Kelly Leigers1, Christine Myers2, Colleen Schneck3. 1. Kelly Leigers, MS, OTR/L, is Assistant Professor, Eastern Kentucky University, Richmond; Kelly.Leigers@EKU.edu. 2. Christine Myers, PhD, OTR/L, is Research Assistant Professor, University of Florida, Gainesville. 3. Colleen Schneck, ScD, OTR/L, FAOTA, is Department Chair and Professor, Eastern Kentucky University, Richmond.
Abstract
OBJECTIVE: We sought to identify strategies and practices that school-based occupational therapy practitioners use in addressing social participation, their perceptions of competence, and factors influencing their strategies and practices. METHOD: Surveys were sent to 500 randomly selected members of the American Occupational Therapy Association's Early Intervention and School Special Interest Section; 112 usable surveys were received from 36 states. RESULTS: Respondents reported focusing on internal client factors when addressing social participation. Fewer than half (46.5%) indicated that they understood their role (mean [M] = 4.23, standard deviation [SD] = 1.22), and 57.1% desired greater understanding or ability (M = 4.64, SD = 1.29). Differences were found based on years of experience, service delivery model used, and services provided by diagnosis category. CONCLUSION: School-based occupational therapy practitioners may need to expand their current practices in addressing student social participation. Findings may be used to develop interventions to address this area of practice.
OBJECTIVE: We sought to identify strategies and practices that school-based occupational therapy practitioners use in addressing social participation, their perceptions of competence, and factors influencing their strategies and practices. METHOD: Surveys were sent to 500 randomly selected members of the American Occupational Therapy Association's Early Intervention and School Special Interest Section; 112 usable surveys were received from 36 states. RESULTS: Respondents reported focusing on internal client factors when addressing social participation. Fewer than half (46.5%) indicated that they understood their role (mean [M] = 4.23, standard deviation [SD] = 1.22), and 57.1% desired greater understanding or ability (M = 4.64, SD = 1.29). Differences were found based on years of experience, service delivery model used, and services provided by diagnosis category. CONCLUSION: School-based occupational therapy practitioners may need to expand their current practices in addressing student social participation. Findings may be used to develop interventions to address this area of practice.