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

REFERENCES Barnes,K., & Turner, K. (2001). Team collaborative practices between teachers and occupational therapist. American Journal of Occupational Therapy. 55, doi: /ajot 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, doi: /ajot 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: /ajot 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, doi: / 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, doi: / Mu, K., Royeen, C. (2004). Facilitating participation of students with severe disabilities: Aligning school-based occupational therapy practices in severe disabilities. Physical & Occupational Therapy in Pediatrics. 24, 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: /ajot Weintraub, N., Kovshi, M. (2004). Changing practice patterns of school-based occupational therapist in Israel. Occupational Therapy International. 11,

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