Internships at On The Other Hand Therapy
Current Internship Opportunities
How to Express Interest
Who This Is Best Suited For
Learning Opportunities
Time Commitment & Format
Academic Credit
Letters of Recommendation
Next Steps

Internships at On The Other Hand Therapy

Since 2018, more than 150 undergraduate students from The Ohio State University, Otterbein University, and Capital University have completed in person internships with On The Other Hand Therapy. An additional 12 virtual interns from all over the country have assisted with projects. Interns have represented a range of majors, including biology, health sciences, psychology, and global health, with many on pre-OT, pre-PT, pre-PA, or pre-SLP tracks. Many former interns have gone on to entry-level doctoral or master’s programs in occupational therapy, physical therapy, and related healthcare fields.

Internships at On The Other Hand Therapy are designed to provide meaningful exposure to pediatric occupational therapy, disability-informed care, and work with the upper limb difference (ULD) community. Experiences emphasize learning through observation, reflection, and project-based contribution rather than volume of hours alone.

Opportunities vary by season and by program, and placements are offered selectively based on fit, availability, and current project needs.

Current Internship Opportunities

Internship availability varies by year and by program. Some opportunities are in-person, some are virtual, and some include a combination of both. Internships are volunteer learning experiences.

Students who are interested in future opportunities are encouraged to complete the Intern Interest Form and follow On The Other Hand Therapy on Instagram for updates.

In-Person Internship: Preschool Motor Group (PMG) Internship (currently on pause)

The Preschool Motor Group (PMG) internship is an in-person experiential learning opportunity for undergraduates interested in occupational therapy, physical therapy, speech-language pathology, or related fields.

Interns receive training in child development and then help deliver a 10-week motor skills program for preschool-aged children during the school day at participating preschools. The program consists of weekly 40-minute developmental motor labs designed to support core strength, coordination, sensory processing, and foundational motor skills that contribute to later academic, emotional regulation, and athletic success.

The majority of participating children are typically developing, with a small number identified as having or being evaluated for special needs.

At this time, the Preschool Motor Group (PMG) program is on hold.
Students are welcome to indicate interest through the Intern Interest Form so they can be notified if the program resumes in the future.

Virtual Internship: Pediatric OT + Upper Limb Difference (ULD) Internship

This virtual internship combines project-based pediatric occupational therapy learning with content development and education related to upper limb differences.

Interns work directly with me on a variety of professional projects, which may include:

• developing educational materials for families
• creating or refining parent handouts and resources
• contributing to presentations or training materials
• supporting website content and educational initiatives
• assisting with social media content related to pediatric OT and ULD topics

This internship is best suited for students who are self-directed, reflective, and interested in pediatric disability, family education, and lifespan perspectives on care.

Please note:
Availability for this internship varies, and interest does not guarantee placement. The virtual internship cohort is sometimes full, but students are encouraged to register interest so they can be contacted if opportunities open in the future.

How to Express Interest

Students who would like to be considered for future internship opportunities may complete the Intern Interest Form. This form allows On The Other Hand Therapy to gauge interest and reach out if and when appropriate opportunities become available.

Following On The Other Hand Therapy on Instagram is also recommended, as internship updates are shared there when applicable.

Who This Is Best Suited For

These opportunities are best suited for students who:

• are considering careers in occupational therapy, physical therapy, speech-language pathology, or related health professions
• are interested in pediatric care, disability, and family-centered practice
• value reflective learning and mentorship
• are comfortable working independently on projects and following through on commitments
• are curious, thoughtful, dependable, and open to feedback

Internships are not a good fit for students seeking guaranteed placement, stipends or payment for hours, fixed-hour requirements, or primarily observation-only experiences.

Learning Opportunities

Depending on the internship format and current projects, students may have the opportunity to:

• observe and reflect on pediatric occupational therapy practice and clinical reasoning
• learn how developmental motor, sensory, and functional skills support children’s participation across home, school, and community settings
• explore a lifespan perspective on disability, with particular attention to upper limb differences
• contribute to educational materials for families, clinicians, and students
• gain exposure to professional writing, resource development, and public-facing education
• learn about the realities of running a small, mission-driven private practice
• observe how an occupational therapist with limited hand function and chronic overuse uses accommodations, adaptations, and energy conservation to sustain meaningful work

Learning experiences are tailored to the intern’s interests and the current scope of work.

Time Commitment & Format

Time commitment varies by internship type and by season.

• Virtual internships are project-based and flexible, with expectations discussed in advance.
• In-person opportunities, when available, require reliable transportation and the ability to participate fully during scheduled hours.

Internships are intentionally limited in size. Availability may be restricted during certain times of year, and not all interested students will be offered placement.

Academic Credit (Limited Availability)

While some students have previously used their internship experience with On The Other Hand Therapy to fulfill academic credit requirements, at this time, availability for academic-credit internships is limited and considered on a case-by-case basis. Factors include supervision capacity, university requirements, time commitments, and overall fit. Students seeking academic credit should be aware that credit-bearing internships typically require a significant time investment and structured documentation as well as ability to work independently.

Letters of Recommendation

I am happy to write letters of recommendation for graduate school applications for students I have worked with closely and over a sufficient period of time to write a strong, detailed letter.

• Letters of recommendation require approximately 60 hours of meaningful participation, including consistent communication, completed work, and demonstrated engagement.
• For Preschool Motor Group (PMG) internships, only students who complete the PMG Leadership Corps are eligible to request a letter.
• Completing basic internship requirements alone does not guarantee a letter of recommendation.
• If I feel that I cannot write a strong letter, I will communicate that directly so students have the opportunity to improve their performance or seek another reference.

Next Steps

Students who are interested in future internship opportunities should complete the Intern Interest Form. Submitting the form does not guarantee placement, but it allows me to learn more about your interests and reach out if an appropriate opportunity becomes available.

Following On The Other Hand Therapy on Instagram is also recommended, as updates about internships and educational opportunities are shared there.

©2026. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy. All rights reserved.

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Program Status

The Preschool Motor Group (PMG) internship is currently paused for the 2025–2026 school year.
If you are an undergraduate student in the Columbus, Ohio area and would like to be notified if the program resumes, please complete the PMG Internship Interest Form.
Prospective interns are also encouraged to follow us on Instagram for updates.

What Is the Preschool Motor Group (PMG)?

The Preschool Motor Group (PMG) internship is a hands-on, pediatric learning experience designed for undergraduate students exploring careers in occupational therapy, physical therapy, physician assistant studies, speech-language pathology, education, and related healthcare fields.

Interns work under the supervision of a pediatric occupational therapist to support preschool-aged children through structured, play-based motor stations that promote foundational skills such as balance, postural control, coordination, and movement tolerance. The internship emphasizes experiential learning, teamwork, reflection, and professional growth rather than volume of hours or task completion.

Since 2018, more than 100 undergraduate students from The Ohio State University, Capital University, and Otterbein University have completed PMG internships.

Who This Internship Is Best Suited For

The PMG internship is best suited for students who:

• Are thoughtfully exploring pediatric healthcare or education careers
• Have prior experience working with young children (e.g., babysitting, camp counselor, coaching, student teaching)
• Enjoy active, hands-on environments and collaborative teamwork
• Are reliable, adaptable, and open to learning through observation and guided practice

Previous OT or PT experience is helpful but not required.

Learning Opportunities

Depending on role and program availability, interns may have opportunities to:

• Observe and support evidence-based pediatric motor interventions
• Develop an understanding of typical and delayed motor development in early childhood
• Gain exposure to clinical reasoning and treatment planning
• Practice professional communication and teamwork in a healthcare setting
• Learn how play-based motor programs support long-term academic and self-regulation skills

Time Commitment & Format

When offered, PMG internships typically include:

• 2 required in-person training sessions prior to the start of the program
• A 10-week, in-person motor group, usually held on Wednesday mornings
• Full attendance and punctuality are essential due to the team-based nature of the program

Specific dates and logistics are shared only with selected interns.

Internship Tracks

PMG internships may be offered in two formats:

• PMG Internship – the standard hands-on internship experience
• PMG Leadership Corps – an advanced opportunity for returning or highly qualified interns seeking deeper leadership, planning, and mentorship experiences

Availability varies by year and is offered selectively.

Academic Credit (Limited Availability)

All PMG internships are unpaid volunteer positions. In some cases, internships may be eligible for academic credit depending on the student’s university and program requirements. Academic credit arrangements are limited and considered on a case-by-case basis.

Letters of Recommendation

Letters of recommendation for OT/PT or other graduate programs are not guaranteed. Eligibility to request a letter is limited to interns who complete the PMG Leadership Corps and demonstrate exceptional performance, professionalism, initiative, and growth over time. Meeting minimum internship requirements alone does not ensure a strong letter of recommendation.

Next Steps

If you are interested in being notified when PMG internships resume:

1. Complete the Internship Interest Form
2. Follow On The Other Hand Therapy on Instagram for updates

Selected applicants will receive additional details if and when the program is offered.

Intern Testimonials from 2022, 2023, and 2024 Participants

It’s a great and rare hands on experience!

I would definitely recommend this internship to other students because it is very hands on and it is pretty rare to find and opportunity like this during undergrad to prepare you for grad school/a future career in OT/PT. I think it’s unique in the way that it is run and everyone was very kind and the kids were amazing to work with.

I would rate this experience a 11/10! I found all aspects of it to be inviting, informational, beneficial to my career goals, and fun!

I would definitely recommend this internship for anyone interested in OT/PT. It is a great way to learn more about pediatric occupational therapy, and it can really help you figure out if it is the right career path for you. Laura is extremely helpful and open to feedback, she wants to do her best to make sure it’s a positive experience for the interns and preschoolers.

I had an overwhelmingly positive experience from participating in the motor group internship. I learned so much about what it means to work within a pediatrics environment and also what it is like to work in an integrated team with people of varying interests and career goals. I am very grateful for the opportunity to further my connections and learn about my intended future career!

It was amazing. Such a great learning experience. I learned so much and was able to have more hands-on experience than ever before. This internship truly made me see OT in a new light. I learned so much information I had never learned before and Laura did such a great job providing us the framework to succeed.

I would absolutely recommend this internship. It has been a genuine pleasure to be a part of. The hands-on experience that you get working with the children is unparalleled. On top of that you also get exposure to the more business side of OT through the independent learnings as well as planning the activities. Also, the supervisor (Laura) really cares about each and every intern and makes sure that everyone is getting as much out of the experience as possible.

I would absolutely recommend this internship. Everyone here was very helpful and welcoming. I was able to gain a better understanding and strengthen my interest in OT and it was an overall great experience. Laura has been so helpful and kind. She has helped expand my knowledge and experience regarding OT.

© 2026. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post Preschool Motor Group (PMG) Internship appeared first on On The Other Hand.

What to do now to improve your and your children’s posture

• Adults – especially caregivers, parents, and educators – are children’s most important role models. Everyone working with children can start to pay attentions to their posture when bending, sitting, standing, and walking. Are you curving your back right now?  

• Sit squarely on your butt bones.
  Inside the human body there are two bones at the base of the pelvis called the SITZ bones. Encourage everyone to sit squarely on their butt bones so that they are sitting on the SITZ bones and elongate their spines. Make it a game with your kids; they’ll love talking about their butts at the dinner table!! When sitting on the floor, adults can use a seiza bench, which is a simple wooden bench with a slanted top. Lots of versions are available online.   

• Talk to your children about their posture.
  Encourage your kids to “sit strong” (not weak), “sit tall”, or “sit straight” whenever they sit. That means when sitting on the floor, in car seats, in the stroller, doing homework – and especially while on phones, tablets, and any kind of technology. 

• Use a simple rhyming song to remind yourself and your children.
  Use any melody to remind everyone to sit in the “Criss Cross Sit Strong” position on the floor – you can’t get it wrong!

Criss cross
Sit strong
Straight spine
Sing along

• Allow alternative options for floor sitting.
  For example, the “thunderbolt” position (see picture) is both comfortable and strong: legs folded at the knee and feet directly under the bottom. The back should be straight. Both adults and children can sit in the thunderbolt position. Children whose backs curve while sitting in this position have weak trunk muscles; they need lots of wheel barrow walks and “core strengthening”. (Note: this does not mean each leg sticks out to its respective side of the body – that is called a W-sit, and it is extremely straining on the knees.)  

• Spread the word!
  Please pass along this article to your children’s coaches and teachers! Our goal is that adults who work with children all over the United States switch from using language that encourages misuse of the body to “criss cross sit strong,” which encourages strong posture. Please tell us what suggestions are working for you!
  

Resources

• Small elementary school-age children like the girl in the photo above can sit on a foam ball which can support the bottom (the feet wrap around the ball on either side). 
• For larger children, consider purchasing a foam yoga block or a 1½“ to 2” phone book (tape the sides so that it doesn’t open up).   
• To learn more about posture, visit Jean Couch’s website.
• For another take on this issue, see Crisscross-Applesauce: It’s Time to Move on From This Tradition, by educator Rae Pica.

If you have any questions about posture, please contact us here.

Read Criss Cross Applesauce, No! Criss Cross Sit Strong, Yes! PART 1: Background.

The post Criss Cross Applesauce, No! Criss Cross Sit Strong, Yes! PART 2: Action Steps appeared first on On The Other Hand.

Parents and teachers help guide their children to make healthy food & television choices; healthy posture is just another way that we take care of our bodies.

What is criss cross applesauce? 

If you parent, work with, or take care of kids, by now you probably have heard dozens of teachers, coaches, and even librarians instruct young children: “Please go sit on the carpet (floor/field) in criss cross applesauce.” It is so ubiquitous that we have stopped thinking about the phrase itself. Why are adults asking children to sit like a pile of mushy tan-colored goop? Applesauce may be great for childrens’ insides, but why are we encouraging them to arrange their bones like a pile of mush? When you look at children in the criss cross applesauce position on the floor, what do you see? Do the children look strong or weak? 

Back in the day …

Sitting on the floor on one’s bottom used to be called sitting “Indian style” (clearly racially offensive, this phrase has been replaced), “tailor” position, “legs crossed”, or simply, “set your bottom down.” Regardless of what it was called, children used to sit with two “folds” in their bodies (one at each hip), and their spines looked “straight”. That’s because in a healthy spine, the vertebrae form a column, known as the spinal column. Columns are straight, not curved (think Greek or Roman temple columns). And columns are strong. 

(Boring anatomy note: to be precise, 24 of the 33 vertebrae form a straight column. The sacrum and tailbone form a significant curve that supports the column. There are also three other curves in the spine, but in healthy spines, these curves are minimal, elongating – not rounding – the spine.)  

Rounded, not straight, backs

In contrast, for quite some time now, children have been sitting with excessively rounded – not straight – spines. That means an additional fold in the stomach where they bend their spine. In “modern” spines, the curves have become so accentuated that the term “spinal column” has become somewhat of a misnomer. Improper spinal alignment is so pervasive that we don’t even notice that children all over our country (and even the world) sit with curved backs starting around 3 years old. Unfortunately, curved spines are weak.

Why are curved spines weak? 

Sitting with a curved back puts enormous pressure on the spongy discs that sit between each vertebra, often causing debilitating pain as well as permanent damage. Something like 80% of Americans suffer from at least one debilitating episode of lower back pain in the course of their lives. Many of us know someone who has a “bad back,” or whose back is forever “going out.” Misuse of our backs has made our backs weak. Due to a variety of factors (more on that in another article), American children by five or six often have difficulty sitting comfortably, and safely, on the floor with their legs crossed. Unfortunately, younger children, who at three still are able to keep their spine straight, begin to curve their back when they sit on the floor with legs crossed (see attached picture). Why is this? Posture is learned; children imitate the adults and older children around them.  

What is so great about having a strong back?

Contrary to popular thought, aging itself is not what makes our backs weak. In fact, there still are people all over the world whose backs are naturally strong – that’s because they use their bodies differently than we do. For example, a number of indigenous cultures have straighter, stronger posture while engaged in everyday activities. Take a look at this video of a man with an extremely tall spine carrying a load of heavy bricks. Maintaining a strong back throughout life contributes to joint alignment throughout the whole body, ensures greater strength and flexibility, and reduces the risk of injury in everyday activities. 

So where did the “criss cross apple sauce” name originate?

There is a nursery rhyme with the following lyrics: “Criss-cross applesauce | Spiders crawling up your back | Cool Breeze | Tight squeeze | Now you’ve got the shivers!”

Some guesses about the origin of the name can be found here. According to some elementary school teachers, “criss cross applesauce” and “spoons in the bowl” (hands in laps) initially began as a behavior management strategy. I have not been able to confirm this. But I want to suggest some fixes for the name, including a rebranding.

Why criss cross sit strong makes sense

Because we know that posture is learned, we need to talk about it with children as a health issue, just like we do wearing helmets and seatbelts, brushing teeth, and limiting screen time. Parents and educators bear the responsibility of guiding children to make healthy food and television choices; healthy posture is just another way that we take care of our bodies. Encouraging children to “sit strong” (not weak), “sit tall”, or “sit straight” whenever they sit starts to change awareness and ultimately habits. I have found that when even very young children learn about posture, they understand why it is important and they want their bodies to be strong. 

If you have any questions about posture, please contact me here. Please tell me what suggestions are working for you!  

Quick Links

• Watch this video of a man with an extremely tall spine carrying a load of heavy bricks to see the incredibly strong posture that the human spine is capable of!
• Read about the possible origin of the name “criss cross applesauce” here
• To read the next post in this series, visit Criss Cross Applesauce, No! Criss Cross Sit Strong, Yes! PART 2: Action Steps.

© 2024. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post Criss Cross Applesauce, No! Criss Cross Sit Strong, Yes! PART 1: Background  appeared first on On The Other Hand.

Kindly complete the forms below, and we will be in touch to set up a time to talk or an assessment session. We look forward to working with your child!

Parent/Guardian Authorizations for OT Assessment and Treatment 2023-2024 – please sign this form at your earliest convenience so that I can consult with you and your child’s providers and teachers

Privacy Practices – please sign

Parent/Guardian Agreement Form 2023-2024 – for JPSN or Autism Scholarship clients only 

The post New Client Forms appeared first on On The Other Hand.

Background, Training, and Credentials 

As you may have guessed from my logo, I was born without fingers on my left hand. Born and raised in suburban Boston, Massachusetts, I first began receiving OT services when I was in the 3^rd grade to help me to adapt to living in a two-handed world. My early experiences with OT ultimately inspired my career choice: after earning my bachelor’s degree at Harvard University, I completed a master’s degree in occupational therapy at Tufts University. Participating in several excellent pediatric OT internships inspired me to work with children who, like me, need extra help playing, learning, and interacting with the world. After graduation, I moved to Columbus in 1999 and began providing OT home therapy services.

On The Other Hand Therapy

In 2001, I opened my private practice, “On the Other Hand Therapy.” My goal is to provide OT services that enable my clients to develop their foundational developmental sensory-motor skills so that they can be successful in school and beyond. I enjoy collaborating with families, teachers, and other service providers to ensure carry-over of OT into home and school daily routines. In my twenty four years practicing as a pediatric OT, I have worked as a contract therapist for the Franklin County Board of Developmental Disabilities, presented to parents and local preschool and elementary school teachers on a variety of OT topics, taught preschool and elementary school children principles of strong posture; provided consultation to elementary school teachers on handwriting instruction, run motor labs for preschoolers and elementary school students, and offered private OT services to help children with the development of fine and gross motor skills with a focus on handwriting skills. I have mentored 30 college students who aspire to a career in OT. I also maintain a website for families with children with hand differences.

Clients Served by On The Other Hand Therapy

On The Other Hand Therapy is an approved provider for the Jon Peterson Special Needs Scholarship and the Ohio Autism Scholarship from the Ohio Department of Education. We have and continue to work with children who experience a wide spectrum of developmental, learning, and physical challenges, and/or sensory processing difficulties, handwriting, and motor planning, including, but not limited to: 

• Anxiety
• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism Spectrum Disorder (ASD)
• Cerebral Palsy (CP)
• Children exposed in utero to neurotoxins
• Congenital or acquired limb differences
• Developmental Coordination Disorder (DCD)
• Down Syndrome
• Handwriting issues
• Joint laxity/ hypermobility
• Learning difficulties
• Sensory processing and sensory regulation challenges
• Visual difficulties

We create an individually-tailored OT treatment program for each child based on their strengths to address their challenges, with the goal of improving function and success at school and home.

Licensure and Certification

I have been licensed with the State of Ohio and registered with the National Board for Certification in Occupational Therapy, Inc. (NBCOT) since 1999.

© 2023. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post About On The Other Hand Therapy appeared first on On The Other Hand.

My experience was great! I feel that I have a much deeper understanding of the specific motor skills behind OT practices. Unlike shadowing, I felt like I was working hands on, and truly understood the OT practices behind every activity I did.

It helped show me that not every child you work with is going to be easy and it has enhanced my patience, empathy, and problem-solving skills. I feel like I got a lot of experience and learning that I am able to apply to my future practices. I got a lot of hands-on experience which is not usually possible during OT undergrad learning experiences.

This internship has solidified my desire to be an occupational therapist, and I could really see myself working in pediatrics. I wanted to gain more hands-on experience within the field and that is exactly what I got. I have grown a lot with my confidence and just loved this experience and getting to spend time with the kids.

I would recommend this internship to other students interested in pediatric OT/PT placements. The internship provides lots of learning opportunities each week with the activities changing and focusing on different skills. The training provided is helpful, but it’s more of a “learn on the job” which I love. I think it’s a great opportunity to figure out if you’re truly interested in pediatrics, and OT or PT.

I was able to work with kids in a professional, yet very laid back setting where I was able to use skills I’ve learned in school and apply them in this professional setting where there was so much room for growth. I was able to figure out what teaching methods were best for me and best for the kids as well who were having trouble with the skills.

This experience helped strengthen my ability to observe/take notes while also keeping the child engaged. This is definitely something that I will be doing in this career so it was nice to start practicing it! Additionally, I was able to see and use what I have learned to do the activities.

I have always been interested in working with kids so this program further enhanced my experience and skills to promote a focused environment. Overall, it allowed me to multitask between kids and teach the common goal of each activity.

This experience outlined what it is like to work in a pediatric environment, which is an environment I am interested in pursuing as I continue my education to become a licensed PT. Also, this experience was very informative and it furthered my curiosity about motor abilities of children and also how our built environment impacts children’s ability to develop necessary motor skills.

I think this experience is incredibly valuable because in addition to obtaining observation hours, it is much more than that since you are directly involved in the therapy process and learn about the rationale behind each activity that is done in the motor group. The relationships that I have built with the kids that I worked with are amazing and it is so great to see their improvement week after week. There aren’t that many opportunities available for Pre OT/PT students where they get to have hands-on experience without extra certifications, so this is definitely an incredible opportunity.

This helped me gain experience in pediatric PT and helped me define the demographic I aim to work with and helped me to build my knowledge base so I can communicate better with clients’ parents.

This experience definitely exposed me to a side of OT that I hadn’t seen before, as I have only observed in clinical settings so far. This has helped me narrow down my professional interests. I have also made valuable connections, which I am sure will help me as I pursue my professional goals.

OT/PT internships are extremely hard to find and this internship offers you the opportunity to not only meet other prospective OT/PT students but also enables you to use your learning and skills in a clinical aspect that we don’t necessarily get in undergrad.

Leadership Corps

This was a very positive experience for me. I was able to learn more about pediatric OT and OT as a whole compared to the rest of the OT experiences I had been a part of. Being a part of the Leadership Corps allowed me to get even more in depth and improve my leadership skills.

I would recommend this internship to other students interested in pediatric OT/PT placements because the hands-on experience was extremely eye-opening and helpful. Being able to physically do the work instead of watching or shadowing is so much more helpful because you can see how you need to improve and what your strong suits are. Additionally, being a part of the Leadership Corps, my writing skills have drastically improved in regard to the planning and organizing aspects. Being able to work with other interns and help each other out was also a really good experience. This has helped me make more friends in my field and be able to help each other with other graduate school requirements as well.

One thing I found very helpful/interesting about this internship was the additional learnings. I learned so much more about how in depth PT/OT is and found myself learning something new each week. I think this internship just strengthened my perspective on the PT field and increased my desire to become a PT even more. 

This internship helped me grow personally by strengthening my creativity skills. It required a lot of new ideas and new ways of thinking and I’m glad that I got a chance to work on that skill since it’s not my strongest area. I was also able to strengthen my networking skills by talking with the other interns and learning about all the opportunities they were involved in.

My application to physical therapy schools was positively impacted by my involvement with On The Other Hand Therapy’s motor group Leadership Corps. I gained a lot of knowledge and experience from that internship, and as a result, I was able to use those learnings to produce thoughtful essay responses. I genuinely believe that working with Laura and the other interns enabled me to expand my perspectives and think creatively about physical therapy. I highly encourage any OT/PT student to apply if they are looking for a fun and educational experience!

© 2024. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post PMG Intern Testimonials – 2022-2024 appeared first on On The Other Hand.

Program Status

The Preschool Motor Group (PMG) internship is currently paused for the 2025–2026 school year.
If you are an undergraduate student in the Columbus, Ohio area and would like to be notified if the program resumes, please complete the Intern Interest Form.
Prospective interns are also encouraged to follow us on Instagram for updates.

Overview

The PMG Leadership Corps (LC) is a selective internship experience for a small group of talented and motivated undergraduates seeking to enter the OT or PT profession. Through close work, mentoring, and in depth learning, students develop leadership and planning skills and practical application of knowledge. Getting to know students in greater depth enables me to offer mentoring and support during the graduate school application process. 

Eligibility

• Undergraduates who are interested in applying for the Leadership Corps are welcome and encouraged to apply (please see link below). 
• Priority for the Leadership Corps will be given to interns who have already completed the PMG internship and/or seniors and juniors (returning interns do not need to redo the PMG application). Students will be chosen on the basis of leadership experiences and personal qualities.
• Students interested in applying for the PMG Leadership Corps must complete the regular Preschool Motor Group Internship application AND the PMG Leadership Corps Application prior to the internship interview to let me know that they are interested.
• Students who are drawn to apply to the Leadership Corps often tend to be highly organized and heavily involved in extracurricular activities, which make them good leaders. 
• But due to the nature of the preschool motor group program, being on the leadership team requires a good deal of mental flexibility as well as time – 30 minutes to 2 hours weekly each week – to assist with various aspects of running the motor group. Since responsibilities may change over the course of the internship, it is not possible to outline every expectation prior to the start of the program.
• Ideally, students will be notified prior to the start of the program if they have been chosen for the leadership cohort. 

Time Commitment: Minimum 60 hours  

• 8 hours training time (assist with trainings)
• 40 hours over 10 weekly sessions running hands on stations with preschoolers
• Minimum 12 additional hours of:
  • 30 minutes to 1 hour weekly assistance to run the motor group (see responsibilities section below)
  • projects to develop leadership, understanding of treatment planning, and practical application of knowledge
• In the case of a motor group that runs in the fall (September-December), students will have the opportunity to complete projects by the end of January of the next calendar year. In the case of a motor group that runs in the winter (January-March), students will have the opportunity to complete projects by the end of June of the same calendar year.  

Helpful Qualities and Skills 

• Helpful qualities: adaptable, conscientious, creative, dependable, hard working, imaginative, inquisitive, motivated, self-reflective   
• Helpful skills: ability to take initiative and work independently, good communicator, ability to problem solve and think critically, experience working on a team, previous leadership experiences, ability to accept direction/constructive feedback
• Familiarity with Google docs, Google sheets, GroupMe, Canva, DropBox

Expectations & Responsibilities

The Leadership Corps members work as a team to run the motor group. Some of the responsibilities include, but are not limited to, the following:

• Collaborating with Laura on the weekly motor group curriculum, making changes to the weekly plan and the data forms as needed to accommodate the children’s skill development: LC interns assist with preparing a minimum of two weeks of the motor group
• Weekly leader tasks during motor group: explain station changes and new activities to interns during station roundup, keep time for stations, write notes on what’s working well vs. needs changes, take photos of children engaged in the activities
• Managing data in Google spreadsheets during and after the motor group
• Communicating with non-LC interns about their experiences
• Creating short videos about the activities
• Assisting with written communication about the children’s progress with the preschool teachers, such as carry over activities for the classroom 
• Respond to Laura’s and LC’s questions/suggestions via text
• Regular Leadership Corps meetings with Laura: a minimum of 4 meetings over Zoom, one or two prior to the start of the motor group, every two-three weeks during the motor group, and one or two after the end of the motor group

Additional Projects

Leadership Corps members also:

• Complete additional projects under supervision throughout the program, such as: creating handouts for parents/caregivers on a specific motor skill, identifying helpful, websites, creating short videos about the activities, writing weekly summaries for social media posts, or researching academic publications for articles on specific motor skill development (4-5 hours)
• Engage in additional assigned independent learning (2-3 hours)
• Write reflections on the internship experience and provide details and details for the graduate school application process about leadership, communication skills, initiative, and perseverance during the internship (1-2 hours)

Testimonials from Leadership Corps Participants (2022 and 2023)

I felt like I learned a great deal about myself as a leader and felt also that being part of the Leadership Corps gave me a better opportunity to learn and develop these skills.

My overall experience with the Leadership Corps was a great way for me to become more aware of the planning involved with the motor group. I was able to learn about how we are able to change and alter different stations. I think it was very interesting to see how the different weeks help build on different developmental skills. Being a part of the Leadership Corps allowed me to see how and why we are targeting specific areas.

I really enjoyed being in the Leadership Corps. I got a lot out of it and am grateful for the opportunity to work and learn with my peers. The extra activities that we got to do will be very beneficial for me moving forward in my schooling and professional path.

For additional testimonials, read here.

More Information 

Questions are always welcome. If you would like to speak with one of the previous participants in the Leadership Corps to learn more, please let me know and I will try to connect you with someone. I look forward to meeting students who are interested in the internship and determining if this is a good fit on both sides! Please reach out to me through the contact page.

© 2026. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

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What Is Occupational Therapy and How Can it Help My Child?
Our Approach
Clients We Serve
Our Multidisciplinary Services
Questions About Our Services

What Is Occupational Therapy and How Can it Help My Child?

Occupational Therapy: Promoting Participation in Occupation – Infographic created by Susan Bazyk, PhD, OTR/L, FAOTA (2022). For children as well as adults, occupational therapy focuses on helping children to benefit from Education, Activities of Daily Living, Social Participation, Play, Leisure, Sleep/Rest, Health Management, and Work by assessing what difficulties are getting in the way and/or adapting the environment to the child’s needs. To learn more, go to Every Moment Counts.

Our Approach

We treat each child as a unique person, not as someone in need of “fixing.” After determining what struggles are interfering with the child’s success in school, at home, or in extracurricular activities, we create an individually-tailored OT treatment program to address their challenges while incorporating their strengths and interests, with the goal of improving function, joy, and participation. We have experience in a wide variety of evidence-based occupational therapy interventions, strategies, and techniques. 

Clients We Serve

We work with children who experience a wide spectrum of developmental, learning, and physical challenges including difficulties with sensory processing, handwriting, motor planning, and coordination. Many of the children with whom we work experience anxiety, Attention Deficit Hyperactivity Disorder (ADHD), and/or Autism Spectrum Disorder (ASD). Developmental Coordination Disorder (DCD), handwriting issues, joint laxity/hypermobility, learning difficulties, and sensory processing and sensory regulation challenges. We also have worked with children with Cerebral Palsy (CP) and children with genetic disorders, such as Down syndrome, as well as children with orthopedic physical disabilities such as congenital limb differences, and children who were exposed in utero to neurotoxins. We create an individually-tailored OT treatment program for each child based on their strengths to address their challenges, with the goal of improving function and success at school and home.

Our Multidisciplinary Services

Occupational Therapy is much more than helping children with their handwriting and fine motor skills! Here are other areas that we address during OT sessions:

• Emotional and sensory regulation, using curricula such as social stories, The Zones of Regulation, and materials from Socialthinking such as You Are a Social Detective.  
  
• Emotional resilience and self control, via mindfulness, meditation, and yoga, using curricula such as Blissful Kids and Kids Yoga Stories. 

• Executive function skills to foster the abilities to pay attention, transition between activities, retain information, follow directions, and think flexibly.  We use a variety of growth mindset resources such as Big Life Journal and strategies for improved organization such as Dr. Peg Dawson’s Smart But Scattered.

• Fine motor skills, such as hand and finger strengthening to enable independence in activities of daily living training (e.g. opening snack packaging, tying shoe laces, managing backpacks and materials, manipulating writing and drawing tools, etc.).

• Handwriting from a developmental perspective, using curricula such as Fundations, Learning Without Tears, Zaner-Bloser, etc. When students struggle with handwriting, we analyze the underlying difficulties and create a plan for improvement. By 2nd/3rd grade, if a student hasn’t reached automaticity in handwriting, we move them towards learning touch typing.
  
• Keyboarding (touch typing), focusing on improving endurance, legibility, letter formation, and speed when copying and composing content.

• Sensory motor development to improve body awareness, core and postural control, and motor planning using movement programs for children with ADHD, anxiety, learning difficulties, Autism Spectrum Disorder (ASD), and/or sensory processing and sensory regulation challenges, including: Bal-A-Vis-X; Minds in Motion; Ready Bodies, Learning Minds; Rhythmic Movement Training; S’Cool Moves.

• Sensory processing, listening, and communication via sound based intervention programs such as Therapeutic Listening to improve the students’ abilities to process and respond to what they hear.
  
• Visual motor and visual perceptual skills are often overlooked in the classroom because we cannot see how children make sense of their world visually. Many handwriting difficulties actually stem from visual processing challenges. We work to improve these systems, thereby enabling a child to make sense of what s/he is seeing.  

Questions About Our Services

If you would like to get stareted, check out these forms. To get in touch about working with us, kindly visit the contact page.

© 2023 Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post Individualized Occupational Therapy Services for Your Child appeared first on On The Other Hand.

Overview
Program Premise
The Motor Group Team
Program Logistics
Educator and Parent Testimonials
More Information

Overview

The preschool motor group (PMG) concept was inspired by Athena Oden, a physical therapist (PT), creator of the Ready Bodies, Learning Minds curriculum and initially was a collaboration with Shannon Paglieri, also a PT. The program, which has run for well over a decade at various preschools, is a 40 minute weekly developmental motor lab that offers a unique combination of sensory integration and motor activity to help pre-kindergarten and kindergarten students gain foundational skills that promote later academic and athletic success. During the sessions, the children rotate among multi-sensory stations, enabling them to strengthen their core muscles, inhibit immature movement patterns, foster eye-hand coordination, mature their brain/body connections, and engage the three senses that tend to be under-stimulated in the school setting: proprioceptive, tactile, and vestibular. Most importantly, the activities are age-appropriate, challenging, fun, and social. To see a sample lesson plan, look here.

The children give the program rave reviews, but so do preschool and kindergarten teachers! Laura collaborates with the teachers to provide modeling for the activities, extensive information on each child’s progress, and recommendations and support for carrying over the motor movements into the classroom. Laura also provides specific suggested activities for home implementation in an easily-accessible format for busy parents and caregivers. To see a sample of the teacher and caregiver handouts, look here.

Program Premise

Children learn best when their brains and bodies have had the opportunity to practice and develop a wide range of movements that enable attention, balance, body awareness, core activation, fluid movements, focus, head control, postural stability, and rhythmicity. But owing to a range of environmental, cultural, and social factors, the incidence of children entering kindergarten who are not developmentally ready for formal learning grows year upon year. The Covid-19 pandemic has exacerbated this situation even more, depriving children of essential opportunities to play on playgrounds and with peers. During the preschool years, there is the greatest amount of time to develop foundational sensory motor skills, as well as the greatest amount of brain plasticity to enable permanent changes in the brain and body.  

Unfortunately, many preschool and kindergarten teachers and staff report that they have not had the training to detect developmental gaps during the preschool years, leaving children vulnerable to a range of learning challenges once they reach formal schooling. While many preschools offer opportunities for gross motor movement time, just moving itself is not adequate. Many children do not know how to participate in free play movement experiences, or they avoid movements that may be challenging, yet necessary, for their whole brain/body development. Children need to be guided in their motor skill development by professionals trained to identify gaps, just as they need to be guided in the development of social and fine motor skills during their preschool years. There is increasing evidence that young children who participate regularly in specific, directed, playful developmental motor movements create a solid foundation upon which later academic learning and achievement can be built.  

Please note that none of the exercises or activities used in the motor group program are dangerous or would in any way harm a child. These are “normal” childhood movements, though they may be unfamiliar to some children. For that reason, multiple adults will be present to monitor and assist the children as they rotate through the stations. The adults’ focus will be helping the children to develop smooth, coordinated, controlled movements, not doing gymnastics or tumbling.

The Motor Group Team

Pediatric occupational therapist Laura Clubok, MS, OTR/L, created the preschool motor group concept, wrote the curriculum, and has implemented it successfully at multiple preschools and elementary schools in the Columbus area over since 2010. Laura earned her bachelor’s degree from Harvard University and her master’s degree in occupational therapy (OT) from Tufts University. Born with a hand difference, Laura began receiving OT services starting at the age of 8, igniting a passion for her profession at an early age. Over the past two decades, Laura has worked in RTI settings with typically-developing students and provided pediatric OT services to children ages 3-15 with behavioral, cognitive, and sensory difficulties, presented to local educators and parents about fine motor skill development and movement, and collaborated and consulted with educators on handwriting instruction and incorporating multisensory learning into school curricula. Laura lives in Bexley with her husband and two teenage daughters.

The On The Other Hand Therapy motor group team also includes pre-OT, pre-PT, and pre-SLP undergraduate interns studying Health and Rehabilitation Sciences at local colleges. In addition to their academic studies, the interns receive extensive training from Laura to prepare them to work directly with the children. If you are an undergraduate looking to learn about the PMG internship, read about the program here.

Program Logistics

• Laura owns the equipment to run the program, but it is advisable that selected equipment is purchased for carryover into the preschool curriculum
• Parents/caregivers are asked to complete a participation waiver/release of liability for their children to participate in the program
• The undergraduate interns’ colleges create an agreement with the Preschool and On the Other Hand Therapy to enable a partnership among the three entities

Educator and Parent Testimonials

Every day that she had the motor group, she was so excited to show me the movements she had learned. I’m glad that it was a fun experience for her, and I’m more pleased that she has a stronger readiness to enter Kindergarten next year. She has made so many gains this year – I know partly just because she’s simply getting older, but the gains have been so significant that I have to say THANK YOU!  I now believe my daughter truly is ready for formal learning.

A.J., parent

The preschool motor group has been an amazing addition to our preschool. The children love it and my teachers love it… I have been impressed with the improvement it has made for our children. I have seen a clear connection between the movement-based exercises and the children’s ability to learn and focus in the classroom. It is fun and engaging for all of the children, and our preschool is much stronger because of it.      

BS, preschool director

More Information

For more information or to request a live viewing of the motor group, please contact us. If you are an undergraduate looking to learn about the PMG internship, read about the program here.

© 2024. Laura Faye Clubok, MS, OTR/L, On The Other Hand Therapy

The post On The Other Hand Therapy Preschool and Kindergarten Motor Groups appeared first on On The Other Hand.