Evidence Supported Intervention Plans for Occupational Therapy | Desklib

Running head: EVIDENCE SUPPORTED INTERVENTION PLANS
1
Evidence supported intervention plans
Name
Institution
Professor
Course
Date

EVIDENCE SUPPORTED INTERVENTION PLANS
2
Directions: Evidence for interventions may be generated during the intervention process with
the client or from practitioner experience. It is also important to remain aware of current
published evidence for interventions you are considering. Use the St. Catherine University
library resources to search and identify research that supports the identified program
interventions for three occupation areas. Use personal communication or an internet search to
identify practitioner intervention examples. As you complete the assignment you will need to
identify an additional occupational area for which occupational therapy practitioners might
provide intervention, a program example, and evidence for the intervention.
Occupation Area Program Example Evidence Supporting
Intervention (APA citation)
Writing
Some children with
handwriting difficulties
require direct instruction for
forming letters and numbers.
An OTA may provide
individual or group
intervention in the classroom
during the occupation of
writing. The OTA may also
provide consultation and
training for classroom
Learning Without Tears
(Handwriting without Tears):
Learning Without Tears is
based on developmental
principles. It was developed
by Jan Olsen, an occupational
therapist. This program
teaches handwriting skills
using developmentally
appropriate practice and
multisensory approaches.
Learning Without Tears
1. Research Evidence
Supporting Learning
Without Tears
Lochana, M., & Deb, G.
(2016). Task based teaching:
learning English without
tears. The Asian EFL Journal
Quarterly, 8(3).
2. Research Evidence
Supporting Handwriting

EVIDENCE SUPPORTED INTERVENTION PLANS
3
teachers, teaching them how
to use a specific program
such as Learning Without
Tears, formally called
Handwriting Without Tears.
promotes use of small
crayons and pencils for
children in preschool and
kindergarten to match the
small size of their hands. It
gradually introduces children
to standard pencils and
crayons as they develop
proficiency with writing and
grasp.
Intervention
Olsen, J. Z., Knapton, E.
F., & Fine, E. H.
(2018). Handwriting
without tears.
Handwriting without tears.
3. Example of Practitioner
Experience for
Handwriting Intervention
The child had difficulty in
matching the size of her
hands but he eventually
learning and could even
grasp and write using
pencil.
Learning
Self-regulation is important in
supporting children’s
Children’s Yoga:
Many reported benefits,
including:
1. Research Evidence
Supporting Yoga in the
Classroom