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Research Article  |   March 2009
Integrating Occupational Therapy Services in a Kindergarten Curriculum: A Look at the Outcomes
Author Affiliations
  • Susan Bazyk, PhD, OTR/L, FAOTA, is Associate Professor, Occupational Therapy Program, Cleveland State University, Occupational Therapy Program, HS 120, Cleveland State University, 2121 Euclid Avenue, Cleveland, OH 44115-2214; s.bazyk@csuohio.edu
  • Paula Michaud, MEd, OTR/L, is Occupational Therapist, Cuyahoga County Board of Mental Retardation and Developmental Disabilities, Cleveland, OH
  • Glenn Goodman, PhD, OTR/L, is Associate Professor and Director, Occupational Therapy Program, Cleveland State University, Cleveland, OH
  • Paula Papp, MAEd, at the time of the study was Early Childhood Special Educator, Cuyahoga County Board of Mental Retardation and Developmental Disabilities, Cleveland, OH
  • Edwina Hawkins, MA, at the time of the study was Early Childhood Special Educator, Cuyahoga County Board of Mental Retardation and Developmental Disabilities, Cleveland, OH
  • Margery A. Welch, EdD, at the time of the study was Principal, William Patrick Day Early Childhood Center, Cuyahoga County Board of Mental Retardation and Developmental Disabilities, Cleveland, OH
Article Information
Education of OTs and OTAs / Rehabilitation, Participation, and Disability / School-Based Practice / Children and Youth
Research Article   |   March 2009
Integrating Occupational Therapy Services in a Kindergarten Curriculum: A Look at the Outcomes
American Journal of Occupational Therapy, March/April 2009, Vol. 63, 160-171. doi:10.5014/ajot.63.2.160
American Journal of Occupational Therapy, March/April 2009, Vol. 63, 160-171. doi:10.5014/ajot.63.2.160
Abstract

PURPOSE. We measured fine motor and emergent literacy outcomes in kindergarteners enrolled in two integrated kindergarten classrooms. The students received fully integrated occupational therapy services. Most occupational therapy services focused on planning and teacher consultation versus direct intervention.

METHOD. A one-group pretest–posttest descriptive design was used to measure occupational therapy and emergent literacy outcomes in a convenience sample of 37 kindergarten-age children with and without disabilities. Four fine motor and two emergent literacy assessments were administered at the beginning and end of the school year. Data on the amount and type of occupational therapy services were documented over 7.months.

RESULTS. Children without disabilities made statistically significant changes in all areas. Children with disabilities made significant changes in two of the fine motor and three of the emergent literacy assessments.

CONCLUSION. Findings demonstrated that for this sample of children, significant improvements in fine motor and emergent literacy function were made.