A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings

Rivera, Javiera Salazar; Alsaadi, Nouf; Parra-Esquivel, Eliana I.; Morris, Christopher; Boyle, Christopher

doi:10.1080/19411243.2023.2232806

Cited by 5 publications

(1 citation statement)

References 79 publications

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“…The approach used in this training may encourage transdisciplinary working and collaboration with other professionals such as speech and language therapists and teachers. Rivera et al (2023) reviewed interventions delivered by OTs in school settings and highlighted the need for OTs' to strengthen their roles in all learning processes and schoolrelated activities and reflect this in research. Gallagher et al (2023) described the need for meaningful collaborative partnerships between therapists with teachers in schools.…”

Section: Discussionmentioning

confidence: 99%

Attention Autism™ training for occupational therapists: a pilot study

Ruttledge

2024

IJOT

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Purpose At present, there is no reference to Attention Autism (AA) as a framework and therapeutic tool with autistic children in occupational therapy (OT) literature. By way of introducing AA as a potential intervention to the OT community, this study aims to investigate the extent to which participation in a two-day AA training could contribute to increasing confidence and inspire changes in practice for Irish occupational therapists (OTs) supporting autistic children. Design/methodology/approach A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of a two-day AA training on six OTs. The OTs support autistic children throughout Ireland across public, private and voluntary sectors. They completed brief, non-standardised questionnaires 2 weeks before the training (Time 1) and again 12 weeks post (Time 2) training session. At Time 2, additional exploratory questions were answered by OTs regarding their use of AA in practice. Findings This explorative study’s quantitative findings presented percentage change increases within three areas of confidence for all OTs. These include establishing attention, motivating and developing functional skill goals with autistic children. One of the participants did not score any change in confidence in a fourth area, building rapport, however, the five other participants scored percentage change increases. Qualitative data provided by participants showed that they were implementing AA in practice since attending the training. Five of the participants reported positive experiences of using AA and one participant reported the programme was not suitable for her caseload because of their level of understanding and need. Research limitations/implications This was a small, exploratory, practice-based study. As this is the first study exploring this area of practice for OTs, to the best of the authors’ knowledge, there were no standardised methods of assessment available, therefore a self-designed survey was used by the author which had a limited number of open-ended questions and four Likert scale questions. This study was also limited in that there was one main researcher who also delivered the two-day AA training. The sample data set was small which resulted in the limitation of the choice of methods used to analyse the quantitative data. Percentage changes were used as the only available and reliable method for a small data set. Originality/value Findings of this study, despite their preliminary nature, indicate that AA training may be a useful professional development consideration for OTs who provide a service for autistic children. Further AA research in OT is required including larger and more rigorous studies. An alternative training option of The Curiosity Programme may be considered for OTs supporting children who may not yet be ready to participate in AA.

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Section: Discussionmentioning

confidence: 99%