AOTA

Authors:

Charlotte E. Exner, PhD, OT/L, FAOTA

Amanda C. Jozkowski, PhD, OTR/L

Earn: .1 AOTA CEU (1.25 NBCOT PDU; 1 contact hour)

Overview:

This chapter discusses the role of occupational therapy practitioners  in providing interventions for students who present with fine motor performance challenges that affect their participation in school. A group approach can be favorable for young students to build their fine motor skills through play and functional activities. Currently, research on fine motor interventions is limited; therefore, occupational therapists need to use their professional judgment and best available evidence to design intervention plans and monitor student progress. As data are collected, interventions can be adjusted to optimize student performance. School occupational therapy practitioners are encouraged to contribute to scholarly works and share interventions that produce meaningful outcomes for students.

Learning Objectives:

1.      Understand how fine-motor skills influence performance of typical school activities and routines.

2.      Describe cognitive and motor areas that relate to fine-motor ability.

3.      Discuss best practices in occupational therapy for evaluating fine motor performance in students.

4.      Discuss occupational therapy strategies and interventions to enhance fine motor performance and support participation in school.

 Key Terms and Concepts:

·         Asymmetrical bilateral activities

·         Constraint-induced movement therapy

·         Hand–arm bimanual intensive therapy

·         In-hand manipulation

·         Manual ability

·         Simultaneous manipulation

·         Strengths-based approach

·         Symmetrical bilateral activities