Copyright © 2020 by the American Occupational Therapy Association, Inc.IMPORTANCE The educational landscape is continually changing in response to legislation and the adoption of new standards, such as the Common Core. Currently, little is known about how these changes have influenced the school day. OBJECTIVE To examine the motor and technology requirements of kindergarten, second-, and fourth-grade general education classrooms. DESIGN For 6 full school days, we made unobtrusive observations of and took notes that described classroom activities throughout the day. Data were coded by a committee, allocating each minute of the day into 1 of 10 activity categories. SETTING Kindergarten, second-, and fourth-grade classrooms. PARTICIPANTS Three general education classrooms with approximately 20 students in each class. RESULTS Students spent between 37.1% and 60.2% of the school day performing fine motor activities, with handwriting accounting for 3.4%-18.0% of the day. Time spent using technology was relatively sparse in kindergarten (4.8%) and second grade (3.1%) compared with fourth grade (14.3%). Transitions between activities (18.9%-23.4% of time spent) exceeded time spent handwriting. CONCLUSION AND RELEVANCE This article provides an updated estimate of motor demands throughout the school day. Estimates of fine motor activities were consistent with previous research, but the focus on handwriting appears to have substantially diminished. WHAT THIS ARTICLE ADDS Within the context of their own school, occupational therapists may find transitions to be a good opportunity for providing services within the classroom. In addition, handwriting practice outside of school may be more necessary in the current educational climate than in previous years. Copyright © 2020 by the American Occupational Therapy Association, Inc.IMPORTANCE Children with hemiplegic cerebral palsy (CP) demonstrate spatial attention disregard, but the rehabilitation approach to CP is traditionally motor oriented. OBJECTIVE To explore spatial attention disregard in children with hemiplegic CP and its relationship to their motor performance in daily activities. DESIGN Cross-sectional study. SETTING Community. PARTICIPANTS Twenty-five children with hemiplegic CP and 25 age-matched typically developing children. OUTCOMES AND MEASURES For spatial attention performance, the Random Visual Stimuli Detection Task; for developmental disregard, the Observatory Test of Capacity, Performance, and Developmental Disregard; and for motor performance, the Melbourne Assessment 2. RESULTS Children with hemiplegic CP evidenced spatial attention disregard on their more affected sides, and this phenomenon was correlated with developmental disregard. CONCLUSIONS AND RELEVANCE Children with hemiplegic CP demonstrate developmental disregard in both the motor and the visual-spatial attention domains. Including evaluation of and intervention for visual-spatial attention for children with hemiplegic CP in the traditionally motor-oriented rehabilitation approach is recommended. WHAT THIS ARTICLE ADDS This research provides evidence that children with hemiplegic CP demonstrate disregard in the domain of visual-spatial attention. The findings suggest that evaluation of and intervention for visual-spatial attention should be included in CP rehabilitation in addition to the traditionally motor-oriented approach. Copyright © 2020 by the American Occupational Therapy Association, Inc.IMPORTANCE People with Duchenne muscular dystrophy (DMD) and spinal muscular atrophy (SMA) develop impaired oral function because of reduced temporomandibular joint range of motion (ROM), which affects feeding and oral hygiene activities of daily living (ADLs). OBJECTIVE To assess whether the TheraBite®, an intraoral stretching device, improves ROM. DESIGN Case series, with intervention duration varying from 7 to 30 mo. Treatment frequency varied from weekly to consultative (several times per year). SETTING Varied depending on the ease of transportation for the participant and caregivers. Two participants were treated in an outpatient medical clinic. The other was provided consultative care during multidisciplinary medical clinics and completed a home program. PARTICIPANTS Two adults with DMD and one with SMA. INTERVENTION Stretching protocol using the TheraBite. OUTCOMES AND MEASURES Temporomandibular active ROM (AROM) was determined using a disposable TheraBite oral goniometer. Passive ROM (PROM) was determopyright © 2020 by the American Occupational Therapy Association, Inc.IMPORTANCE Brain mapping performance (BMP) may provide strong predictors to analyze primary functional outcomes and support occupational therapy with clients with attention deficit hyperactivity disorder (ADHD). OBJECTIVE To clarify the value of quantitative electroencephalography to indicate BMP in children with ADHD. DESIGN One-year cross-sectional study. selleck SETTING Brain Computer Interface Laboratory, Mahidol University, Salaya, Nakhon Pathom, Thailand. PARTICIPANTS Thai school-age children with and without ADHD (N = 305). OUTCOMES AND MEASURES We used θ relative power in concordance with stepwise multiple regression analysis. Outcomes included measures of 12 brain locations that were compared between children with and without ADHD. RESULTS Significant differences were found between the groups, especially for Cz, T3, Fp1, Fz, F4, and F7. According to BMP, the group with ADHD had higher emotional awareness and language comprehension than the group without ADHD. CONCLUSIONS AND RELEVANCE Occupational therapy practitioners can use BMP as a valuable tool for setting occupational goals to help children with ADHD improve their social-emotional learning performance in school and in the community. BMP may provide an evaluation to support occupational therapy services for clients with ADHD. The result can be applied in clinical settings by quantitative electroencephalography training. WHAT THIS ARTICLE ADDS BMP can be used as a neuropsychological and behavioral assessment tool for setting SMART (specific, measurable, attainable, relevant, and time-oriented) goals for occupational therapy services for clients with ADHD. Copyright © 2020 by the American Occupational Therapy Association, Inc.