Graduation Year

2025

Document Type

Capstone

Degree Type

Open Access Capstone

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

Abstract

Background: Fine motor and visual–motor delays are becoming more common among young children, driven by the shift from traditional physical play to screen time and worsened by the COVID-19 pandemic. These issues are particularly concerning for kindergarten students, whose academic demands for handwriting and classroom participation are increasing despite their limited prior school experience.

Purpose: This Capstone project aimed to evaluate the effects of an occupational therapist-led training workshop for kindergarten teachers, focusing on how it helps integrate fine motor activities into daily bellwork routines. The main research question was whether this Tier 1, classroom-based strategy could enhance students’ fine motor and visual–motor skills while reducing reliance on traditional one-on-one occupational therapy.

Theoretical Framework. The primary theoretical framework in this Capstone was the Model of Human Occupation (MOHO), as it emphasizes habituation, performance capacity, and participation in meaningful, routine classroom activities. Additionally, the Diffusion Theory of Innovations guided the implementation of the project within a larger system, in this case, a school district.

Methods. A two-hour workshop was designed and conducted for kindergarten teachers, offering evidence-based strategies and resources for integrating daily fine motor activities into bellwork. One teacher implemented the program by cycling through skill areas, with some flexibility in how it was incorporated into academics. One additional teacher who conducted traditional bellwork served as a control. Data collection included the Beery-Visual-Motor Integration (Beery VMI) and an observation assessment of fine motor skills, both completed with continued support from an occupational therapy practitioner.

Results. Students in the experimental classroom demonstrated significant improvement in Beery VMI standard scores compared to the control group, accompanied by functional gains in grasp maturity and forearm positioning. Although some measures, such as name legibility, did not reach statistical significance, the patterns consistently favored the intervention group.

Conclusions. Embedding fine motor activities into a daily classroom routine is a practical, occupation-based method for strengthening kindergarten students’ foundational skills in handwriting and classroom participation. This approach also emphasizes the role of occupational therapy in Tier 1 prevention and collaborative teacher training.

Faculty Mentor

Laura Bray, PhD, OTR/L

Department Affiliation

Occupational Therapy

Committee Member

Shirley O'Brien, PhD, OTR/L, FAOTA

Department Affiliation

Occupational Therapy

Department Affiliation

Occupational Therapy

Comments

First and foremost, I would like to thank God for the strength, guidance, and perseverance that sustained me throughout this doctoral journey.

I want to express my heartfelt appreciation to the professors at San José State University, who inspired my early development as an occupational therapist, and to the faculty at Eastern Kentucky University, whose continued guidance and encouragement have shaped my growth as a post-professional doctoral student and leader. I am especially thankful to Dr. Laura Bray, my capstone mentor, for her invaluable insight, patience, and support throughout this process, and to Dr. Shirley O’Brien for her support and for fostering my growth as a leader and occupation-based practitioner.

I would also like to thank the Vail School District, particularly the administrators, teachers, and students who made this capstone project possible. My sincere appreciation goes to my incredible occupational therapy and physical therapy colleagues, whose collaboration, creativity, and dedication continually inspire me to advance occupation-based practice within our schools.

To my friends and family, thank you for the countless ways you have supported me—whether through encouragement, proofreading, or reminding me to keep going when life got in the way. Your belief in me made all the difference.

To my parents, thank you for your endless love, encouragement, and belief in me throughout my educational journey. You have always inspired me to work hard and pursue my passions with purpose and heart.

Finally, to my fiancé, Christopher, thank you for your unwavering support, understanding, and faith in me. Your love and encouragement made it possible for me to pursue this dream wholeheartedly.

IRB Approval Number (if applicable)

6535

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