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REHAB INSIDER • January 2017 Vol.1 No.1

+ ONLINE EXTRA Video Q&A: Understanding Autism Sensory integration therapy is often clouded in confusion. ADVANCE sat down with leading autism researcher Roseann Schaaf, PhD, OTR, FAOTA, to discuss her groundbreaking research. Visit www.advanceweb.com/ot On each desk should be a series of academic questions or math tasks, with the same question or task on each runner’s desk. The idea is for the children to run to their desk, read the question, write the answer and then run back to their chair as fast as possible (splitting the class into two groups may help make the learning session less noisy and allow for the resting group to monitor and change to the next question). Children continue to run back and forth until all questions or tasks are completed, encouraging them to move as quickly as possible. Questions and answers could then be checked. The two groups can then switch positions and repeat the exercise with different questions or tasks. Running is another activity that increases circulation and alertness, and teachers should know how beneficial it is, decreasing the stigma associated with a noisy classroom. These are just a few examples of large group learning activities that can assist pre-school through early elementary-aged children in learning gross-motor skills while incorporating academic concepts. School-based therapists should help make the school day more active to enable children to develop strength, balance and coordination without sacrificing academic learning.Wouldn’t it be great if therapists at their schools promoted a plan called “Movement Across the Curriculum,” similar to writing across the curriculum that language arts teachers support? References 1. Roberts C, Freed B, McCarthy W. Low aerobic fitness and obesity are associated with lower standardized test scores in children. J Pediatr. 2010;156(5):711-718. 2. Niederer I, Kriemler S, Gut J, et al. Relationship of aerobic fitness and motor skills with memory and attention in preschoolers (Ballabeina): A cross-sectional and longitudinal study. BMJ Pediatr. 2011;11:34. 3. Kentel J, Dobson T. Beyond myopic visions of education: Revisiting movement literacy. Physical Education and Sport Pedagogy. 2007;12(2):145-162. 4. Donnelly J, Hillman C, Castelli D, et al. Physical activity, fitness, cognitive function and academic achievement in children: A systematic review. Med Sci Sports Exerc. 2016;48(6):1197-1222. 5. Fedewa A, Erwin H. Stability balls and students with attention and hyperactivity concerns: Implications for on-task and in-seat behavior. Am J Occup Ther. 2011;65(4):393-399. JANUARY 2017  |  REHAB INSIDER school-based therapy 17


REHAB INSIDER • January 2017 Vol.1 No.1
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