The OT Schoolhouse Podcast for School-Based OT Practitioners

Latest Episodes:

Going Beyond Handwriting with Universal Design for Learning in School-Based OT Oct 19, 2026

Show notes

Universal Design for Learning (UDL) is often talked about as a framework for inclusive education—but what does it actually look like in day-to-day school-based occupational therapy?

In this episode, Jayson welcomes back Deborah Schwind, DHSc, OTR/L, BCP, SCSS, FAOTA to explore how school-based OTPs can use UDL to help students access, engage in, and demonstrate learning without lowering expectations. Drawing from decades of experience, Debbie shares how activity analysis helps her uncover what an assignment is truly measuring and how creative adaptations can remove barriers while keeping students meaningfully included in general education.

From textured spelling rocks and AAC-powered presentations to choice boards, adapted music instruction, and technology that empowers students to show what they know, Debbie offers practical strategies that OTPs can begin using immediately. She also discusses why collaboration is essential, how occupation-based goals can better support student success, and why providing access through technology isn't "cheating"—it's good occupational therapy.

Whether you're just beginning to explore Universal Design for Learning or looking for new ideas to strengthen your school-based practice, this episode is filled with practical examples and fresh perspectives to help every student participate more fully in learning.

🎧 Hit play now and start reimagining what access looks like for your students!

Listen now to learn the following objectives:

Learners will identify the three pillars of Universal Design for Learning (UDL) and their role in supporting student participation in school-based practice.
Learners will recognize how activity analysis can be used to adapt classroom assignments while maintaining the instructional goal.
Learners will describe how collaboration with teachers supports the implementation of individualized UDL strategies across classroom environments.

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Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together.
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Designing Proactive Sensory-Motor Breaks Across All Ability Levels Oct 05, 2026

Show notes

Proactive sensory breaks can make all the difference for students — but only when they're built into the school day before dysregulation starts, not after. In this episode, Denise Campbell, MS, OTR/L, and Terri Dinkelaker, PT, DPT, co-creators of Skillz 2 Thrive, join Jayson to talk about how school-based OT and PT teams can design simple, proactive sensory-motor routines that teachers, aides, and students can realistically use every day.

Denise and Terri walk through their stoplight break system — a visual, structured approach using red (movement), yellow (heavy work), and green (calming) activities — and explain how it can be individualized for students across ability levels without requiring separate plans for everyone. They also share how QR-code video modeling, classroom visuals, and collaborative team training have helped reduce power struggles, improve staff follow-through, and even lower office referrals in their buildings.

Whether you're working within an MTSS framework, stretched thin on time and materials, or just trying to get your staff on the same page, this episode is packed with low-prep, practical strategies you can start using right away. Hit play to learn how to move from reactive to proactive with your sensory-motor supports.

Listen now to learn the following objectives:

— Learners will identify how to use visual supports and video modeling — including QR codes, visual choice boards, and step-by-step staff-facing visuals — to support consistent, independent implementation of sensory-motor breaks by aides, teachers, and substitutes without requiring therapist presence.

— Learners will identify why building sensory-motor breaks into predictable daily schedules (before dysregulation occurs) is more effective than responding only after a student reaches dysregulation, using the "cup overflowing" analogy and the concept of practicing breaks as an already-taught skill.

— Learners will classify sensory-motor break supports within an MTSS framework by identifying which strategies belong at the whole-class (Tier 1), small-group (Tier 2), and individualized/IEP levels of support, and explaining how OT and PT roles differ and overlap at each tier.

Recognizing CVI in Your School-Based OT Practice Sep 21, 2026

Show notes

Many school-based occupational therapists are working with students who have cortical visual impairment (CVI) but don't recognize it. Unlike ocular visual impairments, CVI is a brain-based processing issue that affects functional vision in ways that fluctuate with environment, fatigue, and sensory complexity. In this episode, Lauren Andelin, OTD, OTR/L, BCP, assistant professor at Virginia Commonwealth University and assistive technology clinician at Children's Hospital, explains what CVI looks like in school settings and why it matters for OT practice.

This episode is for school-based OT practitioners who may be working with students with CVI without fully recognizing the signs, or who want practical strategies to support functional vision in the classroom. Lauren explains the difference between ocular and cortical visual impairments, shares the key behavioral signs to watch for, and offers immediately useful strategies like using preferred colors, managing visual complexity, and understanding visual fatigue.

Whether you suspect a student on your caseload might have CVI or you want to better support students with known diagnoses, this episode will give you actionable strategies you can use starting tomorrow.

Listen now to learn the following objectives:

— Learners will describe why CVI is a brain-based visual processing difference and how environmental factors like clutter, lighting, fatigue, and sensory load can affect functional vision.

— Learners will identify common behavioral signs and red flags that may indicate CVI in school settings.

— Learners will recognize why CVI is often under-identified and misunderstood in schools.

Rethinking Autism Support & What School-Based OTs Need to Know. Sep 07, 2026

Show notes

What if the way we've been supporting autistic students is missing the mark? In this groundbreaking episode, Jayson sits down with Kieran Rose—autistic advocate, researcher, and author—to tackle the tough questions school-based OT practitioners submitted about autism, masking, stimming, and neurodiversity-affirming practice.

This isn't your typical autism training. Kieran challenges core assumptions about behavioral interventions, handwriting goals, conformity in classrooms, and what "support" really means for autistic students. You'll hear why masking isn't just "acting neurotypical for a bit," how monotropic attention changes everything about learning, and why occupational therapy is uniquely positioned as the most important profession for autistic people—if we return to our justice roots.

Jayson and Kieran also discuss the moral injury many school-based OTs feel when trapped between what they know students need and what the system allows, the problem with ABA's grip on schools, and practical ways to create "islands of safety" even within flawed systems.

This episode tackles the hard questions. Kieran doesn't offer quick fixes — but does offer frameworks, permission to rethink your goals, and the reminder that holding space for one hour a week might save a life.

Listen if: You've ever felt trapped between what a student needs and what the system demands.

Listen now to learn the following objectives:

Learners will understand the difference between impression management (context switching) and masking (chronic identity management driven by stigma and lack of safety), and describe its impact on autistic students' long-term mental and physical health outcomes.
Learners will understand how masking can impact autistic students' long-term mental and physical health outcomes.
Learners will understand the concept of monotropism and how deep, focused attention can make frequent school transitions difficult for autistic students.
Learners will identify common school-based demands that may unintentionally prioritize conformity over meaningful participation, such as forced eye contact, suppressing stimming, sitting still, or handwriting expectations.

Using the OT Lens to expand School-Wide Mental Health and Behavioral Supports Aug 24, 2026

Show notes

What if occupational therapy wasn't confined to pullout sessions and IEP goals? Nicole Pfirman, M.Ed., OTR/L, shares how she brought an OT lens to every role—designing multi sensory environments for behavioral regulation, creating prevention and wellness teams that operated outside of special education, and reframing the "mental health crisis" as an intensity crisis that demands systems-level change.

You'll learn why sensory regulation and mental health can't be separated, how to advocate for OT involvement at tier one and tier two, and what it takes to shift from waiting for an IEP to meeting student needs proactively.

This conversation will challenge you to reclaim participation as the core of your practice and see new pathways for OT leadership in schools.

Listen now to learn the following objectives:

— Learners will recognize the distinction between a "mental health crisis" and an "intensity crisis," and explain how this reframing reflects the current reality school-based OT practitioners are seeing in students' behavioral presentations.

— Learners will identify that sensory system regulation and mental health outcomes are directly connected, and that trauma responses impact the sensory system — meaning trauma-informed care cannot be effectively delivered without also addressing sensory dysregulation.

— Learners will identify how OTP's core focus on participation and meaningful occupation applies across all MTSS tiers — from tier one environmental and policy conversations to tier two consultation — not only at the point of IEP eligibility.

What Hundreds of School-Based OTPs Revealed About Their Actual Practice Aug 10, 2026

Show notes

What's really happening in school-based OT practice across the country? In this episode, Jayson sits down with Hannah Smiles, OTD, OTR/L, to unpack findings from a national survey of 331 school-based occupational therapists across 41 states, published in the open-access Open Journal of Occupational Therapy.

Hannah and her research team examined the entire OT process — from referral through intervention — using the OTPF as a guiding framework, revealing that narrow referral patterns persist (handwriting, sensory, and fine motor still dominate), over two-thirds of OTPs aren't using formal environmental assessments, and most practitioners are operating in a "blended" workload/caseload model. Three major interconnected themes emerged from the data: role confusion, inconsistent leadership opportunities, and an incomplete transition to the workload approach.

Whether you're looking for validation, language to advocate for your role, or a clearer picture of where the profession stands today — this episode is for you.

Press play to discover where school-based OT stands today and what needs to change to move the profession forward.

Listen now to learn the following objectives:

— Learners will identify the most common referral patterns in school-based OT and recognize gaps in scope.

— Learners will recognize the three major themes affecting school-based OT practice.

— Learners will identify the unique value of school-based OT using research evidence.

—Learners will identify practical ways to expand their role, advocate for involvement in MTSS/RTI activities, and move toward more leadership within their schools.

Moving Beyond “Sensory vs. Behavior” in School Based OT Jul 27, 2026

Show notes

What if we've been asking the wrong question all along?

For years, school-based occupational therapy practitioners have debated whether challenging student behaviors are driven by sensory processing differences or behavior. But what if that distinction isn't the most important one?

In this episode, Jayson is joined by Kristen Brokamp, OTR/L and Breanna Lynch, OTR/L, co-founders of Holding Space Collaborative, to explore how OTPs can move beyond labels and instead focus on participation, regulation, trauma-informed care, and systems-level change.

Together, they discuss why behavior is often a signal—not the problem itself—and how occupational therapy practitioners are uniquely positioned to help schools build environments that promote wellness, collaboration, and meaningful participation for every student.

Whether you're supporting students individually, consulting with teachers, or hoping to expand OT's impact throughout your school, this conversation will challenge your thinking and inspire new possibilities.

Listen now to learn the following objectives:

— Learners will identify why focusing solely on "sensory vs. behavior" may limit occupational therapy intervention.

— Learners will recognize OT's role in supporting school-wide wellness and prevention efforts.

— Learners will identify opportunities to implement systems-level strategies that promote student participation and regulation.

A School OTP'S Guide to Dysgraphia and Written Expression Jul 13, 2026

Show notes

In this episode, Jayson Davies sits down with Kelli Fetter, founder of Handwriting Solutions, to explore the world of dysgraphia — from the challenges of diagnosis and assessment to evidence-based, school-based intervention strategies. Kelli shares her personal journey as both an OT and parent of a child with dysgraphia, and explains why she believes school-based OTs are the most well-positioned experts to lead the charge on handwriting support.

Kelli and Jayson dig into practical topics including how to assess handwriting across different cognitive load levels, the difference between top-down and bottom-up intervention approaches, and how MTSS frameworks can be used to build tiered handwriting programs in schools. They also discuss the emerging "science of writing" movement and why now is a critical moment for OTs to step into a leadership role in this space.

Whether you're new to school-based practice or looking to sharpen your handwriting intervention skills, this episode is packed with actionable strategies you can bring directly to your students. Listen now to learn how to confidently support students with dysgraphia and written expression challenges — and why it's never too late to make a difference.
Listen now to learn the following objectives:

Explain the OT's role in supporting students with dysgraphia within a tiered MTSS framework, including how to collaborate with teachers, SLPs, and special educators to address written expression as a shared team goal.
Apply assessment strategies across varying cognitive load levels — from tracing and near-point copying to dictation and self-generated writing — to identify automaticity gaps and guide intervention planning.
Design intensive, frequency-based handwriting intervention models (such as handwriting clubs or camp programs) that leverage motor learning principles to produce faster, more meaningful outcomes than traditional once-weekly sessions.

Sensory Wellness for Overwhelmed School-Based OTs Jun 29, 2026

Show notes

If you're a school-based occupational therapy practitioner feeling burnt out, dysregulated, or overwhelmed by your caseload, this episode is for you. Robyn Chu, MOT, OTR/L, author of Sensory Wellness: The Art and Science of Thriving, joins us to flip the traditional sensory conversation on its head. Instead of focusing solely on how to support students' sensory needs, Robyn discusses how understanding your own sensory processing can be the foundation for everything else you do.

Robyn discusses why "calm all the time" isn't the goal, how sensory input actively creates emotions (not just reactions to them), and why you have more control over your regulation than you think—even in challenging school environments. Drawing from neuroscience research and years of clinical experience, she offers practical insights on energy management, nervous system regulation, and why addressing your own sensory wellness isn't just another item on your to-do list—it's what makes everything else work.

Whether you're driving between five schools in a week or sitting down to write reports in a fluorescent-lit room, this episode offers practical wisdom on energy management, nervous system regulation, and why "calm all the time" isn't the goal. Listen now to learn how sensory wellness can help you be your best self for your students—and for yourself.
Listen now to learn the following objectives:

Learners will identify how your own sensory processing patterns impact your daily regulation and work performance
Learners will recognize the difference between interoceptive and exteroceptive sensory input and why it matters for adults
Learners will apply practical sensory adjustments to your work environment that you can control, even in challenging school settings

What MTSS Interventions Produce the Best Results for Sensory Processing? Jun 15, 2026

Show notes

Struggling to figure out how occupational therapy fits within your school's MTSS framework?

In this episode, Dr. Courtney Boitano shares findings from two groundbreaking studies on sensory processing interventions for kindergarten and fifth-grade students. As a faculty member at San Jose State University and a school-based OT with over 15 years of experience, Courtney provides practical insights into implementing tiered sensory supports that actually work. You'll learn how to use free screening tools like the Strengths and Difficulties Questionnaire (SDQ) to identify students who need additional support, why teacher consultation may be more impactful than you think, and how to implement Zones of Regulation strategies across different tiers.

Whether you're new to MTSS or looking to refine your approach, this episode offers evidence-based strategies you can start using tomorrow to support students and empower teachers with sensory processing challenges in your schools.

Listen now to learn the following objectives:

Learners will identify the research findings from tier 1 and tier 2 sensory interventions with kindergarten and fifth-grade students
Learners will implement evidence based teacher consult strategies as a high- impact MTSS intervention.
Learners will Identify the Strength and Difficulties Questionnaire as a screening tool to identify students who may benefit from sensory processing interventions and determine appropriate tier- level supports.

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