Category Archives: Assistive Technology

Delve into assistive technology solutions that support communication, mobility, and independent living for individuals with physical, cognitive, or sensory challenges in all settings.

Apps for School-Based OTs

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Margaret (Peggy) Morris, OTD, OTR/L, BCP, Tufts University Pediatrics professor, presented the seminar: Apps for School-Based OTS: BYOD (Bring Your Own Device) at Therapro on October, 24th. Peggy shared her extensive experience in school-based practice and how to use Apps for students and Apps for OTs. Peggy’s presentation style was dynamic and interactive. She elicited creative thinking and problem solving from the attendees. Therapists and student OTs eagerly shared tips and tricks that they have gathered in their experience as well.

The audience was mixed between “digital immigrants” and digital natives” who desire to use or are currently using the internet as a therapeutic tool. Peggy guided the group through accessing iPad functions and accessibility functions on their devices, including Screenshot, Zoom, Digital Safety, etc. A few of Peggy’s favorite Apps for Behavior include: Calm Counter by Touch Autism ($2.99), 123TokenMe from 123appsforme ($9.99), and Breathe, Think, Do with Sesame (free).

She highlighted Dexteria by Binary Labs ($3.99) for Fine Motor and several Cause/Effect Apps such as Fireworks (free), Fluidity by Nebulous design (free), and Koi Pond ($.99). Specifically for therapists, Peggy pointed out Tx Tools by Pediastaff (free) which has a stopwatch, and OneNote by Microsoft Corporation (free), which is a digital notebook for anything you want to organize or remember, such as writing treatment notes, recording them, or snapping a photo. A good tip Peggy provided was that OT Advance publishes an App of the Week and reviews Apps at OT Practice.

Peggy offered invaluable advice for the group on navigating the internet while keeping in mind our responsibility for helping students spend quality time while using screen time. It was interesting to know that The American Academy of Pediatrics (AAP) produced revised research-based screen time guidelines in September of this year. She noted that the www.covd.org (College of Optometrists in Visual Development) recommends visual breaks when using digital devices every 20 minutes for 20 seconds. We tried out the recommendation in the seminar as Peggy set a timer to activate every 20 minutes during her talk to give us an idea about how frequently breaks should occur.

Even though the iPad is a relatively young device that has been in existence for only about 5 years, it is now an integral part of our lives. Peggy noted that as of May of this year, an astounding 80,0000 apps were labeled as “educational”! It is our obligation as therapists to use this technology that is available at our fingertips wisely in our pediatric practice. She recommended reviewing apps through various sites including AOTA where they are grouped into practice areas. The digital age is exciting and evolving almost hourly. We need to jump in and use this tool wisely and responsibly in our OT practice.

Peggy’s seminar was well received, as you can see from the comments below:

“There are many conferences for academic apps, but not OT driven. Helps with evidence-based practice.” Margaret S., Occupational Therapist

“I learned so much. I got so much more knowledge from this meeting than I expected. I highly recommend it to anyone.” Olivia S., Occupational Therapy student

“Peggy was an excellent speaker and had a lot of relevant information to share regarding iPad use and applications.” Anonymous OT

“Great current info & collaborative presentation style.” SMR, Occupational Therapist

Thank you, Peggy!

Filomena Connor, MS, OTR/L

Solving Visual Tracking Problems

Assistive Technology, Handwriting, Visual Perception, , , , ,

Did you know that up to 50% of children in classrooms experience visual challenges—most commonly with eye tracking? These difficulties can significantly impact reading and writing, especially as children begin to learn handwriting.

To address this issue, therapists began highlighting the bottom line of traditional lined paper to show children where their letters should go. Recognizing the need for a more effective and consistent solution, Therapro created Highlighter Paper—a simple yet powerful tool designed to support children with visual tracking and handwriting challenges.

What Makes Highlighter Paper Unique?

Highlighter paper- a resource for solving visual tracking problems

Highlighter Paper features a visually distinct bottom line to help guide letter placement. To support correct letter formation and left-to-right orientation, the paper is indented at the starting point and includes a star icon to clearly indicate where to begin writing.

The paper comes in various formats and line widths to support children at different stages of handwriting development. Some styles also include space to draw a picture, with lines below for writing a description—ideal for creative storytelling or early literacy activities.

Choosing the Right Paper

Highlighter Paper is available in yellow or blue backgrounds and comes in four formats, each designed to support a specific stage of handwriting development:

  • Kindergarten Story Paper: Landscape format with a blank space for drawing and two lines for writing
  • Kindergarten Writing Paper: Landscape format with five writing lines
  • WideLine Writing Paper: Landscape format with seven writing lines
  • NarrowLines Writing Paper: Portrait format with 13 lines for more advanced writers

Not sure which to choose?

For early writers, especially in the first half of first grade, we recommend starting with wider lines. As handwriting skills progress—typically by the second half of first grade—children gain more motor control and can transition to narrower lined paper.

Additional Support: Reading Guide Strips

Therapro also offers Reading Guide Strips—simple tools with a transparent, tinted window to help children visually track lines of text while reading. These can be a helpful addition for children with visual tracking difficulties, especially during early literacy instruction.