School-based Occupational Therapists Research Articles

Expanding School-Based Problem-Solving Teams to Include Occupational Therapists

This study described the perspectives of school-based occupational therapists working with problem-solving teams in response to intervention (RtI) initiatives. Ten therapists were interviewed about their participation in RtI. Data analysis revealed four major themes: (1) “They Don't Really Know What I Do”; (2) “Can You Take a Quick Look at this Kid?”; (3) “What Does It Really Look Like?”; and (4) “Where is Participation Inhibited?” The results of this study suggest that occupational therapists need to advocate for an expanded role in school-based practice in order to fully contribute to problem-solving teams in RtI.

Exploring the Utility of a Novel Knowledge Translation Tool for School-Based Occupational Therapists

Statement of context: Occupational therapists may have difficulty using evidence from systematic reviews. Critical reflection on practice: The use of Summary of Findings (SoFs) tables of systematic reviews, sent via email, was explored in two focus groups with six occupational therapists at a school-based practice. Descriptive content analysis was used. Summary: Participants voiced typical barriers to the use of evidence and said that SoFs were helpful. They felt that SoFs were easy to use, understandable, and increased awareness of research and gaps. Some reported difficulty understanding statistics. Participants believed that they would think about applying the evidence in future. Key message: SoFs via email to school-based occupational therapists may be a useful format to disseminate evidence.

School-Based Occupational Therapy Practice: Perceptions and Realities of Current Practice and the Role of Occupation

The purpose of this study was to explore how school-based occupational therapists describe current practice including the role of occupation. Participants included 16 occupational therapists currently practicing in the schools. Data were collected via an interview. The methodology used in this study was a mixed qualitative design based on multiple-case study analysis and grounded theory. The participant interviews were analyzed for themes. The results indicate that school-based practitioners have a high level of satisfaction with their job. Participants report a belief that the natural context of the school supports occupation, and occupation is a strong influence during the intervention process as well as the overall daily practice of the school-based practitioner. Teams are also reported to strongly influence current practice.

In Early Education, Why Teach Handwriting Before Keyboarding?

Legible written communication is essential for students to share knowledge (Rogers and Case-Smith 2002). If students lack proficiency in written communication, their composition skills will suffer, which can affect their self-esteem and grades. Whether or not this proficiency is in handwriting or keyboarding is a question worthy of discussion. In this article the authors define motor learning, examine the overlapping principles of motor learning in handwriting and keyboarding skill development, and discuss the need for fluency. The principles of motor learning indicate that handwriting precedes keyboarding when comparing skills and time needed to gain competency. Also discussed are correlations between handwriting and keyboarding skills and the impact of teacher attitudes toward each. As occupational therapists, the authors’ recommendations are based on the review of literature and evidence their combined with their extensive experience as school-based occupational therapists. Using a school-based consultative model of occupational therapy at the continuing education or university educational level can facilitate the sharing of this knowledge with early childhood education teachers.

Práticas e perspectivas da terapia ocupacional na inclusão escolar

O objetivo do estudo foi identifi car e caracterizar as ações desenvolvidas pela TerapiaOcupacional no processo de inclusão escolar de crianças com necessidades educacionais especiaisno estado de São Paulo. Foi realizada uma pesquisa de levantamento que contou com a participaçãode 127 terapeutas ocupacionais. Os dados coletados por meio de questionário foram submetidosa análises quantitativas e qualitativas e os principais resultados indicaram que os terapeutas ocupacionaisenvolvidos com a inclusão escolar: a) se relacionam com este processo principalmentea partir do atendimento em ambiente clínico; b) atuam na escola regular; c) têm a participação dafamília e de outros profi ssionais em sua atuação; d) identifi cam a falta de preparação dos professorese da escola como os maiores obstáculos para o seu trabalho e e) identifi cam a importância ea necessidade de ampliação da inserção da Terapia Ocupacional nas escolas regulares. O estudoidentifi cou características representativas da atuação dos terapeutas ocupacionais do estado de SãoPaulo no processo de inclusão escolar e levantou indicadores para estudos futuros.

특수교육지원센터에 기반을 둔 작업치료서비스 전문가의 중재모델 사용

본 연구는 교육기반 작업치료 서비스 전문가가 사용하는 중재모델, 중재장소와 중재시간, 중재모델 선택시 고려사항, 중재모델과 중재 영역 간에 상관관계를 알아보기 위해 특수교육지원센터에 근무하고 있는 작업치료사와 작업치료를 전공한 치료교사를 대상으로 설문지를 발송하고, 회수한 총 46부를 분석에 사용하였다. 연구결과 첫째, 학생의 수행 기술을 향상시키는데 초점을 둔 개별치료 모델을 자주 사용하였다. 둘째, 아동수행을 향상시키는 중재모델과 다른 팀 전문가에게 작업치료의 중요성을 인식시킬 수 있는 모델로 개별 치료를 선택하였다. 셋째, 중재모델을 선택하는 요인으로 수행구성요소의 결함과 팀 책임자의 마인드를 들었다. 넷째, 중재모델의 효과성에 대한 학교작업치료사의 의견과 적용시간, 중재 영역과 중재모델 적용시간 간에 유의한 상관관계는 나타나지 않았다. 연구결과를 종합해 보면 학교기반 작업치료사는 여전히 의료모델에 가까운 중재모델을 사용하는 것으로 나타나 학교기반에 효과적인 중재모델을 개발하고 적용하는 연구가 필요할 것이라 생각된다. The purpose of this study was to survey the intervention model, intervention settings, intervention time, factors influencing selection of intervention model, relationship between intervention model and areas which supporting center for special education based occupational therapist was using. Study data were provided by 46 therapy supporting service professionals through e-mail and analyzed. The findings indicated that first, the therapy supporting service professionals often employed a direct therapy(individual) focusing on performance component of child. Second, they believed that direct therapy is most effective in improving children's performance and raising awareness of the importance of occupational therapy. Third, when choose intervention model, they took into consideration the child's performance components deficits and mind of team chief. Fourth, no correlation between the application time and the perception of effectiveness of intervention model. Also didn't find correlation between applying time of intervention model and intervention area. When putting the various research result together, the model school-based occupational therapists using was similar to medical model. Therefore it is need a study to develop effective intervention model and apply it in school environment.

A Qualitative Study of Occupational Therapy's Role in Adolescent Transition in a Midwestern Coalition of Many School Districts

Two years after high school, adolescents with disabilities struggle with employment, independent living, and continuing education. These struggles call for school-based occupational therapists to take a role to impact outcomes. The perceptions of occupational therapists within transition services in a large Midwestern coalition were examined. Through semistructured interviews with 4 nonoccupational therapy transition professionals and a focus group with occupational therapists, 3 themes emerged: (a) “I couldn't even begin to describe the essential functions of an occupational therapist”; (b) “Unless the kids get direct services, which a lot of these kids aren't, I don't have any part in their transition services”; and (c) “I don't feel that [OT] is looked at as a priority in transition.” Occupational therapy continues to be underutilized in school-based transition services. Suggestions are provided to enhance the role within system-wide delivery changes.

As Students Become Adults: The Role of Occupational Therapy in the Transition Process

Under The Individuals with Disability Education Improvement Act of 2004, transition services for students with disabilities should be designed within a results-oriented process that facilitates a student's movement from school to postschool activities based on the student's individual strengths, needs, and preferences. As school to postschool transition encompasses myriad changes in life roles, demands, and skills, choosing a suitable high school placement is a crucial decision in preparation for transition from student to adult. Occupational therapy has essential and unique professional skills to collaborate with teams to support, improve, and address the varied factors that encompass the transition process. However, school-based occupational therapists tend to discontinue services earlier in a student's career, with fewer than 40% of school-based occupational therapists addressing the unique needs of adolescents (Schmitz, 2005; Brubaker, 2001; Kardos & White, 2005). This case study describes the collaborative process of one middle school student, his family, and his school team in search of the most suitable and beneficial high school placement to meet his individual needs and goals. Integral to this project was the experiential exploration of barriers, challenges, the resolving of miscommunications, the collaborative goal-setting process, the creation of the occupational profile, and a working therapeutic relationship. The parents perceived that the involvement of an occupational therapy perspective in transition planning for their child resulted in an improved experience in working with school staff and an appropriate high school placement and provided the groundwork for the development of a suitable and challenging high school program.

Sensory-Based Interventions in the General Education Classroom: A Critical Appraisal of the Topic

All children process environmental sensory input in different ways, and children's individual sensory processing patterns and needs may impact their performance in the classroom. In certain instances, children's sensory needs may have a negative impact that interferes with their academic performance, their ability to stay alert and pay attention in the classroom, and their overall daily functioning. However, this problem may be addressed by the use of sensory-based activities. As current best-practice principles recommended by occupational therapy associations and professionals include the provision of therapy services in natural environments, and the most natural environment for students is the general education classroom, it may be beneficial for school-based occupational therapists to develop a program for use by general education teachers to improve attention and academic performance in their students. Thus, this critical appraisal of the topic sought to answer the following question: For preschool through elementary school-aged children both with and without developmental diagnoses, do sensory-based intervention strategies implemented in the general education classroom setting result in improved attention and/or academic performance? After reviewing 13 articles (12 level I, II, IV, and V quantitative articles and one qualitative article), it appears that sensory-based interventions implemented in the general education classroom may indeed improve student attention and performance.

Meeting the Psychosocial Needs of the Students in Special Education: An Ethnographic Study

One of the top 10 emerging practices as reported by the American Occupational Therapy Association is psychosocial occupational therapy. The purpose of this research was to examine the psychosocial practice of the school-based occupational therapist. This research study utilized a structured interview to identify and analyze the extent of the occupational therapist's understanding and application of psychosocial occupational therapy in meeting the needs of the students in special education. This study explored the occupational therapist's perception of his or her psychosocial educational background and existing training needs in psychosocial occupational therapy. Six themes emerged from the data analysis: (1) understanding of psychosocial occupational therapy, (2) role in meeting psychosocial needs, (3) measurement of effectiveness, (4) identification of practice models, (5) usefulness of occupational therapy education, and (6) additional training needs in occupational therapy.

Collaboration in School Settings: A Critical Appraisal of the Topic

With the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act and No Child Left Behind, there has been an increasing emphasis on occupational therapy services that are provided across naturally occurring contexts and routines within the school settings. School-based occupational therapists are interested in maximizing students' achievement and want to know which models of therapeutic intervention are most effective for facilitating students' successful participation within their least restrictive environment. Thus, this critical appraisal of the topic (CAT) sought to answer the following question: For occupational therapists working in school system settings, is there evidence supporting the efficacy of a classroom-based collaborative approach versus a pull-out model of therapeutic intervention for facilitating students' participation in schools? After reviewing 10 articles (Level II-IV evidence), it appears that a collaborative approach to service delivery may be as effective in improving student performance when compared to direct 1:1 pull-out and small group service delivery. However, teachers reported greater satisfaction with services and increased implementation of therapists' suggestions when classroom-based services were provided.

Reported Experiences From Occupational Therapists Interacting With Teachers in Inclusive Early Childhood Classrooms

This grounded theory study described the perspectives of school-based occupational therapists working in inclusive early childhood classrooms emphasizing interactions with teaching staff. Six therapists were interviewed multiple times over several months. The participants viewed their interactions with teaching staff as challenging but potentially rewarding experiences. Viewing collaboration as valuable, their descriptions nonetheless generally omitted many collaborative features, with therapists often assigned the role of "expert." Data analysis revealed four major themes: (1) "It's Not Like I Don't Value Collaboration" (the benefits of collaboration); (2) "Collaboration--I Can't Do It Alone" (the challenges of interactions); (3) "My Opinion, Please Ask for It" (attachment to the expert status), and (4) "Is This Collaboration?" (interactions in practice). The results of this study suggest that current recommendations for collaboration for inclusion in school-based occupational therapy are not optimally implemented in all practice settings.

Enabling Occupation through Facilitating the Diagnosis of Developmental Coordination Disorder

The largest proportion of children seen within school-based occupational therapy is referred for handwriting difficulties. Many of these children have Developmental Coordination Disorder (DCD), a disorder that often goes undiagnosed, making if difficult for children, parents, and teachers to access resources. The purpose of this article is to outline the important role of occupational therapists in recognizing and facilitating the diagnosis of DCD. In this paper, a case is made for an expansion of the role of school-based occupational therapists in facilitating diagnosis for children with DCD. Through a review of the literature, we establish the importance of a diagnosis for children and families and critically reflect on issues that may make therapists reluctant to become involved in facilitating this diagnosis. Occupational therapists working in schools are able to recognize children with DCD, an important first step in accessing key resources useful to improve occupational performance and quality of life.

Establishing a Case for Occupational Therapy in Meeting the Needs of Children with Grief Issues in School-Based Settings

The researchers conducted a needs assessment survey of practicing school-based occupational therapists to determine the incidence of grief within existing caseloads, current awareness of the issue, related concerns, and willingness or resistance to address grief in the intervention environment. The survey was administered to a representative sample of 150 school-based therapists throughout the state of Ohio. Fifty-six therapists responded with usable data. The results suggest that the students who are currently on occupational therapy (OT) caseloads face a large number of grief issues. Although a majority of therapists reported addressing grief issues, only a small percentage typically do so for a variety of reasons. The school therapists offered a number of explanations for the limited follow-through on this issue. These findings support the profession's recent efforts to further establish occupational therapy as a well-recognized and respected provider of interventions to address the mental health and psychosocial needs of children in school settings.

Handwriting Instruction in Elementary Schools

Classroom teachers teach handwriting, but when problems arise, students are referred to occupational therapy for remediation. This study, conducted by occupational therapists, reviews handwriting instruction by classroom teachers in one school district. Teachers from kindergarten through grade 6 were asked to complete an open-ended questionnaire regarding handwriting instruction. Teachers differed in their methods of instruction, including in the programs and paper used, and practice provided. Teachers of grades 5 and 6 had to continue to review handwriting instruction, because all students could not fluently use handwriting as a tool of expression. Elementary students need structured instruction to develop the motor skill of writing. School-based occupational therapists can support effective handwriting instruction by interpreting information from motor learning theory pertaining to instruction and practice, which supports acquisition, transfer, and retention of handwriting skills. They also need to be cognizant of prior handwriting instruction when addressing handwriting difficulties.

The Role of the School-Based Occupational Therapist in Secondary Education Transition Planning: A Pilot Survey Study

The purpose of this study was to investigate school-based occupational therapists' knowledge of transition planning, their degree of participation in assessment and intervention of students requiring transition services, and to identify potential barriers limiting therapists' participation in transition services. Using survey methods, a questionnaire was mailed to a random sample of therapists listed as members of the School System Special Interest Section of the American Occupational Therapy Association. Eighty therapists from all geographical regions within the continental United States and who identified themselves as working with students 13-21 years of age in an educational setting, participated in the study. The response rate was 20%. The majority of participants reported that they understood the terminology associated with the Individuals with Disabilities Education Act (IDEA) of 1990 and the 1997 IDEA amendments definitions of transition planning at the secondary level, but were less likely to apply that knowledge to the transition planning process. The majority of therapists reported minimal participation in secondary education transition planning assessment and intervention for students with disabilities. Most respondents believed that they were not contributing to the transition planning process in a manner that maximized their skills, and identified several barriers that they believed hindered greater participation. This pilot study suggests that occupational therapists may not be participating in transition services to their fullest potential. While the low response rate in this study precludes generalization, this information is important to guide further study as well as to shape efforts to increase occupational therapy's role in this important service area within school-based practice.

Changing practice patterns of school-based occupational therapists in Israel.

Following the enactment of the Special Education Law in Israel in 1988, school-based occupational therapists (OTs) were expected to modify their practice patterns by, providing services within the classroom or other educational settings, increasing collaboration with other team members, and implementing indirect intervention models such as monitoring and consultation. The purpose of this study was to examine the intervention patterns of school-based OTs in Israel. The study sample included 77 school-based OTs. The survey was carried out through a questionnaire which included: (1) background information, (2) implementation and perceptions towards intervention models, and (3) team-work practices of the OTs. The findings indicated that most of the time (76.9%) OTs still implement the 'direct therapy' model, working outside the classroom and focusing on improving performance components. These findings imply that school-based OTs in Israel are still in the process of changing their practice patterns, and are mostly applying the medical model. However, due to the relatively small sample, it is important to repeat this survey using a larger sample of OTs who work in different settings and with various age groups.

Facilitating Participation of Students with Severe Disabilities

School-based occupational therapy is the largest employer of occupational therapists. School-based occupational therapists work extensively with students with severe disabilities. Over the past decade, one significant change in the field of severe disabilities has been the advocacy of best practices. This paper discusses the implications of best practices for school-based occupational therapy practice and examines strategies that occupational therapists use to tackle such challenges. Focuses of the discussions are centered on the issues relative to curriculum, educational setting and instructional strategies. The theme of Activity and Participationproposed in International Classification of Functioning(WHO, 2001) guides our discussions. Specific strategies in aligning school-based occupational therapy practice with best practices in severe disabilities are proposed and highlighted.

The Development of the Tool for Optimizing Written Productivity (TOW-P)

Many school-aged children experience difficulties in written productivity, which result in a large number of referrals for school-based Occupational Therapists (OTs). Health care practitioners are being called upon to establish consistent practice, yet there are presently no guidelines to facilitate consistency in this clinical area. The Tool for Optimizing Written Productivity (TOW-P) was developed to assist OTs in decision-making regarding intervention selections for this population. A pilot study and a province-wide survey yielded specific frequencies of intervention for different written productivity issues that can be used to guide a therapist's selection of interventions.

Multisensory approach to handwriting remediation: perceptions of school-based occupational therapists.

The purpose of this study was to describe the current practices of school-based occupational therapists regarding their use of multisensory modalities and activities in handwriting remediation. A survey was sent to 313 school-based occupational therapist members of the American Occupational Therapy Association who identified themselves as working in a school system as their primary employment setting. Of these, 198 surveys were returned and analyzed descriptively, resulting in a response rate of 63.3%. More than 130 different multisensory modalities and activities were documented. Twenty-five of these had previously been reported in the literature, the other 114 were documented, by respondents, within the "other" category. Most respondents reported using 5 or more modalities and activities per student, the most frequent being chalk and chalkboard. No consensus among respondents is apparent about the primary sensory systems stimulated by the modalities and activities. No difference in modality and activity use was found on the basis of demographic variables. Overall findings indicate that the breadth of modalities and activities being used is far greater than that currently found in the literature. The results suggest a need for completing studies designed to examine the use and effectiveness of multisensory modalities and activities in handwriting remediation.