Date Presented 4/20/2018 A pilot interprofessional, 9-wk after-school functional and site-relevant group intervention improved motor ability, handwriting skills and written communication, and academic, home, and school performance and behavior among third- and fourth-grade children with developmental coordination difficulties. Primary Author and Speaker: Debra Rybski Contributing Authors: Mary Jo Davenport, Joy Voss, Diane Richter, Nora Plank, Megan Savell, Jasmine Jaramillo, Jamie Prus, Claire Thoelecke, Dorie Ranheim

Date Presented 3/31/2017 Social determinants can impact family occupations and mothers’ sense of competence. Homeless mothers scored worse on five of 10 social determinants and mother satisfaction compared with homeless mothers. Results highlight social determinants of health in community-based occupational therapy. Primary Author and Speaker: Debra Rybski Contributing Authors: Heidi Israel

Date Presented 4/8/2016 Housing’s impact on mother’s self-efficacy, child’s social skills, and mother’s perceived importance of these skills and the variables’ relationships support a two-generation, strength-based approach to occupational therapy intervention promoting enhanced mothering occupations in families experiencing homelessness. Primary Author and Speaker: Colleen Huston Additional Author and Speaker: Debra Rybski

Date Presented 4/9/2016 Preschoolers’ social skills and need for intervention, reported by mothers who experience ecotoxic stress through homelessness or housed poverty, provides evidence for population health occupational therapy practice models in early identification and intervention to enhance children’s social participation and learning. Primary Author and Speaker: Debra Rybski Additional Authors and Speakers: Colleen Huston, Contributing Author: Heidi Israel

Date Presented 4/16/2015 Low-income preschool child social skills/problem behaviors predicted by sensory processing, mother sense of competence, and housed/homeless status provide evidence for community-based occupational therapy practice models for early identification/intervention to enhance children’s social participation and learning.