Ms. Katie Cremin
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.
Publications and Further Research Outputs
Katie Cremin, Second Level Education and Autism Spectrum Disorder: An Exploration of Peer, Parent and Teacher Experiences , TCD, 2018
Cremin, K., Healy, O, & Gordon, M. , Parental perceptions on the transition to secondary school for their child with autism, Advances in Autism , 3, (2), 2017, p87 - 99
Katie Cremin, Cillin Condon, Static Balance Norms In Children Aged 4-15, Physiotherapy Research International, 19, (1), 2014, p1-7
Katie Cremin, Cillin Condon, Variations in Timed Unilateral Balance abilities in Children in Ireland aged 4-15, Fundamental Movement Skill Conference , UCC, April 2013, 2013
Katie Cremin, Cillin Condon, Static Balance Norms In Children Aged 4-15, AOTI Annual Confernce 2013, Mullingar Park Hotel, 2013
Katie Cremin, Sarah Governey, THE PROCESS OF TRANSITION TO SECONDARY SCHOOL FOR FIVE CHILDREN WITH DEVELOPMENTAL COORDINATION DISORDER (DCD)., Irish Journal of Occupational Therapy, 40, (1), 2013
Katie Cremin, Dr Michael Gordon and Dr Kristen Maglieri, Katie Cremin, Dr Michael Gordon and Dr Kristen Maglieri , Children's Research Centre and SchParental perceptions on the transition to post primary school for their child with Autistic Spectrum Disorder (ASD), Irish Society for Autism Conference - The Next Generation, National Convention Centre, 3rd - 4th April 2013, 2013
Katie Cremin, Cillin Condon, Normative temporal Balance abilities in children aged 4-15, RTRS conference 2012, UCD, 27/4/2012, 2012
Katie Cremin, Kate Lamb, Veronica o'Connell, The Alert Programme for Self Regulation - an evaluation of a group based intervention for children attending a child and adolescent mental health clinic, Rehabilitation and Therapy Research Society, 7th Annual Conference, University of Limerick, 13th May 2011, 2011
Katie Cremin, Kate Lamb, Veronica O'Connell, The Alert Programme for Self Regulation in a child and adolescent mental health clinic, The Association for Child and Adolescent Mental Health - Irish Branch, National Childrens Hospital, Tallaght, 12th October 2011, 2011
Katie Cremin, Kate Lamb, Veronica O'Connell, The efficacy of the alert program for children attending a CAMHS service, All Ireland Occupational Therapy Conferce, Dundalk, 8-9 May 2011, 2011
Sarah Quinn, Katie Cremin, Reflections on Two Years of Occupational Therapy in a Prison Setting, 16th Meeting of ENOTHE (European Network of Occupational Therapy in Higher Education), Stockholm, Sweden, 15 October 2010, 2010
Cremin K Quinn S, Self-advocacy: A programme facilitated by students from the Discipline of Occupational Therapy, Trinity College Dublin with women in prison, Higher Education and Civic Engagement Partnerships: Create, Challenge, Change, Croke Park Conference Centre, Dublin, Ireland. The Campus Engage International Conference 2009, Croke Park, June 4th-5th 2009, 2009
Cremin K., Quinn S., Occupational Therapy in a Womens Prison Service, Association of Occupational Therapists of Ireland Annual Conference, Kilkenny, 2009
Cremin, K; Spirtos, M., An exploration of the participation of children with fine motor difficulties and the impact of occupational therapy intervention, Association of Occupational Therapists of Ireland Annual Conference, Kilkenny, Ireland, 12-18th April 2008, 2008, pp18 - 18
Spirtos, M.; Cremin, K., The Miller function and participation scales, M-FUN-PS: A critical Appraisal, Irish Journal of Occupational Therapy, 36, (2), 2008, p24 - 27
Spirtos, M.; Glennane, R.; Cremin, K., The effects of Occupational Therapy services on fine motor skills and functional performance in early education, National Disability Authority; Evidence based practice in Early Intervention for children with disabilities aged 0-6 years, University College Dublin, 14th November 2007, 2007
Cremin K., Hederman L., An Investigation into the need for and design of an Information Technology Support System for Occupational Therapy in a child and adolescent mental health clinic, Irish Journal of Occupational Therapy, 32, (1), 2002, p18 - 25
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
DescriptionChildren and youth, activity and participation, Autistic Spectrum Disorder, Sensory Processing, Play,
- INVESTIGATION OF SCRIBA STYLUS AS A TOOL FOR PAEDIATRIC OCCUPATIONAL THERAPY PRACTICE
- 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
- Date From
- Date To
- The Transition from Primary to Post Primary School for students in mainstream education with Autistic Spectrum Disorder in Ireland
- 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.
- Date From
- October 2011
- Date To
- June 2017
- Normative temporal balance tests in Irish children aged 4 -15
- 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.
- Date From
- June 2010
- Date To
- December 2011
- An exploration of the participation of children with fine motor difficulties and the impact of occupational therapy intervention
- 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
- Date From
- November 2006
- Date To
- November 2007
- 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
- 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.
- Date From
- March 2010
- Date To
- March 2011
Awards and Honours
National Disability Authority: An exploration of the participation of children with fine motor difficulties and the impact of occupational therapy intervention. .
National Development Plan: The use of digital video resources in occupational therapy education. Teaching and developement grant.
Norah Ferris Post-Graduate Research award
Association of Occupational Therapists Ireland
Sensory Integration Network - UK and Ireland
Peadiatric Advisory group AOTI