Caroline Hui , Laurie Snider , Mélanie Couture Show Affiliations »
Abstract
BACKGROUND: Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. PURPOSE: This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. METHOD: This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. FINDINGS: Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. IMPLICATIONS: Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.
BACKGROUND: Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. PURPOSE: This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. METHOD: This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. FINDINGS: Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. IMPLICATIONS: Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.
Keywords:
Consultation; Education; Occupation-based enablement; Schools; Self-efficacy.
Mesh： See more »
Year: 2016
PMID： 27026722 DOI： 10.1177/0008417415627665
Source DB: PubMed Journal: Can J Occup Ther ISSN： 0008-4174 Impact factor: 1.614