Alert Program® Literature and Research
TherapyWorks, Inc. is committed to sharing available evidence, research, and published literature related to the Alert Program®. We hope this information is helpful in evaluating and integrating the Alert Program® in your community.
While this collection of literature is updated frequently, it is not intended to be a comprehensive list of all existing self-regulation research. Rather, it offers insight into the extensive body of evidence supporting the Alert Program®.
The following list of literature, articles, and research is organized into five sections with several subcategories under each of the sections such as Referred Professional Journals (Peer-Reviewed), Professional Newsletter/Magazines/Trainings, etc.
For your ease in navigating the list, simply click on one of the five sections below and scroll down to see the subcategories:
Self-Regulation Assessments & Issues | Theory of Sensory Integration
Alert Program® References
The following two online courses include many of the references listed below. If needed, the proper citation for the courses are:
Williams, M.S. & Shellenberger, S. (2025). Alert Program®Online Course. TherapyWorks, Inc. https://alertprogramlearning.com
Williams, M.S. & Shellenberger, S. (2025). Your Best Self: The Alert Program® For All Online Course . TherapyWorks, Inc. https://alertprogram4all.com
Refereed Professional Journals:
Allison, A., Shotwell, M., Keeling, B., & Simon, R. (2019). Effects of the Alert Program® on communication, social interaction, and occupational performance in adults with developmental disabilities. The American Journal of Occupational Therapy, 73(4_Supplement_1). https://doi.org/10.5014/ajot.2019.73S1-PO3027
Barnes, K.J., Beck, A.J., Vogel, K.A., Grice, K.O., & Murphy, D. (2003). Perceptions regarding school-based occupational therapy for children with emotional disturbances. American Journal of Occupational Therapy, 57, 337-341. https://doi.org/10.1080/01942630802307127
Barnes, K. J., Vogel, K. A., Beck, A. J., Schoenfeld, H. B. & Owen, S. V. (2008). Self-regulation strategies of children with emotional disturbance, Physical & Occupational Therapy In Pediatrics, 28:4, 369-387.
Barnes, K., Schoenfeld, H, Garza, L, Johnson, D, & Tobias, L. (2005 June). Preliminary: Alert Program® for boys with emotional disturbances in the school setting. American Occupational Therapy Association School System Special Interest Section Quarterly, 12, 1-4.
Bertrand, J. (2009). Interventions for children with fetal alcohol spectrum disorders (FASDs): Overview of findings for five innovative research projects. Research in Developmental Disabilities, 30, 986-1006.
Cohn, E.S., Kramer, J., Schub, J.A. & May-Benson, T. (2014). Parent’s explanatory models and hopes for outcomes of occupational therapy using a sensory integration approach. American Journal of Occupational Therapy, 68, 454-462.
Cole, K. N., Lisa, M., & Griffin, K. (2020). Adapting the Alert Program® for adolescents with Fetal Alcohol Spectrum Disorder: A feasibility study. Journal of Occupational Therapy, Schools, & Early Intervention, 13(4), 363-378. https://doi.org/10.1080/19411243.2020.1822260
Colangelo, C. (2008). Test Drive: Introducing the Alert Program® through song (Reviews, Tidbits and Tools). Journal of Occupational Therapy, Schools, & Early Intervention,
1:1, 70-71.
Engelbertz, S. (2022). Evaluation of the Alert Program® Pilot Phase Two: Report, 2022. New Zealand Government Ministry of Education. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0012/220224/Standard-of-Proof_AlertPilot-Phase-2-Evaluation.pdf
Fitzgerald, B. & MacCobb, S. (2017). An occupational therapy and teaching partnership: Applying a scholarship of practice model. Occupational Therapy in Health Care, 31:3, 270-282.
Gill, K., Thompson-Hodgetts, S., & Rasmussen, C. (2018). A critical review of research on the Alert Program®. Journal of Occupational Therapy, Schools, & Early Intervention, 11(2), 212–228. https://doi.org/10.1080/19411243.2018.1432445
Kapasi, A., Pei, J., Kryska, K., Joly, V., Gill, K., Thompson-Hodgetts, S., … Rasmussen, C. (2020). Exploring Self-Regulation Strategy Use in Adolescents with FASD. Journal of Occupational Therapy, Schools, & Early Intervention, 14(2), 184–206. https://doi.org/10.1080/19411243.2020.1822260
Kapasi, A., Pei, J., Flannigan, K., McLachlan, K., Oberlander, T., & Rasmussen, C. (2024). An examination of executive functioning in adolescents with FASD in a self-regulation intervention. Applied Neuropsychology: Child, 1–9. https://doi.org/10.1080/21622965.2024.2349301
Long J., Lennox, K., Jarvis-Child, B., and Engelbertz, S. (2022). The Alert Program® in Early Learning Services Pilot Process Evaluation. Ministry of Education.
Mah, J. W. T., et al. (2023). Feasibility and efficacy of the Alert Program® for children with attention-deficit/hyperactivity disorder. Clinical Child Psychology and Psychiatry, 28(3), 924–936. https://doi.org/10.1177/13591045231162680
Martin, B.A., & Suane, S.N. (2012). Effect of training on sensory room and cart usage. Occupational Therapy in Mental Health, 28:2. 118-128
Martini, R., Cramm, H., Egan, M., & Sikora, L. (2016). Scoping review of self-regulation: What are occupational therapists talking about? American Journal of Occupational Therapy, 70, 7006290010p1-15. http://dx.doi.org/10.5014/ajot.2016.020362
Mac Cobb, S., Fitzgerald, B. & Lanigan-O’Keefe, C. (2014b). The Alert Program for self-management of behavior in second level schools: results of phase 1 of a pilot study, Emotional and Behavioural Difficulties, 19:4, 410-425. Retrieved from https://www.researchgate.net/publication/280171182_The_Alert_Program_for_self-management_of_behaviour_in_second_level_schools_results_of_phase_1_of_a_pilot_study.
Mac Cobb, S., Fitzgerald, B., Lanigan-O’Keefe, C., Irwin, N., & Mellerick, N. (2014a). Students with social, emotional, and behavioral difficulties: The Alert Program trial in post-primary schools. Journal of Occupational Therapy, Schools, & Early Intervention, 7:2, 106-119. Retrieved from http//dx.doi.org/10.1080/19411243.2014.930606
Nash, K., Stevens, S., Clairman, H., & Rovet, J. (2018). Preliminary findings that a targeted intervention leads to altered brain function in children with fetal alcohol spectrum disorder. Brain Science. 8. 7.
Nash, K., Stevens, S., Greenbaum, R., Weiner, J., Koren, G., & Rovet, J. (2015). Improving executive functioning in children with fetal alcohol spectrum disorders. Child Neuropsychology, 21, 191-209.
Soh, D.W., Skocic, J., Nash, K., Stevens, S., Turner, G.R., & Rovet, J. (2015). Self-regulation therapy increases frontal gray matter in children with fetal alcohol spectrum disorder; evaluation by voxel-based morphometry. Frontiers in Human Neuroscience. 9, 108.
Soler, N., Hardwick, C., Perkes, I.E., Dossetor, D., Bray, P., & Dale, R.C. (2019). An exploratory study into an adapted use of the Alert Program for tic disorder in children. Australasian Psychiatry, 27(2), 144-151. https://doi.org/1177/1039856218815750
Swaminathan, A. & Nandgaonkar, H P. (2016, September-December). Effect of fostering self-regulation in children with Attention Deficit Hyperactivity Disorder. Indian Journal of Occupational Therapy, 48:3, 43-48.
Wagner, B., Fitzpatrick, J., Symons, M., Jirikowic, T., Cross, D., & Latimer, J. (2016). The development of a culturally appropriate school based intervention for Australian Aboriginal children living in remote communities: A formative evaluation of the Alert Program® intervention. Australian Occupational Therapy Journal, Retrieved from http://dx.doi.org/10.1111/1440-1630.12352
Wagner, B., Olson, H. C., Symons, M., Mazzucchelli, T. G., Jirikowic, T., Latimer, J., Watkins, R., Cross, D., Boulton, J., Wright, E., Carter, M., Bruce, K., Cherel, S., & Fitzpatrick, J. (2019). Improving self-regulation and executive functioning skills in primary school children in a remote Australian Aboriginal community: A pilot study of the Alert Program®. Australian Journal of Education, 63(1), 98-115. https://doi.org/10.1177/0004944119826206
Wells, A.M., Chasnsoff, I.J., Schmidt, C.A., Telford, E., & Schwartz, L.D. (2012). Neurocognitive habilitation therapy for children with fetal alcohol spectrum disorders: An adaptation of the Alert Program®. American Journal of Occupational Therapy, 66, 24-34.
Professional Newsletter/Magazines/Trainings:
AA Digest Staff. (2007, September/October). Interview: Meet the Alert Program® founders. Autism-Asperger’s Digest Magazine, 42-43.
AA Digest Staff. (2002, May-June). Featured Book: Take Five! Staying alert at home and school. Autism-Asperger’s Digest Magazine, 24-26.
Argabrite Grove, R. E. (2002, March 25). Embracing our psychosocial roots. OT Practice, 21-25.
Barnes, K., Schoenfeld, H., Garza, L., Johnson, D., & Tobias, L. (2005, June). Preliminary: Alert Program® for boys with emotional disturbances in the school setting. American Occupational Therapy Association School System Special Interest Section Quarterly,
12, 1-4.
Bazyk, S. (2010, September 27). Promotion of positive mental health in children and youth with developmental disabilities. OT Practice, CE-1-8.
Bazyk, S., Schefkind, S., Brandeburger Shasby, S., Olson, L., Richman, J., & Gross, M. (2008) FAQ on school mental health for school-based occupational therapy practitioners. Retrieved from www.aota.org/…/PracticeAreas/Pediatrics/Tools/FAQSchoolMH.aspx
Cahill, S.M. (2006). Classroom management for kids who won’t sit still and other “bad apples”. Teaching Exceptional Children Plus, 3(1) Article 6. Retrieved from http://escholarship.bc.edu/education/tecplus/vol3/iss1/art6/
Chinnock, L. & Matson, R. (2013, August). Sensory strategies. OT News (UK), 36-37.
Dolde, K. (2008, September). Sensory challenges and sensory solutions for children and caregivers. News-line for Occupational Therapists & COTAs, 7(9F). Retrieved from www.news-line.com.
Feldman, J.S. (2012, August 13). Treating pre-adolescents with anxiety disorders: Using cognitive-behavioral and sensory-integrative approaches for self-regulation. ADVANCE for Occupational Therapists, 17.
Feldman, J.S. (2012, August 13). Treating pre-adolescents with anxiety disorders: A case study using sensory-motor interventions to teach 10-year-old Courtney to regulate her anxiety. On-line Extras/ADVANCE for Occupational Therapists. Retrieved from http://occupational-therapy.advanceweb.com/Web-Extras/Online-Extras/Treating-Pre-Adolescents-with-Anxiety-Disorders.aspx
Iris Center. (2025). Addressing challenging behaviors (Part 2, Elementary): Behavioral strategies. https://iris.peabody.vanderbilt.edu/module/bi2-elem/
Kerr, T. (1995, March 6). How Does Your Engine Run?®. ADVANCE for Occupational Therapists, 12, 50.
Laurel, M. (1997, August 18). Changing level of alertness to enhance life success. ADVANCE for Speech-Language Pathologists & Audiologists, 7, 10.
Laurel, M. (2000, March/April). Bringing sensory integration home: A parent perspective on the Alert Program® for Self Regulation. Autism/Asperger’s Digest Magazine, 14-15.
Maas, C., Mason, R., & Candler, C. (2008, Oct. 20). “When I get mad….” An anger management and self-regulation group. OT Practice, 9-14.
Moran, J. & Motin, B. (2011, December 19). Ready, set, learn. ADVANCE for Occupational Therapists, 22-23.
Nalley, C. (2013). The engine that could: Since its humble beginning two decades ago the Alert Program® has become an internationally recognized resource. Advance for Occupational Therapy Practitioners. Retrieved from http://occupationaltherapy.advanceweb.com/Editorial/Content/PrintFriendly.aspx?CC=263163
Pliscofsky, G. & Cashriel, C. (2006, Oct. 16). Playing together. ADVANCE for Occupational Therapists, 22-23.
Rynaski, H. (1994, November 24). How Does Your Engine Run? OT Week, 8, 20-22.
Sanders, H., Sears, A., & Apodaca. J. (2016, February). Sensory focused play and attachment: Interdisciplinary collaboration in treatment foster care. American Occupational Therapy Association SIS Quarterly Practice Connections. 1, 2-4.
Salls, J. & Bucey, J. (2003, March 10). Self-regulation strategies for middle school students. OT Practice, 11-16.
Samelstad, K. & Hacker, C. (1996, December 5). How Does Your Engine Run? OT Week, 10. 14-15.
Sarracino, T., Dell, L. & Milchick, S. (2002, January 14) Autism spectrum disorders: Integrating methodologies and team efforts. OT Practice, 13-17.
Schaefer, 1. (2011, December 5). Check your engine. ADVANCE for Occupational Therapy Practitioners, 24.
Schoonover, J. (2002, September 16). Teaching social skills. In Y. Swinth & B. Hanft (eds), School-based practice: Moving beyond 1:1 service delivery. OT Practice, 18-19.
Scott, K.W. (2010, June 28). My sensory world. OT Practice, 18-20.
Stancliff, B. (1998, December). OT can help parents and teachers deal with ADHD: Understanding the “whoops” children. OT Practice, 18-25.
Williams, M.S. & Shellenberger, S. (1994, September). The Alert Program™ for self-regulation. American Occupational Therapy Association Sensory Integration Special Interest Section Newsletter, 17, 1-3.
Williams, M.S. & Shellenberger, S. (2000, March). How Does Your Engine Run? The Alert Program™ for Self-Regulation. Autism-Asperger’s Digest Magazine, 14.
Williams, M.S. & Shellenberger, S. (2002, May/June). Take Five! Staying alert at home and school. Autism-Asperger’s Digest Magazine, 24-26.
Winkle, M. (2008, June 30). Using AAT in corrections and residential facilities. OT Practice, 20-22.
Zeidler, S. (2012, June 4). Sensory processing challenges in the schools: Learning “high,” “low,” and “just right” speeds. OT Practice, 14-19.
Books/Manuscripts/Professional Texts:
Fisher, A. G., Murray, E. A., & Bundy, A. C. (1991). Sensory integration theory and practice. Philadelphia: F. A. Davis Company.
Frick, S., Frick, R., Oetter, P. & Richter, E. (1996). Discovering the developmental significance of the mouth: “Out of the mouth of babes”. (p. 22). Stillwater, MN: PDP Press, Inc.
Kramer, J.G. (1999). Sensory integration frame of reference: Theoretical base, function/dysfunction continua, and guide to evaluation. In Frames of reference for pediatric occupational therapy, 2nd ed. (pp. 119-204). Philadelphia, PA: Lippincott.
Mauro, T. (2006). The everything: Parent’s guide to sensory integration disorder (pp. 279-280). Avon, MA: F+W Publications, Inc.
Muhlenhaupt, M. (2008). School-based practice: Enabling participation. In Crepeau, E.B., Cohn, W.S. & Boyt Schell, B.A., Willard and Spackman’s occupational therapy, 11th ed. (pp. 890-895). Philadelphia: Lippincott Williams & Williams.
NBSS. (2015a). The Alert Program in Irish post-primary schools: A NBSS national study of a teacher facilitated self-regulation programme. Retrieved from http://www.nbss.ie/sites/default/files/publications/alert_report2_cover_2.pdf.
NBSS. (2015b). Movement matters: A NBSS Level 3 intervention to improve positive behavior for learning. Retrieved from http://www.nbss.ie/sites/default/files/publications/movement_matters_report_pdf
Northern Territory Government Australia (2001). Learning through the senses resource manual: The impact of sensory processing in the classroom. Department of Health and Community Services: Northern Territory Government Australia.
Oetter, P., Richter, E.W., & Frick, S.M. (1995). M.O.R.E. Integrating the mouth with sensory and postural functions (2nd ed.). Hugo, MN: PDP Press, Inc.
Parham, D. & Mailloux, Z. (2005). Sensory integration. In Case-Smith, J., Occupational therapy for children, 5th ed. (pp. 356-409). St. Louis, MO: Mosby.
Queensland Department of Education and Training (2011). Best practice guidelines for Department of Education and Training occupational therapists: Supporting students with sensory processing challenges. https://www.eciavic.org.au/documents/item/1092
Rotz, R. & Wright, S.D. (2005). Fidget to focus–Outwit your boredom: sensory strategies for living with ADD. Lincoln, NE: iUniverse.
Schneider, C.C. (2001). Sensory Secrets: How to jump-start learning in children. Siloam Springs, AR: Concerned Communications.
Schwab, D. (1999). Reframing Perceptions: How Children with FAS/E Sense the World. In Mayer, L. (Ed.) Living and working with fetal alcohol syndrome/effects. Winnipeg: Interagency FAS/E Program.
Shanker, S. (2013). Calm, alert, and learning: Classroom strategies for self-regulation. (pp. 16-20). Don Mills, Ontario: Pearson Canada, Inc.
Shellenberger, S. & Williams, M.S. (2002). “How does your engine run?”™: The Alert Program® for self-regulation. In A.G. Fisher, E.A. Murray, & A.C. Bundy (Eds.) Sensory integration: Theory and practice (pp. 342-345). Philadelphia, PA: F.A. Davis.
Smith-Roley, S. & Jacobs, S.E. (2008). Sensory integration. In Crepeau, E.B., Cohn, W.S. & Boyt-Schell, B.A., Willard and Spackman’s occupational therapy, 11th ed. (pp.792-817). Philadelphia: Lippincott Williams & Williams.
Watling, R., Miller Kuhaneck, H., Parham, L.D. & Schaaf, R. C. (2018). Cognitive and Occupation-Based Interventions. In Watling, R., Miller Kuhaneck, H., Parham, L.D. & Schaaf, R. C. Occupational Therapy practice for children and youth with challenges in sensory integration and sensory processing (pp. 13-15). Bethesda, MD: AOTA Press. https://doi.org/10.7139/2017.978-1-56900-483-8
Williams, M.S., & Shellenberger, S. (1995). The Alert Program® with Songs for Self-Regulation. Albuquerque, NM: TherapyWorks, Inc.
Williams, M.S., & Shellenberger, S. (2001). Take Five! Staying Alert at Home and School. Albuquerque, NM: TherapyWorks, Inc.
Williams, M.S., & Shellenberger, S. (2006). Test Drive: Introducing the Alert Program® Through Song. Albuquerque, NM: TherapyWorks, Inc.
Williams, M.S., & Shellenberger, S. (2025). “How Does Your Engine Run?®” A leader’s guide to the Alert Program® for self-regulation (2nd ed.). Albuquerque, NM: Therapy Works, Inc.
Williams, M.S., Shellenberger, S., & McEwen, M. (2020). Section 2: The Alert Program® for self-regulation. In A.C. Bundy & S.J. Lane (Eds.), Sensory Integration Theory and Practice (3rd ed., pp. 432-438). Philadelphia, PA: F.A. Davis.
Unpublished Graduate Theses/Dissertations:
Abela, S. (2013). The outcomes of the Alert Program® in a school setting and the perspectives of those involved. Unpublished honours thesis, University of Malta. Msida, MSD.
Anttila, M., Luoto, M., Tokola, Anne (2021) “Always put on your own mask before helping others”: Alert Program® -työpaja toimintaterapiaopiskelijoille https://www.theseus.fi/bitstream/handle/10024/693103/Anttila_Maria_Luoto_Minna_Tokola_Anne.pdf..pdf?sequence=2&isAllowed=y
Boblitt, K. (2007). Effectiveness of a teacher in-service for introducing sensory strategies in the general education classroom. Unpublished master’s thesis, San Jose State University. San Jose, California.
Bowen, M., Cloutier, A., & Nichols, A. (2011). The lived experience of OT practitioners using the Alert Program® with children with autism spectrum disorder. Unpublished master’s thesis, University of Southern Maine. Gorham, Maine.
Chiodo, P.G. (2010). Outcomes on attention with an implementation of the Alert Program® in a school-based setting. Unpublished Evidence-Based Occupational Therapy Scholars Capstone, Chatham University. Pittsburgh, PA
Clark, M.N., Pritchett, M.D., & Vandiver, A. L. (2011). The effects of the Alert Program® on communication and interaction skills of adults with severe and persistent mental illness in a community mental health setting. Unpublished master’s thesis, Brenau University, Gainesville, Georgia.
Hui, C. (2013). Using Occupational Performance Coaching to target teachers’ perception of their own performance, satisfaction, and self-efficacy in supporting the self-regulation of their students: A pilot study. Unpublished master’s thesis, McGill University. Montreal, Quebec.
Link, C.C., Parkman, C.D., & Frame, H.R. (2012). The effects of the Alert Program®on the communication and interaction skills of adults with developmental disabilities (DD) who display atypical sensory processing during group activities. Unpublished master’s thesis, Brenau University. Gainesville, Georgia.
Maddaleni, A.L. (2005). The effects of the Alert Program® on attention and participation of children in inclusion classrooms. Unpublished master’s thesis, University of New Mexico. Albuquerque, New Mexico.
Oliver, J., Martin, L, Davis, G. & Scheerer, C. (2005). Use of sensory-based techniques for increasing time on task in adults with mental retardation. Unpublished thesis, Xavier University, Cincinnati, Ohio.
Prescott, S.L. (2002). Measuring change in paediatric occupational therapy: The Alert Program®. Unpublished BSc. Thesis, Queen Margaret University College, Edinburgh, Scotland.
Quine-Smith, M. (2002). Occupational therapy and literacy. Unpublished master’s thesis, University of New Mexico, Albuquerque, New Mexico.
Verno, B.E. (2008) The effectiveness of the Alert Program® in the public schools as reported by occupational therapists. Unpublished master’s thesis, James Madison University. Harrisonburg, Virginia.
Popular Press:
McCrory, A. (2003, September 8). Teacher uses inflatable ball chairs to help pupils stay focused on work. Pensacola News Journal. p. C9-8.
“How Does Your Engine Run?® for Self-Regulation. Families Online Magazine. Retrieved from www.FamiliesOnlineMagazine.com/alert-program.html
McIlroy, A. (2011, May 27). Rewiring the brains of children with fetal alcohol syndrome. Globe and Mail. Retrieved from http://www.theglobeandmail.com
Mauro, T. (2006). Book Review: “How Does Your Engine Run?” The Alert Program™ for self-regulation. About.com: Parenting Special Needs. Retrieved from www.SpecialChildren.About.com/od/sensoryintegration/gr/enginerun.htm
Morris, M. Sensory diet vs. The Alert Program™ (“How Does Your Engine Run”): What’s the difference and how can they help my child? Retrieved from www.Sensory-Processing-Disorder.com/how-does-your-engine-run.html
Murphy, A.P. & Schultz, K. Kids’ nasty habits are good. Nasty Habits: A Blessing in Disguise? Retrieved from http://abcnews.go.com/GMA/AmericanFamily/story?id=126358&page=1
Effectiveness of Sensorimotor Strategies
Refereed Professional Journals:
Abicoff, H. & Courtney, M.E. (1996). The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children. Journal of Learning Disabilities, 29:3, 238-250.
Australian Government Department of Health and Aged Care. (2014). Make your move – sit less, be active for life – family guide. https://www.health.gov.au/resources/publications/make-your-move-sit-less-be-active-for-life-family-guide?language=enHealth and Aged Care Australia+3Health and Aged Care Australia+3Health and Aged Care Australia+3
Bagatel, N., Mirigliani, G., Patterson, C., Reyes, Y., Test, L., (2010). Effectiveness of therapy ball chairs on classroom participation in children with autism spectrum disorders. American Journal of Occupational Therapy, 64, 895-903.
Barros, R.M., Silver, E., & Stein, R.E. (2009). School recess and group classroom behavior. Pediatrics, 123:2, 431-436.
Bennie, J. A., Lee, D. C., Khan, A., Wiesner, G. H., Bauman, A. E., Stamatakis, E., & Biddle, S. J. H. (2018). Muscle-Strengthening Exercise Among 397,423 U.S. Adults: Prevalence, Correlates, and Associations With Health Conditions. American journal of preventive medicine, 55(6), 864–874. https://doi.org/10.1016/j.amepre.2018.07.022
Bodison, S. C., & Parham, L. D. (2018). Specific sensory techniques and sensory environmental modifications for children and youth with sensory integration difficulties: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190040. https://doi.org/10.5014/ajot.2018.028233
Brown, R.P., Gerbarg, P.L. (2005). Breathing in the treatment of stress, anxiety, and depression: Part I—Neurophysiologic model. Journal of Alternative and Complementary Medicine, 11(1), 189-201.
Brown, R.P., Gerbarg, P.L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression: Part II— Clinical applications and guidelines. Journal of Alternative and Complementary Medicine, 11(4), 711-717.
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., … & Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451–1462. https://doi.org/10.1136/bjsports-2020-102955
Bryan, L.C. & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30:6, 553-567.
Cade, J. E., Hagger-Johnson, G., & colleagues. (2015). Sitting-time, fidgeting, and all-cause mortality in the UK Women’s Cohort Study. American Journal of Preventive Medicine, 49(5), 609–615. https://doi.org/10.1016/j.amepre.2015.02.020
Cannella-Malone, H.I., Tullis, C.A., & Kazee, A.R. (2011). Using antecedent exercise to decrease challenging behavior in boys with developmental disabilities and an emotional disorder. Journal of Positive Behavior Interventions, 13:4. 230-239. https://journals.sagepub.com/doi/abs/10.1177/1098300711406122?etoc=
Champagne, T. & Stromberg, N. (2004). Sensory approaches in inpatient psychiatric settings: Innovative alternatives to seclusion and restraint. Journal of Psychosocial Nursing, 42, 34-44.
Cheng, M., Boggett-Carsjens, J. (2005). Consider sensory processing disorders in the explosive child: Case report and review. Canadian Child and Adolescent Psychiatry Review, 14(2), 44-48.
Cheung, I. W. Y., et al. (2019). Effects of natural light exposure on sleep quality and mood in employees. Journal of Environmental Psychology, 63, 102-113.
Cregg, A. C., Foley, R. C. A., Livingston, L. A., & La Delfa, N. J. (2021). A biomechanical evaluation of different footrest heights during standing computer work. Ergonomics, 64(3), 342–353. https://doi.org/10.1080/00140139.2020.1832261
Črnčec, R., Wilson, S.J., & Margot, P. (2006, August). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology 26(4), 579-594.
Davidson, C.W. & Powell, L.A. (1986). The effects of easy-listening background music on the on-task-performance of fifth-grade children. Journal of Educational Research 80(1), 29-33.
Davis, C.L., Tomporowski, P.D., Boyle, C.A., Walter, J.L., Miller, P.H., Naglieri, J.A., & Gregoski, M. (2007). Effects of aerobic exercise on overweight children’s cognitive functioning. Research Quarterly for Exercise and Sport, 78:5, 510-519.
Dunstan, D. W., Howard, B., Healy, G. N., & Owen, N. (2012). Too much sitting–A health hazard. Diabetes Research and Clinical Practice, 97(3), 368–376. https://doi.org/10.1016/j.diabres.2012.03.003
Edelson, S.M., Edelson, M.G., Kerr, D.C.R., & Grandin, T. (1999). Behavioral and physiological effects of deep pressure on children with autism: A pilot study evaluating the efficacy of Grandin’s hug machine. American Journal of Occupational Therapy, 53(2), 145-152.
Erwin, H.E., Fedewa, A., Ahn, S., & Thornton, M. (2016). Elementary students’ physical activity levels and behavior when using stability balls. American Journal of Occupational Therapy. 7 (2), 700220010p1-7.
Escalona, A., Field, T., Singer-Strunck, R., Cullen, C., & Harshorn, K. (2001). Brief report: Improvements in the behavior of children with autism following massage therapy. Journal of Autism and Developmental Disorders, 31:5, 513-516.
Ekelund, U., Steene-Johannessen, J., Brown, W. J., Fagerland, M. W., Owen, N., Powell, K. E., … & Lee, I. M. (2016). Does physical activity attenuate, or even eliminate, the detrimental association of sitting time with mortality? A harmonised meta-analysis of data from more than 1 million men and women. The Lancet, 388(10051), 1302–1310. https://doi.org/10.1016/S0140-6736(16)30370-1
Evenson, K.R., Ballard, K., Lee, G., Ammerman, A. (2009). Implementation of a school-based state policy to increase physical activity. School Health. 79, 231-238.
Fedewa, A., Davis, M.A.C., Ahn, S. (2015). Effects of stability balls on children’s on-task behavior, academic achievement, and discipline referrals: A randomized controlled trial. American Occupational Therapy Association, 69, 6902220020p1-9.
Fedewa, A., Erwin, H. (2011). Stability balls and students with attention and hyperactivity concerns: Implications for on-task and in-seat behavior. American Journal of Occupational Therapy, 65, 393-9.
Fenech, A. & Baker, M. (2008). Casual leisure and the sensory diet: A concept for improving quality of life in neuropalliative conditions. NeuroRehabilitation, 23, 369-376.
Fertel-Daly, D., Bedell, G., Hinojsa, J. (2001). Effects of a weighted vest on attention to task and self-stimulatory behaviors in preschoolers with pervasive developmental disorders. American Journal of Occupational Therapy, 55, 829-840.
Foss-Feig, J.H., Tadin, D., Schauder, K.B., & Cascio, C.J. (2013). A substantial and unexpected enhancement of motion perception in autism. The Journal of Neuroscience, 33(19), 8243-8249.
Gallotta, M.C., Guidette, L., Franciousi, E., Emerenziani, G.P., Bonavolonta, V., & Baldari, C. (2011). Effects of varying type of exertion on children’s attention capacity. [Epub ahead of print]. Medicine & Science in Sports & Exercise, August 1.
Gascon, M., Triguero-Mas, M., Martínez, D., Dadvand, P., Forns, J., Plasència, A., & Nieuwenhuijsen, M. J. (2015). Mental health benefits of long-term exposure to residential green and blue spaces: A systematic review. International Journal of Environmental Research and Public Health, 12(4), 4354–4379. https://doi.org/10.3390/ijerph120404354
Grandin, T. (1992). Calming effects of deep touch pressure in patients with autistic disorder, college students, and animals. Journal of Child and Adolescent Psychopharmacology, 2(1). Retrieved from http://grandin.com/inc/squeeze.html
Graziano, P. A., Garcia, A. M., & Landis, T. D. (2020). To fidget or not to fidget, that is the question: A systematic classroom evaluation of fidget spinners among young children with ADHD. Journal of Attention Disorders, 24(1), 163–171. https://doi.org/10.1177/1087054718770009
Hall, L., & Case-Smith, J. (2007). The effect of sound-based intervention on children with sensory processing disorders and visual-motor delays. American Journal of Occupational Therapy, 61, 209-215.
Hallam, S. & Price, J. (1998). Can the use of background music improve the behavior and academic performance of children with emotional and behavioral difficulties? British Journal of Special Education 25(2), 88-91.
Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28(2), 111-122.
Harvard Health Publishing. (2024, July 24). Relaxation techniques: Breath control helps quell errant stress response. Harvard Health. https://www.health.harvard.edu/mind-and-mood/relaxation-techniques-breath-control-helps-quell-errant-stress-response
Hedge, A. (2015). Sit-stand working programs. Cornell University Ergonomics Web. Retrieved from https://ergo.human.cornell.edu/CUESitStandPrograms.html
Hillman, C.H., Pontifex, M.B., Castelli, D.M., Khan, N.A., Raine, L.B., Scudder, M.R., et al. (2014). Effects of the FITKids randomized controlled trial on executive control and brain function. Pediatrics, 134:4.
Holmes, R., Pellegrini, A., & Schmidt, S. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176 (7), 735-743.
Hoult, L., Longstaff, L., & Moss, M. (2019). Prolonged low-level exposure to the aroma of peppermint essential oil enhances aspects of cognition and mood in healthy adults. American Journal of Plant Sciences, 10(6), 1002–1012. https://doi.org/10.4236/ajps.2019.106072
Isbister, K. (2017, May 18). Fidget toys aren’t just hype. Scientific American. https://www.scientificamerican.com/article/fidget-toys-arent-just-hype/
Isbister, K., & Karlesky, M. (2017). Fidget widgets: Desk toys as supporting tools for attention and creativity. Interactions, 24(4), 38–43. https://doi.org/10.1145/3085575
Johnson, A.J., Jenks, R., Miles, C., Albert, M., & Cox, M. (2011). Chewing gum moderates multi-task induced shifts in stress, mood, and alertness. A re-examination. Appetite, 56, 408-411.
Johnson, A.J., Muneem, M., & Miles, C. (2013). Chewing gum benefits sustained attention in the absence of task degradation. Nutritional Neuroscience, 16:4, 153-9.
Johnston, C.A., Tyler, C., Stansberry, S.A., Moreno, J.P., and Foreyt, J.P. (2012). Brief report: Gum chewing affects standardized math scores in adolescents. Journal of Adolescence, 35, 455-459.
Karlesky, M., & Isbister, K. (2016). Understanding fidget widgets: Explorationsin sustainable design for attention and productivity. Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, 3576–3581. https://doi.org/10.1145/2851581.2892502
Kercood, S., Grskovic, J.A., Lee, D.L., & Emmert, S. (2007). The effects of fine motor movement and tactile stimulation on the math problem solving of students with attention problems. Journal of Behavioral Education, 16, 303-310.
Kimball, J., Lynch, K., Stewart, K., Williams, N., Thomas, M., & Atwood, K. (2007). Using salivary cortisol to measure the effects of a Wilbarger protocol-based procedure on sympathetic arousal: A Pilot study. American Journal of Occupational Therapy, 61, 406-413.
Lam, R. W. (2015). Light therapy for seasonal affective disorder: A review of the evidence. Canadian Journal of Psychiatry, 60(11), 543-550.
Leveille, G., McMahon, K., Alcatara, E., & Zibell, S. (2008). Benefits of chewing gum: Oral health and beyond. Nutrition Today, 43(March/April), 75-81.
Lin, C-K, Min, Y-F, Chou, L-W, & Lin, C-K. (2012). Effectiveness of sensory processing strategies on activity level in inclusive preschool classrooms. Neuropsychiatric Disease and Treatment, 2012:8, 475-481.
Mahar, M., Murphy,s., Rowe, D., et al. (2006) Effects of a classroom-based program on physical activity and on-task behavior. Medical Science of Sports and Exercise, 38(12). 2086-2094.
Molholm, S., Ritter, W., Murray, M.M., Javitt, D.C., Schroeder, C.E., Foxe, J.J. (2002). Multisensory auditory-visual interactions during early sensory processing in humans: a high-density electrical mapping study. Cognitive Brain Research, 14, 115-128.
Mullen, M., Champagne, T., Krishnamurty, S., Dickson, D., & Gao, R.X. (2008). Exploring the safety and therapeutic effects of deep pressure stimulation using a weighted blanket. Occupational Therapy in Mental Health, 24:1, 65-89.
Narukawa, S., Nishimura, M., Kuze, I., Ohno, I., Fukunaga, M., Kobayasi, K. I., & Murai, S. A. (2023). Cortico-striatal activity associated with fidget spinner use: An fMRI study. Scientific Reports, 13(1), 15860. https://doi.org/10.1038/s41598-023-43109-7
Pellegrini, A.D., Davis, P. (1995). The effects of recess timing on children’s playground and classroom behaviors. American Educational Research Journal, 32, 845-864.
Peck, H.L., Kehle, T.J., Bray, M.A., & Theodore, L.A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34(3), 415-424.
Pfeiffer, B., Henry, A., Miller, S. & Witherell, S. (2008). The effectiveness of Disc ‘O’ Sit cushions on attention to task in second-grade students with attention difficulties. American Journal of Occupational Therapy, 62, 274-281.
Pfeiffer, B. & Kinnealey, M. (2003). Treatment of sensory defensiveness in adults. Occupational Therapy International, 10(3), 175-184.
Pfeiffer, B., Koenig, K., Kinnealey, M., Sheppard, M., & Henderson, L. (2011). Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study. American Journal of Occupational Therapy, 65(1), 76–85. https://doi.org/10.5014/ajot.2011.09205
Rapport, M.D., Bolden, J., Kofler, M.J., Sarver, D.E., Raiker, J.S., Alderson, R.M. (2009). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): A ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 37, 521-534.
Reynolds, S.J., Lane, S.J., & Mullen, B. (2015). Brief Report—Effects of deep pressure stimulation on physiological arousal. American Journal of Occupational Therapy, 69, 6903350010.
Robertson, M. M., Ciriello, V. M., & Garabet, A. M. (2013). Office ergonomics training and a sit-stand workstation: effects on musculoskeletal and visual symptoms and performance of office workers. Applied Ergonomics, 44(1), 73–85. https://doi.org/10.1016/j.apergo.2012.05.001Wikipedia
Savan, A. (1999). The effect of background music on learning. Psychology of Music 27(2), 138-146.
Scheerer, C.R. (1992). Perspectives on an oral motor activity: The use of rubber tubing as a “chewy.” American Journal of Occupational Therapy, 46(4), 344-352.
Schilling, D.L., Washington, K., Billingsley, F.F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. The American Journal of Occupational Therapy, 57(5), 534-541.
Schilling, D.L. & Schwartz, H.S. (2004). Alternative seating for children with autism spectrum disorder: Effects on classroom behavior. Journal of Autism and Developmental Disorders, 34, 423-431.
Schoen, S., Miller, L.J., & Sullivan. (2015). A pilot study of integrated listening systems for children with sensory processing problems. Journal of Occupational Therapy, Schools, & Early Intervention, 8:3, 256-276, http//dx.doi.org/ 10.1080/19411243.2015.1055418
Scholey, A., Haskell, C., Robertson, B., Kennedy, D., Milne, A., & Wetherell, M. (2009). Chewing gun alleviates negative mood and reduces cortisol during acute laboratory psychological stress. Physiology & Behavior, 9, 304-312.
Schweitzer, J., & Isbister, K. (2020, July 29). Toy or therapy device? UC Davis Health researchers study effectiveness of fidget tools. UC Davis Health. https://health.ucdavis.edu/news/headlines/toy-or-therapy-device-uc-davis-health-researchers-study-effectiveness-of-fidget-tools/2020/07
Shrestha, N., Kukkonen-Harjula, K. T., Verbeek, J. H., Ijaz, S., Hermans, V., & Bhaumik, S. (2018). Workplace interventions for reducing sitting at work. Cochrane Database of Systematic Reviews, (6), CD010912. https://doi.org/10.1002/14651858.CD010912.pub4
Silva, L.M.T., Schalock, M., Ayres, R., Bunse, C., & Budden S. (2009). Qigong massage treatment for sensory and self-regulation problems in young children with autism: A randomized controlled trial. American Journal of occupational Therapy, 63, 423-432.
Silva, L.M.T., Schalock, M., & Gabrielsen, K. (2011). Early intervention for autism with a parent-delivered Qigong massage program: A randomized controlled trial. American Journal of Occupational Therapy, 65, 550-559.
Smith, A. (2010). Effects of chewing gum on cognitive function, mood and physiology in stressed and non-stressed volunteers. Nutritional Neuroscience, 13:1, 7-16.
Smith, A.L., Hoza, B., Linnea, K., McQuade, J.D., Tomb, M., Vaughn, A.J., et al. (2011, August 25). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of Attention Disorders. Retrieved from http://jad.sagepub.com/content/early/2011/08/25/1087054711417395
Stephens, R., Edelstyn, N. (2011). Do individual differences moderate the cognitive benefits of chewing gum? Psychology, 2:8, 834-840.
Straker, L., Levine, J., & Campbell, A. (2009). The effects of walking and cycling computer workstations on keyboard and mouse performance. Human Factors, 51(6), 831–844. https://doi.org/10.1177/0018720809352092
Stratton, J., & Gailfus, D. (1998). A new approach to substance abuse treatment. Adolescents and adults with ADHD. Journal of Substance Abuse Treatment, 15(2), 89-94.
Storli, R., & Sandseter, E. B. H. (2021). Children’s rough-and-tumble play in a supportive early childhood education and care environment. International Journal of Environmental Research and Public Health, 18(21), 11241. https://doi.org/10.3390/ijerph182111241
Twohig-Bennett, C., & Jones, A. (2018). The health benefits of the great outdoors: A systematic review and meta-analysis of greenspace exposure and health outcomes. Environmental Research, 166, 628–637. https://doi.org/10.1016/j.envres.2018.06.030
Tucha, D., Mecklinger, L., Maier, K., Hammerl, M., Lange, KW. (2004). Chewing gum selectively improves memory in healthy volunteers.” Appetite, 38 (3), 235-236.
Umeda, C. & Deitz, J. (2011). Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder. American Journal of Occupational Therapy, 65, 152-159.
VandenBerg, N.L. (2001). The use of a weighted vest to increase on-task behavior in children with attention difficulties. American Journal of Occupational Therapy. 55, 621-628.
Wang, X., Lavender, S. A., Sommerich, C. M., & Rayo, M. F. (2022). The effects of using a footrest during computer tasks varying in complexity and temporal demands: A postural and electromyographic analysis. Applied Ergonomics, 98, 103550. https://doi.org/10.1016/j.apergo.2021.103550
Wahlstrom, K. (2002). Changing times: Findings from the first longitudinal study of later high school start times. NASSP Bulletin. 86:633, 3-21.
White, B.P. & Mulligan, S.E. (2009). Application of psychobiological measures in occupational science and occupational therapy research. Occupational Therapy Journal of Research, 29: 4, 163-174.
Wilkinson, L., Scholey, A., Wesnes, K. (2002). Chewing gum selectively improves aspects of memory in healthy volunteers. Appetite, 38, 235-236.
Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom education. The Education Digest, 128, 659-666.
Zaccaro, A., Nath, A., Schimmelpfennig, S., & Konradt, U. (2024). Effects of office-yoga and walking at the workplace to improve health and wellbeing: A longitudinal randomized controlled trial. Occupational Health Science, 8(4), 679–709.
Zaccaro, A., Piarulli, A., Laurino, M., Garbella, E., Menicucci, D., Neri, B., & Gemignani, A. (2018). How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12, 353. https://doi.org/10.3389/fnhum.2018.00353Wikipedia
Zhao, Y., et al. (2020). The impact of natural light on hypothalamus regulation and stress response. Journal of Neuroscience Research, 48(3), 215-222.
Professional Newsletter/Magazines/Trainings:
BC Center for Ability. (n.d.). The lunch box as a self-regulation tool. Social Emotional Enhancement & Development: Clinical Perspectives. Retrieved June 6, 2017, from http://bccfa-seed.org/?page=34.
Center for Whole-Child Education. (2022, March 22). What is co-regulation and what does it look like in the classroom? https://turnaroundusa.org/what-is-co-regulation-and-what-does-it-look-like-in-the-classroom/
Carley, K. (2013 March). Sound therapy: A complementary intervention for individuals with sensory integration and processing disorders, Part I. Sensory Integration Special Interest Section Quarterly, 36:1, 1-4.
DeCleene, K. E. & Hayden-Sewall, A. A. (2007, December). Sound Therapy: How did it evolve and what is occupational therapy’s role? School System Special Interest Section Quarterly, 14(4), 2.
DeGangi, G. A., & Porges, S. W. (1991). Attention/Alertness/Arousal. In AOTA self-study series: Neuroscience foundations of human performance (Ch. 5). Rockville, MD: American Occupational Therapy Association, Inc.
Goldstein, K., Huang, S., & Tu, K. (June, 2013). Sensory modulation therapy quality assurance study. Behavioral Health (Kings County Hospital Center/Behavioral Health Services), 4:12, 1-2.
Harper, J., Warner, A.L. (2010, January 4). Researching combined interventions: Effectively addressing attention and auditory processing in school-age children. Advance OT Magazine, pp. 27-28.
Hoffman, S. (2011, January 31). Benefits of weighted products for managing sensory processing disorder. Advance OT Magazine, pp. 10-11.
Howell, M.K. (2016, February 22). Encouraging activity bursts in the classroom. OT Practice, 21-22.
Kinnealey, M., Riuli, V., & Smith, S. (2015, March). Case study of an adult with sensory modulation disorder. American Occupational Therapy Sensory Integration Special Section Quarterly, 38, 1-4.
Klemp, R. (2015, May) A little ‘R and R’. Advance for Occupational Therapy Practitioners, 12-13.
May-Benson, T.A., Carley, K., Szklut, S., & Schoen, S. (2013 June). Sound therapy: A complementary intervention for individuals with sensory integration and processing disorders, Part II. Sensory Integration Special Interest Section Quarterly, 36:2, 1-4.
Rice, M. Bulk up the brain. Retrieved August 16, 2011, from Advance for Physical Therapy and Rehab Medicine website: http://physical-therapy.advanceweb.com/ article/bulk-up-the-brain.aspx
Schriber Orloff, S.N. (2010, December 6). Doodling: A boost to the brain. Advance OT Magazine, p. 9.
Sensory Inclusive Schools. (2024, February 7). Self-regulation in school: A guide for staff. Sensory Inclusive Schools. https://www.sensoryinclusiveschools.org/pages/news-self-regulation-in-school-a-guide-for-staff
Stenger, M. (2014, August 5). 5 Research-based tips for providing students with meaningful feedback. Edutopia. https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Spinabella, K. (2011, August 1). Stand up for good health. Advance OT Magazine, p. 14.
Taylor, M. (2024). What does fight, flight, freeze, fawn mean? WebMD. https://www.webmd.com/mental-health/what-does-fight-flight-freeze-fawn-mean
Books/Manuscripts/Professional Texts:
American Occupational Therapy Association (2025). About the profession. https://www.aota.org/career/become-an-ot-ota
AOTA Approved Provided Quarterly Update (2007). “The Value of Evidence-Based Perspective to Develop course Content” (February).
Lane, S.L., Bundy, A.C., & Gorman, M.E. (2020). Composing a theory: An historical perspective. In A.C. Bundy & S.J. Lane (Eds.), Sensory Integration Theory and Practice (3rd ed., pp. 40-53). Philadelphia, PA: F.A. Davis.
Moore, J. C. (1985). Arousal and attention: Neurological and clinical considerations. [Paper presentation] Professional Development Programs, St. Paul, MN, United States.
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little Brown.
Shanker, S. (2012). Calm, alert, and learning: Classroom strategies for self-regulation. Ontario, Canada: Pearson Canada, Inc.
Trott, M.C. (2002). Oh behave! Sensory processing and behavioral strategies. Philadelphia: Therapy Skill Builders.
Trott, M. et. al. (1993). SenseAbilities: Understanding Sensory Integration. Tucson, AR: Therapy Skill Builders.
Unpublished Graduate Theses/Dissertations:
Sayers, B. (2008). The effect of seated isometric arm exercises on students’ attention and academic performance. (Available online at: https://www.worldcat.org/search?q=ti%3AEffect+of+seated+isometric+arm&fq=yr%3A2008..2008+%3E+%3E+ln%3Aeng&qt=advanced&dblist=638)
Voytecki, K.S. (2005). The effects of hand fidgets on the on-task behaviors of a middle school student with disabilities in an inclusive academic settings. Unpublished doctoral dissertation, University of South Florida.
Popular Press:
Antoniades, C.B. (2010, March). The upside of fidgeting. Parenting school years. pp. 126-127.
Bernhardt, D. (March, 24, 2008). School on the run: Project combines workouts with study. The StarPhoenix. Retrieved from http://johnratey.typepad.com/blog/2008/03/school-on-the-r.html
Brownlee, S. & Watson, T. (1997, January 13). The senses. U.S. News & World Report. 51-59.
Brukner, L. (2021, September 17). Sensory strategies that help students refocus on learning. Edutopia. https://www.edutopia.org/article/sensory-strategies-help-students-refocus-learning/
Cloud, J. (2009, April 13). Better learning through fidgeting. Time Magazine. 61.
CTV.ca News Staff (2006). Halifax school uses stability balls to calm kids. CTV News. Retrieved from http://www.henryot.com/pdf/Halifax%20school%20uses%20stability%20balls%20to%20calm%20kids.pdf
Huberman, A. (2021). The importance of sunlight exposure in the morning. Huberman Lab Podcast.
Morten, N. (2010, October 7) Stand-up desks in college station school fighting obesity. Retrieved from KBTX (CBS affiliate) television station website: http://www.kbtx.com/news/headlines/104533704.html
Parker-Pope, T. (2009, February 24). The 3 R’s? A fourth is crucial, too: Recess. The New York Times
Soussan, T. (2009, August 2). Young and restless: Fidget toys, other distractions can help some children pay better attention in class. Albuquerque Journal, (Special Back to School Section) pp. 9, 12.
University of Illinois at Urbana-Champaign. (2009, April). Physical activity may strengthen children’s ability to pay attention. ScienceDaily, Retrieved from https://www.sciencedaily.com/releases/2009/03/090331183800.htm
Veenendall, J. (2008). Arnie and his school tools: Simple sensory solutions that build success. Shawnee Mission, KS: Autism Asperger Publishing Company.
Relationship of Self-Regulation to Learning
Refereed Professional Journals:
Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20 (3), 899-911.
Blair, C. & Razza, R.P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78:2, 647-663.
Boekaerts, M. & Corno, L. (2005). Self-Regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
McClelland, M.M., Acock, A.C., Piccinin, A., Rhea, S.A., & Stallings, M.C. (2012). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly (in press).
Muller, R.T. (2022, June 9). Polyvagal theory: An approach to understanding trauma. Psychology Today. https://www.psychologytoday.com/us/blog/talking-about-trauma/202206/polyvagal-theory-approach-understanding-trauma
Pelco, L.E. & Reed-Victor, E. (2007, Spring). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure, 51:3, 36-37.
Raver, C.C., Li-Grining, C., Bub, K.,Jones, S.M., Zhai, F., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82:1, 362-378.
Royeen, C. B. (Ed.). (1991). AOTA self-study series: neuroscience foundations of human performance. Rockville, MD: American Occupational Therapy Association, Inc.
Professional Newsletter/Magazines/Trainings:
Bodrova, E. & Leong, D. (2008, March). Developing Self-Regulation in Kindergarten: Can we keep all the crickets in the basket?. Beyond the Journal: Young Children on the Web, National Association for the Education of Young Children. 21, 1-3. Retrieved from www.journal.naeyc.org.
Center on the Developing Child (May 20, 2012). In Brief: Executive function: Skills for life and learning. Harvard University. https://developingchild.harvard.edu/resources/inbriefs/inbrief-executive-function/
Books/Manuscripts/Professional Texts:
Aldrich, S. (2009, July). Utilizing RTI with English language learners. Paper presented at the National Association of School Psychologists Conference, Albuquerque, NM.
Ayres, A.J. (1979). Sensory integration and the child. Los Angeles: Western Psychological Services.
Baumeister, R.F., & Vohs, K.D. (Eds.). (2011). Handbook of self-regulation: Research, theory, and applications (2nd ed). New York, NY: Guilford Press
Porges, S. W., & Porges, S. (2023). Our polyvagal world: How safety and trauma change us. W. W. Norton & Company.
Zelazo, P.D., Blair, C.B., and Willoughby, M.T. (2016). Executive function: Implications for education. (NCER 2017-2000) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/
Self-Regulation Assessments & Issues
Boekaerts, MM. & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
Cohn, E.S., DeMarninis, J.A. (2016). Demonstrating the value of sensory integration approaches by addressing and measuring outcomes that matter to families. OT Practice, 21(17), CE 1-8.
DeBoth, K., Benevides, T., Lane, S., & Reynolds, S. (2015, December). Using physiological measurements in sensory processing and integration research. Sensory Integration Special Interest Section Quarterly, 38(4), 1-4.
Durand, V. M., & Crimmins, D. (1992). Motivation Assessment Scale and Guide. Topeka, KS: Monaco & Assoc.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38: 581-586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
Hedman, E.B. (2010). In-situ measurement of electrodermal activity during occupational therapy. Unpublished master’s thesis, Massachusetts Institute of Technology. Cambridge, Massachusetts.
Hedman, E., Miller, L., Schoen, S., Nielsen, D., Goodwin, M, & Picard, R. (2012). Measuring autonomic arousal during therapy. Proceedings of 8th International Design and Emotion Conference. London, UK.
Kandel, E.R., Schwartz, J.H., Jessell, T.M., Siegelbaum, S.A., & Hudspeth, A.J. (Eds.). (2012). Principles of neural science (5th ed.). New York, NY: The McGraw-Hill Companies.
Reynolds, S., Glennon, T.J., Ausderau, K., Bendixen, R.M., Kuhaneck, H.M., Pfeiffer, B., Watling, R., Wilkinson, K., & Bodison, S.C. (2017). Using a multifaceted approach to working with children who have differences in sensory processing and integration. American Journal of Occupational Therapy.
Theory of Sensory Integration
American Occupational Therapy Association (n.d.) Essay: The current status of sensory integration therapy. Retrieved from http://www.aota.org/Practice/ChildrenYouth/SI/Resources.aspx#sthash.gD37Xy8a.dpuf
American Occupational Therapy Association (n.d.). AOTA critically appraised topics and papers series: What is the neurophysiologic evidence that using a sensory-based approach in occupational therapy with children and adolescents will be effective? Retrieved from http://www.aota.org/Educate/Research/CATsandCAPs/SI.aspx
American Occupational Therapy Association (n.d.). AOTA critically appraised topics and papers series: What is the evidence for the existence of different types of sensory processing/sensory integration problems in children and adolescents? Retrieved from http://www.aota.org/Educate/Research/CATsandCAPs/SI.aspx
Franklin, Laureen, Deitz, Jean, Jirikowic, Tracy, Astley, Susan (2008). Children with Fetal Alcohol Spectrum Disorders: Problem Behaviors and Sensory Processing. The American Journal of Occupational Therapy 62, 265-273
Lane, S.J., Lynn J.Z., & Reynolds, S. (2010). Sensory modulation: A neuroscience and behavioral overview. OT Practice, 15(21), 37-44.
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Self-Regulation Assessments & Issues | Theory of Sensory Integration
