Groove Pencils by Lyra to develop good pencil grasp/grip and writing skills

Groove Pencils by Lyra 

Many children suffer with handwriting. There are multiple reasons explaining why a child unable to write legibly. Some of them physiological such as developmental delays/problems affecting vision, visual-motor, visual-perceptual and fine-motor components involved in handwriting. Also, underdevelopment of hand skills, muscle strength or parents/caregivers inability to address problem at the right period of time (child develops poor habit of holding writing instrument) affecting handwriting greatly. Simple solution to correct grasping skills (not mentioning proper positioning yet) is to use pencil grippers, but they are getting lost quickly along with pencils. Now, some companies, such as Lyra and Ticonderoga, started making pencils with ergonomic shape and natural grip zone, so child's fingers go into right position. Offset slide guards for the thumb, index and middle fingers support an optimal writing hold, even after sharpening. The special groove design makes a proper grip seem logical to a child. The large size of the pencil is perfect for small hands and for shading large areas. For every case we should keep in mind individual abilities, but these pencils with grooves seem to be a smart and simple way of teaching children to hold pencil efficiently and to improve handwriting. See more Groove Pencils

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Wendy Chung: Autism — what we know (and what we don’t know yet)

Wendy Chung is the director of clinical research at the Simons Foundation Autism Research Initiative, which does both basic and applied science to serve people affected by autism spectrum disorders. She's the principal investigator of the foundation's Simons Variation in Individuals Project, which characterizes behavior and brain structure and function in participants with genetic copy number variants such as those at 16p11.2, which are believed to play a role in spectrum disorders. Chung also directs the clinical genetics program at Columbia University. In assessing and treating kids with autism spectrum disorders and intellectual disabilities, she uses advanced genomic diagnostics to explore the genetic basis of neurological conditions. She thinks deeply about the ethical and emotional questions around genetic medicine and genetic testing. (information from site TED.com)

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Post-Professional Doctorate Program Online in Occupational Therapy

Post-professional Programs in OT - Online Doctoral Level Programs -
See more at: Postprofessional OT Doctorate Programs

Arizona

Arizona School of Health Sciences, A.T. Still University of Health Sciences Department of Occupational Therapy
A.T. Still University
5850 E. Still Circle
Mesa, AZ 85206-3618
Phone: (480) 219-6070; Fax: (480) 219-6100
E-Mail: lnishijima@atsu.edu
Web page: www.atsu.edu/ashs/online_programs/index.htm

Contact Person: Linda Nishijima, Program Manager

Degree(s) Offered:  Doctorate in Occupational Therapy (OTD)

Major Area(s) of Study: The role of occupational therapy in prevention and health promotion and wellness; program development and evaluation.

Area(s) of Concentration: The mission of the post-professional program OTD program is to enable occupational therapists in any practice area to develop roles and skills beyond that of the therapist-clinician; to educate them to become practitioner-scholars who can translate knowledge (including cross-disciplinary theories and research) into practice and who are capable of serving as agents of change in new and expanded arenas.

Distance Learning Options: This program is conducted through elearning (online) in its entirety.

Admission Requirements:

• Initial certification as an occupational therapist from the National Board for Certification in Occupational Therapy (NBCOT).
• A master’s degree or higher from a US regionally-accredited college or university.
• Minimum cumulative GPA of 3.00 for all prior undergraduate and graduate level coursework and degrees completed; minimum occupational therapy program GPA of 3.25 (on a 4.00 scale).
• No GRE required.
• An up-to-date resume or curriculum vitae.
• A letter of intent providing a description of why the ATSU-ASHS OTD program was chosen by the applicant and how the program aligns with the applicant’s intended career goals.
• Two letters of reference.
• Interview (conducted via phone or SKYPE, based upon applicant preference) to identify the goodness of fit of the program for the applicant.
• Official sealed transcripts from all institutions attended.
• All students are required to demonstrate proficiency in English.

For further details and for international applicants interested in applying to the OTD program, please visit our website.

Special Features: This online program is entirely web-based allowing students to work at home at their convenience. It is supported by an online/virtual library. Students are admitted to the program once per academic year in the Fall Quarter and participate with a cohort of peers throughout the program.

Developed for the practicing occupational therapist, the program is designed to be completed in two years, including summers, based upon a part-time plan of study. The program requires a minimum of 48 quarter credit hours beyond the Master’s degree and includes the following coursework:

• Occupational Therapy Doctoral Seminars (24 credits required – six four-credit seminar courses: The Role of OT in Health Promotion and Wellness; Program Development and Evaluation I & II; Strategic and Business Planning; Leadership and Advocacy; Writing for Publication)
• Electives (8 credits required – two four-credit elective courses – such as: Disability Studies, Organizational Behavior, Policy Analysis, the Scholarship of Teaching and Learning).
• Doctoral Project (16 credits – eight two -credit doctoral project courses taken in sequence together with one’s cohort of peers throughout the duration of the program)

In addition to coursework, program requirements include completion of a doctoral project and submission of a professional portfolio with artifacts representing the attainment of core competencies.

Financial Aid: Financial support, including private and federal loans, is available for students accepted into the Doctorate in Occupational Therapy (OTD) Program at the Arizona School of Health Sciences through the Student Financial Assistance Office. This office assists students in developing a comprehensive financial assistance package based on individual needs. 800.626.5266, ext. 2529; http://www.atsu.edu/ashs/programs/occupational_therapy/financial_assistance.htm.

Institutional Accreditor: The Higher Learning Commission of the North Central Association; http://www.ncahigherlearningcommission.org/ - See more at: http://www.aota.org/Education-Careers/Find-School/Postprofessional/PostprofessionalOT-D.aspx#sthash.UEjJeu4k.dpuf

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People with ADHD and ADD are just different, but not defective

Actress Wendy Davis believes people can thrive and be successful while living with ADHD or ADD - like herself. She provides her life story and story of her child. Wendy is sharing information about association called CHADD - Children and Adults with Attention-Deficit/Hyperactivity Disorder


video provided by cnn.com

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The Latkovski sisters on the 2013 WHAS Crusade for Children

It's absolutely amazing and very touchy performance by the Latkovsky sisters on the 2013 WHAS Crusade for Children. Please, watch this dance performance. I cannot find words to describe my feelings.

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Sensory Processing Disorder (SPD)

Before reading about SPD, please watch this video with child's point of view on sensory processing. Child is diagnosed with ASD (autism spectrum disorder)
Video: Sensory Processing Disorder by child's view on the problem

Sensory processing is the process of organizing sensations from environment and from body to develop and produce adaptive responses and to function efficiently.
Sensory integration is just a frame of references used by therapists to treat sensory processing dysfunction/disorder (SPD).

What senses/sensory systems are involved: vision, auditory, taste, smell, touch, vestibular (movement and had position), proprioceptive (sense of muscles and joints, tells about body, controls amount of force muscles should generate to protein task - you may see it when child had difficulties grading strength of pencil grip and pressure on pencil).

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Pattern Blocks and Boards by Melissa and Doug

Pattern Blocks and Boards by Melissa and Doug


About this toy/activity: Features 10 simply-designed, colorful patterns, and over 100 pattern blocks in 6 different shapes and colors to replicate the pattern shown. Contents store neatly in a durable wooden case. 

Develops: shape recognition and spatial relations, visual memory, visual-perceptual skills, matching skills and fine-motor skills, attention on task, focusing and problem solving skills.

Ages: 4+

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