Using an innovative model of service delivery to identify children who are struggling in school

Missiuna, Cheryl; Pollock, Nancy; Campbell, William E.; DeCola, Cindy; Hecimovich, Cathy; Whalen, Sandra Sahagian; Siemon, Jennifer; Song, Kaiwen; Gaines, Robin; Bennett, Sheila; McCauley, Dayle; Stewart, Debra; Cairney, John; Dix, Leah; Camden, Chantal

doi:10.1177/0308022616679852

Cited by 30 publications

(23 citation statements)

References 25 publications

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“…Given the innovative nature of this type of practice and the need for support identified by the occupational therapists who took part in the study, it would also appear essential to develop training, resources, and networking opportunities for the occupational therapists mandated to implement the model. This need for support is consistent with the experience documented during Ontario's implementation of the Partnering for Change model, which provided training and mentoring (Missiuna, Pollock, Campbell, DeCola, et al, 2017).…”

Section: Discussionsupporting

confidence: 68%

“…Nonetheless, as many of the needs of children with ASD are often overlooked, it is important to identify the measures available to occupational therapists who seek to create inclusive educational environments that are equipped to promote the participation of children with ASD. Just as Partnering for Change (Missiuna, Pollock, Campbell, Dix, et al, 2015;Missiuna, Pollock, Campbell, DeCola, et al, 2017;Missiuna, Pollock, Levac, et al, 2012) was designed for children with developmental coordination disorder while benefiting other educational communities as well, the strategies that will eventually be put in place should promote the participation of children with and without ASD. Adapting the approach to students with ASD can also help justify the potential involvement of occupational therapists from the health network when providing support to the school teams involved.…”

Section: Study Limitations and Future Considerationsmentioning

confidence: 99%

“…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%

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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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Section: Discussionsupporting

confidence: 68%

Section: Study Limitations and Future Considerationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Autism spectrum disorder: How can occupational therapists support schools?

Grandisson¹,

Rajotte²,

Godin³

et al. 2019

Can J Occup Ther

View full text Add to dashboard Cite

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“…Searching for an inclusive solution, some studies have introduced occupational therapists (OTs) in the classrooms [53][54][55]. With the aim to provide targeted services, in small groups, to those children struggling in participating at the required classroom activities.…”

Section: Implication For Practicementioning

confidence: 99%

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

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This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

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“…Searching for a creative solution, there has been some experimentation with embedding occupational therapists (OTs) within classrooms (e.g., Missiuna et al, ) to build closer collaboration across health and education services and facilitate more rapid identification and diagnosis than traditional wait listing procedures enable. This raises the question of whether similarly innovative interdisciplinary approaches to treatment delivery might also be beneficial.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Eddy

Wood

Shire

et al. 2019

Child

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Background Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral‐based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school‐based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Method Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer‐reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school‐based motor skill intervention with a randomized or case‐controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Results Twenty‐three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well‐being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Conclusions Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well‐being. Future research should include follow‐up measures to assess the longer term efficacy of school‐based interventions.

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Using an innovative model of service delivery to identify children who are struggling in school

Cited by 30 publications

References 25 publications

Autism spectrum disorder: How can occupational therapists support schools?

Autism spectrum disorder: How can occupational therapists support schools?

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

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