Blog

  • Author Q&A with Drs. Brett and Bob Bruininks

    BOT-3 Authors: Brett D. Bruininks, PhD, Robert H. Bruininks, PhD

    Jump for joy! BOT-3 is coming soon!

    The Bruininks-Oseretsky Test of Motor Proficiency™, Third Edition (BOT™-3) is one of the most-anticipated product updates of the year, and we know you’ve got questions! We sat down with the BOT-3 authors, Drs. Brett and Bob Bruininks, to talk about customer- and research-led updates to this widely used motor skills assessment, and all the new features you can expect to see when it releases later this year.

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  • 6 Ways To Bolster Digital Assessments with Professional Development

    Three happy diverse colleagues working on project together, using laptop

    The steady integration of technology in the classroom has ushered in a proliferation of digital assessments, which offer immense promise to reduce educator workloads and give them better insight into their students’ unique learning needs. Yet for all the ease they provide, digital assessments shouldn’t be deployed as a plug-and-play solution, at least initially. Without proper preparation, you run the risk of yielding inaccurate results, technical difficulties and even testing irregularities.

    Districts considering digital assessments should realize that the outcomes will only be as strong as the efforts they invest in professional development for the educators using them. Comprehensive training should cover big-picture issues, such as how to choose the most relevant assessment, work as a team, and appropriately analyze and apply the insights gleaned. It also should include logistical components, like standardizing administration, navigating the online testing platform, troubleshooting issues, utilizing accessibility features and upholding security protocols.

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  • The ABCs of Assessments for Early Childhood Educators

    by Kathleen Woodward, Nationally Certified School Psychologist and Senior Assessment Consultant for Pearson

    Teacher smiling while engaging two very young children with a set of blocks

    Early childhood educators and allied professionals realize the benefits of fostering an environment that embraces every child’s distinctive self-expression. We also realize that children reach milestones at different times and in different ways.

    However, part of our professional role is determining when some of our child’s individual “quirks” or reticence may indicate a need for further support. Assessments can help distinguish individuality or preferences from potential issues that might require intervention. While we never want to extinguish a child’s spark, early identification of developmental delays allows us to nurture areas where they might need an extra boost during prime learning windows and help set them on a positive path for their learning future.

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  • What's new with the BOT-3?

    by Melinda Cooper, OT, MBA Product Manager

    Laughing dad piggy backing kids at home

    The Bruininks-Oseretsky Test of Motor Proficiency™ (BOT™) was the first standardized test I came across on my first fieldwork placement as an occupational therapy student. Back then, it came in a clunky metal case and used real pennies for the coin activities (I'm showing my age now!) Like many therapists, I feel like I've "grown up with” the BOT so I'm thrilled to be part of the team bringing the original BOT's “grandchild” — the BOT™-3 — into the world! We are all excited about this new edition, and we think you will be too!

    Here's a preview of some of the changes you can expect to see in this latest version.

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  • How To Set Consistent Device and Social Media Rules at School — and at Home

    A diverse group of young students using cell phones

    As social media use surges among youth, educators are grappling with the need to manage device disturbances — while acknowledging that technology use is embedded in education. Although educators embrace digital tools to help surface diverse viewpoints, boost engagement and save time, clear guidelines are necessary to keep students on task during the school day and promote digital responsibility.

    As schools and districts aim to set consistent rules for device and social media usage, they should embrace a balanced approach that fosters a safe, supportive learning environment while minimizing distractions and risky behavior. Here are five guidelines to consider.

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  • Tackling Tough Social Media Conversations: 3 Common Issues and How To Address Them

    Young student using cell phone device discreetly while teacher is presenting

    Social media and the mobile devices used to access those apps have a pervasive pull on adolescents and teens, even when they’re supposed to be studying or socializing “IRL” at school. As a result, educators may be the first to notice social media- and device-related issues that need to be addressed with caregivers. Those can be tough conversations — it’s easy to feel as though addressing a student’s social media and device use could feel out of bounds.

    However, when a situation is affecting students’ physical or mental wellness, it becomes vital for an empathetic educator to start a dialogue with their family. In any conversation, take care to open by expressing concern (rather than blame or criticism), underscore the reasons social media can be beneficial to youth and emphasize your desire to work on solutions together. Listening is critical.

    Here are three potentially sticky situations involving social media and devices for which you might want to initiate this dialogue, along with ideas for how to frame the conversation.

    Note: Schools and districts likely have their own policies for how to handle student issues involving social media and devices. We intend for these examples to provide additional best practices to validate or enhance your own approach.

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