Area(s) of Focus:
Program and Policy Development, Clinical Practice
Area of Practice:
School Setting, Pediatrics
PRIMARY PROJECT SITE
Located at Greensburg Elementary School in Greensburg, IN. This experiential program development project will identify a need and establish supportive resources for teachers to utilize with students to enhance academic performance and reduce burnout among teaching staff.
MISSION:
To promote academic success among students and reduce burnout among teaching staff.
VISION:
Academic success for students and invigorate educators.
PRIMARY OBJECTIVES:
- Outcome Measure #1: Present a comprehensive needs assessment for a school system.
- Learning Objective #1: Enhance knowledge in project areas by completing at least 1 continuing education course.
- Learning Objective #2: Develop an evidence-based practice annotated bibliography summaries document for teachers to reference.
- Learning Objective #3: Determine areas of need/concern as evidenced by the development of infographics from survey results.
- Outcome Measure #2: Develop a school practice setting resource website with evidence-based tools.
- Learning Objective #4: Identify self-regulation materials for teachers to utilize to enhance student's performance and education.
- Learning Objective #5: Design and develop sensory regulating kits for classrooms.
- Learning Objective #6: Develop at-home activity guides to support handwriting skills.
SUPPORT/RESOURCES
- Biweekly faculty and expert mentor meetings
- Research Databases
- Survey Development and Collection
- Community Networking
- Teachers Pay Teachers
- Summit Professional Education
- Networking with School Staff (i.e., principal and IT)
Abstract
According to Indiana Department of Education (2023) Kindergarten-aged children should be able to follow two or three-step oral directions, model socially acceptable behaviors, express needs, wants, and feelings in a healthy way, write most uppercase/lowercase alphabet, write whole numbers 0-20, and demonstrate accurate writing formation with left to right and top to bottom. As socioeconomic standards rise, the demands that teachers face with academic standards and meeting the needs of their students also increases. Research has shown that children who are not socially-behaviorally ready for kindergarten are “significantly more likely to be retained in grade, receive services and supports through and IEP or 504 plan” (Bettencourt et al., 2017, p. 43). Also, there are personal factors impacting a child’s ability to have adequate school readiness skills. Looking at childhood experiences, research has shown, that children with 2 or more adverse childhood experiences are 2.67 times more likely to repeat a grade in school (Williams & Lerner, 2019). Furthermore, children who live in households with low socioeconomic status are more likely to perform poorly on executive functioning tasks (Micalizzi et. al., 2019). Lastly, these contributing factors also carry over to handwriting performance in the classroom, with 5-25% of the school population demonstrating poor writing skills (Taverna et. al., 2020). The purpose of this doctoral capstone experience is to investigate areas of need within a school system relating to self-regulation, sensory regulation, and fine motor strengthening and design academic protocols/resources that promote academic success and reduce staff burnout.
Literature Review Excerpts
Readiness skills is an ambiguous term applied to children entering kindergarten. Readiness is dependent upon the demands and standards of school requirements, the level of support a child has, and the level at which a child demonstrated academic knowledge and skills (Ackerman & Barnett, 2005). In the United States, 4 in 10 children ages 3-5 years old are considered “Healthy and Ready to Learn” leaving a wide gap for children lacking skills for school readiness (Ghandour et. al., 2021).
Burnout can be described as a mental health syndrome resulting in mental exhaustion when faced with “chronic workplace stress” according to the World Health Organization. (Ishibashi et. al., 2022, p. 1). Furthermore, burnout is characterized by feelings of negativism towards one’s job, mental distance from one’s job, decreased energy, physical and mental exhaustion, and decreased professional efficacy (Ishibashi et. al., 2022, p. 1). Teachers experiencing burnout have a decreased tolerance for classroom disruption, are less sympathetic towards students, show commitment problems with work, may have increased health problems, and difficulty managing personal well-being (Stasio et. al., 2017).
Sensory regulation or sensory processing can be described as the ability of the body's nervous system to interpret and manage the input of environmental stimuli, manage physiological states, and maintain a just right arousal level (Mouton-Odum & Goldfinger Golomb, 2021). Research has found that 6.2% of pre-kindergarten programs, nearly 2 to 3 children entering a kindergarten classroom demonstrate sensory regulating difficulties (Boyd & Sobieraj, 2013).
Self-regulation is defined as the ability to control your own attention, emotions, and behaviors in a way that best fits progressing goals, context, and the given environment (Howard et. al., 2021). Children who show potential to cognitively self-regulate, manage behaviors, sustain attention despite distractions, focus on learning activities, and persist with challenging tasks are more likely to maximize learning opportunities (Howard et. al., 2021).
Handwriting performance is one of the primary skills required of students to participate in academics. Handwriting skills require not just fine motor coordination, but also proficient visual motor integration; which includes the ability to utilize visual perceptual abilities to coordinate fine motor movements. Furthermore, adequate visual acuity, upper body coordination, and the integration of primitive reflexes (Memisevic & Djordjevic, 2018; Vries et. al., 2015). When considering overall handwriting performance in the classroom 5-25% of the school population demonstrates poor writing skills (Taverna et. al., 2020). With the demands of handwriting skills in the classroom it is important for children who may be struggling with these skills to receive adequate resources and attention to prevent further delays.
CEU Courses
Meeting Learning Objective #1
Additional CEU Courses taken:
- Summit Professional Education: Utilizing Sensory Integration Strategies
- Summit Professional Education: Supporting Self-regulation Development in Young Children
- Summit Professional Education: Early Detection and Intervention to Optimize Clinical Outcomes
- Summit Professional Education: Solving the Handwriting Puzzle
Annotated Bibliography Summaries
Meeting Learning Objective #2
Research document outlining various research article summaries relevant to kindergarten and first-grade academics. Document uploaded onto resource website.
Topics include:
Readiness to learn, Teaching performance and its impact on academics, Self-regulation, Sensory regulation, Handwriting performance, and Physiological impact on academics
Needs Assessment Survey
16-questionnaire survey addressing demographics, classroom structure, determination of experiences with burnout, determination of prevalence with problem areas, and areas of support.
Needs Assessment Survey Results
Needs assessment document outlining the need for project scope. Survey collection revealed the need to address sensory regulation, self-regulation, and handwriting performance through supportive resource development.
Infographics developed and contained within needs assessment document meet the deliverable for Learning Objective #3.
Meeting Outcome Measure #1
Needs assessment presentation presented to Greensburg Elementary School Kindergarten and First-grade teachers.
Meeting Outcome Measure #2
Website link that will bring you to complete resource website meeting outcome measure #2 for website design and learning objectives #4 and #6 for identification of supportive self-regulation materials and development of at-home guides to increase handwriting performance.
Identified Self-Regulation Supportive Resources
Meeting learning Objective #4
These materials are linked and uploaded onto the resources website under the self-regulatory module. These materials were identified as supportive educational factors that were missing from teachers' curriculum for emotional intelligence. These supports will help bridge a gap in emotional and self-regulation for students.
References from website section:
2. Miss Dee's Homeroom. (n.d.) Size of the problem behavior task cards and worksheets social skills SEL. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Size-of-the-problem-behavior-task-cards-and-worksheets-social-skills-SEL-3101366
3. Counselor Keri. (2019). Big deal little deal activity counseling lesson: How big is the problem? Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Big-Deal-Little-Deal-Activity-Counseling-Lesson-How-Big-is-the-Problem-4670225?st=4204c806bb1cf8ec6dd9cfa964bfb7c5
4. Function Focused. (2020). Social story for self-regulation. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Social-Story-for-Self-Regulation-6172015
5. Noll, M. Anxiety/stress. (n.d.). Micheal Noll Counseling. https://michaelnollcounseling.com/services/anxietystress/
6. Morgan, A. (2023). Downloadables. Zensational Kids. https://zensationalkids.com/downloadables/
HANDWRITING SUPPORT
Meeting Learning Objective #6
Link to document with video links and attached documents for written version of at-home guides.
Exceeding learning objective #6 by delivering 3 different at-home guides specific to school needs, including warm-up to writing, hand strengthening exercises, and hand massage to support handwriting.
Additional Opportunities Throughout the Project
Self-Regulation Module
Along with the primary self-regulation supportive materials, there are 17 additional documents uploaded into the module section that provide support for self-regulation for teachers to utilize with students. The primary sections of these materials include emotional resources and worksheets, calm down and breathing, zones of regulation support, positive talk, and coping strategies worksheets.
Design of a Sensory Walk Throughout the School
Locations:
A mini Sensory walk was placed outside Kindergarten and First-Grade classroom doors. A stationary sensory walk was placed in the hallways across from the kindergarten and first-grade bathrooms.
Purpose:
These sensory walks provide an opportunity outside the classroom for kids to explore motor movements along with peer interactions. Furthermore, completion of the walk carries over benefits for students in the classroom such as enhanced motor coordination, increased academic engagement, improved attention, and increased self-regulation skills in the classroom.
Additional Mobile Sensory Walk for OT Usage
Sensory walk was transferred onto foam mats for easy access for school-based OT to utilize when traveling between site locations.
Adaptive Classroom Seating Presentation
Additionally linked on the resource website
Outlining various seating options for teachers to make, purchase, or barrow from OT.
Sensory Regulation Module
Along with the sensory kits, there are 7 additional documents uploaded into the module section that provide support for sensory regulation for teachers to utilize with students. The primary sections of these materials include motor movement regulation (heavy work) and visual motor coordination.
A Special Thank you to Supportive Companies
Service Pipe and Supply Inc.
Bike Shops
- Matthews Bicycles (Lawrence, IN)
- The Bike Line (Indianapolis, IN)
- Bicycle Garage Indy (Greenwood, IN)
- Clermont Cyclery (Indianapolis, IN)
- Bikesmiths (Bloomington, IN)
- Pengin Cycle Werks (Gosport, IN)
These companies contributed to the making of the adaptive foot kickers by donating bike inner tubes.
Handwriting Module
Along with the primary at-home guides to support handwriting materials, there are 7 additional documents uploaded into the module section that provide support for handwriting for teachers to utilize with students. The primary sections of these materials include cutting, gluing, and drawing within the line and handwriting resources. These documents are uploaded onto the resources website.
A Special thanks to my Mentors
Expert Mentor: Martha Montgomery, OTR/L
Faculty Mentor: Dr. Andrew Rivera, OTD, OTR/L
References
Ackerman, D. & Barnett, W. S. (2005). Prepared for kindergarten: What does “readiness” mean? National Institute for Early Education Research. https://www.researchgate.net/profile/Debra-Ackerman/publication/255617499_Prepared_for_Kindergarten_What_Does_Readiness_Mean/links/0f31753b2d9f34f6f5000000/Prepared-for-Kindergarten-What-Does-Readiness-Mean.pdf
Bettencourt, A., Gross, D., Ho, G., & Perrin, N. (2017). The costly consequences of not being socially and behaviorally ready to learn by kindergarten in Baltimore City. Journal of Urban Health. 95 (2018). https://doi.org/10.1007/s11524-017-0214-6
Boyd, L. & Sobieraj, S. (2013). Kindergarten readiness: The impact of sensory integration on preschool children’s readiness for the transition to kindergarten. Dominican University of California. https://doi.org/10.33015/dominican.edu/2013.OT.05
Ghandour, R., Hirai, A., Moore, K., Robinson, L., Kaminski, J., Murphy, K., Lu, M., & Kogan, M. (2021). Healthy and ready to learn: Prevalence and correlates of school readiness among United State preschoolers. Academic Pediatrics. 21 (5). https://doi.org/10.1016/j.acap.2021.02.019
Howard, S., Vasseleu, E., Neilsen-Hewett, C., Rosnay, M., & Williams, K. (2021). Predicting academic school readiness and risk status from different assessment approaches and constructs of early self-regulation. Child & Youth Care Forum. 51 (2022). https://doi.org/10.1007/s10566-021-09636-y
Indiana Department of Education [IDOE]. (2023). Indiana early learning standards. https://media.doe.in.gov/news/2023-early-learning-standards-final-5-25-23.pdf
Ishibashi, S., Tokunaga, A., Shirabe, S., Yoshida, Y., Imamura, A., Takahashi, K., Kawano, K., Iwanaga, R., & Tanaka, G. (2022). Burnout among kindergarten teachers and associated factors. Medicine. 101 (38). https://doi.org/10.1097/MD.0000000000030786
Memisevic, H. & Djordjevic, M. (2018). Visual-motor integration in children with mild intellectual disability: A meta-analysis. Sage Journals. 125 (4). https://doi.org/10.1177/0031512518774137
Micalizzi, L., Brick, L., Flom, M., Ganiban, J., & Saudino, K. (2019) Effects of socioeconomic status and executive function on school readiness across levels of household chaos. Early Childhood Research Quarterly. 47 (2). https://doi.org/10.1016/j.ecresq.2019.01.007
Mouton-Odum, S. & Goldfinger Golomb, R. (2021). Helping your child with sensory regulation: Skills to manage the emotional and behavioral components of your child’s sensory processing challenges. Oakland, CA: New Harbinger Publications.
Stasio, S. D., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychology in the Schools. 54 (5). https://doi.org/10.1002/pits.22013
Taverna, L., Tremolada, M., Dozza, L., Scaratti, R., Ulrike, D., Lallo, C., & Tosetto, B. (2020). Who benefits from an intervention program on foundational skills for handwriting addressed to kindergarten children and first graders? International Journal of Environmental Research and Public Health. 17 (2166). https://doi.org/10.3390/ijerph17062166
Vries, L., Hartingsveldt, M., Cup, E., Nijhuis-van der Sanden, & Groot, I. (2015). Evaluating fine motor coordination in children who are not ready for handwriting: Which test should we take? Occupational Therapy International. 22 (2). https://doi.org/10.1002/oti.1385
Williams, G. & Lerner, M. (2019). School readiness. American Academy of Pediatrics. 144 (2). https://doi.org/10.1542/peds.2019-1766