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Journal ArticleDOI

Team Collaborative Practices Between Teachers and Occupational Therapists

01 Jan 2001-American Journal of Occupational Therapy (American Occupational Therapy Association)-Vol. 55, Iss: 1, pp 83-89
TL;DR: A significant negative correlation was found between the percentage of IEP objectives met variable and three collaborative variables--team meetings, reviewing progress, and develop goals and objectives, indicating that as the frequency of these team processes increased, fewer objectives were met.
Abstract: Objective A descriptive, correlational study using a survey instrument and record review was designed to describe collaboration practices between teachers and occupational therapists in public schools and to explore relationships of these practices to individual education plan (IEP) objectives and teachers' perceptions of occupational therapy contributions to student skill development. Method Forty teachers of students who receive occupational therapy comprised the sample. Descriptive statistics and Spearman rank order correlations were used to describe the practices and to determine associations among the variables. Results and conclusions The findings indicated that teachers and occupational therapists were using collaborative team practices, such as jointly developing goals and objectives, collaboration within the classrooms, jointly monitoring interventions, and jointly reviewing student progress. However, scheduling team meetings was difficult. The majority of respondents stated that occupational therapy contributed to student skill development, and as collaboration practices increased, the teachers' perceptions of occupational therapy contribution to student skill development increased. A significant negative correlation was found between the percentage of IEP objectives met variable and three collaborative variables--team meetings, reviewing progress, and develop goals and objectives. This finding indicated that as the frequency of these team processes increased, fewer objectives were met.
Citations
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Journal ArticleDOI
TL;DR: P4C is an innovative, empirically derived school health service delivery model for children with DCD that responds to the needs of this population, addresses issues identified in research, and provides a continuum of services designed to build capacity.
Abstract: Background. Developmental coordination disorder (DCD) is a common, chronic health condition that is poorly recognized and understood in school settings. Without appropriate support, children with DCD are at increased risk of depression, decreased fitness, and obesity. Evidence shows that occupational therapy intervention needs to shift from remediation of impairment to chronic disease management.Purpose. This paper describes Partnering for Change (P4C), an innovative, empirically derived school health service delivery model for children with DCD.Key Issues. The model emphasizes the partnership of the occupational therapist with educators and parents to change the life and daily environment of a child. The P4C partnership focuses on capacity building through collaboration and coaching in context. The model uses a tiered approach which includes whole class instruction, dynamic performance analysis, and monitoring response to intervention.Implications. P4C is a model that responds to the needs of this popula...

135 citations


Cites background from "Team Collaborative Practices Betwee..."

  • ...Although a partnership with educators has been recognized as important within collaborative consultation (Barnes & Turner, 2001; Case-Smith, 1997; Dunn, 1990; Fairburn & Davidson, 1993; McWilliam, 1995; Niehues, Bundy, Mattingly, & Lawlor, 1991; Nochajski, 2001), a recent literature review by…...

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Journal ArticleDOI
TL;DR: The results of this study suggest that current recommendations for collaboration for inclusion in school-based occupational therapy are not optimally implemented in all practice settings.
Abstract: This grounded theory study described the perspectives of school-based occupational therapists working in inclusive early childhood classrooms emphasizing interactions with teaching staff. Six therapists were interviewed multiple times over several months. The participants viewed their interactions with teaching staff as challenging but potentially rewarding experiences. Viewing collaboration as valuable, their descriptions nonetheless generally omitted many collaborative features, with therapists often assigned the role of "expert." Data analysis revealed four major themes: (1) "It's Not Like I Don't Value Collaboration" (the benefits of collaboration); (2) "Collaboration--I Can't Do It Alone" (the challenges of interactions); (3) "My Opinion, Please Ask for It" (attachment to the expert status), and (4) "Is This Collaboration?" (interactions in practice). The results of this study suggest that current recommendations for collaboration for inclusion in school-based occupational therapy are not optimally implemented in all practice settings.

78 citations


Cites background from "Team Collaborative Practices Betwee..."

  • ...Barnes and Turner (2001) and Dunn (1990) both studied students’ progress with consultative intervention, reporting that teachers observed increased contributions by the therapists to students’ progress....

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Journal ArticleDOI
TL;DR: Findings demonstrated that for this sample of children, significant improvements in fine motor and emergent literacy function were made.
Abstract: PURPOSE. We measured fine motor and emergent literacy outcomes in kindergarteners enrolled in two integrated kindergarten classrooms. The students received fully integrated occupational therapy services. Most occupational therapy services focused on planning and teacher consultation versus direct intervention. METHOD. A one-group pretest�posttest descriptive design was used to measure occupational therapy and emergent literacy outcomes in a convenience sample of 37 kindergarten-age children with and without disabilities. Four fine motor and two emergent literacy assessments were administered at the beginning and end of the school year. Data on the amount and type of occupational therapy services were documented over 7.months. RESULTS. Children without disabilities made statistically significant changes in all areas. Children with disabilities made significant changes in two of the fine motor and three of the emergent literacy assessments. CONCLUSION. Findings demonstrated that for this sample of children, significant improvements in fine motor and emergent literacy function were made.

70 citations


Cites background from "Team Collaborative Practices Betwee..."

  • ...In a survey of 40 teachers, findings indicated that as the amount of collaborative teaming increased, so did the teacher’s perceptions of occupational therapy contributions to student skill development (Barnes & Turner, 2001)....

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Journal ArticleDOI
TL;DR: This paper synthesizes and critically appraises the research literature on collaborative consultation services in school-based occupational therapy in order to provide program administrators with direction for critically examining decision making for service delivery in their districts.
Abstract: BackgroundAlthough collaborative consultation has been widely adopted in school-based occupational therapy practice, there is limited conceptual understanding of how collaboration contributes to educationally relevant outcomes for students with disabilities. Even without a clear understanding of the evidence related to school-based occupational therapy services, there continue to be decisions about funding and delivery of services.PurposeThis paper synthesizes and critically appraises the research literature on collaborative consultation services in school-based occupational therapy in order to provide program administrators with direction for critically examining decision making for service deliveryin their districts.Key IssuesAdvancing occupational therapy practice in education settings requires a sound theoretical understanding of collaborative consultation. Distributed cognition offers a more robust understanding of the relationship between educator-therapist collaboration and outcomes of school-based...

68 citations


Cites background or methods or result from "Team Collaborative Practices Betwee..."

  • ...The teachers’ perceptions of the therapists’ contribution to student outcomes increases (Barnes & Turner, 2001; Dunn, 1990; Kemmis & Dunn, 1996; Reid et al.)....

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  • ...Appendix 216 JUILLET 2009 REVUE CANADIENNE D’ERGOTHÉRAPIE NUMÉRO SPÉCIAL – INFLUENCER LA POLITIQUE VOLUME 76 © CAOT PUBLICATIONS ACE King et al. (1999) Barnes & Turner (2001) Bayona, et al. (2006) Reid et al. (2006) Examined the utility of a school-based program providing occupational therapy,…...

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  • ...…SPECIAL ISSUE CANADIAN JOURNAL OF OCCUPATIONAL THERAPY JULY 2009 213 interagency cooperation to ensure that administrative structures within both education and health sectors promote and support opportunities for collaboration (Barnes & Turner, 2001; Fairbairn & Davidson, 1993; Nochajski, 2001)....

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  • ...These concerns were echoed in the results of Barnes and Turner (2001)....

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  • ...Only one study looked specifically at the relationship between team collaborative practices and student outcomes (Barnes & Turner, 2001)....

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Journal ArticleDOI
TL;DR: The strong majority of reported occupational therapy services contrasted with emerging views of best practice, but were consistent with the Colorado Department of Education's guidelines for "motor specialists" that address occupational therapy, physical therapy, and adaptive physical educators working in schools.
Abstract: Objective This purpose of this study was to describe school-based occupational therapy practice for kindergarten through twelfth-grade students in Colorado and to examine occupational therapy practice in light of current education policy and published views of best practice. Method Study data were provided by 105 occupational therapists and occupational therapy assistants who completed a 24-item questionnaire. Results Occupational therapists carried an average caseload of 43.68 students; most frequently served kindergarten through third-grade students with perceptual or communicative disabilities; and delivered services most often in pullout treatment areas. Practitioners spent most of their work week providing direct services. Remedial or developmental approaches were used 62% of the time and compensatory and educational approaches 37% of the time. Individualized education program goals addressed by occupational therapists were most frequently developed by the occupational therapist and targeted students' sensory or motor impairments. Workshops on autism and sensorimotor intervention techniques were reported as the primary and preferred forms of professional development. Conclusion The strong majority of reported occupational therapy services contrasted with emerging views of best practice. They were, however, consistent with the Colorado Department of Education's guidelines for "motor specialists" that address occupational therapy, physical therapy, and adaptive physical educators working in schools. Study findings are discussed.

68 citations


Cites background from "Team Collaborative Practices Betwee..."

  • ...…between general educators, special educators, and related service providers on behalf of students with disabilities can improve student performance (Barnes & Turner, 2001; Clark & Miller, 1996; Mostert, 1998; Nochajski, 2001) as well as job satisfaction and commitment among the professional…...

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References
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Book
01 Apr 1992
TL;DR: This book provides in-depth gui dance on developing an ecological curriculum, conducting col laborative assessments, designing IEP, and coordinating ther apy and education.
Abstract: This book details dozens of useful strategie s, which readers will benefit from It provides in-depth gui dance on developing an ecological curriculum, conducting col laborative assessments, designing IEP, and coordinating ther apy and education '

161 citations

Journal ArticleDOI
TL;DR: A broad overview of the concepts of collaboration and inclusive schooling within the context of rapid change in public education can be found in this article, where the authors discuss major barriers to and facilitators of effective collaboration and make several recommendations for the supports needed to establish a collaborative ethic and collaborative behavior in public schools.
Abstract: This article provides a broad overview of the concepts of collaboration and inclusive schooling within the context of rapid change in public education. the authors examine the current definitions of collaboration and inclusive schooling. they review various rationale for collaboration, current legislation related to collaboration in schools, and the recent research (1989 to 1995) on the effectiveness of collaboration in achieving the outcomes mandated by the individuals with disabilities education act (idea). in addition, they discuss major barriers to and facilitators of effective collaboration and make several recommendations for the supports needed to establish a collaborative ethic and collaborative behavior in public schools. the authors argue that collaboration can no longer be considered a voluntary act.

88 citations


"Team Collaborative Practices Betwee..." refers background in this paper

  • ...The literature states that collaborative team practices augment educational outcomes (Cross et al., 1996; Demchak et al., 1995; Villa et al., 1996)....

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Journal ArticleDOI
TL;DR: Time spent using pull-out services and consultation was highly related to attitude toward that service delivery model; therapists who provided primarily consultation were significantly lower in their ratings of the importance of direct, pull- out services.
Abstract: School-based occupational therapists provide direct services, with the child removed from the classroom and integrated, and consultative services within the classroom, involving the teacher and mem...

48 citations


"Team Collaborative Practices Betwee..." refers background in this paper

  • ...The relationship of these practices to educational outcomes, however, has not been explored (Case-Smith & Cable, 1996; Evans, 1991; Rainforth, York, & Mcdonald, 1992; Rourk, 1996)....

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Journal ArticleDOI

47 citations


"Team Collaborative Practices Betwee..." refers background in this paper

  • ...Cronbach’s alpha is a “reliability index that estimates internal consistency or homogeneity of a measure composed of several items or subparts” (Polit & Hungler, 1985, p. 383)....

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