Showing posts with label Occupational Therapy. Show all posts
Showing posts with label Occupational Therapy. Show all posts

Saturday, December 13, 2025

Making a Difference at th Rachel Kay Stevens Therapy Center!

The Rachel Kay Stevens Therapy Center (RKSTC) at the University of Tennessee Health Science Center is a student-run pro bono clinic that provides occupational therapy services to children from birth up to 18 years. Under the supervision of faculty and a licensed occupational therapist, the clinic operates with student leadership and involvement. Therapy services are delivered by students under the direct supervision of a licensed OT. Offerings include consultation, evaluation, individual treatment, and parent/family education. 

The mission of the center is to educate future practitioners, and to empower families through the provision of educational and healthcare services.
 

To make a donation to support the clinic, click HERE

Thursday, August 31, 2023

Get Ready for Kindergarten!!!

 

 
Image Credit: Carl Jorgensen

Parents frequently ask me what their child needs to do to get ready for kindergarten. I like to share this list of 25 “readiness” skills that kindergarten teachers have told me are important for a child to be successful in the kindergarten classroom.

Kindergarten Readiness Checklist

1)    Speaks in complete sentences

2)    Listens without interrupting

3)    Follows two-step directions

4)    Begins to share with others

5)    Is able to recognize authority

6)    Understands concepts such as “top,” “bottom,” “big,” “little,” “more,” “less”

7)    Able to follow basic rules

8)    Recognizes rhyming words

9)    Identifies some alphabet letters

10) Bathrooms independently

11) Button shirts, pants, coats, and zips up zippers

12) Can sort objects that are the same shape, color, or size

13) Recognizes and names at least 5 colors

14) Recognizes own first name in print

15) Recognizes letters in own first and last name

16) Begins to write some of the letters in own first name

17) Cuts with scissors

18) Trace basic shapes

19) Draws a line, circle, X and +

20) Works simple puzzles

21) Counts from 1 to 10 in correct order

22) Identifies the beginning sound of some words (C is for cat)

23) Runs, jumps, hops, throws, catches, and bounces a ball

24) Knows first and last name of parents

25) Adjust to new situations without parents being there

So get ready for kindergarten by practicing these skills with your preschooler and your little one will have a much smoother transition into school!

 

Monday, November 12, 2018

Art by Children with Special Needs!!!

The University of Tennessee Health Science Center (UTHSC) Rachel Kay Stevens Therapy Center is a student-run, pro bono pediatric occupational therapy clinic serving underinsured and uninsured children from birth to 18 years of age.  Last spring, an amazing art show and auction was held in which artwork submitted by children with special needs was donated, displayed, and auctioned to raise money for the center. The children were so proud to showcase their artistic talents! Attendees were healthcare professionals, artists, family members of UTHSC students, and the families of the children who contributed artwork. The event brought together this  diverse group of people  and showcased the talents and creative expression of children who receive occupational therapy services!  Check out some of the artwork below.



 

























Saturday, October 27, 2018

UTHSC Occupational Therapy Rap

Check out this UTHSC Occupational Therapy Rap Video that our amazing MOT students created!!!
      Click HERE to watch it!
This rap was created by the University of Tennessee Health Science Center MOT Class of 2020 in order to promote their occupational therapy program to incoming students and advocate for the field of occupational therapy. Enjoy!

Sunday, March 11, 2018

Have OT services made a difference in your child’s life?


stockphoto@freedigitalphotos.net
Update!  AOTA Board President has responded to the concerns about the OTD degree requirement.  This is wonderful news!  Click on the link below to hear her message, and if you haven't had a chance, please click on the second link and sign the petition.

 
I'm an occupational therapist, and I love my profession, but the "powers that be" recently mandated that a doctorate (OTD) degree will eventually be required to enter the field of OT.  This is called “degree inflation,” and it will likely lead to increased costs of care for OT services, the closing of OT programs, and shortages of OTs. No doubt, it will cause irreparable damage to the OT profession! An OTD degree should be an option but not required.
 
If OT services made a difference in your child’s life or helped someone you care about be more independent with daily living skills, please take 1 minute to click on the link below and sign this petition to stop the OTD mandate.  Thanks so much, and please share!



Saturday, September 2, 2017

New Occupational Therapy Podcast!!! On The air: A space for teaching and learnng about OT


My good friend and colleague, Stephanie Lancaster, recently started a new OT podcast.  She came up with the idea for the podcast because she noted an absence of podcasts aimed at a general audience of individuals interested in occupational therapy. Her goals for the podcast are to promote and share information about the profession of OT to interested parties, to support learning and networking of OT students, and to provide a space for engagement and inspiration of OT practitioners in the field.
 This will be a wonderful resource for all OTs, OTAs, OT students, and other individuals interested in the amazing field of Occupational Therapy.

Here is a link to the website:



The podcast will also be available on Stitcher and I Heart Radio in the near future. Feel free to share this information if you'd like to!

Image used with permission.

Friday, February 12, 2016

A Pro-Bono Student Run OT Clinic: The UTHSC Rachel Kay Stevens Therapy Center!


On February 9, 2016, the UTHSC Rachel Kay Stevens Therapy opened! The center is named after Rachel Kay Stevens, a UTHSC OT student who passed away suddenly in January of 2015.  In memory of Rachel and the amazing work she would have carried out as an occupational therapist, her family established a fund to support the establishment of a pro bono pediatric therapy center.
It has been an honor to be a part of this special project. For more information about the clinic, check out our website @ https://www.uthsc.edu/rkstc/
Here is a link to a news segment of an interview with Mr. & Mrs. Stevens: http://wreg.com/2016/02/09/rachel-kay-stevens-therapy-center-opens-today/
And the newspaper article in the Commercial Appeal of Memphis

Please help fund the clinic by making a tax-deductible donation! Just click on this link: uthscalumni.com/RKStevens











Wednesday, April 29, 2015

OCCUPATIONAL THERAPY: It's the Little Things that Make Life BIG!



As an occupational therapist that will have been practicing for 24 years next month, I am privileged to have spent most of those years working in pediatrics.  In fact, when I first heard about the topic of this series of posts, my initial thought was that it would be much easier for me to write about the many ways in which I have benefitted from interacting with the children with whom I have worked.  As my perspective has shifted many times over the years as a result of connections I have made with others in my role as an O.T., one of the most powerful lessons I have learned also happens to involve a situation in which the thinking of others changed because of something that happened during an O.T. intervention.

About midway through my years as a school-based O.T., the kindergarten teacher of a child on my caseload approached me in the hallway one day after school.  She told me that the student, whom I will call “Carol,” had refused to follow directions given by the teacher in class earlier that day.  Evidently, the teacher had been calling on students one-by-by to go up to the front of the classroom and count to 20, as part of her assessment of their progress in math skills.  When Carol’s name was called, the child did not get up from her seat.  Even with prompting and encouragement from the teacher, Carol didn’t comply.  The teacher said she hoped to be able to document that the skill had been mastered by this bright little girl the following day and had emailed Carol’s mother to let her know what had happened.  Later that night, I got an email from Carol’s mom asking me if I had any ideas about what was going on or what could be done to remedy the situation.

As an O.T., I know that there are many dimensions of a person that go into his or her ability to perform a skill or to complete an activity – from vision and hearing, to focus and cognition, to motor skills and more.  Two things I learned early in my career to consider, especially when a child refuses to even try to do something, are motivation and emotion, and, with that in mind, I sent an email back to Carol’s mother asking her to bring Carol to school a little early the next day.

The following morning, after talking to the teacher to let her know my plan, I took Carol into the classroom and told her that I was going to do some “morning stretches” that she could do with me if she wanted.  After she had imitated my movements for a few minutes, I asked her what had happened the day before when she had been asked to count for the class.  “I felt way too hot,” she told me. “I wanted to do it, but I was just so hot.”

Realizing that motivation wasn’t a factor in her decision not to comply but that emotion likely was, I decided to shift gears.  I picked up a couple of beanbags from a bin in the corner and told Carol that I wanted to see if she and I could catch and throw together.  I said “Now!” as I released one beanbag to toss it to her, and she threw the second beanbag to me at the same time.  It took us a few minutes to get the rhythm just right, but after that we were able to keep things going without dropping either beanbag for several minutes at a time.  Once I could tell she was really focused, I said, “Let’s count each time we catch one and see how high we can get!” Without any help from me, Carol started counting and made it up to 24 before a beanbag fell to the ground.

“You’re really good at counting,” I told her, and she grinned from ear to ear.  “Do you feel hot now?” I asked.  “No!” she exclaimed. “That was fun!  Let’s do it again!”

“OK,” I said, “but this time, stand at the front of the classroom while we do it so you can practice counting there.”  After she had moved into position, we got started again, and she counted to 27 that time.  “Let’s try something a little silly,” I said. “Let’s do the same thing again, but this time let’s just pretend that we’re throwing the beanbags to each other.”  She willingly agreed, and that time we made it to 31, at which point I saw the teaching coming through the door. When I pantomimed dropping a beanbag, Carol looked up and saw her teacher and said, “Guess what!  I’m not too hot to count anymore!” 

Later that day, the teacher reported that Carol had counted to 20 in front of the class without hesitation, and then she leaned a little closer to me and said, “I didn’t think about why she wasn’t getting up to count yesterday.  It seems like she was just unsure of herself and so she was afraid or nervous.  Next time I run into a situation like that, I will think about the emotions that go into that kind of thing.”  In the weeks that followed, the teacher told that story to Carol’s parents, to the principal, and to the other teachers at the school; each time I happened to hear her talking about what had happened, I heard her end the tale with, “Who’d have ever thought that courage could be found through pretending to catch beanbags?”

Stephanie is an alumnus of Washington University in St. Louis, where she graduated with a degree in Occupational Therapy in 1991. As a school-based OT for almost two decades, Stephanie specializes in pediatrics and holds a certification as an Assistive Technology Professional (ATP) through the Rehab Engineering & Assistive Technology Society of North America (RESNA). Her professional interests include providing intervention services for individuals with disabilities and working with their families and other professionals in the field to promote evidence-based practice and to decrease barriers for people through design, selection, and implementation of A.T. materials and strategies. Please visit her website @ https://stephanielancasterot.wordpress.com


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Tuesday, April 28, 2015

OCCUPATIONAL THERAPY: It's the Little Things that Make Life BIG!


I first met Sarah when I was a brand new OT.  Despite having grown up with a sister who had significant physical disabilities, I will admit that I was overwhelmed when I met her for the first time.  Severely impacted by a very rare and progressive neurological condition, Sarah was completely dependent for all movement and positioning, was nonverbal, and had already long outlived the very short life expectancy her doctors had set for her when she was diagnosed.
I am a school-based OT, and there was a stark contrast between the hustle and bustle of my usual primary school setting and Sarah’s home when I arrived there for our weekly sessions.  It was so quiet and at first, I felt awkward trying to chat with Sarah while I stretched her, positioned her, transferred her, and applied all of her orthotics.
Gradually though, I began feeling a warmth and closeness with Sarah – her strength and spirit shining through despite her limitations and silence.  Her mom and I also began a very comfortable friendship.  She shares stories about Sarah as a baby and toddler before she was diagnosed and I get a little glimpse into who she was, who she really is underneath all of the plastic splints and braces.  The funny, sassy things she used to say before she lost her ability to speak.  The quirky ways she used to scoot herself around as a baby and toddler before she lost her ability to move.
There are times when we as a therapy team worry about how we’re going to document progress in this case, how we are going to show that we’re a necessary part of Sarah’s school programming.  But it’s pretty clear to all of us that school for Sarah means something quite different from what it means at our hustling, bustling primary school.  Yes, we provide services related to preserving range of motion in Sarah’s body, we ensure that she has appropriate devices for seating and positioning, and we evaluate the fit and function of her orthotics.
But more importantly than progress and goals, for Sarah, therapy really means consistency, stimulation, touch, familiar sounds and voices, and support and routine for Sarah’s mom and dad. It is the truest case of “therapeutic use of self”.
For me, being Sarah’s therapist is about showing up. Not just physically showing up and going through the motions, but showing up in a very real and emotional way.  It’s about receiving the lesson Sarah teaches me every week – that life can be painfully fragile and unfair but that the human body, the strength of the human spirit, and the love of a family can go far beyond labels, diagnoses, and expectations.
Claire Heffron holds a Master of Science in Occupational Therapy from The University of North Carolina and has been practicing in public and specialized school-based settings for 10 years.  She and Lauren Drobnjak, PT, are the co-creators of The Inspired Treehouse, where they share useful information about common developmental issues along with hundreds of activities for kids designed to promote healthy gross motor, fine motor, and sensory development.  Follow The Inspired Treehouse on Facebook, Pinterest, Twitter, and Instagram!

Dear Readers, If you have found my blog to be helpful, please follow my blog (on the right of this page) and click here and "like" my facebook page... 
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