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As a new therapist, I had no idea that Sensory Integration (SI) differed from Sensory-Based Interventions (SBIs). Now, as an experienced therapist, it can sometimes be difficult to hide my emotions when a teacher, parent, or even better, an advocate suggests that using a fidget or a wiggle cushion in the classroom is Sensory Integration. Let’s be honest. Sensory Integration has never been a simple intervention to learn and understand. To most, it looks like facilitated play in a brightly colored padded room (see image above). And the fact that every toy at Target is being marketed as a “sensory toy” does not help. That said, OT practitioners must understand and be able to communicate to parents and educators the difference between interventions that incorporate sensory experiences and Sensory Integration implemented with fidelity. This article aims to clarify the differences between SBI and SI and discuss the research and implementation behind both. Defining Sensory Integration Intervention Sensory Integration (SI), rooted in the work of Dr. A. Jean Ayres, is a specialized approach focused on the neurological process of organizing sensory input. This specialized intervention is designed to help children with sensory processing difficulties develop adaptive responses to sensory stimuli. The core principles of SI intervention include individualized assessment and treatment based on patterns of behavior associated with various sensory stimuli - tactile, vestibular, proprioception, and vision (to a slightly lesser extent) being the primary focus. SI also requires specialized training and certification for practitioners to learn hot to identify and treat these patterns in order to improve performance in all kinds of occupations. In 2014-15, I was trained in SI through the USC+WPS SIPT program. The program no longer exists, but there are still at least three organizations in the US providing Sensory Integration education based on the original works of Dr. Ayres. They are: • CL-ASI • USC • STAR Institute Research supports the effectiveness of SI intervention in improving sensory processing and functional outcomes for children in clinical settings, but mainly with a service frequency that is unrealistic in school settings. SI is not easy to implement in the school setting. Per the SI Fidelity Measure first published in 2008, the primary tenets of SI are that therapy must be provided by a therapist with appropriate post-professional training in SI theory and practice, as well as mentorship from an experienced therapist. The therapy must occur in a safe environment, with proper equipment and space to allow for physical activity and sensory experiences. Comprehensive assessment reports must also be provided, and the intervention must involve regular communication with parents and teachers to discuss the course and impact of the therapy. The process elements include ensuring physical safety, presenting a variety of sensory opportunities, supporting sensory modulation, challenging motor control and praxis, collaborating with the child in activity choices, tailoring activities to present the “just-right” challenge, ensuring the child’s success in activities, supporting intrinsic motivation to play, and establishing a strong therapeutic alliance. As you can see, it’s a lot more than providing a teacher with a sensory diet, fidget toys, or some GoNoodle videos. To learn more about SI, I suggest starting with the Fidelity Measure and checking out the resources listed below. While research has long centered around clinic-based services, research on effectiveness and feasibility in the school setting is slowly trickling out. Defining Sensory-Based Interventions Sensory-based interventions (SBIs), on the other hand, involve the use of specific sensory techniques and environmental modifications to influence behavior and attention. Unlike SI intervention, SBIs do not necessarily require specialized training and can be implemented more easily by teachers and other school staff under the guidance of an OTP. SBIs often include strategies such as sensory breaks, weighted vests, and sensory-friendly classroom modifications. The AJOT article “Specific Sensory Techniques and Sensory Environmental Modifications for Children and Youth With Sensory Integration Difficulties: A Systematic Review” discusses the application of SBIs and their impact on children with sensory processing issues. These interventions are typically less intensive than SI interventions and can be integrated into students' daily routines. SBIs aim to provide sensory input in a controlled manner to help children maintain an optimal level of arousal and focus. It is important to note here that few SBIs have research to support their effectiveness. However, many are quick to use the research in SI to deduce that SBIs are also effective. As the primary providers of SI and SBIs, we must be careful in how we discuss them to avoid causing further confusion. Implementation in School Settings When considering the implementation of these interventions in school settings, several factors need to be addressed. Feasibility of SI Intervention Implementing SI intervention in schools can be challenging due to the specialized training required for practitioners. Certified SI therapists need access to specific equipment and a dedicated space to conduct therapy sessions. Time and scheduling constraints also pose significant challenges, as SI intervention often requires one-on-one or small group sessions that can be difficult to fit into a school day. However, the benefits of SI intervention are well-documented. In 2023, the study “A Sensory Integration Intervention in the School Setting to Support Performance and Participation: A Multiple-Baseline Study” demonstrated the positive outcomes of SI therapy for children with sensory processing disorders in a collaborative protocol with both individual sessions and teacher consults. Despite the fiscal and environmental challenges, schools that invest in SI intervention can see significant improvements in their students’ sensory processing and overall functioning. Feasibility of Sensory-Based Interventions SBIs are generally more feasible to implement in school settings due to their flexibility and lower resource requirements. These interventions can be easily integrated into classroom routines and do not require specialized training for implementation. Teachers and aides can be trained to use sensory strategies effectively, making SBIs a practical choice for many schools. Insights from the AJOT article “Understanding How School-Based OT Practitioners (OTPs) Perceive Sensory Integrative and Sensory-Based Interventions: Knowledge Base and Practical Application” highlight the ease with which SBIs can be incorporated into school environments. These interventions can be tailored to the needs of individual students or applied to the entire classroom to create a sensory-friendly learning environment. The cost and resource considerations for SBIs are also lower compared to SI intervention, making them an attractive option for schools with limited budgets. Collaboration and Teamwork Successful implementation of sensory interventions (SI and SBI) in schools requires collaboration and teamwork among OT practitioners, teachers, staff, and parents. Working with Teachers and Staff Effective communication and training are essential for integrating sensory strategies into the classroom. Teachers and staff need to understand the purpose of these interventions and how to implement them correctly. Having at least a basic understanding of Sensory Integration Theory can also be beneficial for teachers. Regular meetings and in-service training sessions can help ensure that everyone is informed and working towards common goals. Involving Parents and Caregivers Parents and caregivers may also play a role in supporting sensory interventions at home. Some parents may already have some insights into SI as a result of their child receiving services outside of the school environment. Providing them with strategies for home carryover and consistency may enhance the effectiveness of sensory interventions, but be sure to check in with them and see if another therapist has already given them a home program. If applicable, you may be able to contact the student’s clinic/home-based OT to consult or collaborate with. Workshops and informational sessions can help parents understand sensory processing issues and how to support their children outside of school. They can also help you in advancing the role that OT plays at your school. Challenges and Solutions Implementing sensory interventions in schools is not easy. SBIs, and SI especially, come with their own set of challenges, but with the right strategies and support from staff and parents, these can be overcome. Common Obstacles in Implementing SI Interventions Challenges such as limited resources, time constraints, and the need for specialized training can hinder the implementation of SI interventions. Solutions include advocating for funding, creating flexible schedules, and providing professional development opportunities for staff. I was very fortunate to take a job at a school district that paid for me to earn my SIPT certification. In fact, that was a big part of why I took the job. In the interview, the director of special education told me they had a SIPT kit and that a new school was being built with funding for a sensory gym. Since they had those two components in place, they were very willing to send me to the training. In another district I worked for, parents helped to fund one sensory room. The district also funded two others, including one built as part of a grant-funded behavioral program. Addressing Challenges with SBIs While SBIs are easier to implement, they still require proper planning and support. It is crucial to ensure that teachers and staff are adequately trained and have access to necessary resources. When implementing SBIs (and SI, for that matter), regular monitoring and adjustments to the interventions are necessary. You, the teacher, and/or classroom paraprofessionals need to collect data and adjust the program accordingly. SBIs often include both proactive and reactive sensory interventions. Proactive interventions are those that aim to prevent a student from experiencing dysregulation (e.g., using a stress ball before and during a difficult activity). Reactive interventions may include a calming area the student can retreat to after becoming dysregulated. The Wrap-up Understanding the differences between sensory integration interventions and sensory-based interventions is essential for school-based OT practitioners. Both approaches offer valuable strategies for supporting students with sensory processing challenges, but they differ in terms of implementation and resource requirements. By leveraging the strengths of each approach and working collaboratively with teachers, staff, and parents, we can create a supportive and sensory-friendly learning environment for all students. Additional Resources For further reading and training opportunities, consider exploring certifications, workshops, and online courses related to sensory integration and sensory-based interventions. At the OT Schoolhouse, we offer the following courses (all of which are included with an OT Schoolhouse Collaborative Membership): The Impact of the Sensory Systems and Subtypes on School Participation - Presented by Jamie Chaves Just Right! Teaching Sensory Modulation in Grades K-5 - Presented by Kim Wiggins, OTR/L Applying Sensory Integrative Services & Accommodations in School - Presented by Jamie Chaves Sensory Perception and Its Role in School Participation - Presented by Kelly Auld-Wright, OTD, OTR/L Certificate Programs in Sensory Integration CL-ASI USC STAR Institute References Colleen Cameron Whiting, Sarah A. Schoen, Linda Niemeyer; A Sensory Integration Intervention in the School Setting to Support Performance and Participation: A Multiple-Baseline Study. Am J Occup Ther March/April 2023, Vol. 77(2), 7702205060. doi: https://doi.org/10.5014/ajot.2023.050135 Gloria Frolek Clark, Renee Watling, L. Diane Parham, Roseann Schaaf; Occupational Therapy Interventions for Children and Youth With Challenges in Sensory Integration and Sensory Processing: A School-Based Practice Case Example. Am J Occup Ther May/June 2019, Vol. 73(3), 7303390010p1–7303390010p8. doi: https://doi.org/10.5014/ajot.2019.733001 Rochele Charles, Tara Glennon; Understanding How School-Based OT Practitioners (OTPs) Perceive Sensory Integrative and Sensory-Based Interventions: Knowledge Base and Practical Application. Am J Occup Ther August 2020, Vol. 74(4_Supplement_1), 7411505260p1. doi: https://doi.org/10.5014/ajot.2020.74S1-PO9800 Sensory Integration Approaches for Children and Youth in Occupational Therapy Practice. Am J Occup Ther November/December 2023, Vol. 77(Supplement 3), 7713410230. doi: https://doi.org/10.5014/ajot.2023.77S3004 Stefanie C. Bodison, L. Diane Parham; Specific Sensory Techniques and Sensory Environmental Modifications for Children and Youth With Sensory Integration Difficulties: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190040p1–7201190040p11. doi: https://doi.org/10.5014/ajot.2018.029413

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 Episode Transcript Click on the file below to download the transcript to your device. 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 Episode Transcript Click on the file below to download the transcript to your device. 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

Hey there! One of the questions I struggled with as a newer therapist was, "Can you help Mikey learn to tie his shoes?" Sometimes, "Mikey" was a first grader. Other times, he (or she) was a middle or high school student. Either way, I always found myself struggling to answer this question. Sometimes, I even felt like a fraud when addressing it. One week, I would tell a teacher, "Sure, I can address that." And the following week, I would tell another teacher, "Sorry, that is not something I feel I should address right now." At the time, I had no idea what I was doing was perfectly OK. In fact, it was more than OK. It was exactly what I should be doing. Without knowing it, I was addressing each student's individualized educational relevancy and weighing whether or not shoe tying was an appropriate goal for them. That's why I want to discuss educational relevance today. More specifically, I want to address how goals centered around ADLs and IADLs are (or are not) educationally relevant. This can be a difficult question to answer because what is relevant to one student’s education plan may not be relevant to another student's plan. So, let's dive in! Why Educational Relevance is Not Always Clear Educational relevance can vary greatly from one student to another because each student has unique needs, strengths, and long-term goals. Factors such as the student’s disability, academic performance, family culture and beliefs, and future aspirations drive this variability. For instance, a student primarily facing fine motor difficulties may need a simple handwriting goal, while a student who demonstrates more global delays may benefit more from goals centered around functional communication that may not include handwriting. Understanding this subjectivity is the first step toward creating meaningful and effective goals. It requires a deep understanding of the student’s individual educational plan (IEP), comprehensive assessments, and collaboration with teachers, parents, and other professionals involved in the student’s education. Understanding Educationally Relevant Activities When considering educational relevance, we often think of activities directly and obviously impacting a student’s educational experience. These clear-cut activities include handwriting, social participation, organization, and other commonly attributed educational activities. However, ​as Dr. Deborah Schwind will highlight at the Back to School Conference​, individuals who live independently are more likely to run a household, form relationships, and have stronger interactions with parents. Higher levels of discrete daily living skills are also associated with better outcomes during adulthood (​Anderson et al., 2017​). That is why, for some students, goals that address show tying, dressing, eating, cooking, hygiene, transportation, and job skills are 100% relevant to their educational curriculum. How to Determine if a Potential Goal is Educationally Relevant When considering whether an activity or goal is educationally relevant, ask yourself (and the IEP team) the following questions: What are the long-term goals for the student? Consider the student’s aspirations and future needs. Are they aiming for college, vocational training, or direct entry into the workforce? Understanding these goals can help you tailor your IEP and transition plan goals to support these outcomes. You can start to consider these questions before a transition plan is required. Is the team focused on the skills that will support the student this year, five years from now, or both? Balance immediate needs with future success. Short-term goals might address current academic challenges, while long-term goals could focus on skills that promote independence and lifelong learning. What can you work on today that will support both short-term and long-term goals? Identify activities that provide immediate benefits and contribute to long-term development. For example, improving a student’s organizational skills can help them keep up with current coursework and prepare them for future higher education or employment responsibilities. How to work on ADLs in School-Based OT In my experience, collaborative group therapy has been the best service delivery model for supporting ADLs and IADLs at nearly all grade levels. Of course, a few ADLs, like toileting, may need to be addressed individually for obvious reasons. But in general, I find that students benefit from watching and engaging in actions similar to those of their peers. This is especially true in programs that focus on obtaining life skills. The more emphasis placed on ADL and IADL training throughout the school day, the better the outcomes for the students. Also, working on (I)ALDs does not have to be rote and boring. When you collaborate with teachers and paraprofessionals, you’ll find many ways to make working on ADLs fun and engaging for the students. Coffee carts, classroom jobs, and even built-in classroom routines can help students address many skills that will lead to independent living beyond high school. Learn to Support ADLs and IADLs If you want to learn more about how to support student independence and improve postsecondary outcomes, be sure to attend the ​Back to School Conference.​ At the conference, Dr. Schwind will lead an entire session titled ADL + IADL = A Big Deal. In this session, she will not only share research about why ADLs and IADLs are a big deal but also discuss how you can collaborate with your school staff to develop programs to support the students you serve. This is the perfect opportunity for you to learn how to help the students who often need the most support. I hope to see you there! Until next time, 👋 Jayson

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

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 Episode Transcript Click on the file below to download the transcript to your device. 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. 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. 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) If 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! 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. 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. 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 even to 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. Celebrate Remember to celebrate! As the school year comes to a close, take a moment to acknowledge and appreciate your students' accomplishments. 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 appropriate evals 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 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 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 Episode Transcript Click on the file below to download the transcript to your device. 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. Episode Transcript Click on the file below to download the transcript to your device. 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 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 Episode Transcript Click on the file below to download the transcript to your device. 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 135 of the OT Schoolhouse Podcast. Would you like to have a better understanding of integrated OT services in schools? In this episode of the OT Schoolhouse Podcast, Dr. Woolley shares many insights on integrated OT services, the importance of understanding individual student needs, collaborating with teachers, and adapting interventions. She shares valuable insights and strategies for creating an inclusive learning environment. From understanding different service delivery models to integrating multimodal teaching approaches. Tune in now to learn more! Listen now to learn the following objectives: Learners will Identify how collaboration and effective communication between the OTPs and teachers is very important for successfully integrating OT services. Learners will identify strategies to integrate services into the classroom through collaboration, modeling techniques for teachers, and providing coaching. Learners will recognize the benefits of the co-teaching model and how it can help provide more effective services in the classroom. Learners will recognize the importance to be flexible and adapt approaches to meet the specific needs and culture of each school or classroom Guest Bio Dr. Woolley is an experienced educator & occupational therapist with 25+ years of clinical and administrative experience in various clinical settings. She graduated with honors in 1994 with her Bachelor of Science in Special Education from BYU with certifications in mild/moderate and severe/profound disabilities. She started her career teaching special education in a junior high school life skills classroom, which led to her interest in pursuing a career in occupational therapy. She earned her Master of Science in Occupational Therapy in 1998, as well as her post professional OTD in 2009 from the Sargent College of Health Sciences at Boston University. Dr. Woolley’s primary area of clinical practice is outpatient pediatrics and school-based practice. During her work as a school based occupational therapy clinician and administrator she was instrumental in developing and implementing a co-teaching model for OTs and special education teachers in the classroom. She is certified in Comprehensive Behavioral Intervention for Tics (CBIT) with the Tourette Association of America, and also has experience providing OT care and services across diverse settings and ages including acute care, out-patient rehabilitation and home health. She has presented at local, state, and national conferences and continuing education programs on a variety of topics. In her free time, she enjoys reading, traveling, and spending time with her husband and five children. Quotes “Don't just share what you do, show what you do.” –Dr. Heidi Woolley “The natural environment, that's when things are best learned, and that's where they're best generalized.” –Dr. Heidi Woolley “Having the support of the district, of the department, of the principals, and then of the teachers, you have to get buy-in from those stakeholders to make these interprofessional interventions work." — Dr. Heidi Woolley "We can actually do a service to ourselves by instead of trying to get everyone to understand us, to flip that and to better understand the system that we are trying to provide services in." — Jayson Davies, MA, OTR/L Resources Contact Dr. Woolley University of St. Augustine for Health Sciences Website Integrated Services or Pullout? Factors Influencing School-based Occupational Therapy Service Delivery Models (Article) Episode Transcript Click on the file below to download the transcript to your device. 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 134 of the OT Schoolhouse Podcast. Have you ever felt overwhelmed by Medicaid billing and unsure of how to navigate the funding process? In this episode of the OT Schoolhouse Podcast, Elizabeth & Jason will dive into the world of Medicaid billing. You'll have a basic understanding of Medicaid billing and be equipped with the knowledge and confidence to navigate this vital aspect of our profession and have the knowledge to be able to advocate for more support from your supervisors. Listen now to learn the following objectives: Learners will understand the process of Medicaid billing in schools. Learners will identify how to advocate for support with their supervisors. Learners will identify the importance of completing random moment time studies. Guest(s) Bio Elizabeth Duncan, OTR/L is a school-based occupational therapist in Louisiana and started coordinating to help her peers understand Medicaid. She is now the Education Program Consultant of Health Communities for the Louisiana Department of Education. Jason Coker, Certified Internal Auditor, has extensive experience providing monitoring and agreed-upon procedures (AUP) services to the Louisiana Department of Health (LDH), focusing primarily on time study administration and cost report review for the Louisiana School-Based Medicaid Claiming program. Leveraging his internal audit experience and training, he manages P&N’s involvement in this program, providing support through quarterly random moment participant sampling, desk review of claims and cost reports, and monitoring of the records supporting the claims for a selected sample. Jason provided critical input in the development of the State Plan and Time Study methodology for CMS approval. Through his work with LDH, Jason has developed a deep knowledge of numerous Medicaid programs, their requirements, and the various reimbursement methodologies used by CMS, and has experience in the design, development, and implementation of monitoring and compliance initiatives. Quotes “We're skilled service providers, and we're also trained to document, so we are providing medically necessary services...when we're evaluating our students and we are treating them based on our plan of care." -Elizabeth Duncan, OTR/L "Advocate for your profession, advocate for your services and advocate for your state if they have not already expanded." -Elizabeth Duncan, OTR/L "Medicaid does not require documentation. The service that you're providing requires you to document that service." — Jason Coker, Certified Internal Auditor "School districts are not allowed to use federal funding to draw down federal funding. It's called double dipping." — Jason Coker, Certified Internal Auditor "Medicaid does not require documentation. The service that you're providing requires you to document that service." — Jason Coker, Certified Internal Auditor "I think that's important, just from within your own district to make sure that you're doing these right. Make sure you're filling out those random moment time studies because people do see them." — Jayson Davies, MA, OTR/L Resources Centers for Medicare and Medicaid Services CMS Guidance/Regulations AOTA Medicaid Episode Transcript Click on the file below to download the transcript to your device. 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