BACKGROUND: Occupational therapists use a range of intervention approaches with children with learning difficulties. PURPOSE: This study aimed to identify factors influencing therapists' clinical decisions when choosing and combining these interventions. METHODS: Seven occupational therapists participated. Data were collected through in-depth interviews, short questionnaires, and therapy observations and analysed thematically. FINDINGS: Therapists used a combination of child, therapist, and service-related factors to individually tailor a combination of intervention techniques drawn from different theoretical approaches. Therapists also used embedded practices with all children to engage and motivate them, promote task mastery, encourage application of strategies at home and school, and evolve intervention through ongoing evaluation. IMPLICATIONS: The child and family's home and school context and, to a lesser extent, the therapist's past experience and service context are primary factors considered when choosing interventions. Therapists continually move between theoretical and practical levels of thinking to best meet each child's needs.
BACKGROUND: Occupational therapists use a range of intervention approaches with children with learning difficulties. PURPOSE: This study aimed to identify factors influencing therapists' clinical decisions when choosing and combining these interventions. METHODS: Seven occupational therapists participated. Data were collected through in-depth interviews, short questionnaires, and therapy observations and analysed thematically. FINDINGS: Therapists used a combination of child, therapist, and service-related factors to individually tailor a combination of intervention techniques drawn from different theoretical approaches. Therapists also used embedded practices with all children to engage and motivate them, promote task mastery, encourage application of strategies at home and school, and evolve intervention through ongoing evaluation. IMPLICATIONS: The child and family's home and school context and, to a lesser extent, the therapist's past experience and service context are primary factors considered when choosing interventions. Therapists continually move between theoretical and practical levels of thinking to best meet each child's needs.