ABSTRACT School-based occupational therapists provide a range of services with collaborative consultation amongst interdisciplinary team members being one of their responsibilities. One perspective that has not been thoroughly examined within previous research is the administrators’ perceptions of the occupational therapists’ roles and responsibilities within the school setting, which may impact how therapists can implement alternative service delivery models for effective staffing. This study aimed to determine administrators’ perceptions of the workload model used for staffing for school-based occupational therapists, to explore their understanding of the school-based occupational therapists’ role and responsibilities, and to understand their perceptions regarding collaborative consultation. An anonymous electronic survey was distributed to public school administrators within Rhode Island. The survey was created using the Qualtrics platform and the data was analyzed using descriptive statistics. The results show that most administrators believe that school-based occupational therapists should be involved in all three tiers of the multi-tiered system of support (MTSS). Approximately 20% of administrators report that they are not at all familiar with the workload model. Many respondents feel that there are barriers to using alternative service delivery models, with staff being unclear as to how to transition to an alternative service delivery model being noted as the biggest barrier (63.2%). This study fills a void in the literature where administrators’ perspectives regarding alternative service delivery models and their views on collaborative consultation in relation to the school-based occupational therapists’ role were not explored. Understanding administrators’ perspectives can guide future research and help practitioners that are seeking to transition to a workload/staffing model.
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