"Evidence Behind Peg in the Egg®"

Hand Function in Young Children

Alonso-Vargas, J. M., Melguizo-Ibáñez, E., Puertas-Molero, P., Salvador-Pérez, F., & Ubago-Jiménez, J. L. (2022). Relationship between learning and psychomotor skills in early childhood education. International Journal of Environmental Research and Public Health, 19(24), 16835–16835. https://doi.org/10.3390/ijerph192416835

Asakawa, Murakami, & Sugimura. (2019). Effect of fine motor skills training on arithmetical ability in children. European Journal of Developmental Psychology, 16(3), 290–301. https://doi.org/10.1080/17405629.2017.1385454

Bondi, D., Robazza, C., & Pietrangelo, T. (2022). Fine motor skills and motor control networking in developmental age. American Journal of Human Biology, 34(8). https://doi.org/10.1002/ajhb.23758

Cheung, W. C., Shen, S., & Meadan, H. (2021). Correlation between motor, socio-emotional skills, and academic performance between young children with and without disabilities. Journal of Developmental and Physical Disabilities, 34(2), 211–231.https://doi.org/10.1007/s10882-021-09796-8

Dadson, P., Brown, T., & Stagnitti, K. (2020). Relationship between screen-time and hand function, play and sensory processing in children without disabilities aged 4-7 years: a exploratory study. Australian Occupational Therapy Journal, 67(4), 297–308. https://doi.org/10.1111/1440-1630.12650

Escolano-Pérez, E., Herrero-Nivela, M. L., & Losada, J. L. (2020). Association between preschoolers' specific fine (but not gross) motor skills and later academic competencies: educational implications. Frontiers in Psychology, 11, 1044–1044. https://doi.org/10.3389/fpsyg.2020.01044

Lin, L.-Y. (2019). Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills. Hong Kong Journal of Occupational Therapy, 32(2), 118–126. https://doi.org/10.1177/1569186119888698

Pillay, B. J., Meyer, A., & Mokobane, M. (2019). Fine motor deficits and attention deficit hyperactivity disorder in primary school children. South African Journal of Psychiatry, 25(1), 1–7. https://doi.org/10.4102/sajpsychiatry.v25i0.1232

Ranko, R., Vanja, K., & Dragana, B. (2021). Playing, then and now - differences in time and elements of play from parents’ perspective, Annales Kinesiologiae11(2). https://doi.org/10.35469/ak.2020.150

Sheedy, A. J., Brent, J., Dally, K., Ray, K., & Lane, A. E. (2021). Handwriting readiness among digital native kindergarten students. Physical & Occupational Therapy in Pediatrics, 41(6), 655–669. https://doi.org/10.1080/01942638.2021.1912247

Yuki, A., Tamase, Y., & Nakayama, M. (2023). Association between decreased grip strength in preschool children and the covid-19 pandemic: an observational study from 2015 to 2021. Journal of Physiological Anthropology, 42(1), 4–4. https://doi.org/10.1186/s40101-023-00321-8

Evidence-Based Practice for Pediatric Occupational Therapists

Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397–422. https://doi.org/10.1023/A:1020541906063

Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416–429. https://doi.org/10.5014/ajot.62.4.416

May-Benson, T. A., & Koomar, J. A. (2010). Systematic review of the research evidence examining the effectiveness of interventions using a sensory integration approach for children. American Journal of Occupational Therapy, 64(3), 403–414. https://doi.org/10.5014/ajot.2010.09071

Watling, R. L., Deitz, J., Kanny, E. M., & McLaughlin, J. F. (1999). Current practice of occupational therapy for children with autism. American Journal of Occupational Therapy, 53(5), 498–505. https:// doi.org/10.5014/ajot.53.5.498

Schaaf, R. C., Benevides, T., Kelly, D., & Mailloux, Z. (2012). Occupational therapy and sensory integration for children with autism: A feasibility, safety, acceptability and fidelity study. Autism, 16(3), 321–327. https://doi.org/10.1177/1362361311435157

Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. https:// doi.org/10.1111/1440-1630.12573

Polatajko, H. J., & Cantin, N. (2010). Exploring the effectiveness of occupational therapy interventions, other than the sensory integration approach, for children with sensory processing disorders. American Journal of Occupational Therapy, 64(3), 415–429. https://doi.org/10.5014/ajot.2010.09073

Delahooke, M. (2019). Beyond behaviors: Using brain science and compassion to understand and solve children’s behavioral challenges. PESI Publishing & Media.

Greene, R. W. (2014). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. HarperCollins.

Shanker, S. (2016). Self-reg: How to help your child (and you) break the stress cycle and successfully engage with life. Penguin Books.

Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton & Company.

National Scientific Council on the Developing Child. (2004). Children’s emotional development is built into the architecture of their brains. Center on the Developing Child at Harvard University. https:// developingchild.harvard.edu/resources/wp1/

Rush, D. D., & Shelden, M. L. (2011). The early childhood coaching handbook. Brookes Publishing.

Graham, F., Rodger, S., & Ziviani, J. (2009). Coaching parents to enable children's participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56(1), 16–23. https://doi.org/10.1111/j.1440-1630.2008.00735.x