Related service provider to students with

disabilities or developmental delays

receiving special education services

All children receiving school based OT

must have a written IFSP, IEP,IIIP or 504

plan

Occupational Therapists (OTR) and

Certified Occupational Therapy

Assistants (COTA’s) who are nationally

registered and state licensed.

COTA’s must be supervised by

Occupational Therapists according to

standards set by the American

Occupational Therapy Association.

Assessments

Direct services or Indirect Services

Teacher or parent consultations

Accommodations

To help children with special needs to

participate in the childhood

occupations of play, self care, and

learning within the environments of

home, school, and community.

Assist parents and other service providers

with developmental milestone training

Visual tracking objects

Transitional movements to include-rolling, side lying, sitting, 4 point, tall kneeling, crawling, pull-stand, cruising along furniture, and walking

Interacting with the environment, learning cause and effect-playing with toys

Finger separation-pointer finger, pincer grasp, tripod grasp, establishing hand dominance

Snipping, cutting on a wide line

Target coloring, staying within 1/4”-1/2” of a line

Assist students and staff to maximize

student performance at school.

Coloring within ¼” of the line or less

Using a tripod grasp with a writing utensil

Tracing, copying, drawing basic shape to complex shapes

Tracing, copying, or writing the numbers 1-31 on a calendar

Tracing, copying, or writing the upper or lower case alphabet

Tracing, copying, or writing their name

Cutting on lines, basic shapes, complex shapes

Copying a sentence to writing a sentence

Using correct letter formation, line placement, spacing, and size when writing a sentence or paragraph.

Step by step drawing

Use Cursive handwriting effectively

Keyboarding spelling, sight words, sentences, or a story

Sensory regulation to be able to attend tasks

Adapting for visual perceptual difficulties

Difficulty holding a pencil or crayon

Struggle with tracing, copying, drawing basic shapes or pictures, writing numbers, letters, and words.

Poor formation, line placement, spacing, or sizing of words or letters

Illegible writing or drawing

Poor coloring or cutting skills

Poor reading or tracking skills

Poor comprehension

Poor body awareness or motor planning

Behaviors due to frustrations

Vision boards

Highlighting specific areas

Paper choice

Pencil or crayon choices

Pencil grips-simple (clothes pin, rock, cotton ball)

Pencil grips-commercial

Lighting

Work space-sitting, standing, ball, tall kneeling, wiggle desk

Sensory accommodations

Decrease stimuli in the classroom or environment

Worksheet adaptations

Assistive Technology-simple to complex

Classroom seating/organization

Reading strips, colored overlays, font size and style

Incorporate reading skills

Motivating

Kids are able to relate to the stories

Thinking outside of the box

Teaching left-right, visual tracking

Learn to start and stop a task

Helps with comprehension

Multisensory

Learn to pay attention to details

Bring books to life

Helps children incorporate learned skills in OT into daily life

Sensory exploration-Tactile

Motor planning

Visual perception skills

Matching shapes

Following directions

Draw a turtle

Copy shape

Build shape

Hide other objects in the sand

Write sentences about turtles

Eye-Hand Coordination

Depth Perception

Bilateral Coordination

Motor planning

Sight words, letters, or number cards can

be hooked using a paper clip

Sequence or make a sentence with

caught words

Remember the order of the caught items

Sequence the letters or numbers in order

Magnetic Fishing Game-ID or match fish

by color or kind

Spatial Awareness

Letter & Number Orientation/Reversals

Use with visual phonics or Lips program

Sings songs to learn the alphabet, letter

sounds, letter size

Follow a specific Rhythm with wood

sticks

Drive cars on the letters (letter roads)

Sequence letters

Matching upper case letters with lower

case letters

Dance to the HWT song about diving

letters

Finger isolation

Bilateral Coordination

Pincer grasp

Wrist rotation

Finger Opposition

Hand separation

Mid-air Writing

Separate insects

Write about where the bee's live

Talk about the honey they make

Make color patterns (black-yellow)

Building a nest, following a pattern

Build Shapes

Prepositional placement

Identify-Small, Medium, Large

Sequencing-Step by step directions

Complete various simple to complex log

designs

Write the lower case letters to match the

upper case letters

Write up a list of materials that birds may

use to make their nests and where the

nests can be located (tall grass, trees,

eves of buildings

Balancing

Counting

Sorting bugs (color, size, brand)

Following directions

Creating patterns

Gross motor balance activities on a

beam

Tripod-pincer

Tong Activities,

Cricket or grass hopper craft activity

Make a snack using pretzel sticks, peanut

butter and different colored raisins

Obstacle course focusing on balance

and hopping.

Balance

Finger isolation

Using go fingers (thumb, pointer, and ring

finger)

Lizard crawl

Make a gate out of logs

Lizard craft

Using play-dough or clay to create a lizard

Write sentences about lizards

Draw a lizard

Spell lizard-sequence the letters of the word

Gross motor: (balance, hopping on one

foot or two feet)

Increase fine motor strength and

coordination skills

Finger isolation skills

Sling shot frog

Bean bag frog game

Throwing at a target

Finger isolation with plastic hop frogs

Hop like a frog-Jump over logs

Visual Scanning & Tracking

Light and dark awareness

Letter Recognition

Roll a dough Flash light search

Sequence Cards

Place yellow beads in play dough on

letters

Leaf cards to throw in the air

Leaf song

Gross Motor

Follow directions

Keep rhythm

Sort

Make leaves and crumple

Matman

Body awareness

Write about what makes a good friend

Making good choices

Rake leaves- Pile-Pick up

Match colors

Sequence

Catching leaves

Visual Tracking

Eye-Hand coordination

Counting

Money, greater & less than, budgeting

Pick apples-pincer

Eye-Hand coordination-Tossing apples

into basket

Weight Objects/Self on a scale-

Write numbers

Obstacle course-Directions, Reading a

Map

Family Fun

Load and pull a scooter-motor planning,

gross motor skill, problem solving

Talk about family responsibilities

What would you do if……….your tired?

Hungry?

Worksheet-following directions

Magnetic sheet-color ID, Pincer grasp,

tweezer activities

Place nuts into a basket,

Bear Walk

Where do animals sleep-caves, trees, etc

Counting fingers

Ten Little Fingers song-HWT

Magnetic sheet with leaves,

Dressing for winter

Lacing mittens

Sequence dressing

Why do you need?.......

Make snowflakes out of coffee filters

Talk about differences

Snow flake matching

What season comes next?

Pete the Cat Books

The Mitten

The Mystery of the Missing Red Mitten

Five Penguins Skating on the Ice

The Sled

www.heidisongs.com

Chicka Chicka Boom Boom

Ten Chirpy Chicks

Brown Bear Brown Bear

Polar Bear Polar Bear

Five Little Penguins

The Winter Rabbit

It’s Pumpkin Time

Mouse’s 1st Halloween

The Big Red Sled

I Know An Old Lady That Swallowed a Fly

Twelve Bugs of Christmas

Old Mac Donald

Mat man (Hats, Shapes, and Community Workers)

S.M.A.R.T –Stimulating maturity through accelerated readiness training

HWT

Imagination Library-United Way of Southwest Minnesota

SWWC service cooperative website-OT brochure

** We would love receiving feedback from you **

tami.hellewell@swsc.org

carrie.kesteloot@swsc.org

Kindergarten

› Drawing, dictating, and writing topic or title

of book

› Respond to questions

› Explore digital tools to produce or publish

writing

› Recall information or experiences

1st Grade

› Write an opinion about a book

› Write a sequence of events

› Add details to questions

› Use digital tools to produce or publish writing

› Follow “How To” books write a sequence of

instructions

› Recall information and support with

gathered information

2nd

› Write opinion pieces with reasons to support

opinion

› Write fact based texts with supporting facts

› Revising or editing texts

› Use of digital tools for writing

› Research projects, scientific observation

3rd

› Opinion pieces with supporting reasons, linking phrases, and a conclusion

› Write explanatory texts about a topic to include illustrations, facts, etc.

› Write narratives to develop real or imagined experiences, descriptive details, and even sequences

› Creative story writing, abstract thinking

› Range of writing over an extended period of time

4th

› Writing opinion pieces with more text,

supports, reasoning, and conclusions

› Extended research papers & creative story

writing

› Planning, revising, and editing

› Use technology to produce writing, interact

and collaborate with others

› Keyboarding