1. The most effective service-based delivery in school-based occupational therapy Madison Carrico, OTS

2. 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)

3. A day in the life 2-3 schools per day 6-10 kids per day 1-2 meetings per day

4. Is collaboration, direct service, or consultation the best practice in the school-based system for Occupational Therapy services?

5. 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

6. Rare Physical Therapist Assistant Speech Language Pathologist Research Misunderstanding Miscommunication Lack of time Collaboration

7. Most often utilized Pull-out Research Excludes primary teacher Child may feel ostracized Direct Service

8. Conclusion Therapist preference Best suited for individual student

9. REFERENCES Barnes,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 occupational 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.

11. THANK YOU! Contact information: mcarrico01@spalding.edu