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Renahan K, Knobl E, Jiang A, Tandon C, Campbell W. School-Based Occupational Therapists' Roles Supporting Transitions Into and Throughout Kindergarten to Grade 12: A Scoping Review. Am J Occup Ther 2024; 78:7805205170. [PMID: 39087880 DOI: 10.5014/ajot.2024.050634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/02/2024] Open
Abstract
IMPORTANCE Large educational transitions occur when students enter and exit school or move between grades or divisions within the kindergarten to Grade 12 (K-12) school system. For students with disabilities, the quality of large educational transitions affects academic and postschool outcomes, which is germane to school-based occupational therapists. OBJECTIVE To explore the school-based occupational therapy literature to describe the roles of occupational therapists in supporting large educational transitions and to identify relevant terminology. DATA SOURCES We searched six databases (CINAHL, EMCare, Embase, ERIC, MEDLINE, and PsycINFO) for peer-reviewed publications in English with no date limitations. STUDY SELECTION AND DATA COLLECTION We included articles focused on children and youth with disabilities and school-based occupational therapy services supporting large transitions within K to 12 education. Using directed content analysis, we reported on publication characteristics, occupational therapy roles, and terminology. FINDINGS We included 46 publications spanning 37 yr that addressed transitions into school (n = 3), within K to 12 grades or divisions (n = 10), or to exit secondary education (n = 33). Occupational therapists assumed many roles in supporting large transitions, some much more frequently than others; 125 transition terms were used across included articles with few terms explicitly defined. CONCLUSIONS AND RELEVANCE School-based occupational therapists' involvement in educational transitions is extensive, with potential for expansion. Consistency in terminology would support future research and practice. Plain-Language Summary: A large educational transition occurs when students move between a school, grade, or division as part of their K to 12 education. For students with disabilities, the quality of a large educational transition affects their academic and postschool outcomes. This review provides an understanding of how school-based occupational therapists support educational transitions for youth with disabilities. The review found that occupational therapists took on many roles, with the potential for expanding their roles. The review also identified 125 transition terms that were used across the literature review and found that few terms were explicitly defined. Consistency in terminology would support future research and expanded occupational therapy practice in this area.
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Affiliation(s)
- Kari Renahan
- Kari Renahan, OT Reg (Ont), is PhD Student, School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada;
| | - Erin Knobl
- Erin Knobl, OT Reg (Ont), OTR/L, MSc (OT), MSc (RS), is Research Assistant, School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Annie Jiang
- Annie Jiang, is Research Assistant, CanChild, School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Chitrini Tandon
- Chitrini Tandon, MSc, is Research Assistant, School of Rehabilitation Therapy, Queens University, Kingston, Ontario, Canada
| | - Wenonah Campbell
- Wenonah Campbell, PhD, is Associate Professor, School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
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Jeremy J, Spandagou I, Hinitt J. Teacher-therapist collaboration in inclusive primary schools: A scoping review. Aust Occup Ther J 2024; 71:593-611. [PMID: 38320985 DOI: 10.1111/1440-1630.12931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 09/22/2023] [Accepted: 12/20/2023] [Indexed: 02/08/2024]
Abstract
INTRODUCTION Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools. METHODS A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer-reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school-based occupational therapists or speech and language therapists in inclusive primary schools were included. RESULTS Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice. CONCLUSION Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross-study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles.
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Affiliation(s)
- Jill Jeremy
- Faculty of Arts & Social Sciences, Sydney School of Education and Social Work, The University of Sydney, Camperdown, New South Wales, Australia
| | - Ilektra Spandagou
- Faculty of Arts & Social Sciences, Sydney School of Education and Social Work, The University of Sydney, Camperdown, New South Wales, Australia
| | - Joanne Hinitt
- Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia
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Moir EMA, Turpin MJ, Copley JA. New Graduates' Experiences in Paediatric Private Practice: Learning to Make Intervention Decisions. Can J Occup Ther 2022; 89:395-405. [PMID: 35593096 DOI: 10.1177/00084174221102716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Background. Challenges with clinical decision-making are common among new graduate occupational therapists. There is limited research exploring their experiences of learning to make intervention decisions. Purpose. To explore new graduates' experiences of learning to make intervention decisions in pediatric private practice. Method. A case study approach, involving a range of data sources, explored the experiences of 11 new graduates and three experienced occupational therapists working in Australian private practices. Data were analyzed using inductive thematic analysis. Findings. Themes pervading new graduates' decision-making experiences were: "being seen as capable and competent," "similar and familiar," and "specialist versus generalist positions." Contextual influences contributed to new graduates utilizing their support networks and personal experiences in addition to workplace supports. Implications. It is vital to balance private practice business demands with opportunities for new graduates to engage with experienced occupational therapists and professional communities of practice to assist their learning to make intervention decisions.
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Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. J Autism Dev Disord 2020; 50:1866-1881. [PMID: 30806855 DOI: 10.1007/s10803-019-03938-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings.
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Wintle J, Krupa T, Cramm H, DeLuca C. A scoping review of the tensions in OT–teacher collaborations. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2017.1359134] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- James Wintle
- School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
| | - Terry Krupa
- School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
| | - Heidi Cramm
- School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
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Christner A. Promoting the Role of Occupational Therapy in School-based Collaboration: Outcome Project. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2015. [DOI: 10.1080/19411243.2015.1038469] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Boshoff K, Stewart H. Key principles for confronting the challenges of collaboration in educational settings. Aust Occup Ther J 2013; 60:144-7. [PMID: 23551008 DOI: 10.1111/1440-1630.12003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/05/2012] [Indexed: 11/28/2022]
Affiliation(s)
- Kobie Boshoff
- Department of Occupational Therapy Program, Division of Health Sciences, University of South Australia, Adelaide, South Australia, Australia.
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Kennedy S, Stewart H. Collaboration with teachers: A survey of South Australian occupational therapists' perceptions and experiences. Aust Occup Ther J 2012; 59:147-55. [DOI: 10.1111/j.1440-1630.2012.00999.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2011] [Indexed: 11/29/2022]
Affiliation(s)
- Sarah Kennedy
- School of Health Sciences; University of South Australia; Adelaide; South Australia; Australia
| | - Hugh Stewart
- University of South Australia; Adelaide; South Australia; Australia
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Kennedy S, Stewart H. Collaboration between occupational therapists and teachers: definitions, implementation and efficacy. Aust Occup Ther J 2011; 58:209-14. [PMID: 21599687 DOI: 10.1111/j.1440-1630.2011.00934.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIM The aim of this article is to present a critical review of available health and education literature to ascertain how collaboration is defined, what the barriers to collaboration are, how effective collaboration between occupational therapists and teachers is, and to determine implications for research and future practice in Australia. METHODS A comprehensive electronic search process was undertaken, identifying studies from health and education databases. Manual searching of reference lists was then conducted for retrieved articles. Studies were reviewed to determine quality and relevance to the review question. RESULTS Nine research articles were reviewed, which included six qualitative and three quantitative articles. An additional seven discussion papers and three literature reviews were also included. It is apparent that the available literature is predominantly written about USA and UK contexts, and empirical evidence is limited. Definitions of collaboration differ, and although professionals agree that it is important to collaborate, the evidence of effectiveness is scant. CONCLUSIONS Although there is much anecdotal desire for collaboration, empirical evidence is limited, but positive. Professionals express desire for collaboration, but the implementation appears inconsistent, and poorly researched. The literature outlines factors, which support collaboration in practice including interactional, organisational and systemic factors. Using this model, strategies for successful collaboration can be formulated. Results indicate a need for research into appropriate models of practice for an Australian context, and particularly for states, where the health and education systems are not well integrated.
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Affiliation(s)
- Sarah Kennedy
- School of Health Sciences, University of South Australia, North Terrace, Adelaide, SA 5000, Australia
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Vincent R, Stewart H, Harrison J. South Australian school teachers' perceptions of occupational therapy reports. Aust Occup Ther J 2011; 55:163-71. [PMID: 20887458 DOI: 10.1111/j.1440-1630.2007.00703.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND/AIM The qualitative research reported here investigated the perceptions of primary school teachers regarding the usefulness of occupational therapy reports from the Flinders Medical Centre. The reports included either recommendations alone or in conjunction with written programs for the students. METHODS This qualitative descriptive study employed in-depth semistructured interviews to gather the perspectives of four school teachers from primary schools in the southern suburbs of Adelaide. The interviews were audiotaped, transcribed, and analysed using a thematic inductive approach. RESULTS Four themes emerged from the data in relation to teachers' perceptions of the reports: (i) Understandable but not always useful; (ii) It's important ... we can't do it all; (iii) We never actually speak; and (iv) It's probably impossible but ... in an ideal world. CONCLUSIONS The research findings provide an insight into the professional relationship between education and health professionals in the presence of minimal collaboration. The participants in this study described the occupational therapy reports as useful but they all wanted a higher level of interaction with therapists. The participants also gave suggestions for improving the current procedure to increase collaboration between health and education professionals. Such improvements could enhance educational outcomes for South Australian children with a disability.
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Affiliation(s)
- Robyn Vincent
- Occupational Therapy Department, University of South Australia, Adelaide, South Australia, Australia.
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Huang YH, Peyton CG, Hoffman M, Pascua M. Teacher Perspectives on Collaboration with Occupational Therapists in Inclusive Classrooms: A Pilot Study. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2011. [DOI: 10.1080/19411243.2011.581018] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Shasby S, Schneck C. Commentary on Collaboration in School-Based Practice: Positives and Pitfalls. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2011. [DOI: 10.1080/19411243.2011.573243] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Seruya FM, Hinojosa J. Professional and organizational commitment in paediatric occupational therapists: the influence of practice setting. Occup Ther Int 2010; 17:125-34. [PMID: 20806287 DOI: 10.1002/oti.293] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
The professional and organizational commitment of paediatric occupational therapists working in two distinct practice settings, schools and medically based settings, was investigated. A web-based survey program was used to administer a questionnaire to occupational therapists employed in New York, New Jersey and Connecticut. The study employed social identity theory as a guiding perspective in understanding therapists' professional and organizational commitment. One hundred and fifty-seven paediatric therapists responded to the Professional Commitment Questionnaire and the Organizational Commitment Questionnaire to gauge their commitment to both the profession and their employing organizations. Results indicated that paediatric therapists, regardless of employment setting, have high professional commitment. Paediatric occupational therapists employed in medically based settings indicated statistically significant higher organizational commitment than their school-based counterparts. For therapists that work in school settings, the presence of a professional cohort did not influence professional commitment scores. As the study employed a web-based survey methodology, only individuals who were members of associations and had access to a computer and the Internet were able to participate. Further study might include widening the participant pool as well as adding additional instruments to explore both professional and organizational commitment on a more national scale.
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Podvey MC, Hinojosa J, Koenig K. The transition experience to pre-school for six families with children with disabilities. Occup Ther Int 2010; 17:177-87. [DOI: 10.1002/oti.298] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2009] [Revised: 04/22/2010] [Accepted: 04/22/2010] [Indexed: 11/11/2022] Open
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Abstract
PURPOSE This study was designed to explore the role of physical therapists in the transition of young children with special needs from early intervention to preschool and from preschool to kindergarten. METHODS Questionnaires were mailed to 500 pediatric physical therapists throughout the United States. Respondents reported how they participated in transition planning, if they perceived they were participating fully in the transition process, what barriers limited their participation, where they obtained information about transitions, and special training they had received on transition planning. RESULTS The response rate was 41.6%. Differences in type and level of participation were noted across settings. Therapists commented on specific barriers to participation and identified working with the family and performing evaluations as the top strategies for participation. Only 16.6% of respondents reported receiving training on transition. CONCLUSIONS The survey provided preliminary data regarding physical therapists involvement in early childhood transitions and suggests that further research is needed.
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