Embed Size (px)
Citation preview
The most effective service-based delivery in school-based occupational therapy
Madison Carrico, OTS
McCracken County Public Schools• 6 Elementary Schools
(Pre K-5)– 2 schools with Multiple
Disabilities Unit • 1 Intermediate School
(4-5)– Multiple Disabilities Unit– Emotional and Behavioral
Disorder Unit• 3 Middle Schools (6-8)
– 1 Multiple Disability Unit– 1 Emotional and Behavior
Disorder unit• 1 High School (9-12)
A day in the life
• 2-3 schools per day• 6-10 kids per day• 1-2 meetings per
day
Is collaboration, direct service, or consultation the best practice in the school-based system for Occupational Therapy services?
• Formally 1X per 9 weeks– “Report cards” – 12-14 kids receive consultation
• Informal• Research
– Lack of communication– Lack of time– Relationships of teaching staff and
therapy staff
Consultation
• Rare• Physical Therapist Assistant• Speech Language Pathologist
• Research• Misunderstanding• Miscommunication• Lack of time
Collaboration
• Most often utilized• Pull-out
• Research• Excludes primary teacher• Child may feel ostracized
Direct Service
Conclusion
• Therapist preference• Best suited for
individual student
REFERENCESBarnes,K., & Turner, K. (2001). Team collaborative practices between teachers and occupational therapist.
American
Journal of Occupational Therapy. 55, 83-87. doi:10.5014/ajot.55.1.83
Bazyk, S., Michaud, P., Goodman, G., Papp, P., Hawkins, E., & Welch, M. (2009). Integrating occupational therapy
services in a kindergarten curriculum: A look at the outcomes. American Journal of Occupational
Therapy, 63, 160-171. doi:10.5014/ajot.63.2.160
Bose, P., & Hinojosa, J. (2008). Reported experiences from occupational therapists interacting with teachers in
inclusive early childhood classrooms. American Journal of Occupational Therapy, 62, 289–297.
doi:10.5014/ajot.62.3.289
Huang, Y., Peyton, C., Hoffman, M., Pascua, M. (2011) Teachers perspectives on collaboration with occupational
therapist in inclusive classrooms: A pilot study. Journal of Occupational Therapy, Schools, &
Early Intervention. 4:1, 71-89 doi: 10.1080/19411243.2011.581018
Giroux, P., Woodall, W., Weber, M., & Bailey, J. (2012). Occupational therapy practitioners’ perceptions of
important c ompetencies for handwriting evaluation and intervention in school-aged children. Physical &
Occupational Therapy in Pediatrics. 32, 66-79. doi: 10.3109/01942638.2011.592573
Mu, K., Royeen, C. (2004). Facilitating participation of students with severe disabilities: Aligning school-based o
ccupational therapy practices in severe disabilities. Physical & Occupational Therapy in
Pediatrics. 24, 1-21.
Spencer, K., Turkett, A., Vaughan, R., & Koenig, S. (2006). School-based practice patterns: A survey of
occupational therapists in Colorado. American Journal of Occupational Therapy, 60, 81–91. doi:
10.5014/ajot.60.1.81
Weintraub, N., Kovshi, M. (2004). Changing practice patterns of school-based occupational therapist in Israel.
Occupational Therapy International. 11, 40-51.
