No abstract

No abstract

This correlational study examined the relationship between the frequency of participation in specific play activities prior to the kindergarten year and the performance of school readiness skills as measured by the Daberon-2 Screening Device for School Readiness. A researcher-adapted Kindergarten Questionnaire was used to elicit information from parents about the frequency of their child's engagement in 19 different play activities. Ten of the play activities, most notably those considered fine motor in nature, correlated significantly with subsections of the Dabron-2. Although constraints in the design of the study limit generalization to other populations, the results suggest that frequent engagement in specific types of play is associated with enhanced performance of kindergarten readiness skills.

This correlational study examined the relationship between the frequency of participation in specific play activities prior to the kindergarten year and the performance of school readiness skills as measured by the Daberon-2 Screening Device for School Readiness. A researcher-adapted Kindergarten Questionnaire was used to elicit information from parents about the frequency of their child's engagement in 19 different play activities. Ten of the play activities, most notably those considered fine motor in nature, correlated significantly with subsections of the Dabron-2. Although constraints in the design of the study limit generalization to other populations, the results suggest that frequent engagement in specific types of play is associated with enhanced performance of kindergarten readiness skills.

Parents and school administrators commonly ask how long a child is likely to need school-based occupational therapy services. In an effort to provide a statistically supported answer, a record review of 464 cases of students discharged from school-based occupational therapy services in the past 7 years was performed. This review demonstrated that some general statements about service patterns could be determined for this particular caseload. Of note was the significant variability in length of services for students with multiple disabilities as compared to the more discrete length of service provision for students with speech impairments, learning disabilities and those students without a specific classification. The applicability to other practice settings is limited, but this study serves as a beginning point for discussion on the topic.