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Dr. Katie Cremin

Adjunct Assistant Professor (Occupational Therapy)
      
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Dr. Katie Cremin

Adjunct Assistant Professor (Occupational Therapy)

 


Dr Katie Cremin has been working as an Assistant Professor in the Discipline of Occupational Therapy (OT) Trinity College Dublin (TCD) since 2002. She completed her PhD in the area of secondary school and students with Autism Spectrum Disorder, with a specific focus on parents, teachers and peers. The intervention aspect of the project was carried out in secondary schools and examined the effectiveness of an autism acceptance program for students. She has experience working in child and adolescent mental health (CAMHS) and remains closely allied to this area in her teaching and research. She co-ordinates the undergraduate occupational therapy modules related to children and youth. Katie has also works collaboratively with the National Council for Special Education and contributes to teacher CPD courses.
  Child centred research questions, study design, data analysis   Childhood and mental health   Children, health and disability   Health informatics   Occupational therapy   Promotion of child centred research
Project Title
 INVESTIGATION OF SCRIBA STYLUS AS A TOOL FOR PAEDIATRIC OCCUPATIONAL THERAPY PRACTICE
From
1/12/18
To
1/12/19
Summary
This project is an Enterprise Ireland co-funded innovation voucher project, with the specific purpose of scoping out the usefulness of the Scriba stylus for children with visual motor skill challenges, related to conditions such as developmental co-ordination disorder (DCD) and dysgraphia. Scriba is stylus designed and developed by Dublin Design Studio architect David Craig. It has been designed ergonomically to fit the hand and enhance the user's experience of comfort and control. It utilises novel Squeeze-Motion technology to allow the user maximum control over the output. The user feels the sensation of the interface between stylus and screen which is unique to this product. Uniquely it delivers haptic feedback to the user. One in twenty-five children is estimated to have additional educational needs, requiring support, and extra resources. Common specific learning disabilities include developmental co-ordination disorder (DCD) or dyspraxia, dyslexia and dysgraphia. Visual motor and handwriting difficulties are shared across all these conditions, with children requiring extra supports, individual programmes and often utilising assistive technology to support their difficulties. Visual motor integration involves effective, efficient communication between the eyes and the hands, so that an individual can copy, draw or write what they see. Children who struggle to integrate or coordinate their visual systems and their motor systems may struggle with handwriting as well as with other school skills. Motor challenges include assuming the correct pencil grip, force and position for writing. Visual challenges include perceiving the size, direction and space between letters and shapes. There is a small amount of research indicating positive outcomes for screen-based technology in improving children's visual motor integration. There is also a small amount of research indicating haptic feedback and changing the properties of the pen can improve handwriting (e.g., Ben-Pazi, Ishihara, Kukke, & Sanger, 2010; Patchan & Puranik, 2016; Wałach & Szczęsna, 2014). The Scriba stylus and accompanying apps bring together some of these qualities and anecdotal evidence suggests it may be a useful tool to improve a child's visual motor integration. In a domain where there appears to be increasing number of children requiring intervention and very few technology based therapeutic tools, it offers an exciting opportunity to test out its effect. This project is looking at the feasibility and effectiveness of the Scriba as an intervention tool / assistive device for children with visual motor skills challenges.
Funding Agency
Enterprise Ireland
Programme
co-funded innovation voucher
Project Type
research
Project Title
 The Transition from Primary to Post Primary School for students in mainstream education with Autistic Spectrum Disorder in Ireland
From
October 2011
To
June 2017
Summary
This study proposes to explore the transition from primary to the end of the 1st year in post primary education for students with ASD attending mainstream schools in Ireland. The study aims to focus on the student's experience. It will also append these accounts with views and experiences from other key stakeholders in the students education i.e. parents, educators and relevant health professionals, and examine contexts and social constructs which influence the transition experience. Objectives are as follows: . To describe the experience of the transition into post primary education up to the end of the 1st year from the perspective of the student with ASD. o What are their concerns and perceptions for post primary school? o What are the perceived barriers and enablers to the transition? o What are the perceived barriers and enablers to participation in 1st year? . To investigate the factors which influence the transition and its outcome from the perspective of key stake holders in the students' education, i.e. parents, educators and health professionals.
Programme
Structured PhD in Child and Youth Research, Children's Research Centre, TCD
Project Type
PhD
Project Title
 Normative temporal balance tests in Irish children aged 4 -15
From
June 2010
To
December 2011
Summary
Balance is essential for locomotion and function. The ability to sustain single leg stance and tandem stance is often used to determine the balance abilities of children especially following injury. The aim of this study was to assess the normative range of balance abilities in typically developing children to provide a reference source for clinicians. A cross sectional battery of standardised balance tests were conducted on school going children in 11 schools across the Republic of Ireland. 534 children (4 -15yrs) were tested on six balance test and the standing broad jump. The results allow clinicians to reference IRQ for six commonly used balance test across different age groups (4-5, 6-7, 8-9, 10-11 and 12+ yr). The results confirm the improvement in balance performance as children age especially after the 7-8th years. Girls tend to perform better than boys for balance test but perform less at the SBJ. This study provides appropriative normative scores for different age group. This removes the guesswork from performance assessment where factors such as height or weight may be used to predict ability.
Project Title
 An exploration of the participation of children with fine motor difficulties and the impact of occupational therapy intervention
From
November 2006
To
November 2007
Summary
This pre - post intervention study examined the impact of occupational therapy intervention on the fine motor and visual motor skills of children attending an early intervention service using the Miller Function and Participation Scales (M-FUN). It also explored the relationship between these skills and the perception of teachers and parents of the children's classroom and home participation. Eighteen children between the ages of 2 years 11 months and 6 years 11 months completed pre intervention assessments, six weekly sessions of occupational therapy intervention and home program followed by a post intervention assessment. Results indicated limited relationships between performance skills and perceived participation. A statistically significant change was found in the fine motor component of the M-FUN following intervention. The study recommends further research into the relationship between early intervention at a skill level and children's participation in the contexts of everyday life.
Funding Agency
NDA
Project Type
Research
Person Months
12
Project Title
 A Pilot Randomized Control Trial of the effectiveness of "The Alert Programme" for children with Regulation difficulties attending a child and adolescent mental health service
From
March 2010
To
March 2011
Summary
The overall aim is to evaluate the effectiveness of the Alert Programme with a group of children between 8-12 presenting with difficulties with self regulation and attention, through a battery of standardised pre and post group measures, Goal attainment scaling, parental interviews and a comparison control group.
Programme
Lucena Clinic
Person Months
12

Page 1 of 2
Details Date From Date To
Association of Occupational Therapists Ireland
Sensory Integration Network - UK and Ireland
Peadiatric Advisory group AOTI
Eilish King, Dr Katie Cremin, Prof Philip McCallion, Prof Mary McCarron, Prof Éilish Burke, Sensory Profiles of Adults Ageing with Intellectual Disabilities, THEConf2025 Trinity Health and Education International Research Conference, Dublin, Ireland, March 4-6th 2025, 2025, Oral Presentation, PRESENTED
Eilish King, Dr Katie Cremin, Prof Philip McCallion, Prof Mary McCarron, Prof Éilish Burke, Sensory Processing and Adults with Intellectual Disabilities: A Scoping Review, THEConf2025 Trinity Health and Education International Research Conference, Dublin, Ireland, March 4-6th 2025, 2025, Poster, PRESENTED
Walsh-Garcia, S., Spirtos, M., Mockler, D., & Cremin, K., The Impact of Complex Trauma on Occupations and Daily Functioning in Childhood: A Scoping Review., Physical & Occupational Therapy In Pediatrics, 2024, p1 - 24, Journal Article, PUBLISHED  DOI
King, E., Cremin, K., McCallion, P., McCarron, M. & Burke,E., Exploring patterns of sensory processing amongst adults ageing with intellectual disabilities, IASSIDD 17th World Congress 2024, Chicago, 5 - 8 August, 2024, Oral Presentation, PRESENTED  DOI
King, E., Cremin, K., McCallion, P., McCarron, M. & Burke, E., Exploring the utility of the Adult/Adolescent Sensory Profile for use with adults ageing with intellectual disabilities, Journal of Intellectual Disability Research, IASSIDD World Congress 2024, Chicago, USA, August 4th-8th 2024, 68, (7), Wiley, 2024, pp670 - 670, Poster, PRESENTED  URL
Alias N.A., Kadar M., Wan Yunus F., Cremin K., An Exploration of Understanding Teaching Motor Skills Related to Self-Care Skills among Typical Preschool Children: Parents" and Teachers" Perspectives, Journal of Occupational Therapy, Schools, and Early Intervention, 2023, Journal Article, PUBLISHED  DOI
Armstrong, A., Nolan, C., Cremin, K., Turner, N. & Lawlor, G., The Relationship Between Horticulture, Recovery and Occupational Therapy in Mental Health: A Scoping Review, Occupational Therapy in Mental Health, 2023, Journal Article, PUBLISHED  DOI
Walsh-Garcia, S., Cremin, K., & Spirtos, M., An Exploration of Occupational Therapy Practices with Children and Adolescents Experiencing Complex Trauma: An Irish Perspective. Occupational Therapy in Mental Health, Physical & Occupational Therapy In Pediatrics, 2023, p1 - 23, Journal Article, PUBLISHED  DOI
Walsh-García, S., Cremin, K., Spirtos, M., Occupational therapists' knowledge and practice in relation to children experiencing complex trauma - survey of current occupational therapy practice in Ireland, Association of Occupational Therapists of Ireland Annual Conference, Athlone, 7-8th October 2022, 2022, Oral Presentation, PUBLISHED  URL
Cremin, K., Healy, O., Spirtos, M., & Quinn, S. , Autism awareness interventions for children and adolescents: A scoping review., Journal of Developmental and Physical Disabilities. , 33, 2021, p27 - 50, Journal Article, PUBLISHED  DOI
  

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Katie Cremin, Social and emotional factors in the transition to secondary school for students with Autism Spectrum Disorder, Autism, anxiety and mental health awareness day, The Lexicon in Dun Laoghaire, 14th April 2018, 2018, Oral Presentation, PUBLISHED

  


Award Date
National Disability Authority: An exploration of the participation of children with fine motor difficulties and the impact of occupational therapy intervention. . November 2006 - November 2007
National Development Plan: The use of digital video resources in occupational therapy education. Teaching and developement grant. June 2003 - June 2004
Norah Ferris Post-Graduate Research award 2001
Children and youth, activity and participation, Autistic Spectrum Disorder, Sensory Processing, Play,