Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study

Hui, Caroline; Snider, Laurie; Couture, Mélanie

doi:10.1177/0008417415627665

Cited by 30 publications

(20 citation statements)

References 57 publications

(75 reference statements)

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“…Such a finding was not congruent with the published literature indicating that attending educational workshops given by occupational therapists, or about OT, was significantly associated with an increased knowledge base and understanding of OTP [16, 17]. This could be explained by two main reasons.…”

Section: Discussioncontrasting

confidence: 75%

Knowledge about and Attitudes of Interdisciplinary Team Members toward Occupational Therapy Practice: Implications and Future Directions

et al. 2018

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Objectives: In Kuwait, knowledge and attitudes of the health care teams toward occupational therapy practice (OTP) have not been investigated. This current study sought to explore the knowledge about and attitudes of interdisciplinary team members toward OTP. Subjects and Methods: This cross-sectional study involved developing and validating a tool to serve the purpose of the study. We used a modified Delphi method to develop a tool that assessed occupational therapy (OT) knowledge (OT areas of practice, domains, and philosophy) as well as attitudes toward OTP. Descriptive statistics were utilized, and nonparametric tests were used to compare knowledge and attitudes along with the demographic data. Results: A convenience sample of 98 participants from various disciplines participated in this study. The tool was found to have an adequate content validity for a total of 27 items and satisfactory reliability (internal consistency); Cronbach’s α-values for the knowledge and attitudes subscales were 0.88 and 0.74, respectively. The overall knowledge level of OTP among the participants was limited, whereas their attitudes were favorable. Characteristics of being a female (p = 0.01), a nurse (p = 0.02), and working experiences ≥10 years (p = 0.01) contributed significantly to the knowledge of OTP. The results further indicated that participants working in general hospitals (p = 0.02) and working with occupational therapists (p < 0.001) showed significantly better attitudes toward OTP. Conclusion: For effective collaborative practice and better patients’ outcomes, the study findings recommend the development of interprofessional initiative committees targeting educational settings as well as clinical environments.

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Section: Discussioncontrasting

confidence: 75%

Knowledge about and Attitudes of Interdisciplinary Team Members toward Occupational Therapy Practice: Implications and Future Directions

et al. 2018

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“…A fidelity measure of OPC, derived from the theories that underpinned the development of OPC, has already been developed and evaluated. This fidelity tool more accurately reflects the core intervention components of OPC than the guide proposed by Dunn. OPC has been modified or used as an adjunct intervention when authors have perceived that doing so would better fit the client populations and intervention contexts being examined (e.g., Hui, Snider, & Couture, 2016;Kennedy-Behr, Rodger, Graham, & Mickan, 2013;Kessler, Egan, Dubouloz, McEwen, & Graham, 2017). In these instances, deviations from the theory and methods of OPC were explained.…”

Section: Otjr: Occupation Participation and Health 38(1)mentioning

confidence: 99%

Fidelity of Occupational Performance Coaching: Importance of Accuracy in Intervention Identification

Graham

Ziviani

Kennedy‐Behr

et al. 2017

OTJR: Occupational Therapy Journal of Research

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Establishing fidelity processes and measures is an important step in the development of interventions. Accurate referencing, naming of interventions and robust discussion of deviations from the theories, methods or terminology underpinning interventions support the fidelity of future applications of interventions in research and clinical settings. This commentary clarifies the establishment of fidelity for Occupational Performance Coaching (OPC) in relation to a recent article on this topic by Dunn and colleagues. Fundamental flaws in the referencing, labelling, theoretical underpinnings and methods inaccurately described as OPC are outlined. Guidance in establishing fidelity for future applications of OPC is provided.

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“…Occupational therapists are well equipped to offer support to teachers working with children with special needs due to their understanding of the personal, environmental, and activity-related requirements that can facilitate or hinder a child's participation in the school environment (Clark & Polichino, 2013;Hui, Snider & Couture, 2016;Missiuna, Pollock, Campbell, DeCola, et al, 2017; Ordre des ergothérapeutes du Québec, 2016; Rens & Joosten, 2014;Villeneuve & Shulha, 2012). To better understand the current occupational therapy services for school-aged children with ASD, our research team analyzed a number of service requests within three health programs in the Quebec City region (Quebec, Canada) between 2016 and 2017.…”

mentioning

confidence: 99%

“…Optimizing the effectiveness of direct occupational therapy interventions in a school setting requires consideration for the entire classroom, not merely a single child (Bazyk & Cahill, 2014;Clark & Polichino, 2013; Ordre des ergothérapeutes du Québec, 2016). Interventions involving a lot of collaboration with school staff members, such as coaching and collaborative consultations, can also help develop the school's ability to promote the participation of children with special needs while fostering the teacher's sense of competence (Hui et al, 2016;Villeneuve, 2009;Villeneuve & Shulha, 2012;Wilson & Harris, 2018). In addition, practice models based on the Response to Intervention (RTI) approach are being increasingly recommended (Bazyk, Berthelette, et al, 2012;Bazyk, Michaud, et al, 2009;Chu, 2017;Hutton, Tuppeny & Hasselbusch, 2016; Ordre des ergothérapeutes du Québec, 2016).…”

mentioning

confidence: 99%

Autism spectrum disorder: How can occupational therapists support schools?

Grandisson¹,

Rajotte²,

Godin³

et al. 2019

Can J Occup Ther

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Background. Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. Purpose. The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. Method. In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. Findings. School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. Implications. A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

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Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study

Abstract: Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance.

Cited by 30 publications

References 57 publications

Knowledge about and Attitudes of Interdisciplinary Team Members toward Occupational Therapy Practice: Implications and Future Directions

Knowledge about and Attitudes of Interdisciplinary Team Members toward Occupational Therapy Practice: Implications and Future Directions

Fidelity of Occupational Performance Coaching: Importance of Accuracy in Intervention Identification

Autism spectrum disorder: How can occupational therapists support schools?

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