OFFICE OF SCHOOL SUPPORT SERVICES Division of Special Education HP Occupational Therapy and Physical Therapy Services 5250 Los Coyotes Diagonal, Long Beach, California 90815 Hie Long Beach Unified School District S.U.C.S.E.S.S. Curriculum-Embedded Sensory-Motor/ Fine Motor Enrichment SKILLS Program In response to current research that suggests that 90% of children with Autistic Disorder experience an atypical sensory system [1] [6] and frequently co-occurring delayed motor development, LBUSD has utilized the expertise of Registered Occupational Therapists who are specialists in these areas to design and implement a naturally-occurring enriching support to the SUCSESS classrooms. This support occurs in collaboration with the classroom teacher and support staf across the district, utilizing evidence-based practices consistent with the intent of the SUCSESS program to promote a sensory rich environment with developmentally appropriate and motivating fine motor activities. Elements of the SKILLS program include: [E Sensory-Motor/Perceptual-Motor activities designed end facilitated by occupational therapists in collaboration with teachers and support staff [3] [6] [Fine Motor activities designed by occupational therapists in collaboration with teachers [2] [4] [Consultation and collaboration between the occupational therapist, teachers, support staff and families on a consistent basis [2] [5] Implementation of the SKILLS program varies between grade levels, but is consistent across the school district in SUCSESS classrooms. For the 2018-2019 school year, at minimum: [El Pre-K level © Weekly sensory-motor/fine motor group utilizing suspended equipment © Weekly classroom consultation ‘© Input from the occupational therapist for the annual IEP of a student in the SUCSESS program ( Transitional kindergarten/Kindergarten © Weekly sensory-motorifine motor group © Weekly classroom consuitation ‘© Input from the occupational therapist for the annual IEP of a student in the SUCSESS program Ei First Grade © Weekly sensory-motor/fine motor group © Weekly classroom consultation© Input from the occupational therapist for the annual IEP of a student in the SUCSESS program {Second Grade ‘© Monthly classroom consultation © Consultation with site Behavior Supervisor, as needed © Materials modifications and adaptations, as needed hird Grade ‘© Monthly classroom consultation © Consultation with site Behavior Supervisor, as needed © Materials modifications and adaptations, as needed (Fourth Grade ‘© Monthly classroom consultation © Consultation with site Behavior Supervisor, as needed © Materials modifications and adaptations, as needed Fifth Grade ‘© Monthly classroom consultation © Consultation with site Behavior Supervisor, as needed © Materials modifications and adaptations, as needed 1 Extended School Year (Pre-K, TK/K/1) © Two consultations with ESY teachers and/or behavior supervisors 4. Chang, ¥., Owen, J., Desai, S., Hil, S., Amet, A., Haris, J., et al. (2014) Auism and Sensory Processing Disorders: Sharec White Matter Disruption in Sensory Pathways Dut Divergent Connectivty in Social-Emotional Pathways. PLoS ONE 9(7); €103038, doi10. 137 1ourna/pone.0103038 2. Hargreaves, AT, Nakhooda, R.. Mottay. N.. Subramoney, S. (2012) The Collaborative Relationshio Between Teachers and Ocaipatoral Terris Junior Primary Mansteam Schoels. South Afican Jour of Occupational herapy. 42. 7-1 3. Johnstone, J, Ramon, M. (2011) Percoptual-Motor Activtios for Children: An Evidence-Based Guide to Building Physical and Cognitive Skil. 4. Ohl. A., Graze, H, Weber, K., Kenny, S., Salvatore, C., Wagreich, S. (2019) Effectiveness of a 10-Week Tier-1 Response to Invervention Progrem in’ increasing Fine Moior and Visual Motor Sklls in General Education Kindergarten Students. American Journal of Occupational Therapy 67. 607-514 5. Rea., P.J., McLaughin, V.L.. Welther-Thomas, C. (2002). Outcomes for Students with Disabiities in Inclusive and Pullout Programs. Exceptional Children, 68, 203-222 6 Tomohak, S., Dunn, W. (2007) Sensory Processing Children With and Without Autsm: A Comparative Study Using the Shert Sensory Profile, American Journal of Occupational Therapy 61(2). 190-200 ‘Approved by: Christopher Guiierrez-Lohrman, Director of Special Education, 4/16