The Differing Tiers of School-Based Occupational Therapy Support: A Pilot Study of Schools in England

Rivera, Javiera Salazar; Boyle, Christopher

doi:10.1080/19411243.2020.1732264

Cited by 8 publications

(3 citation statements)

References 52 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 school-related 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%

Attention Autism™ training for occupational therapists: a pilot study

Ruttledge

2024

IJOT

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“…The intervention used in this study was applied in an individual 1-1 setting. Further research is required to examine the effectiveness of Think-to-Write within other therapy settings such as group and classroom settings, and in consultative collaboration with teachers (Salazar Rivera and Boyle, 2020). Research is also required to compare Think-to-Write with other cognitive-based handwriting programmes (Lee and Lape, 2020; Roberts et al, 2014), and handwriting interventions targeting performance components (Lee, 2022; Tse et al, 2019) to determine which programmes are most beneficial and/or cost effective in aiding children to master correct alphabet-letter-writing.…”

Section: Discussionmentioning

confidence: 99%

“…This study was carried out in an occupational therapy private practice, based in Western Australia, where intervention for children requiring occupational therapy handwriting assistance is largely based in community service delivery (Rens and Joosten, 2014) rather than school-based practice, as occurs in other countries, such as England (Salazar Rivera and Boyle, 2020) and the United States (Lee and Lape, 2020).…”

Section: Introductionmentioning

confidence: 99%

Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Mathwin

Chapparo

Hinitt

2023

British Journal of Occupational Therapy

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Introduction: An occupational therapy handwriting programme integrating cognitive strategy training with alphabet-letter-writing instruction was found more effective than in-class instruction alone for early writers. This study investigated the impact of cognitive strategy training for children struggling to correctly write alphabet-letters. Method: Participants were ten children in the first 2 years of formal schooling identified with challenges in alphabet-letter-writing. A nonconcurrent A1BA2 single system research design was used. The A Phases represented within-class handwriting instruction only and B Phase represented additional handwriting intervention which included cognitive strategy training. The Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage 2) was the repeated outcome measure. Results: Results revealed all ten children demonstrated a similar pattern of change in cognitive strategy application which was concomitant with improvement and mastery in writing all 26-lowercase alphabet-letters from memory. Cognitive strategies which exhibited the greatest impact on acquiring and executing accurate alphabet-letter-writing skills were those related to planning, memory, attention and sensory perception. The least influential were those associated with generating and controlling motor actions. Conclusion: This study provides beginning support for including cognitive strategies training concurrently with alphabet-letter-writing instruction to assist children struggling to write alphabet-letters.

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‘Finding the play’ – exploring with occupational therapists practice possibilities in the context of Irish schoolyards

Bergin,

Boyle,

Lilja

et al. 2024

Scandinavian Journal of Occupational Therapy

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The Differing Tiers of School-Based Occupational Therapy Support: A Pilot Study of Schools in England

Abstract: The version presented here may differ from the published version. If citing, you are advised to consult the published version for pagination, volume/issue and date of publication

Cited by 8 publications

References 52 publications

Attention Autism™ training for occupational therapists: a pilot study

Attention Autism™ training for occupational therapists: a pilot study

Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

‘Finding the play’ – exploring with occupational therapists practice possibilities in the context of Irish schoolyards

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