Category Archives: School-Based Practice

Discover school-based therapy resources and intervention strategies tailored to therapists working in educational environments. Support student engagement, learning, and development through targeted tools that align with IEP goals, classroom expectations, and inclusive practices.

Integrated Learning Concepts: Reflex Integration for Postural & Ocular-Motor Skills

School-Based Practice, Sensory, Therapist Resources, , ,
June Smith, OTR/L’s presented the Saturday Seminar Integrated Learning Concepts: Practical Strategies to Promote Reflex Integration with Postural/Ocular-Motor Based Learning

June Smith, OTR/L’s May 4th seminar entitled: Integrated Learning Concepts: Practical Strategies to Promote Reflex Integration with Postural/Ocular-Motor Based Learning clearly demonstrated how integration of primitive reflexes provides a foundation for the development of postural and ocular motor skills that affect learning.

June has broad experience as an occupational therapist and has an insatiable appetite for learning. As evidenced in her presentation, she is able to skillfully apply what she has learned to her practice. Many attendees noted how beautifully June weaves her knowledge and experience into her practice to develop innovative, effective treatment strategies. She is a collaborative therapist who enjoys sharing her passion with others. Currently, she is a clinician and mentor at South Shore Therapies, a private sensory integration clinic in Massachusetts. She has developed a Vision Clinic with Developmental Optometrists to promote visual efficiency in those with learning challenges. June has lectured nationally on Brain Gym ® and Integrated Learning concepts.

Four primitive reflexes were discussed in depth today: Moro Reflex, Tonic Labyrinthine Reflex (TLR), Symmetrical Tonic Neck Reflex (STNR), and the Asymmetrical Tonic Neck Reflex (ATNR). June provided general guidelines to determine when a primitive reflex is adaptive and when it is maladaptive. She discussed treatment considerations relevant to each primitive reflex. It was helpful that June had many clinical examples through videos/photos showing how primitive reflexes that are not fully integrated manifest themselves in children and videos/photos of treatment strategies that help integrate the reflexes. Throughout her talk, she drew from her Brain Gym® training, Svetlana Masgutova (Reflex Integration-MNRI), Sheila Frick, and others.

For a child who displays the TLR reflex long after it is typically integrated, June said we may see a host of associated behaviors such as the Moro Reflex where the child is toe walking due to an excessive extensor pattern; saccadic eye movements with reading difficulties; a poor sense of direction, developmental coordination disorder (DCD), Postural Ocular Disorders; hypersensitivity to vestibular activity where the child has motion sickness, dislikes gym class, and/or may have gastrointestinal issues; and has difficulty with extension prone or with neck flexion in supine. In general the child has poor balance of extension and flexion when the reflex is not integrated. Her treatment strategies include “going with the reflex” with fluid movement and gradually adding demands as tolerated, and finally working “against” the reflex. June’s treatment suggestions included activities involving facilitating head movement in all planes, linear vestibular input, using an 18″ Gymnic ball in 90/90 hip and knee flexion, and activation of the vestibular system.

June’s suggestions for therapeutic and reading materials include Rappin’ on the Reflexes: A Practical Guide to Infant Reflexes; See It. Say It. Do It!, whose author is a Developmental Optometrist; Developing Ocular Motor and Visual Perceptual Skills; and Understanding and Managing Vision Deficits: A Guide for Occupational Therapists, 3rd Ed.

June is a vibrant, generous, and gifted speaker whose knowledge and clinical expertise is extensive. She makes the application of what she has learned to the clinical setting seamless. Encouraged by June, attendees eagerly shared treatment strategies from their own clinical experiences. June’s audience was energized by her discussion and walked away with new treatment tools for immediate use!

Comments from attendees were very positive:

“Video and picture examples, interactive, and great descriptions of treatment activities/considerations.” – Kristina C., Occupational Therapist

“Great crash course in identifying and integrating reflexes. It is easily integrated into my own practice. For a complicated topic, very effortlessly presented.” – Hannah D., Occupational Therapist

“As an OT student this seminar was a great learning opportunity.” – Paige H., OTS

“Great introduction to topic – makes me feel like I want more!” – Anonymous, Occupational Therapist

Thank you, June!

Filomena Connor, MS, OTR/L
May 4, 2019

Rhythm of the Words: Using Songs & Games to Boost Literacy

Academic Skill Development, Events & Conferences, School-Based Practice, , , ,
Cleopatra Knight-Wilkins, OTD, MED, OTR/L presenter for the Saturday Seminar Rhythm of the Words: Integrating Multicultural Songs & Games with Occupational Therapy to Promote Literacy.

Cleopatra Knight-Wilkins, OTD, MED, OTR/L presented a joyful April Saturday Seminar at Therapro headquarters entitled: Rhythm of the Words: Integrating Multicultural Songs & Games with Occupational Therapy to Promote Literacy. Attendees were up on their feet, moving, clapping and singing for most of the two hour seminar. Dr. Knight-Wilkins led the attendees in activities that engaged their sensory systems. She discussed how the songs and games can be used as part of the therapeutic process as well as how they can be used to target educational goals.

Cleopatra’s rich and extensive experience as an occupational therapist, educator, and performing artist has fueled her passion for integrating musical elements with occupational therapy modalities by using multicultural songs, games, and movement patterns to address the occupation of literacy. Currently, she is in the process of publishing her research-based, multi-media curriculum resource guide entitled Rhythm of the Words: Integrating Multicultural Songs & Games with Occupational Therapy to Improve Literacy. She presented a poster session at the AOTA Annual Conference in New Orleans earlier this month on this topic.

AOTA advocates for the role of occupational therapists in supporting literacy. Research indicates that movement and music improve literacy development. Cleopatra cited a number of interesting studies that demonstrate that isolated handclapping songs result in improved motor and cognitive skills. One particular study that examined training classroom handclapping songs versus participation in music appreciation classes found that training handclapping songs was more efficient in developing literacy skills in 2nd and 3rd grade children than was participation in music appreciation classes.

Attendees formed small and large groups to participate in ‘warm up’ activities, games that involve imitation and chanting, and musical play with graded complexity of movements. Favorites included “Head ‘N Shoulders Baby” played with a partner clapping in various patterns, and “Button You Must Wander,” where a button is passed secretly around a circle while “It” sits in the center of the circle and must guess who has the button. In addition to games and chants, Cleopatra recommended musical CDs such as Make a Sound and Move Around, Simplified Rhythm Stick Activities, and Songames for Sensory Processing. Using Gertie Balls to bounce, catch, and throw to a rhythm, chant, or song can address visual motor, fine motor, and timing skills.

Dr. Knight-Wilkins was an engaging presenter who demonstrated that music, rhythm and movement offer a unique, evidence-based approach to improving language literacy in children of all ages and abilities.

Take a look at some comments from attendees:

“Enjoyed the ‘occupation’ of children reminder! Could implement activities for a whole group and at individual desks.” – Adriana M,, Occupational Therapist

“Something different but very relevant to school-based practice, especially when many schools now have lost funding for music programs.” – Jennifer C., Occupational Therapist

“Cleo was lovely & entertaining. Very knowledgeable. Different perspective on the regular teaching method.” – Anonymous, Occupational Therapist

“Movement to songs was wonderful – I can see how my students would enjoy it. Reminds me that I want to put music/rhythm in my sessions more often.” – Janet L., Occupational Therapist

Thank you, Cleopatra!

Filomena Connor, MS, OTR/L
April 13, 2019

Assistive Technology in Schools: Enhancing Accessibility and Learning

Assistive Technology, School-Based Practice, , ,
Assistive Technology in Schools presenter Kristi Voelkerding, BS, COTA/L, ATP, ROH

Assistive Technology in Schools was presented by Kristi Voelkerding, BS, COTA/L, ATP, ROH on a brisk February morning at Therapro headquarters with 45 attentive, engaged, interactive, vocal attendees.

Kristi has forged a distinguished career path as an AT specialist who is in demand as a speaker. She has worked for Easter Seals primarily as a consultant mainly in school-based settings since 2000. Her breath of knowledge regarding assistive technology is extensive and current. In a field where technology changes constantly, she is a wonderful resource for therapists, teachers, and families. AOTA conferred upon Kristi a Roster of Honor award in 2007 to recognize her leadership in AOTA and her innovative practices in assistive technology.

Kristi’s seminar spurred audience interaction regarding apps recommended and apps used successfully with various age groups. She discussed using technology as a “bridge” that should be introduced early in school so that students can access learning in ways that are unique to them and their needs. She initiated her talk with discussion about the broad variety of keyboards available that can match a student’s needs. She advocated that the student must find what method of keyboarding is fastest for him/her, be it one finger, one hand, two hands, or even the nose or foot. She suggested creating word lists on the computer to practice learning the geographical area on the keyboard. Kristi cautioned that layering copying (motor task) with thinking about the content of the task (cognitive task) is difficult. She recommended that a speech recognition program be used if the student has difficulty holding the thought while trying to type it. Creating a first draft on the keyboard was recommended rather than writing, and then copying it onto the computer.

Kristi noted that more schools are moving toward using the chromebook because it is more cost effective than an iPad, especially if it’s damaged and needs to be replaced. In addition, work on the chromebook is not lost if the device is damaged. A negative of using the chromebook is that a user cannot be “locked in” to a particular site. User needs must be considered when deciding which device would be best.

Apps are available for all age groups. iTrace is an iPad app for teaching handwriting, spelling, and letter identification. It may be a great place to start with a preschool student. Kristi advocated for using a stylus vs. using a finger for handwriting work, and in this app the student uses a stylus. For students who are moving from high school to college, there is “transition technology” available that promotes the shift from using adult support to depending on technology instead. For older students, she discussed using the Livescribe, a smart pen that facilitates note taking by recording everything you hear, write, and draw. The smartpen records audio and links it to what the student writes. Another note taking app for use with an iPad is Nebo MyScript, which lets you write, draw, quickly edit and structure notes, and convert them into digital text, using a stylus.

Kristi provided a number of resources for PCWindows Programs, Chromebooks/Chrome apps/add-ons/extensions, and Websites/Web-based apps. The resources have grown exponentially in the past few years and continue to swell. We are grateful to Kristi for sharing her expertise and experience navigating this area of practice.

Take a look at some attendees’ positive responses to Kristi’s seminar:

“Kristi was informative & knowledgeable regarding the materials presented. Lots of material I can use on Monday at school.” – Alyson P., Occupational Therapist

“Very informative and interactive. Well presented.” – Jillian N., Occupational Therapist

“Lots of useful info.” – Marisol P., Teacher/Parent

“Very knowledgeable speaker. Very receptive to gearing her talk to audience needs. Lots of info presented.” – Anonymous, Occupational Therapist

“Learned abut some new, exciting, & cutting edge technology.” – Sharon T., Occupational Therapist

Thank you, Kristi!

Filomena Connor, MS, OTR/L
February 23, 2018