15
Views
0
CrossRef citations to date
0
Altmetric
COLUMN

Utilizing MTSS for the occupation of feeding: A case study

, DHSc, OTR/L, BCP, SCSS, FAOTA & , MS, OTR/L, SCSS, FAOTA

References

  • American Occupational Therapy Association. (2020). Occupational therapy practice framework: domain and process—fourth Edition. The American Journal of Occupational Therapy, 74(Suppl. 2), 74124100101–741241001087. https://doi.org/10.5014/ajot.2020.74S2001
  • Bazyk, S. (2022). Occupational therapy: Promoting participation in occupation. https://everymomentcounts.org/
  • Cahill, S. (2019). Best practices in multi-tiered systems of support. In G. F. Clark, J. E. Rioux, & B. E. Chandler (Eds.), Best practices for occupational therapy in schools (pp. 211–218). AOTA Press.
  • Cahill, S. M., & Beisbier, S. (2020). Practice guidelines-occupational therapy practice guidelines for children and youth ages 5-21 years. American Journal of Occupational Therapy, 74(4), 7404397010. https://doi.org/10.5014/ajot.2020.744001
  • Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44(2), 315–326. https://doi.org/10.1901/jaba.2011.44-315
  • Center on PBIS. (2020). References for the evidence base of PBIS. University of Oregon. www.pbis.org
  • Dunn, W., Cox, J., Foster, L., Mische-Lawson, L., & Tanquary, J. (2012). Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: A pretest–posttest repeated-measures design. American Journal of Occupational Therapy, 66(5), 520–528. https://doi.org/10.5014/ajot.2012.004119
  • Education for All Handicapped Children Act of 1975. Pub. L. 94-142, renamed the individuals with disabilities education improvement act, codified at 20 U.S.C. §§ 1400-1482.
  • Every Moment Counts. (2024a). Comfortable cafeteria program. https://everymomentcounts.org/comfortable-cafeteria/
  • Every Moment Counts. (2024b). Embedded strategies. https://everymomentcounts.org/embedded-strategies/
  • Every Student Succeeds Act, Pub. L.: 114-95, 129 Stat. 1802. (2015).
  • Hanft, B., & Shepherd, J. (Eds.). (2016). Collaborating for student success (2nd ed.). AOTA Press.
  • Individuals with Disabilities Education Improvement Act of 2004, Pub. L. 108-446, 20 U.S.C. §§ 1400-1482.
  • Kuypers, L. (2011). The zones of regulation. Social Thinking Publishing.
  • Laverdure, P., & Beisbier, S. (2019). Activities of daily living interventions for children and youth 5–21 years: Systematic review of related literature from 2000 to 2017 [critically appraised topic]. American Occupational Therapy Association.
  • McQuaid, E. (2018, November). Feasibility study: Implementing the zones of regulation® curriculum at a whole-class level. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 72(4_Supplement_1), 7211505083p1. https://doi.org/10.5014/ajot.2018.72S1-PO1014
  • Muqoddam, F., & Hendriani, W. (2020). The impact of peer-mediated intervention on children with special needs in inclusion classroom. TAZKIYA: Journal of Psychology, 8(2), 126–137. https://doi.org/10.15408/tazkiya.v8i2.16206
  • Parham, L. D., Ecker, C. L., Kuhaneck, H., Henry, D. A., & Glennon, T. J. (2021). Sensory processing measure (2nd ed.). Western Psychological Services.
  • Seruya, F. M., & Garfinkel, M. (2020). Caseload and workload: Current trends in school-based practice across the United States. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 74(5), 74052050901–74052050908. https://doi.org/10.5014/ajot.2020.039818
  • Shepherd, J., & Ivey, C. (2019). Assessment and treatment of activities of daily living, sleep, rest and sexuality. In J. O’Brien & H. Miller-Kuhaneck (Eds.), Case-Smith’s occupational therapy for children and adolescents (8th ed., pp. 267–314). Elsevier.
  • Thompson, E. D. (2020). Why nutritious meals matter in school. Phi Delta Kappan, 102(1), 34–37. https://doi.org/10.1177/0031721720956847
  • Wikman, C., Allodi, M. W., & Ferrer-Wreder, L. A. (2022). Self-concept, prosocial school behaviors, well-being, and academic skills in elementary school students: A whole-child perspective. Education Sciences, 12(5), 298. https://doi.org/10.3390/educsci12050298

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.