Integrating occupational therapy services in a kindergarten curriculum: a look at the outcomes.
OBJECTIVE
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.


METHODS
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.


CONCLUSIONS
Findings demonstrated that for this sample of children, significant improvements in fine motor and emergent literacy function were made.
Occupational Therapy Program, Cleveland State University, Cleveland, OH 44115-2214, USA. s.bazyk@csuohio.edu
Susan
S
Bazyk
Paula
P
Michaud
Glenn
G
Goodman
Paula
P
Papp
Edwina
E
Hawkins
Margery A
MA
Welch
D002648:Child; D002675:Child, Preschool; D015331:Cohort Studies; D003479:Curriculum; D019988:Children with Disabilities / Q000534:rehabilitation*; D004410:Dyslexia / Q000534:rehabilitation*; D006801:Humans; D019957:Motor Skills Disorders / Q000534:rehabilitation*; D009788:Occupational Therapy; D017063:Outcome Assessment, Health Care; D010865:Pilot Projects; D013334:Students; D014956:Writing