Phone: (905) 525-9140 ext: 27812
Fax: (905) 524-0069
Office: Rm.418, IAHS
Nancy is an Associate Clinical Professor in the School of Rehabilitation Science and a Scientist with CanChild Centre for Childhood Disability Research. She is a part-time faculty member and also maintains a clinical practice. Nancy received her B.Sc. in Occupational Therapy from Queen's University and her M.Sc. in Rehabilitation Science from McGill University. She has spent much of her clinical practice working with children with developmental challenges, most often in community settings such as schools, homes and preschools. Nancy is the chair of Term 4, Complexities of Practice I: Children and Adults in the OT program and a coordinator of the Professional Reasoning and Skills course. She also tutors small groups in other terms in the OT program. Nancy has continued to work with children and their families throughout her career. She is currently a partner in a private practice, REACH Therapy Services. Nancy really enjoys the opportunity to integrate her teaching and research with clinical practice.
Keywords: school-based OT practice, service delivery models, collaborative goal setting
Nancy’s research interests include: evaluation of interventions and service delivery models, goal setting with children, school-based occupational therapy practice.
Nancy Pollock is not taking graduate students at this time.
Missiuna C, Pollock N, & Siemon J. (2015). “I think I can!” Giving children a voice with the Perceived Efficiency and Goal Setting system. In Poulsen AA, Ziviani J, & Cuskelly M. (Eds.). Goal setting and motivation in Therapy: Engaging children and parents (pp.172-181). London, UK: Jessica Kingsley Publishers.
Law M, & Pollock N. (2015). Canadian Occupational Performance Measure. In Poulsen AA, Ziviani J, & Cuskelly M. (Eds.).Goal Setting and Motivation in Therapy: Engaging children and parents (pp.144-152.) London: Jessica Kingsley Publishers.
Missiuna C, Polatajko H, & Pollock NA. (2015). Strategic management of children with developmental coordination disorder. In J. Cairney (Ed.), Developmental coordination disorder and its consequences (pp.215-252). Toronto, ON: University of Toronto Press.
Missiuna C, Pollock N, Campbell W, Dix L, Sahagian Whalen S, & Stewart D. (2015). Partnering for Change: Embedding universal design into school-based occupational therapy. OT Now, 17(3), 13-15.
Camden C, Rivard L, Pollock N, & Missiuna C. (2015). Knowledge to practice in developmental coordination disorder: impact of an evidence-based online module on physical therapists’ self-reported knowledge, skills, and practice. Phys Occup Ther Pediatr, 35(2):195-210.
Rivard L, Camden C, Pollock NA, & Missiuna C. (2015). Knowledge to practice in developmental coordination disorder: Utility of an evidence-based online module for physical therapists. Phys Occup Ther Pediatr, 35(2), 178-194.
Pollock NA, Sharma N, Christenson C, Law M, Gorter JW, & Darrah J. (2014). Change in parent-identified goals in young children with cerebral palsy receiving a context-focused intervention: associations with child, goal and intervention factors. Phys Occup Ther Pediatr, 34(1), 62-74.
Missiuna C, Cairney J, Pollock NA, Campbell W, Russell DJ, Macdonald K, Schmidt L, Heath N, Veldhuizen S, & Cousins M. (2014). Psychological distress in children with developmental coordination disorder and attention-deficit hyperactivity disorder. Res Dev Disabil, 35(5), 1198-1207.