Why can a child complete every step of dressing… but still put the shirt on backward? In this episode of Ideas at Play, we explore a simple, research-backed occupational therapy strategy that improved clothing orientation using one small visual cue (yes — it involves duct tape). We break down why dressing orientation can be so tricky, how this approach compares to other OT and ABA interventions, and how motor learning can support independence. If backward clothes are a sticking point in your OT sessions, this episode offers a practical, low-cost strategy you can try tomorrow.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Foster, H. G., Elliott, T.-C. C., & Ayres, K. M. (2023). Using a tag as a stimulus prompt to increase correct dressing orientation. Research and Practice for Persons with Severe Disabilities, 48(4), 203–214. https://doi.org/10.1177/15407969231205849

Cahill, S. M., & Beisbier, S. (2020). Occupational therapy practice guidelines for children and youth ages 5–21 years. American Journal of Occupational Therapy, 74(4), 7404397010p1–7404397010p48. https://doi.org/10.5014/ajot.2020.744001

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Drumming might not be the first intervention that comes to mind—but the evidence suggests it deserves a closer look for regulation, connection, and mental health for autistic individuals. We unpack what therapeutic drumming actually looks like (spoiler: no musical talent required), why a simple structure matters, and how rhythm can bring motor, sensory, and social skills together in one joyful intervention. If you’re curious about evidence-based strategies that feel meaningful, energizing, and genuinely fun—for both you and your clients—this episode is worth a listen. 🥁

We share our own thoughts in the Research Review and encourage you to read the original article too.

Friedman, Z. L., Ochoa, J., Prisco, D., & Seruya, F. M. (2023). Connected rhythm: A scoping review of therapeutic drumming as an intervention for autistic individuals. The Open Journal of Occupational Therapy, 11(4), 1–17. https://doi.org/10.15453/2168-6408.2133

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Sensory tools are a staple in pediatric OT—but not all of them are doing what we think they are. In this episode, we take a clear-eyed look at the evidence behind sensory-based interventions, from weighted vests and fidgets to caregiver coaching and environmental modifications. Drawing from a recent systematic review, we discuss what actually supports participation, what shows mixed results, and how to make data-driven decisions without losing sight of day-to-day practice realities.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Piller, A., McHugh Conlin, J., Glennon, T. J., Andelin, L., Teng, K., & Tarver, T. (2025). Systematic review of sensory-based interventions for children and youth (2015–2024). Frontiers in Pediatrics, 13, 1720179. https://doi.org/10.3389/fped.2025.1720179

Get the OT Evidence Checklist mentioned in the episode here

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Episode 50 is all about YOU! Michele and Lacy tackle the questions that keep pediatric occupational therapists thinking, problem-solving, and sometimes scratching their heads. We dive into recommending OT service minutes with evidence (not guesswork) explore how AI can make your OT life easier while keeping therapy person-centered, and share prep hacks that save time without skimping on quality. Plus, we get real about finding mentorship and continuing education to fit you. It’s practical, honest, and full of those “aha!” moments that keep ideas—and your OT sessions—fresh and fun.

Articles/Resources mentioned:

Listen to episode 20 with Dr. Iona Novak and learn more about the READ Model in this article. Novak, I., Te Velde, A., Hines, A., Stanton, E., McNamara, M., Paton, M. C. B., Finch-Edmondson, M., & Morgan, C. (2021). Rehabilitation evidence-based decision-making: The READ model. Frontiers in Rehabilitation Sciences, 2, 726410. https://doi.org/10.3389/fresc.2021.726410

Listen to episode 40 with Dr. Heather Kuhaneck and read about the development of the Classroom Sensory Environment Assessment (C-SEA) at https://doi.org/10.5014/ajot.2015.019430

Thank you to our sponsor OccupationalTherapy.com! Use the code PLAY25 to support the show and get a free month of continuing education access when you sign up today at our podcast link https://fas.st/t/Fe79v8vU

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Folinic acid has been showing up everywhere in conversations about autism—but what does the research actually tell us, and why should occupational therapists pay attention? In this episode of Ideas at Play, we break down a high-quality randomized controlled trial on folinic acid and translate the findings into practical, OT-relevant insights. We unpack the brain-based “why,” highlight what the study found (including changes related to autism characteristics and language), and talk about how this information fits into real-world practice. As always, we center participation, functional outcomes, and collaboration with families and medical teams. This episode is for informational purposes only and is not medical advice. Families should always consult their physician before starting or changing supplements or medications.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Panda, P. K., Sharawat, I. K., Saha, S., Gupta, D., Palayullakandi, A., & Meena, K. (2024). Efficacy of oral folinic acid supplementation in children with autism spectrum disorder: A randomized double-blind, placebo-controlled trial. European Journal of Pediatrics, 183(11), 4827–4835. https://doi.org/10.1007/s00431-024-05762-6

Update 2/4/26: The article we featured by Panda et al. (2024) was retracted on 1/29/26. It was discovered that the authors handled the data inappropriately and the journal lost confidence in the findings. Despite this, there is still solid evidence supporting the use of folinic acid with autistic children. Here are a few additional articles that support the information provided in this episode.

Additional Citations:

Hoxha, B., Hoxha, M., Domi, E., Gervasoni, J., Persichilli, S., Malaj, V., & Zappacosta, B. (2021). Folic Acid and Autism: A Systematic Review of the Current State of Knowledge. Cells, 10(8), 1976. https://doi.org/10.3390/cells10081976

Rossignol, D. A., & Frye, R. E. (2021). Cerebral Folate Deficiency, Folate Receptor Alpha Autoantibodies and Leucovorin (Folinic Acid) Treatment in Autism Spectrum Disorders: A Systematic Review and Meta-Analysis. Journal of Personalized Medicine, 11(11), 1141. https://doi.org/10.3390/jpm11111141

Sener, E. F., Oztop, D. B., & Ozkul, Y. (2014). MTHFR gene C677T polymorphism in autism spectrum disorders. Genetics Research International, 2014, Article 698574. https://doi.org/10.1155/2014/698574

Bobrowski-Khoury, N., Ramaekers, V. T., Sequeira, J. M., & Quadros, E. V. (2021). Folate receptor alpha autoantibodies in autism spectrum disorders: Diagnosis, treatment and prevention. Journal of Personalized Medicine, 11(8), Article 710. https://doi.org/10.3390/jpm11080710

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Everyone agrees that collaboration with teachers matters in school-based OT practice, yet many occupational therapists struggle to make it work in real life. In this episode, we go beyond polite check-ins and quick info-sharing to unpack what effective interprofessional collaboration really looks like. We unpack a qualitative study and the key ingredients that make collaboration work: protected time and space, trust and power-sharing, and turning shared ideas into real classroom action. This conversation reframes collaboration as something you build together, not just talk about.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Quigley, D., & Smith, M. (2022). Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective. Child Language Teaching and Therapy, 38(2), 126–150. https://doi.org/10.1177/02656590211064544

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Struggling to find practical interventions for kids with ADHD that actually improve executive function and/or mental health? This episode breaks down a Canadian study comparing two 10-minute interventions—exercise and mindfulness meditation—and their immediate effects on inhibition, working memory, and cognitive flexibility. We explain what worked best, why it works (hello, default mode network and prefrontal cortex activation), and how occupational therapists can implement these strategies in therapy sessions or as home programs. These interventions are easy to use as preparatory activities before challenging tasks, during transitions, or as part of a bottom-up OT approach to executive function deficits. Plus, Lacy shares creative ways to use different types of dice to add fun and modify activities in your therapy sessions.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Bigelow, H., Gottlieb, M. D., Ogrodnik, M., Graham, J. D., & Fenesi, B. (2021). The differential impact of acute exercise and mindfulness meditation on executive functioning and psycho-emotional well-being in children and youth with ADHD. Frontiers in Psychology, 12, Article 660845. https://doi.org/10.3389/fpsyg.2021.660845

KEYWORDS: Occupational therapy; evidence-based practice; OT; OT ideas; Peds OT; pediatric occupational therapy; executive function; ADHD; intervention; exercise; mindful meditation

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What happens when one of occupational therapy's most beloved programs gets put under the research microscope? Turns out Zones of Regulation—despite being wildly popular—has a shaky evidence base. BUT don’t panic and throw out all your materials, we've got some promising news. A new study shows what happens when you take Zones and actually do it the occupational therapy way: with OT scaffolding techniques, play-based activities, positive reinforcement, and environmental modifications. We explore why some previous research falls short, what this new "OT Zones of Regulation" approach achieved (hello, goal attainment!), and how occupational therapists can bridge that frustrating gap between clinic success and home carryover. Plus, Michele also spills about her biggest career regret involving salary negotiation.

👉 Click here to get the OT Zones of Regulation fidelity measure & planning resources, shared with permission by the author. Thank you Dr. Peters!

We share our own thoughts in the Research Review and encourage you to read the articles too.

Peters, B. C., Gabriels, R., Schmid, A. A., et al. (2024). Occupational therapy using Zones of Regulation™ concepts: A feasibility study. OTJR: Occupational Therapy Journal of Research, 44(4), 597-609. https://doi.org/10.1177/15394492241246549

Mason, B. K., Leaf, J. B., & Gerhardt, P. F. (2023). A Research Review of the Zones of Regulation Program. The Journal of Special Education, 57(4), 219-229. https://doi.org/10.1177/00224669231170202

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