•American Occupational Therapy Association



•American Occupational Therapy Association. (2004).Occupational therapy services in early intervention and school-based programs. American Journal of Occupational Therapy, 58, 681-685.

 

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•Alston, J. & Taylor, J. (1987). Handwriting: Theory, research, and practice.

London: Croom Helm.

•Benbow,M., Hanft,B. & Marsh,D. (1992). Handwriting in the classroom: Improving written communication, in C.B. Royeen (Ed.) American Occupational Therapy Association self-study series: Classroom application for school-based practice (pp1-60). Rockville MD: American Occupational Therapy Association

•Berry, K.E. (1992). The developmental test of visual-motor integration (4th ed.)

Austin TX: Pro-Ed.

•Bernger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and ni Writing: An Interdisciplinary Journal, 4, 257-280.

•Case-Smith, J. et al. (2005). Occupational Therapy for Children (5th ed.) St. Louis: Mosby.

•Case-Smith,J., Bigsby,R. & Clutter,J. (1998). Perceptual-motor coupling in the development of grasp. American Journal of Occupational Therapy. 52, 102- 110.

•Feder, K.P., & Majnemer, A. (2007). Handwriting development, competency and intervention. Developmental Medicine & Child Neurology, 49, pp. 312-317.

•KeGangi, G.A., Wietlishbach, S., Goodin, M., & Scheiner, N. (1993). A comparison of structured sensorimotor therapy and child-centered activity in the treatment of preschool children with sensorimotor problems. American Journal of Occupational Therapy, 47(9), pp. 777-786.

Kephart, Newell. The Slow Learner in the Classroom. Columbus. Charles E. Merrill Publishing Co., 1960. p. 63.

•Kramer & Hinjosa.(1993). Frames of reference for pediatric occupational therapy. Baltimore: Williams & Wilkins.

 

•Lane, Kenneth (2005). Developing Ocular Motor and Visual Perceptual Skills. Slack Incorporated: Thorofare, New Jersey.

 

•Marr, D, Cermak, S, Cohn, E. & Henderson, A. (2003). Fine Motor Activities in Head Start and Kindergarten Classrooms. American Journal of Occupational Therapy, 57 (5), pp.550-557.

•McDougall, J., King, G.A., Malloy-Miller, T., Gritzan, J., Tucker, M.A., & Evans, J. (1999). A checklist to determine the methods of intervention used in school based therapy: Development and pilot testing. Physical and Occupational Therapy in Pediatrics, 19(2), pp. 53-77.

 

•Pape, L. & Ryba, K. (2004). Practical Considerations for School-Based Occupational Therapists. Bethesda: AOTA Press.

 

•Rosenblum, S., Parush, S., Epstein, L, & Weiss, P. (n.d) Process Versus Product Evaluation of Poor Handwriting among Children with Developmental Dysgraphia and ADHD in H.L.Teulings & A.W.A Van Gemmart. Proceedings of the 11th Conference of the International Graphonomics Society. United States of America; Scottsdale, Arizona. Pp. 169-173.

 

•Scheiman, Mitchell (1997). Understanding and Managing Vision Deficits. Slack

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•Schneck, C. M. (1998). Intervention for visual perceptual problems. In J. Case-Smith (Ed), Occupational Therapy for Children, 5th Edition. St. Louis, Mo.: Elsevier Mosby.

 

 

•Tseng, M & Cermak, S. (1993). The Influence of Ergonomic Factors and Perceptual-Motor Abilities on Handwriting Performance. American Journal of Occupational Therapy, 47 (10), pp.919-926.

 

•Volman, M., van Schendel, B. & Jongmans, M. (2006). Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms. American Journal of Occupational Therapy, 60, (4), pp.451-460.

• Reference for Mudworks© book



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