Integrating Occupational Therapy-Based Interventions into a Kindergarten Curriculum: Improving Foundational Skills for At-Risk Students

Mull, Laura Katherine

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Integrating Occupational Therapy-Based Interventions into a Kindergarten Curriculum: Improving Foundational Skills for At-Risk Students

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MLA citation style (9th ed.)

Mull, Laura Katherine. Integrating Occupational Therapy-based Interventions Into a Kindergarten Curriculum: Improving Foundational Skills for At-risk Students. Nichols, Alison.University of Indianapolis. 2019. uindy.hykucommons.org/concern/generic_works/0ec7a231-d33c-4dae-b0fd-b1088d09785d.

APA citation style (7th ed.)

M. L. Katherine. (2019). Integrating Occupational Therapy-Based Interventions into a Kindergarten Curriculum: Improving Foundational Skills for At-Risk Students. https://uindy.hykucommons.org/concern/generic_works/0ec7a231-d33c-4dae-b0fd-b1088d09785d

Chicago citation style (CMOS 17, author-date)

Mull, Laura Katherine. Integrating Occupational Therapy-Based Interventions Into a Kindergarten Curriculum: Improving Foundational Skills for At-Risk Students. University of Indianapolis. 2019. https://uindy.hykucommons.org/concern/generic_works/0ec7a231-d33c-4dae-b0fd-b1088d09785d.

Note: These citations are programmatically generated and may be incomplete.

Background: State standards have shifted the focus of kindergarten curricula, increasing the amount of testing completed in schools, directly impacting the amount of time students spend in hands-on and exploratory play. With fewer opportunities to improve foundational skills required for handwriting and other school-based occupations, children who require more practice with these skills are falling behind peers. Purpose: The purpose was to integrate occupational therapy (OT)-based activities into a kindergarten curriculum to provide OT-based services to at-risk children for improved occupational performance and participation in the classroom. Design: Two kindergarten classrooms completed the Beery VMI pre- and post-program to track progress following the 7-week OT-based program. OT-based activities were implemented during reading block centers. Activities were chosen based on performance skills and client factors essential for successful handwriting and completion of daily activities within the classroom.
Findings: Average raw and standard scores from the Beery VMI showed an overall increase in performance skills. Average raw scores in classroom A increased from 12.10 to 13.55 following the program, while average raw scores in classroom B increased from 11.20 to 13.43. Average standard scores in classroom A increased from 76 to 82 following the program, while average standard scores in classroom B increased from 72.67 to 82.48.
Conclusion: Integrating OT-based activities into a kindergarten curriculum positively impacted students' functional performance skills. Visual-motor and visual-perceptual skills significantly increased with daily exposure to activities that incorporated OT principles. Students demonstrated less difficulty crossing midline and showed an increase in bilateral coordination.

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