Ot.eku.edu



References

American Occupational Therapy Association (2011). AOTA’s evidence-based practice resources: Using evidence to inform occupational therapy practice. Retrieved from Educate/Research/CY.aspx

Arbesman, M., Scheer, J., & Lieberman, D. (March, 2008). Using AOTA's critically appraised topic (CAT) and critically appraised paper series. OT Practice, 13, 18-22.

Asher, A. V. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60(4), 461-471.

Barnes, K. J., & Turner, K. D. (2001). Team collaborative practices between teachers and occupational therapists. American Journal of Occupational Therapy, 55, 83-89.

Bayona, C. L., McDougall, J. M., Tucker, M. A., Nichols, M., & Mandich, A. (2006). School based occupational therapy for children with fine motor difficulties: Evaluating functional outcomes and fidelity of services. Physical and Occupational Therapy in Pediatrics, 26(3), 89-110.

Bazyk, S., Michaud, P., Goodman, G., Papp, P., Hawkins, E., & Welch, M. A. (2009). Integrating occupational therapy services in a kindergarten curriculum: A look at the outcomes. American Journal of Occupational Therapy, 63, 160–171.

Benson, J. D., Salls, J., & Perry, C. (2010). A pilot study of teachers’ perceptions of two handwriting curricula: Handwriting without tears and the Peterson directed handwriting method. Journal of Occupational Therapy, Schools, & Early Intervention, 3(4), 319-330.

Berninger, V., Mizokawa, D., & Bragg, R. (1991). Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29, 57-97.

Cahill, S., Holt, C., & Cassidy, M. (2008). Collaborating with teachers to support student achievement through early intervening services. Journal of Occupational Therapy, Schools, & Early Intervention, 1, 263-270.

Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting.  American Journal of Occupational Therapy, 56(1), 17-25.

Case-Smith, J., & Cable, J. (1996). Perceptions of occupational therapists regarding service delivery models in school-based practice. Occupational Therapy Journal of Research, 16, 23-44.

Case-Smith, J., Holland, T., & Bishop, B. (2011). Effectiveness of an integrated handwriting program for first-grade students: A pilot study. American Journal of Occupational Therapy, 65, 670–678.

Casillas, D. (2010). Teachers’ perceptions of school-based occupational therapy consultation: Part II. Early Intervention & School Special Interest Section Quarterly, 17(2), 1-4.

Collins, A. (2006). Using evidence to guide decision making in the educational setting. Early Intervention & School Special Interest Section Quarterly, 13(3), 1-4.

Cooley, C. (November, 2004). Is the dynamic tripod the most functional grip for handwriting? UPS Evidence-Based Practice Symposium. Retrieved from ups.edu/~ot.

Cooley, C. (November, 2005). What are the current supports and/or barriers that impact effective evidence based practice methods (EBP) among occupational therapy practitioners? UPS Evidence-Based Practice Symposium. Retrieved from ups.edu/~ot.

Cornhill, H., & Case-Smith, J. (1996). Factors that relate to good and poor handwriting. American Journal of Occupational Therapy, 50(9), 732-739.

Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal of Occupational Therapy, 57, 459-462.

Davies, P. L., & Gavin, W. J. (1994). Comparison of individual and group/consultation treatment methods for preschool children with developmental delays. American Journal of Occupational Therapy, 48(2), 155-161.

Dennis, J. L., & Swinth, Y. (2001). Pencil grasp and children’s handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55, 178-183.

Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children. American Journal of Occupational Therapy, 60, 16-27.

Dreiling, D. S., & Bundy, A. C. (2003). Brief report: A comparison of consultative model and direct –indirect intervention with preschoolers. American Journal of Occupational Therapy, 57, 566-569.

Dunn, W. (1990). A comparison of service provision models in school-based occupational therapy services: A pilot study. Occupational Therapy Journal of Research, 10, 300-320.

Dysart, & Tomlin. (2002). Factors related to evidence-based practice among U.S. Occupational Therapy clinicians. American Journal of Occupational Therapy, 56(3), 275-284.

Erhardt, R. P., & Meade, V. (2005). Improving handwriting without teaching handwriting: The consultative clinical reasoning process. Australian Occupational Therapy Journal, 52, 199-210.

Graham, S. (1992). Issues in handwriting instruction. Focus on Exceptional Children, 25, 1-14.

Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting casually related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92(4), 620-633.

Graham, S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2008). How do

primary grade teachers teach handwriting? A national survey. Reading and Writing, 21, 49–69.

Haung, Y., Peyton, C., Hoffman, M., & Pascua, M. (2011). Teacher perceptions on collaboration with Occupational Therapists in inclusive classrooms: A pilot study. Journal of Occupational Therapy, School,s & Early Intervention, 4(71), 71-89.

Holm, M. (2000). Our mandate for the new millinneum: Evidence-based practice. American Journal of Occupational Therapy, 54, 575-585.

Judkins, J., Dague, H., & Cope, S. (March, 2009). Handwriting in the schools: Challenges and solutions. Early Intervention & School Special Interest Section Quarterly, 16, 1-4.

Kellegrew, D. (2005). The evolution of evidence-based practice: Strategies and resources for busy practitioners. OT Practice, 7(2), 11-15.

Kemmis, B. L., & Dunn, W. (1996). Collaborative consultation: The efficacy of remedial and compensatory interventions in school contexts. American Journal of Occupational Therapy, 50, 709-717.

Lust, C. A., & Donica, D. K. (2011). Effectiveness of a handwriting readiness program in Head Start: A two-group controlled trial. American Journal of Occupational Therapy, 65, 560-568.

Marr, D., & Dimeo, S. B. (2006). Outcomes associated with a summer handwriting course for elementary students. American Journal of Occupational Therapy, 60(1), 10-15.

Muhlenhaupt, M. (2008). Evidence: Thinking about choices. Journal of Occupational Therapy, Schools, & Early Intervention, 1(1), 12-16.

Owens, L. L. (2004). The effects of the Handwriting Without Tears program on the handwriting of students in inclusion classrooms. (Master’s thesis). Virginia Commonwealth University, Richmond, Virginia.

Palisano, R. J. (1989). Comparison of two methods of service delivery for students with learning disabilities. Physical & Occupational Therapy In Pediatrics, 9(3),79-100.

Peterson, C. Q., & Nelson, D. (2003). Effect of an occupational intervention on printing in children with economic disadvantages. American Journal of Occupational Therapy, 57, 152–160.

Polichino, J., & Scheer, J. (August, 2006) Using AOTA EBP Resources to Enter Pediatric Practice in the Context of Public Schools. OT Practice Online.

Pontello, K. M. (1999). The effectiveness of a structure handwriting program. (Unpublished Master’s thesis). Lakehead University, Ontario, Canada.

Reid, D., Chiu, T., Sinclair, G., Wehrmann, S., & Naseer, Z. (2006). Outcomes of an occupational therapy school-based consultative service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73, 215-224.

Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. H. (Eds.). (2000). Evidence-based medicine: How to practice and reach EBM. New York, NY: Churchill Livingstone.

Sayers, B. R. (2008). Collaboration in school settings: A critical appraisal of the topic. Journal of Occupational Therapy, Schools, & Early Intervention, 1, 170-179.

Schneck, C., & Amundson, S. (2010). Prewriting and handwriting skills. In J. Case-Smith & O’Brien. Occupational Therapy for Children (6th ed.). Maryland Heights, MS: Mosby.

Schneck, C. M., & Brandenburger-Shasby, S. (2011). Commentary on collaboration in school-based practice: Positives and pitfalls. Journal of Occupational Therapy, Schools, & Early Intervention: Innovations in Practice, Theory, & Research.

Scheck, C. M., & Brandenburger-Shasby, S. (in review). Implementing the Handwriting Without Tears Program in the preschool setting. Journal of Occupational Therapy, Schools, & Early Intervention.

Schneck, C. M., Brandenburger-Shasby, S., Myers, C. T., & Smith, M. A. (in review) The effectiveness of the Handwriting Without Tears program in a first grade classroom. Journal of Occupational Therapy, Schools, & Early Intervention.

Schneck, C. M., & Henderson, A. (1990). Descriptive analysis of the developmental progression of grip position for pencil and crayon control in nondysfunctional children. AmericanJournal of Occupational Therapy, 44, 893-900.

Schneck, C., Shasby, S., Myers, C., & Smith, M. (in review). The Effectiveness of the Handwriting Without Tears program in a First Grade Classroom.

Schoenfeld, H., Coppola, C., Kertis, N., & Barnes, K., (2009). A pilot study: Impacting first grade written literacy through teacher education. Journal of Occupational Therapy, Schools, & Early Intervention, 2, 6-19.

Shasby, S., & Schneck, C. (2011).Commentary on collaboration in school-based practice: Positives and pitfalls. Journal of Occupational Therapy, Schools, & Early Intervention, 4(1), 22-33.

Spencer, J., Emery, L, & Schneck, C. (2003). Occupational therapy in transitioning adolescents to post-secondary activities. American Journal of Occupational Therapy, 57, 435-441.

Spencer, K. C., Turkett, A.,Vaughan, R., & Koenig, S. (2006). School-based practice patterns: A survey of occupational therapists in Colorado. American Journal of Occupational Therapy, 60, 81-91.

Ste-Marie, D. M., Clark, S. E., Findlay, L. C., & Latimer, A. E. (2004). High levels of contextual interference enhance handwriting skill acquisition. Journal of Motor Behavior, 36(1), 115-126.

Sudsawad, P., Trombly, C., Henderson, A., & Tickle-Degen, L. (2002). Testing the effect of kinesthetic training on handwriting performance in first-grade students. American Journal of Occupational Therapy, 56, 26-33.

Swinth, Y., Spencer, K. C., & Jackson, L. (November, 2007). Occupational therapy: Effective school-based practices within a policy context. Context on Personal Studies in Special Education, (COPSSE Document No. OP-3). Retrieved from

Villeneuvue, M. (2009). A critical examination of school-based occupational therapy collaborative consultation. Canadian Journal of Occupational Therapy, 76, 206-218.

Volman, M. J. M., van Schendell, B. M., & Jongmans, M. J. (2006). Handwriting difficulties in primary school children: A search for underlying mechanisms. American Journal of Occupational Therapy, 60, 451-460.

Wade, R. (2002). The effects of the HWT writing program on writing performance in Kindergarten. (Master’s thesis).

Weintraub, N., Yinon, M., Hirsch, I., & Parush, S. (2009). Effectiveness of sensorimotor and task-oriented handwriting intervention in elementary school-aged students with handwriting difficulties. OTJR: Occupation, Participation, and Health, 29(3), 125-134.

Whalen, S. (October, 2003). Effectiveness of occupational therapy in the school environment. Retrieved from

Woodward, S., & Swinth, Y. (2002). Multisensory approach to handwriting remediation: Perceptions of school-based occupational therapists. American Journal of Occupational Therapy, 56, 305-312.

Yakimishyn, J. E., & Magill-Evans, J. (2002). Comparisons among tools, surface orientation, and pencil grasp for children 23 months of age. American Journal of Occupational Therapy, 56, 564-572.

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. OTJR: Occupation, Participation, & Health, 29(1), 40-48.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download