© 2016 by Limitless Pediatrtic Solutions

Follow Us
  • White Facebook Icon

 

 

RESOURCES:

AOTA
The American Occupational Therapy Association - The American Occupational Therapy Association advances the quality, availability, use, and support of occupational therapy through standard-setting, advocacy, education, and research on behalf of its members and the public.
​
SCBOT
​The South Carolina Board of Occupational Therapy (SCBOT) has the responsibility of promoting public safety for those who receive OT services. Currently, there are no known assurances, which are available to guarantee continued competency. For this reason, the Board has mandatory continuing education requirements to promote professional advancement, which can meet individual practitioner needs and serve to facilitate public protection. The foundations for the SCBOT's responsibilities are written in Chapter 94, Article 1 and Article 4 of the S.C. Code of Regulations.
 
 
​SOUTHPAW​
 
​​Since our founding in 1978, Southpaw has been dedicated to developing and manufacturing sensory integration dysfunction and neurodevelopmental products to help therapeutic professionals, people with special needs, their families and other professionals solve problems and overcome challenge
SPD
Sensory Processing Disorder or SPD (originally called Sensory Integration Dysfunction) is a neurological disorder in which the sensory information that the individual perceives results in abnormal responses.
 
​​S.I. Focus​
​​S. I. Focus - This is a quarterly newsletter with information of interest to parents and professionals who are interested in sensory processing disorders, sensory integration and how to help children who are affected.​
Sensory Integration Resource Center (SInetwork)
 
SIRC is dedicated to bringing current sensory integration resources and information to families, consumers and professionals.​
 
Ayres, A. J. (1979). Sensory integration and the child. Los Angeles: Western Psychological Services.
Behavior Intervention Support Team. (1996). Saying no to acting out, defiance, and violence in your schools. Kansas City, MO: Ozanam Home.
Cermak, S. A., & Henderson, A. (1989). The efficacy of sensory integration procedures. Sensory Integration Quarterly Newsletter, XVII, (4).
Cermak, S. A., & Henderson, A. (1990). The efficacy of sensory integration procedures. Sensory Integration Quarterly Newsletter, XVIII, (1).
Clark-Wentz, J. (1997, October). Improving students' handwriting. Occupational Therapy Practice, 2 9-3.
Dobie, L., & Askoy, E. N. (1995). Progress of handwriting research in the 1980s and future prospects. Journal of Educational Research, 88, 339-351.
ERIC Digest. (1997). Six questions educators should ask before choosing a handwriting program. (ERIC Document Reproduction Service No. ED 409 589)
Fay, J., & Funk, D. (1995). Teaching with love and logic. Golden, CO: Love and Logic Press.
Greenland, R., & Polloway, A. (1994). Handwriting and students with disabilities: Overcoming first impressions. Position paper. (ERIC Document Reproduction Service No. ED 378 757)
Kranowitz, C. S. (1998). The out-of-sync child. New York: Berkley.
Williams, M. S., & Shellenberger, S. (1996). How does your engine run? Albuquerque, NM: Therapy Works.
 
 

LINKS:

www.asperger.org

www.autism.com

www.autism-society.org

www.autism.net
www.superduper.com
www.abilitations.com