Occupational Therapy In Schools Research Articles

Mealtime Challenges in the School Setting: Therapeutic Processes and Practitioner Experiences

ABSTRACT Mealtime is an essential occupation that occurs daily in the school setting for all learners. This study explored how school occupational therapy practitioners address mealtime challenges using a one-group, convergent mixed methods design. Participants were school occupational therapy practitioners who service pre-K to 5th-grade students. Data were collected using an electronic survey (n = 195) and semi-structured interviews (n = 11) to gain an in-depth understanding of therapeutic processes and practitioner experiences regarding mealtime challenges. Survey results indicated that 41% of practitioners evaluate mealtime using non-standardized methods like clinical observations (88%) and teacher interviews (78%). The most common mealtime interventions and outcomes reported by practitioners were self-feeding (73%) and independence with mealtime routines (37%). Interview themes revealed the informal processes practitioners use to address mealtime challenges and feelings of apprehension about supporting students with complex mealtime needs. Formal documentation and more frequent coordination between parents, school staff, and community providers are target areas for improvement. The development of clear practice guidelines at the local, state, and national level are critical tasks to empower this change.

Innovative Occupational Therapy Methods for Supporting Students with Disabilities during Coronavirus Disease 2019

Background: As the world continues facing the coronavirus disease 2019 (COVID-19), life has been challenging. Throughout the world, the most commonly practiced method of prevention from COVID-19 infection has been isolation and social distancing. Since January 2020, most of the countries started implementing lockdowns locally or nationwide as a containment measure. Consequently, there has been a closure of schools. Although there exist several studies on how challenges are being met in mainstream education during COVID-19, little focus has been toward students with disabilities who need supportive services like occupational therapy to aid in their learning. It is imperative to look at the gaps and the methods in which occupational therapists can provide creative and innovative solutions to aid students with disabilities. Hence, this scoping review was undertaken for the innovative occupational therapy methods for supporting those students with disabilities during COVID-19. Objectives: The objectives of this study were to identify barriers in the context of learning for students with disabilities in COVID-19 and to identify innovative methods in occupational therapy to aid learning for students with disabilities. Study Design: This was a scoping review. Methods: The methodological framework for scoping reviews by Arksey and O'Malley was used in reporting findings. The overarching question: “What are the innovative occupational therapy strategies used to support students with disabilities during COVID-19” was addressed. Using the search terms related to “occupational therapy,” “students with disabilities/special needs” and COVID-19” for the duration of December 2019 to August 2021 in various databases such as PubMed, Google Scholar, Web of Science, and Cochrane Library were searched. Only those studies pertaining to learning outcomes within school occupational therapy were included. The data collected were charted. Finally, it was collated and summarized and the results were reported. Results: As per the guidelines of the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews, 1188 studies related to the topic were found. After using filters such as full text, English language, and gray literature, 115 studies were identified. Finally, after full-text screening and selecting studies pertaining to learning outcomes within school OT, 5 studies were identified for synthesis. Conclusion: There are a number of studies which prove that telehealth OT in health-related context is successful. In this study, it has been found that telehealth is also emerging as a crucial method of service delivery in occupational therapy for students with disabilities in the learning context.

Examining the Practice Patterns of School Based Occupational Therapy in Western New York

ABSTRACT There is no research available describing how school Occupational Therapy practitioners (OTPs) in Western New York (WNY) provide services. The purpose of this study was to determine OTP practice patterns in WNY schools, with a focus on delivery of contextual services and the contributing factors, consistent with American Occupational Therapy Association (AOTA) and special education guidelines. Forty school-based OTPs in WNY completed a 27-question online survey in an exploratory study that examined their practice patterns by type of setting (urban, suburban, rural). OTPs were asked to describe the type of services provided and the location of service provision To analyze our hypotheses we used a Kruskal-Wallis one-way ANOVA and chi-square analyses. All statistical analyses used SPSS 26.0. More students (77.0%) received services through special education then general education. There was no difference in setting type (urban, suburban, or rural). A higher number of students received out-of-context services (83.5%) with no difference by setting type. However, OTPs hired by the districts reported a higher percentage of in-context services than those not hired by the district. Most participants (90.0%) reported satisfaction with current service delivery models with no difference in setting type. WNY practices and special education laws and AOTA guidelines suggest that OTPs provide services to all students and they learn best in-context. Our study examined the factors that may influence this finding including type of setting, type of employer, years of experience, and type of practitioner. Our study found that although practitioners report preferring in-context services, the majority continue to use out-of-context services through special education. The factors that contributed to a preference for contextual service provision included type of employer and years of experience.

Contextual, Client-Centred Coaching Following a Workshop: Assistants Capacity Building in Special Education.

Assistants serve an essential role in special education to support children with disabilities, but they should be properly trained and supervised. The coaching approach represents one trend that has been gradually implemented in occupational therapy (OT) and rehabilitation services. Still, few studies clearly define the coaching intervention, measure the fidelity of coaching practices, or evaluate capacity building of the caregivers in the long term. This quasi-experimental study compared one-on-one coaching in natural environments following a workshop with a training workshop. Both public schools do not have regular OT services. The primary outcome was the assistant’s performance, measured with the Goal Attainment Scaling (GAS). The secondary outcome was the fidelity of coaching implementation, measured with the Coaching Practices Rating Scale (CPRS). The GAS showed an increased performance of the assistants after the intervention, with significant differences between groups post-intervention (p = 0.015) and large effect size (r = 0.55), but no long-term significant improvements were found at the follow-up (p = 0.072). The CPRS showed an adequate implementation of the five coaching components (joint planning, observation, action, reflection, and feedback), with a total score of 3.5 ± 0.72 (mean ± SD). The results suggest that coaching sessions provided by OTs in schools may improve assistants’ skills to facilitate the student’s participation.

School Occupational Therapy: Staying Focused on Participation and Educational Performance

ABSTRACT Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve “health, well-being, and participation in life through occupation” (AOTA, 2014, pS2). Evidence-guided practices indicate should practitioners should focus on embedding services within the classroom to enhance the student’s participation and engagement in the natural routines of their environment is essential. To enhance the utilization of the participation focus by practitioners, examples of practice strategies in evaluation and intervention are provided, as well as vignettes comparing strategies with an impairment and remediation focus to a participation and performance focus to an impairment and remediation focused strategies are discussed.

Journal of Occupational Therapy in School and Early Intervention special issue–March 2017

"Journal of Occupational Therapy in School and Early Intervention special issue–March 2017." Journal of Occupational Therapy, Schools, & Early Intervention, 9(3), pp. 302–303

Journal of Occupational Therapy in School and Early Intervention special issue–March 2017

Journal of Occupational Therapy in School and Early Intervention special issue–March 2017

Journal of Occupational Therapy in School and Early Intervention Special Issue–February 2016

"Journal of Occupational Therapy in School and Early Intervention Special Issue–February 2016." Journal of Occupational Therapy, Schools, & Early Intervention, 8(1), p. 108

Considerations for the Development of Expert Practice in School-Based Occupational Therapy

The unique body of knowledge required of school occupational therapy practitioners is dynamic and changes rapidly with local, state, and federal regulatory changes; the promulgation of scientific evidence; and the development of best practices. Yet, school practitioners often enter the practice specialty without a uniform method of preparation and competency maintenance and with limited understanding of the context, roles, and scope of practice. Drawing from a multidisciplinary literature addressing competency assessment and maintenance, the professional development needs of occupational therapy practitioners in school practice are explored. A collaborative professional development approach to meet the specific needs of school occupational therapy practitioners is discussed.

Best practices for occupational therapy in schools

Best practices for occupational therapy in schools

Access to Occupational Therapy in Schools: An International Perspective

This article describes the multilayered impact that legal, institutional, and organizational structures and processes can have on occupational therapy service provision in schools. Two cities (Philadelphia and Melbourne) on different continents are compared to identify supports and barriers to the availability of occupational therapy services to students with disabilities. By contrasting system supports and constraints affecting the availability of occupational therapy in different countries, potential areas for professional advocacy are revealed. This article compares occupational therapy services in different education systems and offers insights into actions and areas that professionals might target to improve the availability to occupational therapy to students who need such services.

Fine motor difficulties: The need for advocating for the role of occupational therapy in schools

Background: Fine motor difficulties can impact on the academic, social and emotional development of a student. Aim: The aims of this paper are to: (i) investigate the need for support to students experiencing fine motor difficulties from the perspective of their classroom teachers, and (ii) report on the level of knowledge teachers have in regard to the role of occupational therapists in supporting students with fine motor difficulties. Methods: Fifteen teachers from a stratified random sample of public schools within two regions of Victoria, Australia, were interviewed in this qualitative, grounded theory investigation. Results: Results showed that the current level of support for students with fine motor difficulties is inadequate. Conclusion: Occupational therapists in Victoria need to advocate their role in developing the fine motor skills of students at both an organisational and an individual level in order to increase the access of students with fine motor difficulties to occupational therapy services.

Perceptions regarding school-based occupational therapy for children with emotional disturbances.

The purpose of this study was to identify the perceived appropriateness, extent, and types of services provided by occupational therapists to children with emotional disturbances in public schools. A nationally mailed survey was conducted of randomly selected school occupational therapists derived from the American Occupational Therapy Association School System Special Interest Section list. The sampling frame was 982 with a response rate of 48% (n = 476). Eighty-seven percent of all respondents were supportive of school occupational therapy for students with emotional disturbances, although these students made up only a small proportion of their caseload. The therapists indicated that a variety of intervention approaches were used with most targeting educational areas, especially handwriting. The most commonly reported intervention was sensory integration. Many respondents perceived that they could not provide effective interventions because they were not appropriately trained. Perceived lack of knowledge and confusion about occupational therapy's role may lead to underutilization of occupational therapy for addressing the complex needs of children with emotional disturbances. Further research and discussion are needed in the profession to arrive at consensus regarding what approaches are most appropriate and effective in schools.

Continuing School Occupational Therapy Services Is a Team Decision

Letter| Online February 01 1994 Continuing School Occupational Therapy Services Is a Team Decision Miriam Struck Miriam Struck Miriam Struck, MA, OTR/L, Silver Spring, Maryland Search for other works by this author on: This Site PubMed Google Scholar Author & Article Information Online ISSN: 1943-7676 Print ISSN: 0272-9490 Copyright © 1994 by the American Occupational Therapy Association, Inc.1994 The American Journal of Occupational Therapy, 1994, Vol. 48(2), 176. https://doi.org/10.5014/ajot.48.2.176a Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Miriam Struck; Continuing School Occupational Therapy Services Is a Team Decision. Am J Occup Ther February 1994, Vol. 48(2), 176. doi: https://doi.org/10.5014/ajot.48.2.176a Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Journal of Occupational Therapy Search Advanced Search This content is only available via PDF. Copyright © 1994 by the American Occupational Therapy Association, Inc.1994 Article PDF first page preview Close Modal You do not currently have access to this content.

Flow Chart Helps in Deciding Whether School Occupational Therapy Services Should Be Continued

Flow Chart Helps in Deciding Whether School Occupational Therapy Services Should Be Continued

Occupational Therapy in Schools

Occupational Therapy in Schools

Occupational Therapy in Schools: Identifying Items for a Referral Instrument

As the first step in developing an instrument for referring students to occupational therapy in schools, a survey of Canadian pediatric occupational therapists was conducted. Sixtysix behavioural items which covered daily living skills, psychosocial functioning, sensorimotor skills, cognition, and therapeutic adaptation were selected. Therapists rated each item on a four point scale which reflected the extent to which an item indicated a need for occupational therapy in a school setting. Useable responses were obtained from 192 therapists (response rate of 61.5%) who had an average of 6.5 years experience in pediatric occupational therapy, 39 of whom worked in integrated school settings. Over 70% of the therapists identified 31 items as often or always indicating a need for referral, none of which were in the psychosocial domain. Comparisons between therapists in different work settings revealed few significant differences. Implications for practice and future projects are discussed.

Using a single-subject research design to evaluate the effectiveness of treatment.

Single-subject designs allow therapists to evaluate the effects of treatment on individual students, the effects of individualized occupational therapy services across a group of students, and the effects of a specific treatment procedure on a group of students. The purpose of this article is to provide information to enable therapists to use single-subject designs effectively in public school occupational therapy programs.

Perceptions of Faculty Members in Special Education concerning Occupational Therapy Services in Schools: A Pilot Study

This study examines the perceptions of special educators concerning the provision of occupational therapy as a related service in school systems. Four faculty members, affiliated with two universities, revealed in interviews that they have limited understanding of the role of occupational therapy in the educational setting and that they are concerned about fragmentation in the field of special education, The educators' inability to understand the specific contribution occupational therapy can make toward increasing a student's ability to benefit from special education and the lack of communication between educators and therapists can affect the provision of occupational therapy in schools. It appears that therapists will have to take the initiative in communicating with educators because they have not sought this information for themselves.

Standards of Practice for Occupational Therapy in Schools

Standards of Practice for Occupational Therapy in Schools