advancing evidence-based practices in pediatric care and occupational therapy. With boundless compassion and unwavering commitment, Ammar continues to inspire and positively impact the lives of those he serves, leaving a lasting legacy in the field of occupational therapy. "I want to develop global protocols for sensory and reflex integration practices in the future." - Ammar Morad Al.Ashkar Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

As an occupational therapist for over a decade, I have witnessed the growing importance of addressing executive functioning (EF) skills in school settings. Executive functioning skills, such as planning, organization, working memory, and cognitive flexibility, play a vital role in a student's ability to succeed academically and participate effectively in daily life activities. Every educator addresses executive functioning to some degree. However, as school-based OT practitioners, we have a unique opportunity to assess and address EF challenges to support our students' overall well-being and success.
In recent years, the focus on assessing and addressing executive functioning within the school-based OT practice has gained momentum. With a deeper understanding of the impact of Executive Functioning deficits on student performance, we can create more targeted and effective intervention plans.
This essay aims to provide school-based OT practitioners with an overview of structured and unstructured executive functioning assessment tools used in the schools. These tools can help us gain valuable insights into a child's EF skills and guide the development of tailored intervention strategies.
I. Understanding Executive Functioning (EF)
Before delving into the assessment tools, let's first explore what executive functioning entails. Executive functions are a set of cognitive processes that enable individuals to plan, organize, initiate, self-monitor, and complete tasks successfully. These skills are essential for problem-solving, time management, emotional regulation, and flexible thinking.
Children with EF challenges may struggle with following instructions, organizing their school materials, managing time, and adapting to changes in routines. Addressing these challenges early can significantly impact a child's academic success and overall development. Just imagine how difficult it may be for students to complete an assignment if they need help remembering where they placed the instructions.
Per Havard University's Center on the Developing Child , three brain functions impact one's executive functioning. They are working memory, mental flexibility, and self-control.
Working memory pertains to the ability to temporarily store and manipulate information in the mind.
Mental flexibility is a term used to describe the ability to adapt and adjust to new situations and ideas. The concept that different rules apply to other settings would fit under mental flexibility.
Self-control refers to one's ability to set priorities and resist impulses.
These are all skills you have likely worked on with your students and you can likely conclude how these functions could positively (or negatively) impact a student's ability to succeed in a classroom. Here are a few items that come to my mind: Learning and completing the classroom morning routine Following written or verbal instructions to complete an assignment Understanding and accepting that rules may be slightly different in class than they are at recess Tuning out a peer while the teacher is speaking Using a planner to note down the agenda and homework for the day Remembering to complete the homework once at home. II. The Importance of EF Assessment in School-Based OT Practice: As is the case with other skills we support, assessing executive functioning skills when warranted is crucial in developing targeted intervention plans. By identifying specific EF strengths and weaknesses, we can set realistic goals for our students and monitor their progress over time. Effective assessments can help us tailor interventions to address individual needs and promote meaningful growth in EF skills. A. The Brief-2 (Behavior Rating Inventory of Executive Function, Second Edition):
Based on my experiences, the Brief-2 is the most commonly used assessment of executive functioning skills by school-based OT practitioners. The Brief-2 relies on rating scales from parents, teachers, and the child. It offers insights into various EF domains, including working memory, inhibition, emotional control, and more. By comparing results from multiple raters, we can gain a comprehensive view of the child's executive functioning skills in different settings. The ten domains of EF addressed include: Inhibit : The ability to stop or delay a response when necessary, showing self-control.
Shift : The capacity to move flexibly between tasks or situations, demonstrating cognitive flexibility.
Emotional Control : The regulation of emotions and responses to emotional situations.
Working Memory : The ability to hold and manipulate information mentally to complete tasks efficiently.
Initiate : The ability to begin a task or activity independently without undue hesitation.
Organization of Materials : The capability to manage and arrange one's belongings and work materials effectively.
Plan/Organize : The aptitude to set goals, create plans, and carry out the steps required to achieve them.
Self-Monitor : The skill of self-monitoring one's performance and adjusting strategies when needed.
Task Monitor : The skill of self-monitoring during tasks or activities to ensure they are completed accurately and efficiently.
Task Completion : The capacity to carry out tasks to completion in a timely and accurate manner. Additional Information concerning the Brief-2: Age Range: 5 to 18 years. (Self-report form: 11-18 years) Completion Time: 10 to 20 minutes per form (teacher, parent, and self). Pros : Multiple perspectives from parents, teachers, and the child provide a holistic understanding. Helps identify specific areas for targeted intervention planning. Cons : Subjectivity from raters may influence results. This is not a task-based assessment. All information is based on reports, which can be skewed. Limited to older children and adolescents, not suitable for younger students. Several helpful resources related to the Brief-2 can be found here.
B. The CKTA (Children's Kitchen Task Assessment):
The CKTA, Children's Kitchen Task Assessment, is a functional and real-life task-based assessment sometimes used by school-based OT practitioners to evaluate executive functioning and adaptive skills. This assessment involves observing the child's performance while they engage in a cooking task to make dough for playing. The CKTA provides insights into a child's ability to plan, organize, and problem-solve during a common IADL. Domains Assessed: The CKTA focuses on executive functioning skills related to cooking activities, as well as adaptive skills required for independent meal preparation. The assessment looks into the child's ability to follow multi-step instructions, manage time, and organize materials during the cooking process. Additional Information: Age Range: 8 to 12 years. Completion Time: 15 to 30 minutes. Pros: Utilizes a functional, real-life task to assess executive functioning in a familiar context. Offers a practical understanding of a child's EF skills during a daily activity. It can be engaging and motivating for children, making it easier to elicit their best performance. Cons: Requires access to a kitchen or suitable cooking environment, which may not be available in all school settings. Limited to assessing specific EF skills related to cooking activities and may not cover all EF domains. The CKTA may not apply to students who do not have cooking as part of their education plan. While the assessment is free to download, you will need to obtain the required materials. Learn more about the CKTA here.
C. The Weekly Calendar Planning Activity (WCPA):
The Weekly Calendar Planning Activity (WCPA) is a performance-based assessment that uses the concept of creating a schedule to assess executive functioning. The task involves following and organizing a list of 18 (youth version) appointments or errands into a weekly schedule while keeping track of rules, avoiding conflicts, monitoring the passage of time, and inhibiting distractions. The WCPA is a tool that OT practitioners could use with high school students to understand EF skills better and plan an intervention for supporting organizational goals. Domains Addressed: The WCPA is designed to assess executive function domains such as attention and working memory, cognition, and executive functioning through an occupation-based task. Additional Information: Age Range: 12-89 years Completion time: Approximately 20-30 minutes Pros : The WCPA is a performance-based assessment that can provide information about both EF skills and the ability to complete a complex scheduling task. It is appropriate for use with adolescents and young adults. The time that it takes to complete the WCPA is reasonable within a school setting. Cons : Requires the student to have functional writing skills. Not suitable for younger students. Narrow in its scope due to only looking at EF skills related to one particular task. Learn more about the WCPA here .
D. The WCST (Wisconsin Card Sorting Test):
The WCST, Wisconsin Card Sorting Test, is a widely recognized and used standardized assessment tool to assess cognitive flexibility and problem-solving abilities. It requires the child or adolescent to sort cards based on different criteria and adapt to changing rules during the task. It's like playing Solitaire, except with cards designed to be slightly confusing. Domains Assessed: The WCST measures the child's ability to adapt to changing conditions, switch mental sets, and problem-solve during the card sorting activity. Additional Information: Age Range: 6 years and older, including adolescents and adults. Completion Time: 20 to 30 minutes. Pros : Offers a standardized, objective measure of cognitive flexibility and problem-solving. Provides valuable information about a child's ability to adapt to changing rules and mental set shifting. Widely recognized and used in neuropsychology, allowing for comparisons with normative data. Cons: It may be challenging or frustrating for some children, leading to potential performance-related stress. Limited to assessing specific aspects of executive functioning and may not capture the full range of EF skills. Click here to learn more about the WCST.
E. The NEPSY-II:
The NEPSY-II is a comprehensive assessment battery used to evaluate various cognitive domains, including executive functions. It provides valuable insights into EF, attention, language, memory, and sensorimotor skills in children. To be frank, I have not heard of OTs using the NEPSY-ll in school-based OT. It seems to be more commonly used by psychologists than OT practitioners. However, as an OT, you may be able to extract data from the tool if your school psychologist has administered it. Domains Assessed: The NEPSY-II includes the following subtests: Executive Function and Attention Language Memory and Learning Sensorimotor Visuospatial Processing Social Perception Several of the six subtests assess executive functioning skills such as inhibition, attention, cognitive flexibility, and working memory, among others. Additional Information: Age Range: 3 to 16 years. Completion Time: 45 minutes to several hours, depending on the number of subtests. It may take longer while you become familiar with the assessment tool. Pros: A comprehensive assessment covering multiple cognitive domains, including executive functions. Helpful in identifying developmental delays and cognitive impairments impacting EF. Cons: Administration time may be lengthy, which could pose challenges in busy school schedules. Requires specific training or expertise to administer and interpret the results accurately. There are reports that this assessment is challenging to administer. More info about the NEPSY-II can be found here. You've assessed the student. Now what? Sign up for the A-Z School-Based OT Course to help you better understand how to complete an OT evaluation. You'll get access to my evaluation document template to improve your evaluation write-ups! IV. Informal Assessments of EF Skills
While standardized assessment tools like the Brief-2, CKTA, WCST, and NEPSY-II offer valuable insights into executive functioning, school-based OT practitioners can also use informal methods to gather relevant information. These informal ways can provide additional context and complement the formal assessments: A. Observations: School-based OTs can observe students during classroom activities, transitions, and free play to note how they manage time, follow instructions, and plan tasks. Identifying behaviors such as impulsivity, difficulty switching between tasks, or lack of organization can offer clues about a child's executive functioning abilities.
B. Work Samples and Classwork: Reviewing a student's completed assignments, classwork, and homework can reveal patterns of organization, attention to detail, and task completion. Analyzing the quality of work, consistency, and ability to follow multi-step instructions can provide valuable insights into EF skills.
C. Interviews and Collaborations: Engaging in discussions with teachers, parents, and the student can offer a broader perspective on the child's executive functioning in different settings. Collaborating with educators and support staff can help identify strategies that have been successful or challenging for the student.
D. Checklists and Questionnaires: Using informal checklists or questionnaires focused on executive functioning skills can provide a quick overview of strengths and challenges in specific areas. These tools can be adapted or created to address the individual needs and circumstances of the student.
E. Self-Reports and Student Feedback: Allowing students to self-reflect on their executive functioning abilities through age-appropriate discussions or questionnaires can provide valuable self-awareness and insights. Encouraging students to share their experiences and perspectives can help develop a more holistic understanding of their EF skills. Assessing Beyond Executive Functioning
While executive Functioning skills are a crucial focus of school-based occupational therapy, it's important to note that we address a wide range of areas that contribute to students' overall success and participation in the school environment. While EF assessment tools provide valuable insights into working memory, flexible thinking, and self-control, they do not capture the full scope of an OT's expertise and intervention strategies. Here are a few additional areas in which we assess:
Fine Motor Skills : Assessing a student's ability to use and coordinate small muscles in the hands and fingers to perform precise movements required for handwriting, opening containers, and more.
Self-Care and Independence : Assessing students' ability to perform daily living tasks, such as dressing and grooming, to enhance independence and functional participation.
Visual Perception and Visual-Motor Skills : Evaluating how students interpret and use visual information for motor planning and coordination, supporting academic performance.
Sensory Processing : Evaluating how students perceive and respond to sensory information to develop strategies for managing sensory challenges and promoting engagement in school activities.
Social-Emotional Skills : Assessing students' social interactions, emotional regulation, self-awareness, and coping strategies to enhance social skills, self-esteem, and emotional well-being, fostering positive relationships and school engagement.
By considering these additional areas and employing comprehensive assessment approaches, we can address the diverse needs of students and support their holistic development, functional participation, and overall well-being in the school environment.
The Final Word
Incorporating informal methods of assessing executive functioning skills alongside standardized assessment tools can enhance the school-based OT practitioner's ability to develop tailored intervention plans. By leveraging observations, work samples, interviews, and student feedback, OTs can gain a more comprehensive understanding of a child's EF strengths and challenges in real-life contexts. Emphasizing a collaborative and holistic approach will empower school-based OTs to better support students in developing vital executive functioning skills for academic success and daily life activities. So, do you use any of the assessment tools mentioned above? Let me know by sharing this post on your favorite social media app and tagging @OTSchoolhouse. Until next time, 👋 Jayson

Get my Evaluation Report Template and start feeling confident, knowing you conducted a solid OT evaluation. Sign up for the A-Z School-Based OT Course to help you better understand school-based OT and to create systems to ensure you are giving each student your absolute best. Additional Resources:
Occupational Therapy Practice Framework: Domain and Process—Fourth Edition. Am J Occup Ther August 2020, Vol. 74(Supplement_2), 7412410010p1–7412410010p87. doi: https://doi.org/10.5014/ajot.2020.74S2001
Jeri Hahn-Markowitz, Itai Berger, Iris Manor, Adina Maeir; Impact of the Cognitive–Functional (Cog–Fun) Intervention on Executive Functions and Participation Among Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial. Am J Occup Ther September/October 2017, Vol. 71(5), 7105220010p1–7105220010p9. doi: https://doi.org/10.5014/ajot.2017.022053
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Nikki Williamson Weiner, Joan Toglia, Christine Berg; Weekly Calendar Planning Activity (WCPA): A Performance-Based Assessment of Executive Function Piloted With At-Risk Adolescents. Am J Occup Ther November/December 2012, Vol. 66(6), 699–708. doi: https://doi.org/10.5014/ajot.2012.004754
Joan Toglia, Christine Berg; Performance-Based Measure of Executive Function: Comparison of Community and At-Risk Youth. Am J Occup Ther September/October 2013, Vol. 67(5), 515–523. doi: https://doi.org/10.5014/ajot.2013.008482
Claudia List Hilton, Kristina Cumpata, Cheryl Klohr, Shannon Gaetke, Amanda Artner, Hailey Johnson, Sarah Dobbs; Effects of Exergaming on Executive Function and Motor Skills in Children With Autism Spectrum Disorder: A Pilot Study. Am J Occup Ther January/February 2014, Vol. 68(1), 57–65. doi: https://doi.org/10.5014/ajot.2014.008664

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 129 of the OT Schoolhouse Podcast. Why do you love school-based OT? On this episode, Jayson Davies, MA, OTR/L, explores the world of school-based occupational therapy by highlighting the many advantages of being a school-based OTP. Jayson shares his experiences and insights, highlighting the power of collaboration, the importance of a student’s natural context, and advocating not only for the students but also for ourselves as OTPs. Tune in to learn more about the ways occupational therapy transforms the lives of students. Listen now to learn the following objectives: Learners will identify the difference between school-based OT and clinic-based OT Learners will identify how to collaborate on a systems or classroom level Learners will recognize how modifications, accommodations, and assistive technology are used in a school setting Learners will recognize ways to advocate for students and themselves as OTPs Host Bio In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community. With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts. Recently, Jayson has put forth his efforts toward supporting therapists interested in tiered intervention, collaborative programming, and managing their workloads. Quotes "School-based occupational therapy is like a kaleidoscope. It brings together different elements of education and therapy and different disabilities to create a vibrant and holistic learning environment for the students that we work with." - Jayson Davies, MA, OTR/L “We have to be very creative, we have to be able to come up with things on the fly. But we also need to know how to find solutions” - Jayson Davies, MA, OTR/L “We can actually go and see the skill generalized into the natural context. We can go into the classroom and support that skill in the classroom.” - Jayson Davies, MA, OTR/L “We also have occupational therapy practitioners who can provide support and provide knowledge on inclusion and justice and equality and individual rights and more for our students." - Jayson Davies, MA, OTR/L Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 128 of the OT Schoolhouse Podcast. Are you ready to transform your classroom into an engaging and supportive learning environment? Join us on this episode, where we explore the topic of setting up the classroom for success with Kelly Wilk-Downs. Discover important tips and strategies to optimize the learning environment, from creating individual workspaces to mastering sound and lighting. Kelly also introduces the TEACCH method, a tool that benefits not only children with autism and ADHD but all students. As occupational therapy practitioners, we can collaborate with teachers and administrators to implement these changes and facilitate student learning. Tune in to hear more about how design affects the classroom environment! Listen now to learn the following objectives: Learners will identify strategies for creating individual workspaces that meet the needs of different students.
Learners will identify the benefits of using visual supports, work systems, & sensory strategies within a classroom.
Learners will identify and understand the importance of classroom design in promoting structure and student success. Guest(s) Bio Kelly received a degree in Exercise Science from Florida State University and her Occupational Therapy Degree from Barry University in Miami Beach, Florida. Attending a private Catholic College and learning from nuns was a calming experience. She is Certified in the Sensory Integration and Praxis Test and has specialized in working with Autism. Kelly is the developer of Shoe Tying Made Simple and Writing Made Simple products. She has spent most of her career working in the schools where she was responsible for staffing the schools with clinicians, and she also owned her own clinic. Quotes "Natural light is always the best." - Kelly Wilk-Downs, OTR/L “You can grade the program, there's different levels of Support.” - Kelly Wilk-Downs, OTR/L "Ask the teacher how it may impact the other students, those are questions that need to be asked ahead of time before you change things up." - Kelly Wilk-Downs, OTR/L “It all has to be individualized based on the needs of the students… there's a lot of different types of students in the classroom. So you have to take all of that into consideration.” - Kelly Wilk-Downs, OTR/L "That is part of the reason that occupational therapy practitioners need to be able to move into administration at school districts...so that we can have more impact in this way.” - Jayson Davies, MA, OTR/L Resources Kaplanco
Canva
TEACCH Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 127 of the OT Schoolhouse Podcast. Have you ever wondered how to make your school more inclusive? On this episode, Jenna Rufo, Ed.D., is here to discuss post-pandemic special education. She shares her philosophy on education and inclusion, offering strategies to get administrators on board with an inclusive approach. She discusses some positive outcomes of virtual learning during the pandemic, including increased collaboration among teachers and parents and a greater understanding of individual student needs. Tune in to this episode for information on creating more inclusive schools and supporting all students! Listen now to learn the following objectives: Learners will identify the definition of inclusion and the importance of recognizing disability as a form of diversity Learners will identify how OTPs can support and provide services to all students through collaboration between special and general educators Learners will identify how the pandemic allowed for a shift in perspective with flexibility and understanding of students’ needs Guest(s) Bio Dr. Jenna Mancini Rufo is an educational consultant and the founder and CEO of Empower ED School Solutions, a consulting firm specializing in special education and inclusion. Dr. Rufo currently provides professional development on inclusive practices and related topics to school districts, organizations, and families in 15 states and Australia. She is the co-author of Reimagining Special Education: Using Inclusion As a Framework To Build Equity and Support All Students, and The Way to Inclusion: Creating Schools Where Every Student Belongs. Prior to her work as a consultant, Dr. Rufo served as a special education teacher, inclusion facilitator, policy specialist for the Massachusetts Department of Education, Special Education Director, and Assistant Superintendent. She was inspired to enter the field of education by her sister Nina, who has multiple disabilities and complex support needs. Dr. Rufo views education as her calling and is passionate about creating an equitable school system for ALL learners. Quotes “Inclusion is a philosophy, and it's a practice…looking at students for their strengths, rather than their deficits”. -Jenna Rufo, Ed.D. “That system of sorting and labeling really pigeonholes students from a very young age”. -Jenna Rufo, Ed.D. “We really have to look at how do we reshape our instruction, utilizing principles of universal design, so that we're accounting for variability in student learning profiles and giving them opportunities to demonstrate their knowledge” -Jenna Rufo, Ed.D. “We can support teachers without necessarily having an IEP in place. One of the ways to do that is through in services, or even an observation of the classroom” -Jayson Davies, MA, OTR/L Resources Reimagining Special Education Book
Empowered School Website Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Last month, I shared the most common fine motor and handwriting assessment tools in school-based OT. However, we all know that fine motor is only one piece of the occupational therapy evaluation puzzle. Another piece to the evaluation puzzle is sensory perception and integration. As school-based OT practitioners, we understand and appreciate the challenges of assessing sensory processing skills in children. It can be a complex and multifaceted area that requires specialized training and expertise. No one tool is always going to be the right piece.
However, it is also a crucial aspect of our work that can significantly impact a child's academic and social success.
That's why I put together this post to introduce you to five assessment tools that can help you assess sensory processing skills. Let's dive in. Assessment Tools for Sensory Processing in School-based OT There are several assessment tools that school-based OT practitioners can use to evaluate sensory processing concerns in students. Today we will touch on the most commonly used and discussed sensory tools. You will likely be familiar with some, while others may be new to you. Sensory Profile 2 The Sensory Profile 2 is a standardized assessment tool that evaluates sensory processing patterns across multiple contexts. It measures the child's responses to sensory stimuli and provides information about how they process and respond to sensory input. The tool is administered through a questionnaire completed by parents, teachers, or other caregivers familiar with the child's behavior in different settings.
Published : 2014 Age range : Birth to 14:11 years An adolescent/adult version is also available for ages 11+ Administration time : ~20 minutes for the teacher or caregiver
Pros : Provides a comprehensive evaluation of sensory processing patterns across multiple school-related contexts as observed by a teacher. The tool includes a "School Companion" form that can be used to collect data from a student's teacher.
Cons : Results may be influenced by teachers' or caregivers' perception of the student's non-sensory related behaviors during testing. Since it is a checklist, all results are based on someone's perception of a child rather than the child's ability at a given moment. I find the paper/pencil version of the tool to be challenging to score. The digital version alleviates this tremendously. Sensory Processing Measure-2 The Sensory Processing Measure (SPM-2) is another standardized assessment tool that evaluates sensory processing patterns across multiple contexts. It is similar to the SP-2 in that it also measures the child's responses to sensory stimuli and provides information about how they process and respond to sensory input. Likewise, the tool is administered through a questionnaire completed by parents, teachers, or other caregivers familiar with the child's behavior in different settings. Published : 2021 Age range : 4 months to 87 years Administration time : 15-20 minutes
Pros : Very similar to the SP-2, except it takes less time to score. It may yield fewer data points about a child below the surface scores than the SP-2. I like to use the SPM classroom form in my evaluations. I will sometimes send the "home form" to the parents if I feel that it is necessary to gather more data.
Cons : Similar to the Sensory Profile, results may be influenced by teachers' or caregivers' perception of the student's non-sensory related behaviors during testing. Since it is a checklist, all results are based on someone's perception of a child rather than the child's ability at a given moment. Sensory Integration and Praxis Tests (SIPT) The Sensory Integration and Praxis Tests (SIPT) evaluate multiple aspects of sensory integration and praxis, including tactile perception, visual perception, motor planning, and more. The SIPT consists of 17 tests that assess different aspects of sensory integration and praxis. The test is administered by a trained professional in a one-on-one setting. Published 1989 Age range : 4 to 8:11 years Administration time : 2-3 hours for the whole set of tests
Tests include : Space Visualization; Figure Ground Perception; Standing Walking Balance; Design Copying; Postural Praxis; Bilateral Motor; Coordination; Praxis on Verbal Command; Constructional Praxis; Post-Rotary Nystagmus; Motor Accuracy; Sequencing Praxis; Oral Praxis; Manual Form Perception; Kinesthesia; Finger Identification; Graphesthesia; Localization of Tactile; Stimuli
Pros : Provides a VERY comprehensive evaluation of multiple aspects of sensory integration and praxis. The SIPT has long been called the "Gold Standard" of sensory assessment tools due to its thoroughness and the research base supporting it.
Cons : Lengthy administration time may make it difficult to use in busy school settings. I can attest to this. As a SIPT-Certified therapist, it would take me 3 hours to conduct. That is partly due to needing to use the tool more to become accustomed to it. It just wasn't the tool I used for every evaluation. Scoring can also be challenging and requires training to interpret with accuracy. Evaluation in Ayres Sensory Integration® (EASI) The Evaluation in Ayres Sensory Integration® (EASI) builds on the SIPT's research base and evaluates multiple aspects of sensory integration. Through 20 individual 5-10 minute tests, the EASI aims to measure the core constructs of Ayres Sensory Integration, including tactile perception, visual perception, motor planning, praxis, and more. Release date : 2023, by the Collaborative for Leadership in Ayres Sensory Integration (CLASI) Age range : 3-12 years old Time to administer : Approximately 2 hours
Pros : Provides a comprehensive evaluation of multiple aspects of sensory integration. This is the closest tool to the SIPT and is based on Ayres Sensory Integration®. The EASI is also designed to be open access and available to OT practitioners with the required training. The training is a costly one-time investment, but the testing kit, forms, and scoring software are affordable. In fact, you can 3D print some of the tools, and the test forms are free to print.
Cons : Like the SIPT, the EASI's lengthy administration time may make it difficult for some school-based OTs to use. OTPs must complete Modules 2 and 3 from the Collaborative for Leadership in Ayres Sensory Integration (CLASI) to be trained in administering and using the EASI. This could also be noted as a "pro" given the knowledge you will have after completing the training.
Structured Observations of Sensory Integration SOSI-M The Structured Observations of Sensory Integration (SOSI-M) aims to evaluate a student's sensory processing patterns in real-time during a structured observation. The practitioner observes the student's skills and behaviors during specific activities and records what they see using a structured form. Published : 2021 Authored by : Erna Imperatore Blanche, PhD, OTR/L, Gustavo Reinoso, PhD, OTR/L, and Dominique Blanche Kiefer, OTD, OTR/L Age range : 5 to 14 years Administration time : 20-40 minutes to complete the 14 sets of administered items.
Pros : Provides real-time evaluation of a student's sensory processing patterns. The SOSI-M can be used with the COP-R, a behavioral observation tool, to gather behavioral data related to sensory processing. I have yet to use this tool, but it does intrigue me.
Cons : I have yet to use this tool, but I imagine it would take some training, given it is an observation-based assessment. While you do not need specific training to purchase the SOSI-M, you will likely need to be trained in what to look for as you complete the observations.
You've assessed the student. Now what? Sign up for the A-Z School-Based OT Course to help you better understand how to complete an OT evaluation. You'll get access to my evaluation document template to improve your evaluation write-ups! Additional Notes on Completing Evaluations
It is important to remember that more than one assessment tool is needed to gather a comprehensive evaluation. To ensure that an OT evaluation is comprehensive, it should include an occupational profile, observations in the natural context, standardized and/or unstandardized assessment tools, and a synthesis of all of the data. You should also assess beyond just sensory processing skills to get a holistic view of the student's abilities and needs.
Assessing Beyond Sensory Processing While sensory processing skills are a crucial focus of school-based occupational therapy, it's important to note that we address a wide range of areas that contribute to students' overall success and participation in the school environment. While sensory assessment tools provide valuable insights into sensory sensitivities, perception, and praxis, they do not capture the full scope of an OT's expertise and intervention strategies. Here are a few additional areas in which we assess: Fine Motor Skills : Assessing a student's ability to use and coordinate small muscles in the hands and fingers to perform precise movements required for handwriting, opening containers, and more.
Self-Care and Independence: Assessing students' ability to perform daily living tasks, such as dressing and grooming, to enhance independence and functional participation.
Visual Perception and Visual-Motor Skills: Evaluating how students interpret and use visual information for motor planning and coordination, supporting academic performance.
Executive Functioning: Assessing skills related to organization, time management, planning, and self-regulation to address challenges that impact task initiation, focus, time management, and assignment completion.
Social-Emotional Skills: Assessing students' social interactions, emotional regulation, self-awareness, and coping strategies to enhance social skills, self-esteem, and emotional well-being, fostering positive relationships and school engagement. By considering these additional areas and employing comprehensive assessment approaches, we can address the diverse needs of students and support their holistic development, functional participation, and overall well-being in the school environment.
The Final Word To wrap this up, assessing sensory processing skills is crucial to help us identify areas of strength and concerns during our evaluation. As mentioned above, several tools are available to help with this process. The SPM-2 and the SP-2 are likely the most commonly used tools in schools due to their ease of use and time to complete them. If you do use the SP-2 or the SPM-2, be sure to include observations of sensory processes in your evaluation report - especially if the tool indicates a sensory processing concern. The SIPT, EASI, and SOSI-M provide OT practitioners the ability to obtain much more data related to a student's sensory processing and integration abilities than the SP and SPM-2. However, they require more time and additional training to administer and interpret. It is up to you to decide if you have that time and want to pursue the necessary training. It is worth reaching out to your employer for support if you do want to explore this further. I was very fortunate that a district I worked for paid for me to get SIPT certified. And while I may have used the SIPT sparingly, the knowledge I gained from the courses will stay with me forever. I hope this article helps you as you decide what tool or tools you will use and purchase at your school sites. Thank you so much for reading, and I will see you next time. 👋 Jayson
Get my Evaluation Report Template and start feeling confident, knowing you conducted a solid OT evaluation. Sign up for the A-Z School-Based OT Course to help you better understand school-based OT and to create systems to ensure you are giving each student your absolute best.

Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 126 of the OT Schoolhouse Podcast. Have you heard of the Kawa model? On this episode of the OT Schoolhouse Podcast, We'll discuss the advantages of understanding this model for occupational therapy practitioners. Dr. Iwama talks about the interrelatedness of the different factors contributing to a person's well-being and performance through the metaphor of a river. We'll learn about how cultural differences impact the concept of occupation, and how the Kawa model emerged. Additionally, we discuss how occupational therapy practitioners can identify where the clients' water flows and work with their strengths to overcome obstacles. Tune in to learn more! Listen now to learn the following objectives: Learners will identify how cultural differences impact the concept of occupation Learners will identify what the water, driftwood, rocks, and river walls Learners will identify the advantages of using the Kawa Model as a school-based OT Guest(s) Bio Michael Iwama, Ph.D., MSc, BScOT is widely recognized for having developed the “Kawa Model” (‘Kawa’ is Japanese for ‘River’), the first substantial model of practice in the field of Occupational Therapy developed outside the English-speaking world. The Kawa Model is now taught in over 600 health professions education programs internationally and used in practice across six continents. He has emerged as an important and progressive thinker in the fields of occupational therapy and rehabilitation sciences worldwide. Dr. Iwama is a Professor & Chief Program Strategist in the School of Medicine at Duke University. Quotes "When I have spent substantial amounts of time in different cultural settings, it really, really broadens one's perspective, gets the wheels turning in your mind." — Michael Iwama PhD, MSc, BScOT, BSHP, OT(c) "Water is the most important component of a river, and at different points along the river, depending on its contents and the river banks and what they look like at the time, determine what the quality of that flow is like." - Michael Iwama PhD, MSc, BScOT, BSHP, OT(c) "Sometimes there are certain rocks that just don't go away... but the water always finds a way to flow." - Michael Iwama PhD, MSc, BScOT, BSHP, OT(c) "It's really about looking at the person wholly, holistically, in the context of their circumstances and the world in which they abide." — Michael Iwama PhD, MSc, BScOT, BSHP, OT(c) “Understanding your own rocks, your own driftwood, and all the things going on around you. It really is just a model for better understanding your own life." — Jayson Davies, MA, OTR/L Resources Kawa Model Website
Kawa Model Made Easy
Dr. Iwama Youtube Channel Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

The end of the school year is near. And if you are like me, you are counting down the days until you can finally breathe in that sweet summer break breeze. But before we can completely close out this school year, there are a few things we can do now to make the next school year more manageable and rewarding. Today, we'll explore six actionable strategies you can use now to ensure a smooth end to this school year and a fresh start to the next school year. Let's get's started. Section 1: Progress on Goals As we near the end of the academic year, prioritizing the completion of progress reports is crucial to avoid being tracked down by your administrator all summer long. Take the time to finalize and send these reports to the case carriers or parents - your district should have a system for who the OTP should send them to. Not sure how to complete your progress reports or what to put in them? Here are a few tips: Set a personal deadline a few days before the actual deadline - It's easier to set a personal deadline when you know the actual due dates for a project like this. So I recommend you find out when progress reports are due early and mark your calendars with a personal deadline a week earlier. Remember, if you provide your case carriers with the progress reports to send home, they may have a deadline of their own for you to meet. Create a template - It's true. Everything is easier with a template. Create one or two templates to help you get through the reports. Here's one example you may use if you are in a bind:
It has been a pleasure working with ________ this year. ______ had a goal to (insert or summarize goal). Therapist data shows that ________ is currently meeting/making progress toward this goal with __% accuracy. (Add any details you'd like here - what's working, what's not, what type of support is required, etc.). It is expected that by the next annual IEP, ________ will/will be close to/will unlikely meet this goal. We will continue to address this goal during OT sessions and in collaboration with the teacher. (Repeat for each goal - minus the first sentence)
Please note this is one example and may only meet some situations. For example, if you have collaborative goals with the teacher, you may need to write a part of the report while the teacher also writes a part.
Tackle one "group" at a time - I like to complete progress reports one "group" at a time. Sometimes a group is a single classroom, an entire school (if there are not too many kids), or a group can be classified by the "easy/hard ones..." Only you know what groups work for you, and when you find a method that works, write it down so you remember it.
Make it easy for the case carriers - If you make it easy for the case carriers to send your reports home, you can often save yourself the time of sending them home. Try your best to meet their deadlines and provide the reports in a method that works for them. Some want them printed out, while others like them in a black-and-white PDF. Help them, and you are helping yourself.
When in doubt, ask the case carrier - Need help determining the due dates, what you are responsible for, or how to submit your reports? Start by asking the case carriers. Office staff members also tend to be helpful in this circumstance. Section 2: Wrapping Up Your School-based OT Evaluations Managing evaluations can be a challenge, but adopting a plan within your district can help. Here's the approach I took to evaluations as the end of the year approached: For team meetings that will be held this year , I, of course, get those done this year before the meeting comes up.
For team meetings that will occur within the first two weeks of the following school year , I will work as hard as possible to have those evaluations done, written, and ready to go for when we come back in the fall.
For team meetings that will occur AFTER the first two weeks of the following school year , I will hold off on those evaluations until after we return from summer break. I recognize that students' skills may evolve, and new teachers may bring fresh perspectives and concerns. By postponing these evaluations until the fall, you ensure a more accurate and comprehensive assessment that reflects the student's current needs. The exemptions for this are: A) If I know the student will be going to a new school next year and/or B) I know I will not return to the school in the fall. If I know either of those circumstances is likely to occur, I will get the evaluation done in advance for the sake of the therapist who will have that student in the fall. Keep track of your evaluations and get them done on time! In the A-Z School-Based OT Course, I'll help you better understand each piece of a school-based OT evaluation and how they fit together. You'll also get access to my evaluation document template to improve your evaluation write-ups! Section 3: Communication with Parents Maintaining effective communication with parents is critical to fostering collaboration and support. My contact with parents has often led to less friction between them and me, even when they have concerns about their student's IEPs. If you don't currently keep in contact with all, or even some, of your student's parents or caregivers, you can start by emailing them at the end of the school year. Provide an update on their student's progress and express gratitude for the partnership throughout the year. You can start with a template and then copy and paste portions of your progress report to write most of your email. Don't forget to add a touch of individualization to make the message feel personal and genuine. These thoughtful communications strengthen the parent-professional relationship and pave the way for a successful start to the next school year. Section 4: Data Collection Gathering and analyzing evaluation and service data from the school year is valuable for informing future planning - both for yourself and for the team of people you work with. Take the time to gather information on completed assessments, service recommendations, student exits from OT, missed OT services, and any notable referral patterns. By analyzing this data, you can identify trends, areas of growth, and potential areas for improvement. This process allows you to reflect on where your evaluations came from, how you can support teachers to lower the number of referrals you receive next year, enhance your practice, and better meet the needs of your students. This is the process I have used many times to get the support I need from the admin. Section 5: Managing Equipment and Tools OT Tools like to grow legs. Prevent adapted chairs, fidgets, task boxes, and other tools from going missing by walking around campus with a cart and collecting everything you provided to the teachers throughout the year. As you collect them, document the tools and who they were for this school year. It may be helpful to even take a picture of the materials with the classroom teacher who had them this year. That way, you can easily give them back in the fall or give them to the next teacher who needs them if a student moves teachers. If you don't have something in place, consider using any planning days (if you get planning days) to create a simple checkout form and process for next year. Section 6: Celebrate Remember to celebrate! As the school year comes to a close, take a moment to acknowledge and appreciate the accomplishments of your students. Plan a fun activity or event that highlights their achievements and reinforces their sense of success. As Susan mentioned in the OT Schoolhouse Collaborative Community recently, she likes to celebrate the final week of school with a snow cone party. The students get to make their own snowcone with an old-school manual crank snow cone machine. Other end-of-the-year activities: Acknowledge your students with certificates of some kind. Have a "Student choice" therapy day. They choose the activity, and you adapt to make it therapeutic. Enjoy the nice weather and take therapy outside. Help your students surprise their teacher with a thank-you gift. This could be done with an individual student, a group, or a whole class. Get creative - find your way to celebrate with the kids who appreciate you. PS. Remember to celebrate your own victories and note all the ways you have improved this past year. The Final Word As we approach the end of the school year, embrace these strategies to help you wrap up the current chapter and set the stage for a successful start next fall. Here's everything wrapped up into a nice little checklist: Complete your progress reports Wrap up your evaluations (or delegate to next year) Communicate with parents Bring your data to life and share it with your team or admin, if necessary Collect and organize all of your equipment Celebrate the students and yourself By doing these things, you can enjoy your break knowing that you completed all the work to make your administrators happy and that everything will be ready to pick up where you left off in the fall. Have a great summer! 👋 Jayson PS. Did I miss anything? What do you do to wrap up the school year? Tag me in a social media post, and let me know. Find me on LinkedIn or Instagram .
Get my Evaluation Report Template and start feeling confident, knowing you conducted a solid OT evaluation. Sign up for the A-Z School-Based OT Course to help you better understand school-based OT and to create systems to ensure you are giving each student your absolute best.