Best Practices for Documenting Occupational Therapy Services in Schools

Clark, Gloria Frolek; Handley-More, Dottie

doi:10.7139/2017.978-1-56900-437-1

Cited by 3 publications

(4 citation statements)

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“…This aligns with recent studies indicating that teachers demand more training regarding EFs and related topics [24,25]. School-based occupational therapists may train teachers and adopt collaborative practices (share knowledge) to address children's engagement challenges and align with the best practices [18,41].…”

Section: Discussionsupporting

confidence: 86%

“…Our results show the interplay between sociodemographic factors, motor skills, and executive functions in school-aged children. Our findings emphasise the critical role of family characteristics and support the growing body of literature advocating that schoolbased occupational therapists should conduct regular assessments to detect challenges in EFs in addition to sensory processing and motor skills [10,[14][15][16]19,21,22,41] to support children's academic and social development. Children from disadvantaged households are more likely to experience difficulties in both areas of development, so it is necessary to take action to ensure equal opportunities and minimise social inequalities.…”

Section: Discussionsupporting

confidence: 70%

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Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

López-de-la-Fuente,

Berdejo,

Madrona-Velasco

et al. 2024

Education Sciences

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Executive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 70%

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

López-de-la-Fuente,

Berdejo,

Madrona-Velasco

et al. 2024

Education Sciences

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show abstract

“…As is noted by a number of recent occupational therapy publications on the transition to adulthood, there is a congruence between the underlying philosophies of self-determination and occupational therapy (Frolek Clark & Chandler, 2013; Orentlicher et al, 2015; see also Dean, Dunn, & Tomchek, 2015). Both are rooted in foundational principles of self-advocacy , empowerment , and choice .…”

Section: Self-determination and Occupational Therapymentioning

confidence: 97%

Understanding self-determination as a crucial component in promoting the distinct value of occupational therapy in post-secondary transition planning

Angell

Carroll

Bagatell

et al. 2018

Journal of Occupational Therapy, Schools, & Early Intervent

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School-based occupational therapists are well-equipped to prepare adolescents to transition from the education system to work and live in their communities, but they report challenges in securing their place on post-secondary transition planning teams. We argue that occupational therapists’ efforts to advocate for their role in post-secondary transition could be strengthened by a deeper engagement with what is considered ‘best practice’ in transition planning: improving students’ ability and opportunity to exercise self-determination. In this commentary, we review the self-determination evidence-base; identify congruence between the underlying philosophies of self-determination and occupational therapy; and highlight gaps in existing self-determination models that occupational therapists are uniquely posed to fill by focusing on self-determination as they support transition age students.

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“…In the United States OT has been accessible within the schools system since the 1940s (Royeen, 1986), however they have been to the forefront in school based occupational therapy (SBOT) programmes which have been in existence since the mid‐1970s when there was a profound change in the way OT was provided in education (Chandler, 2013). In the United States, 22% of school occupational practitioners work in school settings (Frolek Clark & Chandler, 2013). However, while there is much research on primary and postprimary OT support for students with disabilities, research on OT in tertiary education is lacking.…”

Section: Introductionmentioning

confidence: 99%

Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities

Ringwood,

Banks,

Shevlin

2024

Brit J Learn Disabil

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BackgroundDespite the growing diversity among students in higher education, nonprogression to postsecondary education persists for many students with intellectual disabilities with low completion rates for those who do progress. Research suggests that occupational therapy (OT) support can be extremely beneficial in assisting students. Less is known however about the impact of OT in higher education. This study aims to examine the use of OT embedded in a postsecondary programme for students with intellectual disabilities.MethodsThis study uses a scoping review of relevant literature and a qualitative analysis of OT working in a higher education programme specifically designed for students with intellectual disabilities in Ireland.FindingsThis paper highlights how the OT support within this programme uses a four‐fold collaborative approach supporting students, staff, business partners and wider organisational structures in the university.ConclusionThe analysis highlights the opportunities for collaboration between OT and curriculum developers, teaching and ancillary staff and students in higher education along with the significant OT input into work placements and internships with business partner mentors. Challenges in educating stakeholders to understand OT in the higher education environment would suggest a substantial need for further research.

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Best Practices for Documenting Occupational Therapy Services in Schools

Cited by 3 publications

References 0 publications

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

Understanding self-determination as a crucial component in promoting the distinct value of occupational therapy in post-secondary transition planning

Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities

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