Project Description
Current research shows motor skills are essential to a student’s learning and academic achievement. Total gross motor and fine motor performance has been positively associated with academic achievement as well as specific motor skills such as dynamic and static balance, bilateral coordination, upper limb coordination, and visual motor integration (Macdonald et al., 2018; de Waal, 2019; Botha & Africa, 2020; Carlson et al., 2013). School-based motor interventions are an effective way to address motor deficits and build foundational motor skills to help students succeed at a tier 1 (universal) or tier 2 (group-based) level (Eddy et al., 2019). Recent educational legislation also allows OTPs to support general education students in a tiered service model in the school environment (AOTA, 2017).
This capstone project aimed to establish a tier 2 gross motor program at multiple elementary schools and equip educators with tools to address motor skills in their classrooms to support academically low-performing students within Fort Wayne Community Schools (FWCS). This project also advocated for occupational therapy’s involvement in supporting all students within the Multi-Tiered Systems of Support (MTSS) model recently adopted by FWCS.
Project Mission Statement
To build foundational motor skills for learning in early elementary students by establishing group intervention and equipping educators with classroom strategies to promote academic success.
Project Vision Statement
Every student is equipped with foundational motor skills necessary for successful learning.
Project Planning
Prior to beginning my capstone project, I completed a comprehensive needs assessment and reviewed current literature on the impact of students' motor skills on academic performance and occupational therapy's involvement in tiered intervention in the school setting.
Literature Review
- Motor skills are tied to academic performance: Current research shows motor skills are foundational in a student’s ability to learn and achieve academically. In a systematic review of 55 studies, Macdonald et al. (2018) found a positive association between total gross motor and fine motor skills and math and reading performance. Specific motor skills, including dynamic and static balance, bilateral coordination, upper-limb coordination, and visual-motor integration, were also correlated with academic achievement (Macdonald et al., 2018; de Waal, 2019; Botha & Africa, 2020; Carlson et al., 2013).
- Motor demands occur throughout the school day: Caramia et al. (2020) completed a minute-by-minute observational study of the school day. Researchers found fine motor activities account for 37.1% of the day in kindergarten, 50.1% in second grade, and 60.2% by fourth grade. A lack of motor skills can quickly become a barrier to school participation.
- Universal intervention is an effective approach to motor development: A systematic review of 23 studies of school-based motor skill interventions found that schools can be an effective setting for providing motor interventions (Eddy et al., 2019). Two studies of classroom-based intervention highlight the effectiveness and efficiency of OT collaboration with classroom educators using a universal tier 1 approach (Ohl et al., 2013; Botha & Africa, 2020).
Needs Assessment
- General education students' motor skills are impacting their academic performance: Tracey Crews, OTR/L, MEd, made a clinical observation that she often sees general education students struggling in the classroom due to motor skills such as core strength and visual motor integration (personal communication, March 11, 2022).
- Current legislation allows for OT support for general education and at-risk students within a tiered educational model: The Every Student Succeeds Act of 2015 incorporated occupational therapy practitioners into the Multi-tiered Systems of Support (MTSS) model as Specialized Instructional Support Personnel (SISP). As SISPs, school-based occupational therapy practitioners can provide universal intervention to promote health in the school setting (AOTA, 2017; Bazyk et al., 2022).
- OT involvement in tiered support is low: In a national survey of school-based OTPs, over 50% reported a desire to be more involved in tiered services and almost 30% said there was no precedent for OT involvement in tiered services in their district (Cahill et al., 2014).
- Tiered support at Fort Wayne Community Schools: The therapy department at FWCS recently adopted an MTSS model and is working to increase their tier 1 and 2 supports
- Move2Learn at Fort Wayne Community Schools: Several OTs at FWCS had established Move2Learn in a few buildings. However, many OTs did not have enough available time to implement the program across multiple buildings. Many buildings were interested in beginning the program but the district lacked resources to implement it widely.
Meet the Team
Project Manager:
Diana Derrer, OTDS
I have a Bachelor of Science in Human Services from Purdue University with a certificate in Collaborative Leadership. After completing the Occupational Therapy Doctorate program at Huntington University, I plan to work as an occupational therapist in Northeast Indiana.
As the project manager, I was responsible for all factors related to planning, managing, implementing, disseminating and ensuring sustainability of the project. I was also responsible for communicating with all key stakeholders throughout the 14 week doctoral capstone experience.
Expert Mentor:
Tracey Crews, OTR/L, MEd
Tracey Crews holds a Bachelor of Science in Occupational Therapy from Eastern Michigan and a Masters of Education from the University of Michigan. Tracey has more than 20 years of experience working as a school-based OT and is the creator the motor program Move2Learn.
Tracey Crews provided expertise in working as school-based clinician, program development within a school setting, and OT's role within a tiered educational model. She provided insight and feedback on all components of the project and helped create connections within FWCS.
Faculty Mentor:
Jamesdean Visley, OTD, OTR/L, ATP, ECHM
Dr. Jamesdean Visley holds a Bachelor of Science in Psychology from the University of Pittsburgh at Greensburg and a Doctor of Occupational Therapy from Huntington University.
Dr. Visley provided support through expertise on the pediatric population, feedback on created deliverables, and biweekly meetings to address any concerns.
Outcome Measure 1
To develop an in-depth knowledge in program development, the student established a tier 2 gross motor and visual motor program for the purpose of providing support to academically low-performing students.
Deliverables:
Implementation plan for establishing Move2Learn, a tier 2 motor program
Outcome data of program implementation
Training log of trainings provided to 72 staff members to run Move2Learn at 9 elementary schools
Outcome Measure 2
To demonstrate an in-depth knowledge in advocacy, the student created educational materials targeting school stakeholders on the development of students’ foundational skills for learning for increased OT involvement in MTSS.
Deliverables:
30 page handbook outlining evidence-based strategies to target gross motor, fine motor, and self-regulation skills for classroom educators to use at the tier 1 and 2 levels
Educational presentation and handouts for 73 classroom educators focused on developing motor skills that impact academic success
Over 50 hours of observation of school-based OT services across all three tiers of support within the MTSS model
Case study describing occupational therapy’s role in providing services within the MTSS model
Future Implications
- Impact on the profession: Occupational therapy practitioners in the school setting are uniquely equipped to support all students’ motor development to increase academic achievement within the tiered educational model.
- Impact on my career: During my capstone project, I built skills in program development, enhanced my communication skills for effective collaboration and advocacy, and developed clinical reasoning skills specific to school-based practice.
Christ | Scholarship | Service
- Christ: God has given us both our bodies and our minds to care for and use for his glory (Mk 12:30). This project aimed to help students develop their minds and bodies for the work God has given each of them.
- Scholarship: Built my knowledge of strategies for tiered intervention, educated school staff on the role of OT and how to develop students’ motor skills
- Service: Advocated for program development to help at-risk students succeed academically
Let's Connect!
For questions or more information contact Diana Derrer at diana.derrer@gmail.com
Credits:
Created with an image by Microgen - "Boy Jumping Over Ladders Indoors"